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Writing  \nLesson 3: Understanding the PCR Prompt and Writing an Opening Topic  \nStatement  \nRationale  \n● NJSLA’s prose constructed response (PCR) prompt represents a significant change from the essay prompts on previous standardized tests. On the Literary Analysis Task, these prompts require students to read closely and draw evidence exclusively from the texts to write their responses.  \n● For students to write proficient responses, they need to start with a strong grasp of the prompt’s requirements and must be able to develop a strong opening topic statement that fully addresses the prompt.  \nGoals  \n● To familiarize and help students understand a PCR prompt  \n● To have students write a strong opening topic statement that directly addresses all aspects of the PCR prompt  \nTask Foci  \n● CCSS W.3. 1: Write opinion pieces on topics or texts, supporting a point of view with reasons.  \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.  \n● CCSS RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.  \nObjectives  \n● Students will examine and understand the Literary Analysis Task PCR prompt  \n● Students will write an opening topic statement that specifically addresses all aspects of the PCR prompt  \nMaterials  \n● Literary Analysis Task texts (2)  \n● Literary Analysis Task prompt  \n● Opening Topic Worksheet  \nProcedures  \nPart 1  \n● Explain that today you will work as a class to understand the prompt for the prose constructed response of the NJSLA Literary Analysis Task.  \nLAT Writing Lesson 3: Understanding the PCR Prompt and Writing an Opening Topic Statement Page 1  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \n● Distribute the sample texts to students and have them read it independently. For this first read, they can take notes if they’d like to, but let them know that they will have the opportunity to take notes during a second reading.  \n● Next, present the PCR prompt to the class and distribute the PCR prompt/Opening topic Statement worksheet.  \n● Work through the prompt as a class, asking questions such as: What specific aspects of the text is the prompt drawing your attention to? Is it asking you to compare and contrast how two stories depict a given theme? Is it asking you to compare and contrast two characters?  \n● Address any questions the students might have.  \n● Tell your students that with this prompt in mind to re-read the texts and look for details they think would help them answer the prompt. Allow time for them to read carefully and make annotations.  \no Note: Lesson 4 covers text support and evidence in depth. Students will return to their notes from this lesson.  \n● In closing, have students share what they noted. To prepare them to write opening topic statements, discuss how they could use their notes to develop an answer to the prompt.  \nPart 2  \n● In this part ofthe lesson, students will use the texts and their notes from Part 1 to construct an opening topic statement to answer the prompt.  \n● Explain that an opening topic statement is a concise, one or two sentence claim about a given topic, in this case the topic elicited from the PCR prompt.  \n● Model an opening topic statement.  \n● Ask students: What makes a good opening topic statement?  \n● Give students the opportunity to share what they may already know about what makes a good opening topic statement.  \n● Inform students that a good opening topic statement:  \no answers the prompt completely  \no clearly states your position  \no is debatable (someone could argue the opposite)  \no is one or two sentences  \no can be supported by evidence from the text  \n● After this discussion, tell students that now they will use the texts and their notes to write their own opening topic statements.  \n● Have students return to the Open","cbCaihOK6eOdk2Jn","https://ap.wps.com/l/cbCaihOK6eOdk2Jn","pdf",250926,"English","# Procedures\n## Part 1\n## Part 2\n# Teacher Tips\n# Extension Activity","[{\"question\":\"What is the main purpose of the NJSLA Literary Analysis Task PCR prompt lesson?\",\"answer\":\"Students learn how to understand a PCR prompt and write a strong opening topic statement that directly addresses all parts of the prompt.\"},{\"question\":\"What should students do after discussing the PCR prompt in Part 1?\",\"answer\":\"Students re-read the texts, look for details that help answer the prompt, and annotate carefully to prepare to write their topic statements.\"},{\"question\":\"What makes a good opening topic statement for this lesson?\",\"answer\":\"A good statement answers the prompt completely, clearly states a position, is debatable, is one or two sentences, and can be supported with evidence from the text.\"}]","NJSLA Literary Analysis Task - Lesson 3 - Understanding the PCR Prompt and Writing an Opening Topic Statement | PDF",1790805834]