As students are introduced to the prompt for the final performance task in Work Time A, they briefly unpack the word “confession.” As students analyze the model narrative, a more complete understanding of this word will make its meaning clearer.
The character confessional writing piece is considered a narrative since it attends to the criteria of the narrative genre. Students develop imagined experiences or events from A Midsummer Night’s Dream using effective techniques, relevant descriptive details, and well-structured event sequences with transition words and phrases. Students also establish the context of the theme of control, as well as the point of view of the character (and narrator) seeking to control another character in the play. Students select scenes from the play, which unfold naturally and logically. Finally, students provide a conclusion that reflects on the narrated experiences or events.
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Bilingual Language Progressions
These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.
From EngageNY.org of the New York State Education Department. Grade 8 Module 2B, Unit 2, Lesson 16.
Available from engageny.org/resource/grade-8-module-2b-unit-2-lesson-16; accessed 2015-05-29.
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