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\nRationale  \n Given the extreme difference in the testing layout and interface between NJ ASK and NJSLA, students should be guided through NJSLA’s sample items on their website. This will also give the teacher an opportunity to model the approach and thought processes students should replicate to complete the Literary Analysis Task.  \nGoal  \n In modeling the process for completing the NJSLA Literary Analysis Task prose constructed response, students will have a clear picture of what to expect on the assessment.  \nTask Foci  \n CCSS RL 3 1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  \nObjectives  \n Students will be familiar with the format of the NJSLA Literary Analysis Task prose constructed response.  \n Students will observe the process for completing the prompt through teacher modeling.  \nMaterials  \n Computer and Projector (for instructor to model activities)  \n NJSLA’s online test environment: [https://nj.mypearsonsupport.com/practice-tests/](https://nj.mypearsonsupport.com/practice-tests/)  \no Note: NJSLA updates their sample item sets occasionally. References to the site in this lesson are based upon the March 2014 version.  \n Computers (optional) (one per student or student pairs)  \n Sample Markup (for instructor)  \n Note-Taking Chart handout (per student)  \nLAT Writing Lesson 2: Modeling the Prose Constructed Response Page 1  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \nPreparation  \n Take some time to navigate through NJSLA’s test environment on your own to get comfortable with it before you show your students.  \n Before class begins, navigate to the LAT PCR prompt in NJSLA’s online test environment.  \nProcedures  \n To begin the lesson, explain to students that today they will view the PCR prompt in its intended environment. If students have access to computers, guide them to the prompt on NJSLA’s website.  \n Show students the features of the test interface.  \no A purpose-setting statement and the texts are on the left side of the page.  \no You can flip through the three texts. Tabs near the top of the left side of the page are used to select which text to view.  \no The prompt and writing space are on the right.  \no There is a tool bar at the top of the writing space with basic word processing functions (bold, underline, copy, paste, undo, etc.)  \n Ask students for their opinions, observations, and questions about the interface.  \n Read the prompt to the class.  \n Ask students: “How do we begin answering this prompt?”  \n Hand out the Note-Taking Chart to each student. The handout highlights relevant details and gives explanations. This is just a sample. Feel free to address any other details that stick out to you.  \n Guide students through the markup.  \n Address any questions students have.  \n In closing, tell students that we will cover writing for a NJSLA prompt in thorough detail in upcoming lessons.  \nLAT Writing Lesson 2: Modeling the Prose Constructed Response Page 2  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \nMy Notes  \nYou have read two stories where one family member saves another. Write an essay describing the mosquito from “Cricket and Cougar” and one of the main characters from “Kira-Kira.” For each character described,  \n• Explain how the thoughts, words, and/or actions of the character help you understand what the character is like.  \n• Explain why the character chooses to save his or her family member.  \n• Be sure to include specific details from each story to support your ideas.  \n\n|  | Text 1 | Text 2 |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n|  |  |  |\n|  |  |  |\n\nLAT Writing Lesson 2: Modeling the Prose Constructed Response Page 3  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \nMy Notes (Sample Mark-up)  \nYou have read two stories where one family member saves another. Write an","cbCaigvtxpoxZEMH","https://ap.wps.com/l/cbCaigvtxpoxZEMH","pdf",346348,"English","# Response Rationale\n# Goal and Task Foci\n# Objectives and Materials\n# Preparation\n# Procedures\n# Note-Taking Task and Sample Markup","[{\"question\":\"What is the purpose of modeling the prose constructed response in this lesson?\",\"answer\":\"Students see what to expect on the assessment and learn the approach and thought processes needed to complete the Literary Analysis Task.\"},{\"question\":\"What interface features should students observe during the lesson?\",\"answer\":\"Students review where the texts and a purpose-setting statement appear, how to flip among the three texts using tabs, where the prompt and writing space are located, and the toolbar with basic editing functions.\"},{\"question\":\"What evidence must students include in their essays?\",\"answer\":\"Students must use specific details from each story and explain how the characters’ thoughts, words, and/or actions help readers understand the characters and why they choose to save a family member.\"}]","LAT Writing Lesson 2 - Modeling the Prose Constructed Response | PDF",1790803570,15]