Pre-Reading Activity: Probable Passage · Warm-Up Question:!! ... This early finishers activity...

Pre-Reading Activity: Probable Passage

This pre-reading activity allows students to categorize words from the text into different categories and create a prediction based upon their categorization.1. Students categorize the words into

either the SETTING, CHARACTER, PROBLEM, OUTCOME, or UNKNOWN WORDS boxes. (Each word must be put in one of these boxes.)

!2. Student create TO DISCOVER que s t ion s b ase d u p on the se words?

!3. Students use their categorizations to create a prediction of what they think the short story will be about.

Teacher Tip: Have students revisit their predictions at the end of the First Read to see how close their predictions were.

Created by The Creative Classroom © 2016 https://www.teacherspayteachers.com/Store/The-Creative-Classroom

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Probable Passage: “All Summer in a Day” by Ray Bradbury !Name: ______________________________________________________________________ Date: ___________________ Class: ______________ !

Directions: Look at the words you have been given that come from “All Summer in A Day”, categorize each word in one of the six boxes on this worksheet. Use theses categorized words to write a prediction about what you think the story “All Summer in A Day” will be about.

-Venus -rain -Margot -teacher -sun -Earth -seven years -closet -playground - underground -thunder -children -crime -silence

Setting Characters Problem

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Prediction

Outcomes Unknown Words To discover

Words from “All Summer in A Day”



During Reading Activity: First Read-OMG! What Happened?

During the First Read, students will be reading to get the gist, or main ideas, of the short story. This will be a great way for you to see which students truly comprehend the events in the story and which students are struggling to understand the story.

1. A Warm-Up Question has been included to help students make connections between their lives and this short story.

2. Students will complete a short writing task after completing the first read of the story.

Teacher Tips: -Have students revisit their predictions at the end of the First Read to see how close their predictions were. !-Let students listen to an audio recording of the story during the first read while they follow along silently.



“All Summer in a Day” by Ray Bradbury !Name: ____________________________________________ Date: ________ Class: ________!!!Warm-Up Question: Answer the following question in complete sentences and use evidence to justify your responses. !!Has there ever been a time when you did something that you thought would be fun, but later on ended up regretting it? Use evidence to support your response. !________________________________________________________________________________________________________________

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________________________________________________________________________________________________________________!!!First Read-OMG! What Happened!?! Activity Directions: After reading “All Summer in A Day” by Ray Bradbury, write a one paragraph response answering the question, “OMG! What Happened!?!” in the short story. Your response should include text evidence from the story to support your response. !________________________________________________________________________________________________________________

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During Reading Activity: Second Read-Digging Deeper During the Second Read, students will be reading to gather text evidence from the short story to help them answer a series of questions related to the plot and characters in “All Summer in A Day”.Teacher Tips/Modifications: During the Second Read, group students based on their level of understanding after the First Read. You can use the “OMG! What Happened!?!” writing responses to help you identify students who comprehended the story and the students who struggled to understand what was happening. !Group A: (On-level or Higher Students)- Have these students work with a partner to go back and re-read the story to answer the guiding questions. They will not need any re-teaching or teacher-led instruction during this activity. !Group B: (Struggling Students)- For the students who struggled to comprehend the story, group them into a small group and go through the story with the small group. They will need teacher-led/more direct supervision since they failed to comprehend the story during the First Read. ***This is critical to ensure that they are successful throughout the rest of the unit.***



“All Summer in a Day” by Ray Bradbury !Name: ____________________________________________ Date: ________ Class: ________!!!Second Read-Digging Deeper: While re-reading “All Summer in a Day”, we will be using the questions below to help us analyze the short story and character of Margot. Be sure to include text evidence to support your answers. !1. What is so unusual about the weather on Venus? !!!!!!!!!!2. If you had to describe Margot to someone else, how would you describe her? Explain your description using evidence from

the text. !!!!!!!!!!3. How do the other children treat Margot? Why do you suppose that is? !!!!!!!!!!4. How do the children react when they realize that they have forgotten about Margot? !!!!!!!!!!5. Why do you suppose Margot was silent when she was let out of the closet?!!!!!!!!!



After Reading Activity: Characterization of Margot and

Inference Writing Response After students have completed both Close Reading Activities, they will use the information that they have gathered to complete a character chart on Margot. This will help them to better understand the character of Margot and will give them ample evidence to answer their writing response question, which requires them to infer what Margot does when she gets released from the closet.Teacher Tips: -Let students review the teacher model for the PEEL Organizer and the exemplar response to identify the criteria for a high-quality writing response. !-Discuss as a class what makes this a high quality writing sample and create an anchor chart with the criteria for success. !-***I have also included the IT SAYS, I SAY, and SO Inference Chart Intervention that I completed with my lower level/SPED students. (This can be used in place of the PEEL organizer for students who may struggle with making a logical inference.)***



“All Summer in a Day” by Ray Bradbury !Name: ____________________________________________ Date: ________ Class: ________!!!After Reading-Characterization of Margot: Use what you have learned from the short story and your guiding questions to complete the characterization chart on Margot. !!!!!!!!

Characterization Method Example from the Text What can be inferred from the example?

Margot’s Actions

!-What does she do in the

story?

Margot’s Appearance

!-How is she described?

!-What do the

other characters say about her?

Margot’s Conflicts

!-What problem is she facing?

!-Is there more

than one problem?

Margot’s Responses

-How does she respond to the

conflicts? !

-How does she respond to the

other characters?Created by The Creative Classroom © 2016 https://www.teacherspayteachers.com/Store/The-Creative-Classroom


Extended Writing Activity: Inferencing !Writing Topic: The author leaves the story with an unresolved conclusion that allows the reader to infer how things end. Based upon, what we know about the main character, Margot, what do you think happened after she was let out of the closet by the other children? Use evidence from the text and your character chart to support your inference. !A. Use the PEEL Pre-writing strategy to help you organize your thoughts for your extended writing response. !!!Point (Inference): !!!!!!!!Evidence: !!!!!!!!!!!!!!!Explanation: !!!!!!!!!!!!!!!Link back to the question (Summarize your response):

“All Summer in a Day” by Ray Bradbury !Name: ____________________________________________ Date: ________ Class: ________!



B. Writing Response: The author leaves the story with an unresolved conclusion that allows the reader to infer how things end. Based upon, what we know about the main character, Margot, what do you think happened after she was let out of the closet by the other children? Use evidence from the text and your character chart to support your inference. !

Your response should include the following criteria: !• A logical inference that is supported with evidence from the text. • Evidence from the text is fully explained and not list-like. • Concluding sentence that summarizes response and refers back to the question. • Well organized sentences that use effective transition words.!!!_______________________________________________________________________________________________________________

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Academic Feedback:



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Other Unit Materials

“All Summer in A Day” Choice Board Activity:

!This early finishers activity includes four fun tasks that students can pick from when they have completed any stage of the unit before other students. ***Teacher Models for each task have been included so that students know what a high quality product looks like.***

“All Summer in A Day” Multiple Choice Assessment:

!This Multiple Choice Assessment includes 8 Multiple Choice questions that focus on context clues and word choice, tone/mood, theme, making inferences, and story elements. Students are required to write a one sentence justification supporting their answer choice.***An answer key has been provided.***



“all summer in a day” AssessmentName: _____________________________________________ Date: _____________ Class: _____________

Directions: Read the following questions and select the answer choice that best answers each question. Write a one sentence justification that explains why you selected your answer choice using evidence from the story.

1. Read the following lines from the story. !She was a very frail girl who looked as if she had been lost in the rain for years and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair. !In line 2, the word frail most nearly means !A. happy !B. sad !C. weak !D. strong !Justification Sentence:

4. Why do the other children dislike Margot? !A. Margot doesn’t want to play games or sing songs with them and they dislike her because of it. !B. Margot is smarter than the other children and they resent her for getting better grades than them. !C. Margot is leaving tomorrow to go to Earth and will be able to see the sun every day, which makes the other kids envy her. !D. Margot was the only student born on Earth and she was able to see the sun every day and the other students are jealous because they were born on Venus. !Justification Sentence:

2. Read the following lines from the story. !There was talk that her father and mother were taking her back to Earth next year; it seemed vital to her that they do so, though it would mean the loss of thousands of dollars to her family. !In line 2, the word vital most nearly means !A. important !B. interesting !C. mandatory !D. harmful !Justification Sentence:

3. How does the word choice, specifically using words like “surged”, “bore”, and “protesting”, impact the meaning and tone of the passage? Select the BEST answer choice. !A. The word choice creates a tense feeling that leaves the reader on the edge of their seat. !B. The word choice creates a feeling of a mob mentality and Margot is at the center of the rioting students. !C.The word choice creates a feeling of dread that Margot will miss seeing the sun. !D. The word choice creates an uneasy feeling because Margot may never recover from the emotional stress that she is caused. !Justification Sentence:




7. After locking Margot in the closet, the children are “smiling” about what they have done. What theme can be inferred from the students’ “smiling”? !A. The best way to get rid of a problem is to find a solution to it. !B. Envy can lead people to commit awful acts. !C. Feeling sorry for yourself can lead to disastrous consequences. !D. Being jealous of someone can lead to an unhappy life. !Justification Sentence:


8. Based on the story’s ending, you can infer that !A. the children learned their lesson and stopped bullying Margot. !B. that Margot told the teacher what happened and that the children were punished for locking Margot in the closet. !C. Margot continued to decline and the only option was to take her back to Earth. !D. Margot realized there were more important things than seeing the sun and started enjoying her life on Venus. !Justification Sentence:

6. The children have lived without the sun for 7 years, but “a boom of thunder startled them”?. Select the BEST answer choice to explain why they were startled. !A. It makes them realize that danger is near. !B. They were afraid for the rain to come back. !C. It shocks them back to the reality of their situation. !D. It makes them remember about Margot being locked in the closet. !Justification Sentence:

5. How does the vivid description of the setting below impact the mood of the story? ! “It had been raining for seven years; thousand upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands. A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again.” !!A. It creates a light-hearted mood in the story. !B. It creates a tragic mood in the story. !C. It creates a hopeless mood in the story. !D. It creates a harmless mood in the story. !Justification Sentence:



Narrative Writing Task > The “All Summer in A Day” Narrative Writing Task requires students to write a “sequel” to this short story. Students will create a new story to show their readers what happens once Margot walks out of the closet at the end of the story. !> This writing task includes teacher models and differentiated materials to accommodate the different needs of your students. * Task #1- Prewriting has three options: Four Square Organizer, Plot Diagram, and a blank page for students to create their own brainstorming organizer. ! * Task #2- For students who may struggle at creating a five paragraph narrative, they can write a 3-4 paragraph narrative.

Teacher Tips: -Have students work with a partner to analyze their writing topic and the teacher model to identify the criteria for a strong narrative. Students can then compare their criteria with the teacher criteria on the Narrative Writing Reference Sheet. !- For students who may struggle with planning their story in a four square organizer, try using a plot diagram to have them sketch out their story. This allows them an easier way to ensure that their story has a clear beginning, middle, and end.



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!!!!!!!! Name: ____________________________________________ Date: ________ Class: _________

Task #1- Prewriting/Brainstorming !During this task, you will use either a four square organizer or a plot diagram to plan the basics of your “sequel” to “All Summer in A Day”. !Make sure the details you plan out are based on what you already know about the characters in the story. !Grade/Teacher Initials: __________

©The Creative Classroom 2016 https://www.teacherspayteachers.com/Store/The-Creative-Classroom

Task #3- Revisions/Editing !During this task, you will use the criteria and teacher model to revise and edit your rough draft of your story. Be sure to use the narrative writing task bookmarks and editing checklist to help you strengthen your writing. !You will also participate in a self and peer assessment activity with your writing partner during this task. !Grade/Initials: __________

Task #4-Writing the Final DraftAfter revising/editing your rough draft, you will begin to write your final draft of your story. You can either type and print your final draft or write it as neatly as possible. !Be sure to check over your finally draft for any errors or missing information before you turn it in. !Grade/Initials: __________

Finished everything? Select one of the Choice Board Activities to complete!

“All Summer in A Day” Narrative Writing Task

Task #2-Rough Draft !Begin writing your rough draft based on what you planned in your 4-square/plot diagram. If you need to make any changes, you are free to do so. Make sure your draft contains multi-paragraphs (4-5 paragraphs) and brings the story to a clear conclusion. !Grade/Initials: __________

Writing Topic: !In the short story, Ray Bradbury created a strongly developed main character. Think about Margot, the other children, and the details he used to create this short story. The story ends with Margot being let out of the closet by the other children and walking out in complete silence. !Write a multi-paragraph story for your teacher about what will happen next. In your story, be sure to use what you have learned about Margot and the other characters as you tell a vivid tale of what happens next. Your story should include a clear beginning, middle, and end as well as character dialogue and specific detailed descriptions. Remember to show your reader what is happening, not tell!


Task #1- “All Summer in A Day” Pre-writing: Sketch Out Your Short Story! !

Name: _____________________________________ Date: ___________ Class: __________



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(The events that follow the climax)

Resolution

Climax

(Turning Point/Big Event)



Task #1- “All Summer in A Day” Pre-writing: Sketch Out Your Short Story! !

Name: _____________________________________ Date: ___________ Class: __________



Task #2- “All Summer in A Day” Rough Draft !

Name: _____________________________________ Date: ___________ Class: __________

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Task #2- “All Summer in A Day” Rough Draft

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______________________________________________________________________________________________________________Created by The Creative Classroom © 2016 https://www.teacherspayteachers.com/Store/The-Creative-Classroom


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Task #4- “All Summer in A Day” Final Draft !

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Task #4- “All Summer in A Day” Final Draft

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______________________________________________________________________________________________________________Created by The Creative Classroom © 2016 https://www.teacherspayteachers.com/Store/The-Creative-Classroom


Narrative Writing Reference Sheet

Learning Target: !I will create a new narrative that will tell the story of what happens after the conclusion in “All Summer in A Day.”.

Writer’s Checklist !!!Pre-Writing: > Break down the writing prompt and identify the important information (the criteria). !> Make sure that your events are sequenced chronologically (Task #1). You have the option of a Four Square Organizer, Plot Diagram, or a Brainstorm Organizer of your Choice. !Rough draft writing: > Read through your criteria that your class created for a strong narrative writing response (listed to the left of the checklist). !> Use your Organizer and the Teacher Model to help guide you as you write your rough draft. ! * Be sure to include descriptive details about the characters [actions & feelings], setting, and conflict to show, not tell your reader. * Don’t forget to include character dialogue in your story !> Beef up your writing by using transitional words/phrases and sentence starters (flip to the back of this sheet). !Revising/proofreading: > Reread your rough draft. Complete the Self Assessment Guide. !> Review your composition to make sure you have included all the criteria. !> Rearrange ideas, change words, and/or add transitional words/phrases to make your response organized and improve your composition. !Final Draft: >After making the changes to your rough draft, begin writing your final draft. !> Read your completed final draft to ensure that you have included all the criteria. !> Make any needed corrections.

Criteria for Personal Narrative !!!> Response must be a multi-

paragraph narrative (at least three paragraphs) !> Narrative must include logical inferences about what happens next in the story. !> Establish the story by describing t h e s e t t i n g , c o n f l i c t , a n d characters in your narrative !> Write your narrative in third-person point of view !> Use dialogue to develop the characters and the plot !> Use descriptive language, such as connotative diction, sensory details, and vivid verbs to help the reader visualize what is happening. !> Use transitions, apply correct punctuation, and use different types of pronouns correctly.

If your narrative is missing any of the criteria above, then your writing is

missing a critical element and needs to be revised.



Transitional Words & Phrases !!More or Less: additionally, also, again, as well as, besides, coupled with, furthermore, in addition, likewise, moreover, similarly !To show consequence: accordingly, as a result, consequently, for this reason, for this purpose, hence, otherwise, so then, subsequently, therefore, thus !To contrast and compare: but, conversely, comparatively, coupled with, however, identically, in contrast, in comparison, instead, moreover, nevertheless, likewise, on one hand, on the other hand, on the contrary, rather, similarly, still, together with, yet !To emphasize and exemplify: above all, especially, for instance, including, in particular, namely, particularly, singularly, specifically, such as !To show exception: aside from, barring, beside, except, excluding, other than !To show a sequence: afterward, at first, at the same time, earlier, first of all, for the time being, in the first place, in time, in turn, in conclusion, later, later on, meanwhile, next, simultaneously, soon, then, !To summarize & restate: after all, all in all, briefly, by and large, finally, in any case, in any event, in brief, in conclusion, in short, in summary, in to summarize

!Miscellaneous: (illustration) as an example, as an illustration, for example, for instance, for one thing, in this case

Show, Not Tell! !

show your reader:

Beef Up Your Writing!

Use these tools to help your writing flow!

Using Character Dialogue !Show Character’s feelings & Add Descriptions/Specifics Details

!After Mr. and Mrs. White closed the door on the empty street, Mrs. White fell to pieces. She began crying out in heartbroken anguish, screaming for her son. Mr. White tried to calm her down. “My darling wife, you have to see. You have to understand why I had to wish him away. Imagine what horror would have been waiting for us on the other side of that door.” “No!” called out Mrs. White. “I will never forgive you for this! How could you just give up on our son? How could you turn him away? How could you deny our only child? You have killed him now! You’re the reason he’s gone!” With no energy left to continue blaming her husband, she could do nothing but wail. “Herbert! My baby boy! My Herbert!” Mrs. White dragged herself through the house and into Herbert’s room. There she cried herself to sleep, wrapped in the warmth of her son’s quilt, finally finding the slightest comfort in the scent of her son still on his pillow.

The street lamp flickering opposite shone on a quiet and deserted road. Mr. White was sure that this nightmare was over. Little did he know, Sergeant-Major Morris’s warning would come back to haunt him. Even though Mr. White was out of wishes, the monkey’s paw was not done.

tell your reader:The street lamp shined on the road. Mr. White was sure that the nightmare was done, but Sergeant-Major Morris’s warning would come back to get him.



Teacher ModelsThe answer keys/teacher models for each activity have been included in this section of the product. !

Teacher Models and rubric for the Narrative Writing Task are also included in this section.



Probable Passage: “Monkey’s Paw” by W.W. JAcobs !Name: ______________________________________________________________________ Date: ___________________ Class: ______________ !

Directions: Look at the words you have been given that come from “Monkey’s Paw”, categorize each word in one of the six boxes on this worksheet. Use theses categorized words to write a prediction about what you think the story “Monkey’s Paw” will be about.

-Talisman -legend -superstition -cold -Sergeant Major Morris -London-two hundred pounds -three wishes -perils -curse -fear -Mr. White

Setting Characters Problem

!I think that the short story “Monkey’s Paw” by W.W. Jacobs may be a spooky story. The reason I think this is because of words like curse and fear. I know that a curse can never be a good thing and that fear means being afraid of something. You wouldn’t find these words in a happy story or a fairy tale. In addition, I think that the characters Mr. White and Sergeant Major Morris will probably be the main characters in this story and maybe one of them is cursed by something. They might get three wishes to make and something goes wrong. This story will definitely not have a happy ending.

Prediction

To discover

Words from “Monkey’s Paw” by W.W. Jacobs

Teacher Model

-Sergeant Major Morris

-Mr. White

-London -cold

-two hundred pounds -curse -fear

-superstition

Outcomes Unknown Words

-Talisman -perils

-three wishes

1. What is a Talisman? 2. What does perils mean? 3. What do the words in the

problem box have in common?

4. Who is Mr. White? 5. Who is Sergeant Major

Morris? 6. Why is it called “Monkey’s

Paw”?Created by The Creative Classroom © 2016 https://www.teacherspayteachers.com/Store/The-Creative-Classroom


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Extended Writing Teacher Model (I DO)

Even though I believe the children felt bad for locking Margot

in the closet and causing her to miss the sun, I do not think that

they will stop being cruel and bullying her. The main reason

that the children were mean to Margot is because they were

jealous that she spent five years on Earth and was able to

see the sun on an almost daily basis. This jealousy will not go

away because the children got to see the sun for two hours.

In addition, Margot may be going back to Earth since she is so

unhappy. The author clearly states that “they hated...her

possible future.” The children will continue to resent Margot’s

possible future and treat her badly because of it. The final

reason that the students will still bully Margot is because she

will become more unhappy and different from them since

she was not able to see the sun. These changes in Margot will

give the children more things to tease and torment her about.

For these reasons, I can infer that the children will continue to

bully Margot and treat her horribly even though they regret

locking her in the closet during the sunshine.





1. Read the following lines from the story. !She was a very frail girl who looked as if she had been lost in the rain for years and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair. !In line 2, the word frail most nearly means !A. happy !B. sad !C. weak !D. strong !Justification Sentence:

3. Why do the other children dislike Margot? !A. Margot doesn’t want to play games or sing songs with them and they dislike her because of it. !B. Margot is smarter than the other children and they resent her for getting better grades than them. !C. Margot is leaving tomorrow to go to Earth and will be able to see the sun every day, which makes the other kids envy her. !D. Margot was the only student born on Earth and she was able to see the sun every day and the other students are jealous because they were born on Venus. !Justification Sentence:

2. Read the following lines from the story. !There was talk that her father and mother were taking her back to Earth next year; it seemed vital to her that they do so, though it would mean the loss of thousands of dollars to her family. !In line 2, the word vital most nearly means !A. important !B. interesting !C. mandatory !D. harmful !Justification Sentence:

4. How does the word choice, specifically using words like “surged”, “bore”, and “protesting”, impact the meaning and tone of the passage? Select the BEST answer choice. !A. The word choice creates a tense feeling that leaves the reader on the edge of their seat. !B. The word choice creates a feeling of a mob mentality and Margot is at the center of the rioting students. !C.The word choice creates a feeling of dread that Margot will miss seeing the sun. !D. The word choice creates an uneasy feeling because Margot may never recover from the emotional stress that she is caused. !Justification Sentence:

Teacher Model




7. After locking Margot in the closet, the children are “smiling” about what they have done. What theme can be inferred from the students’ “smiling”? !A. The best way to get rid of a problem is to find a solution to it. !B. Envy can lead people to commit awful acts. !C. Feeling sorry for yourself can lead to disastrous consequences. !D. Being jealous of someone can lead to an unhappy life. !Justification Sentence:


8. Based on the story’s ending of “All Summer in A Day”, you can infer that !A. the children learned their lesson and stopped bullying Margot. !B. that Margot told the teacher what happened and that the children were punished for locking Margot in the closet. !C. Margot continued to decline and the only option was to take her back to Earth. !D. Margot realized there were more important things than seeing the sun and started enjoying her life on Venus. !Justification Sentence:

6. The children have lived without the sun for 7 years, but “a boom of thunder startled them”?. Select the BEST answer choice to explain why they were startled. !A. It makes them realize that danger is near. !B. They were afraid for the rain to come back. !C. It shocks them back to the reality of their situation. !D. It makes them remember about Margot being locked in the closet. !Justification Sentence:

5. How does the vivid description of the setting below impact the mood of the story? ! “It had been raining for seven years; thousand upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands. A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again.” !!A. It creates a light-hearted mood in the story. !B. It creates a tragic mood in the story. !C. It creates a hopeless mood in the story. !D. It creates a harmless mood in the story. !Justification Sentence:

Teacher Model



Strong Writing Model


“all summer in a day” Narrative Teacher Model (I DO)


Strong Writing Model



“all summer in a day” Narrative Teacher Model (I DO) The street lamp flickering opposite shone on a quiet and deserted road. Mr. White was sure that this nightmare was over. Little did he know, Sergeant-Major Morris’s warning would come back to haunt him. Even though Mr. White was out of wishes, the monkey’s paw was not done.

After Mr. and Mrs. White closed the door on the empty street, Mrs. White fell to pieces. Mr. White tried to calm her down. “My darling wife, you have to see. You have to understand why I had to wish him away. Imagine what horror would have been waiting for us on the other side of that door.” “No!” called out Mrs. White. “I will never forgive you for this! How could you just give up on our son? How could you turn him away? How could you deny our only child? You have killed him now! You’re the reason he’s gone!”

Mr. White was walking out of his front door back into the silence of the empty street. The cursed talisman had wreaked enough havoc. He recalled Sergeant-Major Morris’s story about the paw. Three people being granted three wishes each. Once his wife had fallen asleep in Herbert’s room, Mr. Morris was haunted by the memory of his son, the echoing of the knocks at the door, and the screams of his wife.

The next morning, there was a knock at their door. Sergeant-Major Morris did not wait for anyone to ask him in. He stormed in immediately after knocking. “What are you trying to do to me, White?” Reaching into his pocket, the sergeant pulled out a familiar black cloth. And then it happened, exactly what Mr. White was afraid of. The monkey’s paw began twitching and squirming. The sergeant jumped in shock and dropped the paw on the floor. It quickly flipped itself over and was propped up on the monkey’s fingers. The paw began to inch its way toward the sergeant. He fell to the floor.

Weak Writing Model



4 Points 3 Points 2 Points 1 Point 0 Points

Written Expression

The student response:

• is effectively developed with narrative elements and is consistently appropriate to the task;

• is effectively organized with clear and coherent writing;

• establishes and maintains an effective style.


• is mostly effectively developed with narrative elements and is mostly appropriate to the task;

• is organized with mostly clear and coherent writing;

• establishes and maintains a mostly effective style.


• is developed with some narrative elements and is generally appropriate to the task;

• demonstrates some organization with somewhat coherent writing;

• has a style that is somewhat effective.


• is minimally developed with few narrative elements and is limited in its appropriateness to the task;

• demonstrates limited organization and coherence;

• has a style that has limited effectiveness.


• is undeveloped and/or inappropriate to the task;

• lacks organization and coherence;

• has an inappropriate style.

Knowledge of

Language and

Conventions

• The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity.

• There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

• The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. !

• There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

• The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity.

• There may be errors in mechanics, grammar, and usage that often impede understanding.

• The student response to the prompt does not demonstrate command of the conventions of standard English at the appropriate level of complexity.

• Frequent and varied errors in mechanics, grammar, and usage impede understanding.

“All Summer in A Day” Narrative Writing Task RubricName: ________________________________________________________________ Date: __________ Class: ___________

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Pre-Reading Activity: Probable Passage · Warm-Up Question:!! ... This early finishers activity...

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