Objective(s )1: The student will be able to develop and apply strategies to problem solve unknown words. CA 3, R1C,R1E,1.6
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Item 1 |
Scoring Guide |
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In the following sentence from “from Letter from Birmingham City Jail,” Martin Luther King, Jr. uses the word squares. What does the word squares mean as used in the sentence? “A just law is a man-made code that squares with the moral law of God.”
A. accommodates B. agrees C. satisfies D. regulates |
Correct response: B
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Item 2 |
Scoring Guide |
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In the following sentence from “from Letter from Birmingham City Jail,” Martin Luther King, Jr. uses the word rabid. What does the word rabid mean as used in the sentence? “In no sense do I advocate evading or defying the law as the rabid segregationist would do.”
A. fanatical B. delirious C. mad D. insane |
Correct Response: A
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Item 3 |
Scoring Guide |
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In the following sentence from “from Letter from Birmingham City Jail,” Martin Luther King, Jr. uses the word paradoxical. The prefix para means “beside or beyond” and the root dox means “pointed”. Using these prefix and root definitions, explain what you think the word means as used in the sentence. Use details and/or examples from the passage to support your answer.
“Since we so diligently urge people to obey the Supreme Court’s decision of 1954 outlawing segregation in the public schools, it is rather strange and paradoxical to find us consciously breaking laws.” |
2 Pt. – Response includes an explanation of word meaning with TWO details and/or examples from the passage as support. 1 Pt. – Response includes an explanation of word meaning with ONE detail and/or example from the passage as support. 0 Pt. - Other
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Objective(s) 2: The student will be able to develop and apply reading comprehension strategies. R1G, 1.5, 1.6
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Item 4 |
Scoring Guide |
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King wrote in the ‘60’s during the Civil Rights Movement. Identify a similar conflict facing society today and predict how King would respond to this issue. Use details and/or examples from the passage to support your answer.
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2 Pts. – Response references a contemporary conflict, makes a reasonable prediction, and supports it with TWO specific and relevant details and/.or examples from the passage as support. 1 Pt. – Response includes a contemporary conflict and prediction, and uses ONE detail and/or example from the passage as support. 0 Pt. - Other
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Objective(s) 3. The student will be able to analyze and evaluate the effect various elements of media have on the message such as: videos, pictures, websites, artwork, plays, news programs IL2A, CA5
Item 5 |
Scoring Guide |
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King expresses his message in the form of a letter. Explain how King’s choice of this format influenced the effectiveness of his message. Use details and/or examples from the passage to support your answer. |
2 Pt. – Response includes an explanation of how the choice influenced the effectiveness of the message, and uses TWO details and/or examples from the passage as support. 1 Pt. - Response includes an explanation of how the choice influenced the effectiveness of the message, and uses ONE detail and/or example from the passage as support. 0 Pt. - Other
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Item 6 |
Scoring Guide |
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The teacher should choose two pieces of stimulus for this item. These should be related to the theme of Martin Luther King, Jr. or the Civil Rights Movement and represent two different types of media.
Select the media message which is most effective and explain why it is the most effective. Use details and/or examples to support your choice.
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2 Pt. – Response includes an explanation of an effective media message, using TWO appropriate details and/or examples as support. 1 Pt. – Response includes an explanation of an effective media message, using ONE appropriate detail and/or example as support. 0 Pt. - Other
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Objective 4: The student will be able to summarize information clearly and concisely in a multi-paragraph text routinely using appropriate methods for note-taking. CA 3, CA4, W3B, W3D, 1.8, 3.5, 4.1 IL1C
Item 7 |
Scoring Guide |
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Martin Luther King, Jr. believed man’s laws fall into two categories – just and unjust. Summarize the difference between the two.
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2 Pt. - Response includes a correct summary for EACH law.
1 Pt. – Response includes a correct summary for ONE law.
0 Pt – Other
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Item 8 |
Scoring Guide |
Complete the outline below to show the author’s main ideas and supporting details.
“from Letter from Birmingham City Jail”
I. How Martin Luther King, Jr. can purposely break the law. A. Two types of laws 1. 2. B. Difference between the two 1. Just law follows moral codes 2. Unjust law doesn’t C. Unjust laws of Alabama 1. Blacks not allowed to vote 2. Not democratic D. 1. 2.
E. Right way to defy the law 1. No violence (“open”, “lovingly”) 2. Willingly accept the penalty
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Scoring Note: Answers may vary, but must follow the main idea in the scoring guide. Answers are in bold. Teachers may assign point values as needed.
“from Letter from Birmingham City Jail”
I.How Martin Luther King, Jr. can purposely break the law. A.Two types of laws 1. Just 2. Unjust B. Difference between the two 1. Just law follows moral codes 2. Unjust law doesn’t C. Unjust laws of Alabama 1. Blacks not allowed to vote 2. Not democratic D. Just and unjust laws 1. Just laws unjustly used 2. Example of the parade permit E. Right way to defy the law 1. No violence (“open”, “lovingly”) |
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The teacher should choose a reading passage for stimulus for this portion of the assessment. The passage should be rich enough to lend itself to a multi-paragraph summary. Due to the time involved, this portion of the assessment will need to be administered on a different day from the rest of the assessment.
Note taking is a key part of identifying and organizing important information. Read the following passage and determine what information is an aid in summarizing the passage. Next, utilize an appropriate note-taking method to record your notes. Finally, using your notes, write a multi-paragraph summary of the passage.
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The student will create an appropriate graphic organizer for note-taking, with labeling.
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1 point: Appropriate graphic organizer with labeling.
0 points: Other
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The student will write a multi-paragraph summary of the passage. |
3 points: Summary includes all the main ideas (and only main ideas), original substitution of words by student, and multi-paragraphs.
2 points: Summary includes most of the main ideas (and only main ideas), some substitution of words, and includes at least two paragraphs.
1 point: Summary includes some of the main ideas, very little to no substitution of words by student, and may be only one paragraph.
0 points: Other |