Georgia Milestone Practice
Reading and Response--"Georgia's Little Grand Canyon"
little_grand_canyon--full.pdf | |
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argumentative_writing_rubric--milestones_practice.pdf | |
File Size: | 290 kb |
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Reminders for Written Responses
Short Constructed Response:
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Extended Constructed Response:
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Examples of Citing Evidence
In the passage "Structured Procrastination," the author states, "Some people will put off work because of boredom but will choose to finish the work before the deadline." (paragraph 3)
In Passage A, the author describes how people will not complete tasks because they are bored but eventually decide to finish them on time. (paragraph 3)
In Passage A--"Structured Procrastination," the text states, "Some people will put off work because of boredom..." (paragraph 3)
In Passage A, the author describes how people will not complete tasks because they are bored but eventually decide to finish them on time. (paragraph 3)
In Passage A--"Structured Procrastination," the text states, "Some people will put off work because of boredom..." (paragraph 3)
Short Constructed Response to One Passage--General Outline
Consider using the "extended" RACE strategy as a foundation for your short constructed response.
1. R: Restate Prompt as Topic Sentence
2. A: Answer / Explain the prompt; general discussion--provide background or definition to explain the prompt
3. C: Cite Text Evidence #1 (in quotes); label passage and paragraph number
4. E: Explain text evidence #1 and relate to prompt
5. T: Transition to second point / idea
6. C: Cite Text Evidence #2 (in quotes); label passage and paragraph number
7. E: Explain text evidence #2 and relate to prompt
8. C: Concluding Sentence: Connect your evidence; explain how it all relates to the prompt
1. R: Restate Prompt as Topic Sentence
2. A: Answer / Explain the prompt; general discussion--provide background or definition to explain the prompt
3. C: Cite Text Evidence #1 (in quotes); label passage and paragraph number
4. E: Explain text evidence #1 and relate to prompt
5. T: Transition to second point / idea
6. C: Cite Text Evidence #2 (in quotes); label passage and paragraph number
7. E: Explain text evidence #2 and relate to prompt
8. C: Concluding Sentence: Connect your evidence; explain how it all relates to the prompt
Short Constructed Response for Paired Passages--General Outline
Consider using the "extended" RACE strategy as a foundation for your short constructed response.
1. R: Restate Prompt as Topic Sentence
2. A: Answer / Explain the prompt; general discussion--provide background or definition to explain the prompt
***Introduce Passage A--state title and give brief summary
3. C: Cite Text Evidence #1 (in quotes); label passage and paragraph number
4. E: Explain text evidence #1 and relate to prompt
5. T: Transition to second point / idea
***Introduce Passage B--state title and give brief summary
6. C: Cite Text Evidence #2 (in quotes); label passage and paragraph number
7. E: Explain text evidence #2 and relate to prompt
8. C: Concluding Sentence: Connect your evidence; explain how it all relates to the prompt
1. R: Restate Prompt as Topic Sentence
2. A: Answer / Explain the prompt; general discussion--provide background or definition to explain the prompt
***Introduce Passage A--state title and give brief summary
3. C: Cite Text Evidence #1 (in quotes); label passage and paragraph number
4. E: Explain text evidence #1 and relate to prompt
5. T: Transition to second point / idea
***Introduce Passage B--state title and give brief summary
6. C: Cite Text Evidence #2 (in quotes); label passage and paragraph number
7. E: Explain text evidence #2 and relate to prompt
8. C: Concluding Sentence: Connect your evidence; explain how it all relates to the prompt
General Reminders for the Extended Constructed Responses
1. When possible, write five paragraphs total--an introduction, three body paragraphs, and a conclusion.
2. Always write in third person point-of-view: NO---- I, me, us, we, our, ours, you, your, yours...
Example: NEVER SAY--In this essay, I am going to tell you about dance competitions.
3. You must include at least four pieces of text evidence; try not to use more than six. You must use evidence from BOTH passages.
4. Alternate your styles of text evidence; use direct quotes as well as paraphrasing.
5. Always cite your evidence with passage number and paragraph number--even if you paraphrase.
Example: In Passage A, the author states that dance competitions allow dancers many opportunities for improvement (paragraph 3).
2. Always write in third person point-of-view: NO---- I, me, us, we, our, ours, you, your, yours...
Example: NEVER SAY--In this essay, I am going to tell you about dance competitions.
3. You must include at least four pieces of text evidence; try not to use more than six. You must use evidence from BOTH passages.
4. Alternate your styles of text evidence; use direct quotes as well as paraphrasing.
5. Always cite your evidence with passage number and paragraph number--even if you paraphrase.
Example: In Passage A, the author states that dance competitions allow dancers many opportunities for improvement (paragraph 3).
Extended Constructed Response--General Outline--Argumentative
Introduction:
1. Optional Attention Grabber: How/Why Question or Important Quote from a Passage
2. Clearly restate prompt--focusing on key words
3. Introduce and summarize first passage--include title of passage in quotation marks
4. Introduce and summarize second passage--include title of passage in quotation marks
5. CLEAR thesis statement where claim is made (pick a side!!!)
Body Paragraphs 1-2:
1. Topic Sentence--Start with TW, restate position; clearly state supporting reason for claim
2. Follow-up Sentence--explain the reason
3. Text Evidence #1: in quotes, cite passage, cite paragraph
5. Additional Discussion: Evidence or Example
7. Closing Sentence
Body Paragraph 3--Counter-argument:
1. Introduce opposing side with appropriate TW
2. Text Evidence #1: in quotes, cite passage, cite paragraph (to support opposing viewpoint)
3. Write counter-statement--While some critics/people may believe . . . , this is not accurate because . . .
4. Text Evidence #2: in quotes, cite passage, cite paragraph (to CRUSH opposing viewpoint and support your claim)
5. Explain relevance of evidence and how it "crushes" the opposing side
6. Closing Sentence
Conclusion:
1. Restate Thesis/position
2. Follow-up Sentence
3. Review of Reasons
4. Detail or Warning Sentence
5. Closing Idea--In closing, the most important thing to keep in mind...
1. Optional Attention Grabber: How/Why Question or Important Quote from a Passage
2. Clearly restate prompt--focusing on key words
3. Introduce and summarize first passage--include title of passage in quotation marks
4. Introduce and summarize second passage--include title of passage in quotation marks
5. CLEAR thesis statement where claim is made (pick a side!!!)
Body Paragraphs 1-2:
1. Topic Sentence--Start with TW, restate position; clearly state supporting reason for claim
2. Follow-up Sentence--explain the reason
3. Text Evidence #1: in quotes, cite passage, cite paragraph
- In Passage A / B, the author states, " . . . " (paragraph 2).
5. Additional Discussion: Evidence or Example
- IF Text Evidence #2: in quotes or paraphrased, cite passage, cite paragraph; In Passage A / B, the author also states that . . . (paragraph 4).
- IF Example: Be very clear and relate it to the topic/reason
7. Closing Sentence
Body Paragraph 3--Counter-argument:
1. Introduce opposing side with appropriate TW
2. Text Evidence #1: in quotes, cite passage, cite paragraph (to support opposing viewpoint)
3. Write counter-statement--While some critics/people may believe . . . , this is not accurate because . . .
4. Text Evidence #2: in quotes, cite passage, cite paragraph (to CRUSH opposing viewpoint and support your claim)
5. Explain relevance of evidence and how it "crushes" the opposing side
6. Closing Sentence
Conclusion:
1. Restate Thesis/position
2. Follow-up Sentence
3. Review of Reasons
4. Detail or Warning Sentence
5. Closing Idea--In closing, the most important thing to keep in mind...
Counter-Argument Stems / Phrasing
Some critics believe ____________________________. In Passage ____, the author states, " . . . ." While some people may agree with this idea, it is not true because __________________________. For example, Passage ____ opposes this idea by stating " . . . . "
While some individuals may think that __________________________, this is just not true. Passage _____ clearly shows readers that ____________________.
Admittedly, some people think _________________________ as shown in the example from Passage _____. " . . . ." While this idea is understandable for a few, it is simply not accurate because ________________________. Passage ____ explains, " . . . "
While some individuals may think that __________________________, this is just not true. Passage _____ clearly shows readers that ____________________.
Admittedly, some people think _________________________ as shown in the example from Passage _____. " . . . ." While this idea is understandable for a few, it is simply not accurate because ________________________. Passage ____ explains, " . . . "
Rubric for Argumentative ECR
argumentative_writing_rubric--milestones_practice.pdf | |
File Size: | 290 kb |
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Extended Constructed Response--General Outline--Informative
Introduction:
1. Attention Grabber--look at overview and prompt to introduce the idea
2. Introduce and summarize first passage--include title of passage in quotation marks
3. Introduce and summarize second passage--include title of passage in quotation marks
4. CLEAR thesis statement focusing on the directions in the prompt
Body Paragraph 1:
1. Topic Sentence--Start with TW, introduce the first supporting idea
2. Follow-up Sentence--provide details and background for supporting idea
3. Text Evidence #1: in quotes, cite passage, cite paragraph
5. Additional Discussion: Evidence or Example
7. Closing Sentence
Body Paragraph 2:
1. Topic Sentence--Start with TW, introduce the second supporting idea
2. Follow-up Sentence--provide details and background for supporting idea
3. Text Evidence #1: in quotes, cite passage, cite paragraph
5. Additional Discussion: Evidence or Example
7. Closing Sentence
Body Paragraph 3--Optional but Encouraged:
1. Topic Sentence--Start with TW, introduce the third supporting idea
2. Follow-up Sentence--provide details and background for supporting idea
3. Text Evidence #1: in quotes, cite passage, cite paragraph
5. Additional Discussion: Evidence or Example
7. Closing Sentence
Conclusion:
1. Restate thesis--refer to prompt and introduction
2. Recommendation sentence--It is absolutely necessary to remember...
3. Detail sentence
4. Closing idea--In closing, the most important thing to keep in mind...
1. Attention Grabber--look at overview and prompt to introduce the idea
2. Introduce and summarize first passage--include title of passage in quotation marks
3. Introduce and summarize second passage--include title of passage in quotation marks
4. CLEAR thesis statement focusing on the directions in the prompt
Body Paragraph 1:
1. Topic Sentence--Start with TW, introduce the first supporting idea
2. Follow-up Sentence--provide details and background for supporting idea
3. Text Evidence #1: in quotes, cite passage, cite paragraph
- In Passage A / B, the author states, " . . . " (paragraph 2).
5. Additional Discussion: Evidence or Example
- IF Text Evidence #2: in quotes or paraphrased, cite passage, cite paragraph; In Passage A / B, the author also states that . . . (paragraph 4).
- IF Example: Be very clear and relate it to the topic
7. Closing Sentence
Body Paragraph 2:
1. Topic Sentence--Start with TW, introduce the second supporting idea
2. Follow-up Sentence--provide details and background for supporting idea
3. Text Evidence #1: in quotes, cite passage, cite paragraph
- In Passage A / B, the author states, " . . . " (paragraph 2).
5. Additional Discussion: Evidence or Example
- IF Text Evidence #2: in quotes or paraphrased, cite passage, cite paragraph; In Passage A / B, the author also states that . . . (paragraph 4).
- IF Example: Be very clear and relate it to the topic
7. Closing Sentence
Body Paragraph 3--Optional but Encouraged:
1. Topic Sentence--Start with TW, introduce the third supporting idea
2. Follow-up Sentence--provide details and background for supporting idea
3. Text Evidence #1: in quotes, cite passage, cite paragraph
- In Passage A / B , the author states, " . . . " (paragraph 2).
5. Additional Discussion: Evidence or Example
- IF Text Evidence #2: in quotes or paraphrased, cite passage, cite paragraph; In Passage A / B, the author also states that . . . (paragraph 4).
- IF Example: Be very clear and relate it to the topic
7. Closing Sentence
Conclusion:
1. Restate thesis--refer to prompt and introduction
2. Recommendation sentence--It is absolutely necessary to remember...
3. Detail sentence
4. Closing idea--In closing, the most important thing to keep in mind...
Rubric for Informational ECR
informational_writing_rubric--milestones.pdf | |
File Size: | 561 kb |
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Narrative Writing (On Sections 2 and 3)
All students are required to write a narrative on Day 2. The narrative can include but is not limited to...
Narrative should include...
Every time a new character speaks, start a new paragraph.
Examples of Dialogue/Punctuation:
On the Milestone, students cannot indent, so "block" the paragraphs.
An example of a "4" narrative is below. Pay attention to the spacing, the descriptions, the details...
- Rewriting a scene from a different character's point of view
- Writing an new or alternative ending
- Writing an introduction to a story based on a nonfiction passage
- Creating a new story based on a situation from a poem or nonfiction passage
- Writing a journal entry based on reading text
Narrative should include...
- A minimum of 3-4 paragraphs of story-telling--description details, setting, character descriptions, discussion of conflict, etc. (narration)
- VIVID descriptions--use at least two similes or metaphors; use descriptive adjectives
- At least 3 examples of dialogue (conversations between characters)
Every time a new character speaks, start a new paragraph.
Examples of Dialogue/Punctuation:
- Mrs. Duncan stated, "Please make sure you turn in your work before you leave class today. I want to get it graded."
- "Please," Mrs. Duncan stated, "make sure you turn in your work before you leave class today."
- "Please make sure you turn in your work before you leave class today," Mrs. Duncan stated. "I wanted to get it graded."
- "Please make sure you turn in your work before you leave class today. I want to get it graded," stated Mrs. Duncan.
On the Milestone, students cannot indent, so "block" the paragraphs.
An example of a "4" narrative is below. Pay attention to the spacing, the descriptions, the details...
Transitional Words
transition-words-phrases.pdf | |
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Online Product Review--Practice
Typically, students should be aware that "reading passages" can be an online product review. We will complete an activity for this in class. The link for the online review is below.
Milestone Review--"Cheat Sheet"
milestone_review_--_cheat_sheet.pdf | |
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General Milestones Review--Passages and Questions
milestone_practice--everglades.pdf | |
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milestone_practice--a_dangerous_game.pdf | |
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milestone_practice--sonnet_73.pdf | |
File Size: | 213 kb |
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