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Common Core
Instructional Module
English 1
Module 1
TEACHER PACKET
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Common Core-Aligned Instructional Module
Grade 9
How does language wield power? How is language used to
manipulate people?
Overview
1) The recommended novel for this module is Animal Farm by George Orwell. One of Orwell’s central
concerns in Animal Farm is the way in which language can be manipulated as an instrument of
control. The pigs gradually twist and distort rhetoric of socialist revolution to justify their behaviour
and to keep the other animals in the dark. The animals heartily embrace Major’s visionary ideal of
socialism, but after Major dies, the pigs gradually twist the meaning of his words. Teachers may
choose to have students read the entire novel, or select passages for close reading that capture the
essence of the story and support the essential questions: How does language wield power? How
can it change our understandings of the world? How is language used to manipulate people?
Throughout the module, students are asked to think critically and analyze how authors use word
choice and rhetoric to convey their point of views and how language can be used to manipulate
people’s thinking in both positive and negative ways.
2) Prentice Hall selections were chosen that address the essential question with similar themes. For
example, the persuasive language used in the speech by Martin Luther King and the inaugural
address by Nelson Mandela are examined closely. It is strongly recommended that the Literary
Analysis Workshops in the Common Core aligned teacher’s edition (P.426-439) precede the reading
of the speeches to promote student comprehension.
3) Three Common Core-aligned ELA/Literacy instructional strategies have been identified for districtwide focus:
 Reading and writing informational text
 Academic conversation/discourse
 Formative assessment
These instructional strategies are at the heart of the modules as we prepare our students to be
college and career ready. The teacher packet includes support materials for each of these strategies.
4) At the conclusion of this module, students will be asked to analyze and synthesize information from
several sources which address the essential question in an SBAC-like informational writing
performance task. Please note this is NOT a summative assessment about the novel and/or the
Prentice Hall selections. Students will be expected to cite evidence from the sources provided in the
writing assessment to address the essential questions: How does language wield power? How is
language used to manipulate people?
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Text Selections and Other Resources
Prentice Hall Selections
Additional Selections
*ONLY in new CCSS Edition (TE); **BOTH new (TE) and Timeless Voices (SE);
No asterisk – ONLY in Timeless Voices (SE)

Close Reads included in Literary Analysis Workshop:
Elements of Essays, Articles, and Speeches* (TE 426-439)
 “I Am an American Day” Address by Learned Hand,
 Patrick Henry’s “Speech to the Virginia Convention”
 “Before Hip-Hop Was Hip-Hop” by Rebecca Walker
“I Have a Dream” ** by MLK, Jr. (TE 542, SE 164)
“Glory and Hope” ** by Nelson Mandela (TE 1202, SE
506) (from Unit 6)
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Rhetorical strategies chart
Close read/annotation guide for Squealer’s speech
World War ll American poster propaganda:
http://blogs.archives.gov/education/2013/05/30/pr
opaganda-posters-and-the-common-core/
Analyze WW ll poster- analyzing images support at
http://www.wccusd.net/Page/4226
Prentice Hall Common Core Companion (student workbook): includes graphic organizers for Common Core
literacy skills
District website http://www.wccusd.net: for additional resources select Instruction  English Language Arts
 Secondary
This module highlights the following College and Career Readiness Anchor
Standards (see grade level standards for additional specificity):
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
CCR.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCR.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
CCR.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCR.W.9: Draw evidence from literary and or informational texts to support analysis, reflection, and research.
CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
CCR.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style and to comprehend more fully when reading or listening.
CCR.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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Identifying Rhetorical Strategies: Logos, Pathos, and Ethos
Rhetoric: The art of using language persuasively and effectively
Ethos = Ethics and Credibility
Logos = Logic
Pathos = Emotion
The use of logic, rationality, and critical reasoning
to persuade. Logos appeals to the mind. Logos
seeks to persuade the reader intellectually.
The use of emotion and affect to persuade.
Pathos appeals to the heart and to one’s
emotions. Pathos seeks to persuade the reader
emotionally.
Some Examples of Logos
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Appeal to the mind/intellect
Draw from philosophy and logic
Facts
Statistics
If, then… statements
Definitions of terms
Explanation of ideas
Cause and effect
Details that come from objective reporting
Logical reasons and explanations
Some Examples of Pathos
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Appeal to the heart/emotion
Draw from spirituality or religious traditions
Stories or testimonials
Personal anecdotes or stories
Personal connections
Imagery and figurative language that provokes
an emotional response
 Visual images or words that inspire you to
empathize or have compassion towards the
idea/topic
 Powerful words, phrases, or images that stir up
emotion
 Details that come from subjective reporting
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The ongoing establishment of a writer’s or speaker’s
authority, credibility, and believability as he/she speaks
or writes. Ethos appeals to ethics and character. Ethos
seeks to persuade the reader that the writer/speaker can
be trusted and believed due to his/her noble character
or ethical ways in which he/she is presenting ideas.
Some Examples of Ethos
 Appeal to the writer’s/speaker’s believability,
qualifications, character; relevant biographical
information
 Use of credible sources (experts, scholars)
 Accurate citation of sources: gives credit where
credit is due
 Experience and authority: person knows the
issues and has experience in the field
 Appropriate language: uses language of the
discipline
 Appropriate tone: knows the audience and
context of situation
 Humility: is not arrogant
 Uses tentative yet authoritative language;
avoids sweeping statements like “Everyone is
doing this,” “This is the only way,” “This will
always work.” Instead says, “The research
suggests that,” “Some experts believe,” “In my
experience,” etc.
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What is "Rhetoric"?
Recently, I sent a group of students out to ask that question. Each student asked 10 people to define rhetoric
– and each student returned with 10 completely different answers.
Not surprisingly, more than half of the answers had negative connotations. People who are deceived and
lured by hype are sometimes described as having "succumbed to the rhetoric." If politicians make promises
they don't keep, those promises are likely to be criticized as "empty campaign rhetoric." While it's true that
rhetoric can have negative connotations – that is, rhetorical skills can be used to deceive or to sway people
unethically – these conceptions of rhetoric are misleading and fail even to scratch the surface of what
rhetoric is all about.
During the 4th century B.C., Aristotle wrote the Rhetoric in which he defined
rhetoric as discovering all available means of persuasion on a topic. Thus, for
Aristotle, rhetoric has a clear persuasive function, but also an epistemic
function--it serves as a way to discover what is known and what can be known
about a subject. Every time we use language--in speech or in writing--we engage
in a rhetorical act. Another way of saying this would be to say that all
communication is rhetorical. Whenever we use language, we have an intention-a message to communicate or a goal to achieve. All of us behave rhetorically
every time we use language. In fact, a useful modern definition of rhetoric is
simply the intentional use of language to influence an audience.
Aristotle and other classical rhetoricians, both Greek and Roman, worked to codify rhetoric, to identify its
parts and its functions. Much of our modern understanding of rhetoric is derived from these classical
sources. Even the incredible impact of technology on ways we speak and write can still be understood and
analyzed beginning from this classical foundation. Part of this classical heritage is our understanding of the 5
canons of rhetoric:
Invention
The Latin term inventio means "invention" or "discovery." Invention is a process of systematically discovering
arguments about a given topic. This topic exploration spans a wide variety of methods including research. In
modern writing instruction, we usually refer to this part of the writing process as "prewriting."
The classical rhetoricians referred to this canon as dispositio, meaning "disposition" or "arrangement."
Arrangement Arrangement is the process of arranging the parts of a discourse in the order that will be most effective to
achieve the rhetorical goal or intention. We often refer to this as "structure" or "organization."
Style
Because of their focus on spoken delivery, classical rhetoricians referred to style as elocutio. Style is an
elusive quality and, therefore, difficult to define. We can, however identify particular elements of style: word
choice (diction), sentence and paragraph length and arrangement, use of imagery and metaphor, etc.
Memory
This canon gets the least emphasis in modern rhetorical studies. In Aristotle and Plato's day, each copy of a
text had to be created by hand, and paper and ink were much harder to come by. Plato, in fact, distrusted
writing because he believed that it became a crutch, allowing rhetors to depend on the written text rather
than on developing their mental skills. Classical rhetoricians stressed memory, what they called memoria and
used several mnemonic devices to help them remember the parts of an oration. We tend to rely on notes--or
PowerPoint slides!
Delivery
Classical rhetoricians focused mostly on oral presentation when they talked about delivery and referred to it
as pronuntiatio. We, however, have lots of options they didn't have, especially since the World Wide Web
allows us to self-publish text which includes color, graphics, and other visual elements as part of the message
we communicate.
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One useful way for us to think about rhetoric now is to understand that every rhetorical act – every use of
language – occurs within a rhetorical context which includes at least 4 elements:
Aim
The speaker or writer's goal – the effect you want to
have on a specific audience
Audience
The specific person or group of people you are
addressing
Medium
The method of delivery – newspaper, flyer, radio or
television broadcast, poster, letter, speech,
academic paper, etc.
Subject
The topic of the rhetorical discourse
To be an effective speaker or writer, you must begin by analyzing the rhetorical context of your discourse:
Why are you speaking or writing? To whom? How will your message be delivered or received? What is your
message about? These factors exert significant impact on what you will say or write and how you will say or
write it. Suppose, for example, that you want to quit a job you currently have and take a new job. You might
explain your reasons to your friends and/or your parents quite differently than you would to your current
boss. Maybe you'd tell your friends and parents that you just hate the job or that you don't get paid enough,
or that you think your boss is an idiot. You would probably express yourself quite differently to your boss if
he/she asked for your reasons--especially if you wanted a job reference for your next employer! This is just
one example of how factors in the rhetorical context work together to influence what is written or said and
how.
Within the rhetorical context, we, as speakers and writers, make three types of appeals to our audience:
Ethos
Ethos is the Greek word from which we get our word "ethics." Ethos is all about your credibility, reliability,
and authority as a speaker or writer. Essentially, ethos is your reputation with your audience and the
strategies you use to convince your audience that you should be believed or taken seriously. For the
Greeks, who put a great deal of emphasis on citizenship, ethos had a lot to do with a rhetor's status in the
community. In fact, Quintilian, a Roman rhetorician, defined ethos as "A good man speaking well." For
Quintilian, being a "good man" was equally as important as having the ability to "speak well." Ethos
focuses on you as the speaker or writer.
Logos
Logos sounds a lot like our word "logic," and that's a good way to think about logos. Logos focuses on the
text itself--the data, examples, statistics, facts, reasoning, etc. which are part of your message. We often
refer to the logos portion of writing as "support material." Naturally, a speaker or writer who uses poor or
faulty data to try to support a claim or convince an audience compromises his/her ethos. In other words,
these rhetorical appeals don't exist in isolation; they are closely interrelated. Nonetheless, when we talk
about logos, we're focusing primarily on the text or the message that's being delivered.
Pathos
Our modern English word which is closest to pathos is the word "pathetic." We tend to use the word
"pathetic" to describe something that is pitiful, stupid, or sorry, but the root of the word--"path"--actually
means "feeling or suffering." We derive quite a few medical and psychological terms from this root (e.g.,
pathology, pathologist, psychopath, etc.) because those terms have to do with what human beings feel
and/or suffer. Pathos is all about appealing to feelings or emotions. Thus, the focus of pathos is on the
audience.
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Aristotle believed that the most significant of the
appeals was ethos--that someone will be believed
because of his/her reputation or charisma even if the
facts of the message are weak. This may explain why
people who run for office undergo extensive training on
how to relate to people--to develop public charisma.
Aristotle believed that ideally, people would be
persuaded by logos, but he acknowledged that most
people are more swayed by what we feel and care
about than by what we believe to be factual. A skilled
writer understands that all three appeals work together
within a specific rhetorical context--and uses all of them
to accomplish his rhetorical aim.
Now that we do so much of our reading and writing online, we're paying a lot more attention to the fact that
the visual elements of a text are equally as important as the language of the text in communicating meaning.
These are the two tools that speakers and writers use to make the three rhetorical appeals: Language and
image.
As we work through this course together, what we're really doing is learning about rhetoric. Primarily, we'll
be talking about rhetoric as it applies to writing, but you should know that everything we're discussing about
writing applies to speaking as well. We live in a world of written text. When you need something for yourself
or your family at home, or when you need or want something on the job, the response you're likely to hear
is, "Give me something in writing." The person who understands rhetoric and who perfects his or her
rhetorical skills is the person who is most likely to get what is needed or wanted. When you study rhetoric-as you are in this class--you're perfecting skills that will impact every area of your life and work.
Olson, A. “Introduction to Rhetoric.” letu.edu/people. May 2006. Le Tourneau University. 23 August, 2013.
<http://www.letu.edu/people/annieolson/class/intro.html>
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Propaganda
propaganda (prop-a-gan-da) n. The systematic spreading of information, especially in a biased or
misleading way, in order to promote a political cause or point of view. The aim of propaganda is
to persuade people to accept certain beliefs or facts without question.
When wars are being fought it becomes important to keep up the spirits and morale of your
own side/country and at the same time persuade the enemy that they are fighting a lost
cause without any hope of victory.
In Animal Farm, propaganda is used to trick and deceive. The propaganda extolled,
becomes a twisted mass of lies and half-truths intended to hide the reality of the situation
from the animals. It is used to confuse and bewilder them. And above all, to stop them
thinking for themselves.
Squealer is in charge of all the propaganda for Napoleon. Every time something happens
which makes the animals question the way the revolution is progressing, Squealer uses his skills
with language to persuade them that everything is for the best.
Some of these are outlined below:
Selection
Out of a mass of complex facts, the propagandist selects only those which support his
arguments and assertions.
Lying
Telling lies is always a major tool of the propagandist. Remember what Hitler said: ‘If you
tell a BIG LIE often enough and loudly enough people will begin to believe it.’
Repetition
If you keep repeating a statement again and again, it will eventually be accepted by
your listeners.
Pinpointing the enemy
The propagandist often tries to find an enemy, real or imagined, to attack. This unites
everybody against the 'enemy' and encourages them to stop thinking for themselves (and
to avoid viewing the propagandist as the enemy).
Assertion
The propagandist rarely argues. He just makes bold statements that he asserts to be true –
and goes on and on making them.
Rhetorical questions
The propagandist often peppers his speeches with questions which he intends to answer
himself. He does not want his listeners to answer them because he does not want them to
think. He will do their thinking for them.
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Squealer’s speech (from Animal Farm by George Orwell)
Squealer uses many of the techniques of propaganda listed here.
Go through the speech in fine detail and highlight then annotate the bits which
match the appropriate headings in the boxes above. Here, Squealer is justifying the
fact that the pigs are keeping the milk and apples for themselves.
“Comrades!” he cried. “You do not imagine, I hope, that we pigs are doing
this in a spirit of selfishness and privilege? Many of us actually dislike milk
and apples.
I dislike them myself!
Our sole object in taking these
things is to preserve our health. Milk and apples (and this has been proved
by Science, comrades) contain substances absolutely necessary to the wellbeing of a pig. We pigs are brain-workers. The whole management and
organization of this farm depend on us. Day and night we are watching
over your welfare. It is for your sake that we drink that milk and eat
those apples. Do you know what would happen if we pigs failed in our
duty? Jones would come back! Yes, Jones would come back!
Surely,
comrades,” cried Squealer almost pleadingly, skipping from side to side and
whisking his tail, “surely there is no one among you who wants to see Jones
come back?”
Source: www.teachit.co.uk 2009
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Source: http://www.loc.gov/exhibits/treasures/trm015.html
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Use with students to analyze visuals such as political cartoons or advertisements. Analyzing images graphic organizer on district website under resources.
ANALYZING IMAGES
1. Describe the image in detail. What do you see?
a. Describe the characters: Are there any exaggerations? What personality traits or feelings are evident,
and how does the artist portray these? What are the characters doing, and what does this behavior
say about them? What are the reactions of other characters to the central character?
b. Describe the setting: Does the setting create mood? Are there any objects that contribute to the
mood? Quote any words in the image and explain how they relate to the images. Are they said by a
character? Do they appear on a sign?
c. Describe any other objects in the image.
2. Identify the Subject of the image.
3. Use your background knowledge to identify the Occasion and Audience of this image.
4. What techniques are being used?
a. Allusion: does the image refer to an event or person in history or literature? What do you know
about that person or event?
b. Symbolism: do some of the concrete items represent abstract ideas? What colors are used, and
what might these colors symbolize? Is there a contrast of lightness and darkness? What might this
mean?
c. Hyperbole: are some of the items exaggerated? For what purpose?
d. Organization: is there a juxtaposition of two very different items? Is some of the imagery repeated?
For what purpose?
e. Irony: Is something in the depicted situation ironic? (Verbal, Dramatic or Situational)
f. Other technique? (Pun, metaphor, etc.)
5. What is the overall tone of the image toward its subject?
6. Review your answers for #1-5 and then assert the Purpose (Claim/Theme/Main Idea) of the image.
7. Review your answers for #1-5 again and then identify the major rhetorical appeals used. This may repeat
information you have already written.
a. Logos
b. Ethos
c. Pathos.
Note: this handout is an adaptation of one by “Eva Arce” from her “Visual Literacy” course.
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Reading & Writing Informational Text Strategies
Because the ELA classroom must focus on literature (stories, drams, and poetry) as well as literary
nonfiction, a great deal of informational reading in grades 6-12 must take place both in English classes as
well as other content areas. To ensure students’ growth toward college and career readiness, the
distribution of informational reading and writing should correlate with the National Assessment of
Educational Progress’s Reading and Writing Frameworks which follow.
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework
Grade
Literary
Information
4
50%
50%
8
45%
55%
12
30%
70%
(2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
Grade
To Persuade
To Explain
To Convey Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress.
Writing Standard 9 for grades 4th - 12th grade requires students to be able to write about what they read. They must
draw evidence from literary and or informational texts to support analysis, reflection, and research.
Students must be provided ample opportunities to build comprehension through independent annotation exercises
and collaborative conversations. The following graphic organizers can assist in providing that kind of needed
support. Additional resources can be found on the district website (Departments  English Language Arts 
Secondary).
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Name
#
Per.
Date
Citing Evidence
CCR.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Directions: Complete an initial close read of the text with a partner, or whole class. After reading the text, use the table to record data as you complete a
second read of the text independently. Select and write down specific phrases or sentences from the text and explain the significance of each.
Specific Phrase or Sentence (Evidence)
Analysis or Inference
1.
2.
3.
4.
5.
6.
7.
8.
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Reading & Writing Informational Text Strategies: Close Reading
A significant body of research links the close reading of complex text—whether the student is a struggling
reader or advanced—to significant gains in reading proficiency and finds close reading to be a key
component of college and career readiness.
(Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)
What Is Close Reading?
Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension.
The Partnership for Assessment of Readiness for College and Careers supplies clarification useful for
teaching with Common Core standards in mind:
Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining
meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing
student attention on the text itself empowers students to understand the central ideas and key supporting
details. It also enables students to reflect on the meanings of individual words and sentences; the order in
which sentences unfold; and the development of ideas over the course of the text, which ultimately leads
students to arrive at an understanding of the text as a whole.
The Prentice Hall Common Core Companion Teacher’s Edition provides many examples of close reading.
For each selection, they delineate specific passages (bracketed lines) that support students’ understanding
of the selection and directly tie them to the Big Question which often relates to the ELA module’s essential
question.
There is a great video of high school students demonstrating close reading that teachers have successfully
shared with their students. Go to http://www.youtube.com/watch?v=adXdTXEzmzE
Annotation is a powerful tool to aid students in deconstructing complex text. Cornell Notes have been
around for many years and continue to be useful. Asking students to annotate what they are reading is
also a highly recommended research based strategy. Included in this packet is a Metacognitive Marker
chart that you can use with your students.
Additional support materials for Close Reading can be found at the district website (Departm ents  English
Language Arts  Secondary )
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METACOGNITIVE MARKERS
Use the following symbols for making notations and
marking the text.
 I agree with this. This makes sense to me.
 I am confused by this. This doesn’t make sense to me.
 I have a question about this. This makes me want to
know more.
!! Wow! This is important. I have strong feelings about
this.
 This is true for me. I can relate this to my own
experience.
Adapted from Summarization in Any Subject, Rick Wormeli
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Collaborative Conversation Strategies
Collaborative conversations are characterized by purposeful talk focused around topics and texts appropriate to the
grade level and discipline. They are sustained discussions between students in which ideas are presented, defended,
elaborated upon, and responded to. Collaborative conversations encourage exchange of ideas, based on evidence,
that generate critical thinking and stronger understanding and comprehension. Doug Fisher (2012) describes
collaborative conversations as discussions in which student “argue without being argumentative and disagree
without being disagreeable.”
Provide academic language support as needed: Examples include sentence starters such as:
o
o
o
o
o
I disagree with ______________ because _____________.
The reason I believe ____________ is ________________.
The facts that support my idea are ___________________.
In my opinion ________________.
One difference between my idea and yours is __________________.
The list below is a small sampling of strategies. Additional resources for collaborative conversations can be found on
the district website (Departments  ELA  Secondary)
 Conversation Roundtable: Students fold piece of paper into fourths, then
fold over the center corner into a small triangle. When opened, the paper is
divided into sections as shown. Students record their own notes in the
upper left quadrant. Four students then participate in a discussion. As
students listen to what the others are saying, they record notes in each of the
other three quadrants. One use of the conversation rountable is as a video
reflection tool.
 Carousel: Small groups of students rotate to posters around the classroom. Students respond to, discuss
and post answers to images/prompts/questions on the posters and reflect on other students’ comments.
 Collaborative poster: Small groups of students collaborate to create posters with specific visual
information (drawings and text). Each student uses an assigned colored marker. Each student is
accountable for creating and presenting their contribution to the poster. Students discuss critically, explain,
and make decisions to complete this task.
 Fishbowl Discussion: Fishbowls involve a small group of students seated in circle having a conversation
(fish). They are surrounded by a larger group of observers seated in an outer circle (bowl). The facilitator
gives a short input of 5-10 minutes which sets out the general outline of the discussion. After that the inner
circle starts to discuss while the outer circle listens and observes. Students are moved between the inner
and outer circles so that all have an opportunity to participate in both roles.
 Socratic Seminar: Students engage in a formal discussion, based on a text, in which the leader asks openended questions. Within the context of the discussion, students listen closely to the comments of others,
thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of
others. They learn to work cooperatively and to question intelligently and civilly.
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Name: _________________________________
Period: _______
Date: ________________
Academic Discourse
Topic for discussion: _________________________________________
My Thoughts…
My Partner’s Thoughts…
Now write a one paragraph summary about today’s topic. Use valid reasoning and relevant evidence to support your claim. Include ideas that came from
your conversation with your partner in your analysis.
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Formative Assessment Strategies
The purpose of assessment tasks and activities is to provide the teacher with a window into students’
cognitive processes. Formative assessments allow students to show their thinking and allow teachers a
way to see and gauge students’ understanding and adjust instruction accordingly. As James Popham states,
“Formative assessment looks at ends (or outcomes) as a way of deciding whether means (inputs) need to
be changed.” [From “Formative Assessment: Its Aristotelian Essence”:
http://www.amplify.com/assets/regional/Popham_FA_Essence.pdf]
Formative assessment can take the form of checklists, written or oral responses, graphic organizers,
Socratic questioning, etc. They can also be more informal, such as teacher observations of student
performance or collaborative conversations. The list below is a small sampling of strategies. Additional
resources for formative assessment:
- District website  Departments  ELA  Secondary
- http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html.
 Small group close reading and collaborative conversations: Students work in small groups to
identify key understandings and academic vocabulary from short text selections. Teacher
observation of group work informs next steps of instruction (extend, mitigate, reteach...)
 Graphic Organizers: Students complete word/idea webs or concept maps, flowcharts, cause/effect
charts, sequence charts, Venn diagrams…to show their understanding of ideas and concepts.
Teacher review of these determines adjustments to instruction.
 Think-Pair-Share or Write-Pair-Share: Students considers their own response to a prompt, text,
lecture, etc., followed by sharing their reflections with a partner. Teacher circulates and listens in
to gauge student understanding.
 Entry/Exit Cards: As students enter or exit class, they respond to a prompt displayed on the board
related to the topic of that day’s lesson. For example, after a lesson on tone and word choice,
sample prompts might be: “Identify details that reveal the tone of the text that you are reading.
Explain your ideas.” Or “Identify words or phrases that stood out to you while you were reading.
How does the author’s word choice add to the text?”
Low-tech – sticky notes; high-tech – cell phone responses (e.g. www.padlet.com )
 3-Minute Papers: Students complete 1- to3-minute quick writes on a topic or big idea. This
provides the teacher with insights into the reasoning processes that students are using to inform
next steps of instruction.
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Three “3-Minute Papers”
(Adapted from Bay Area Writing Project)
Step One: Solo Reading Task. Students read for the big ideas and highlight quotes that strike them as important or
make them think.
Step Two: 3-Minute Papers. Students write three “3-minute” papers in their notebooks summarizing the reading
selection being discussed.
3-Minute Paper # 1: Students write a brief statement for each sentence starter.
The author explains__________. The author describes __________. The author questions __________.
(Ask students to skip a few lines)
3-Minute Paper # 2: Students review what they highlighted and thought was important and pick one quote
that really makes them think. Then students write about “why this quote makes you think”.
The author’s statement “_______________,” makes me think about/wonder _______________.
The author’s point, “_______________,” suggests that _______________.
(Ask students to skip a few lines)
3-Minute Paper # 3: Students finish the statement:
The author probably believes that _______________ because_______________.
Step Three: Notebook Exchange.
1. Students exchange notebooks and read each other’s 3-minute papers.
2. Students highlight one line they found interesting and/or helped them add to their understanding of the
text. The line can come from any of the three papers.
3. Students write a sticky-note response, explaining why he/she found that particular line to be of interest.
Dear _______________,
Your statement/thoughts about _______________ are interesting because _______________. Your
statement/thoughts added to my thinking because _______________.
Step Four: Students participate in academic conversations to share their learning.
This activity addresses the following Common Core Anchor Standards:

CCR.Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.

CCR.Speaking & Listening Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.

CCR.Language Standard 6: Acquire and use a range of general academic and domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level…
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