Oicial SAT Practice Lesson Plans - SAT Suite Of Assessments
Official SAT PracticeLesson Plansfor Teachers by TeachersLESSON 10The SAT Essay—Part TwoNote: This lesson assumes that students have completed Lesson 9 thatintroduced them to the SAT Essay.Focus: Becoming familiar with the SAT Essay scoring and thesis writingObjectives:Students will be able to understand the aspects by which the essay is scored. write an effective thesis statement for a practice essay.Before the Lesson:sure students have been exposed to The SAT Essay—Part One (Lesson 9).à Makethe article “Using Khan Academy ’s SAT Essay Practice” atà w-sat-tips-planning/about ademys-sat-essaypractice.à Preview and print (if necessary) the student materials.1
LESSON 10 The SAT Essay—Part TwoIntroductory Activity 30 minutes1. Remind students that the essay is scored on the following aspects:i. Reading: How well you demonstrated your understanding of the passage.ii. Analysis: How well you analyzed the passage and carried out the taskof explaining how the author of builds his or her argument to persuadean audience.iii. Writing: How skillfully you crafted your response.2. Assign students to look over one aspect (Reading, Analysis, or Writing) of thescoring guide in the student materials, tracing that aspect from the lowestpossible score (1) to the highest (4). Ask students to highlight words or phraseson the scoring guide that show the differences between the scores. Forexample, students might highlight the phrase “skillful use of textual evidence”under Reading.3. Ask them to return briefly to the Student Sample 1 that they examined in Lesson9. That one received a 3 on all aspects. Discuss why that student samplereceived the scores it did using the rationale below, if necessary. It is importantthat students understand why this essay was judged to be “proficient.”Rationale for Student Sample #1 Scores:Reading—3: This response demonstrates effective comprehension of the sourcetext. Although the central idea is never explicitly stated in the introduction, thewriter accurately captures the main focus of Goodman’s argument: his concernfor the major decline of foreign correspondents employed by newspapers basedin the United States. The writer also accurately paraphrases (Goodman beginswith a census from year 2003 and year 2011) and directly quotes important detailsfrom the source text, demonstrating effective comprehension. In the second bodyparagraph, for example, the writer demonstrates understanding of Goodman’sdiscussion of the benefits and drawbacks of social media, effectively tracingGoodman’s argument from the value of firsthand knowledge to the problem ofinaccurate information on social media sites. Overall, this response demonstratesproficient reading comprehension.Analysis—3: This response demonstrates an understanding of the analyticaltask and offers an effective analysis of the source text. The writer discusses howvarious elements of the text are used to build Goodman’s argument and howthey contribute to the text’s persuasiveness. For example, the writer discussesGoodman’s use of statistical evidence as well as Goodman’s use of reasoningin the analysis of the social media argument (He further builds and enhanceshis argument when he states that there must be a way to “engage readers, whileretaining the core values of journalism”). The writer then discusses how Goodmanmakes effective use of rhetoric toward the end of paragraph 7 of the passage byposing a rhetorical question (Goodman utilizes rhetoric after he presents thefundamental advantage of crowd-sourcing on the web, when he asks a rhetoricalquestion). Although the response occasionally relies upon assertions about theelements of persuasive arguments (Goodman’s use of logic occurs throughout hispassage; Goodman employs logic, basic reasoning and evidence presentation inorder to raise concern, curiosity, and questions from the reader; Reason allowsGoodman to construct upon his solid foundation of evidence; Rhetoric seals thedeal), the writer provides effective support in other places (for example in thediscussion of Goodman’s use of rhetoric in the third body paragraph). Overall, thisresponse demonstrates proficient analysis.Official SAT PracticeLesson Plans: for Teachers by Teachers2
LESSON 10 The SAT Essay—Part TwoWriting—3: This response is generally cohesive and demonstrates effectiveuse of language. The writer provides an effective introduction that lays out inbroad strokes the ways in which Goodman builds his argument (What trulypersuades his audience is his use of logic, reason, and rhetoric. These occur informs of examples, explanations and conclusions, and persuasive and rhetoricalstatements). The response also includes a summarizing conclusion. The threebody paragraphs are structured around the three features the writer has chosento focus on: logic, reason, and rhetoric. Within each paragraph, there is a clearprogression of ideas, though there are few transitions between paragraphs.Although the response sometimes demonstrates awkwardness and repetitivephrasing (Goodman’s use of reason; Goodman uses reason; Goodman also usesreason), the writer’s word choice is generally effective. The response demonstratessome variety in sentence structure and also maintains a formal style and objectivetone. Overall, this response demonstrates proficient writing.4. Ask students to read Student Sample 2 and identify places where the studentwriter analyzes the author’s use of evidence, reasoning, and stylistic elements.Then, ask them to score the student essay using the scoring rubric and to beprepared to explain why they gave it the score they did. Last, share with themthe scores it received and a brief rationale. Clarify any questions or concerns;in particular, be sure that students recognize that this example is mostly asummary of the text and includes very little actual analysis of the tactics thewriter uses.Rationale for Student Sample #2 ScoresReading—2: This response demonstrates some comprehension of Goodman’stext. The writer shows an understanding of Goodman’s central idea, stating thatnews organizations should increase the amount of Foreign news coverage offeredto the Americans. While the writer includes some details from the source text (it’sseen very often that when news organization ask for a review by a reader/viewerthey might end up to feel marginal); Goodman . . . noticed that the decline wastaking place around the time in which America was in the middle of two warsoverseas), these details are, for the most part, unconnected to the central idea. Theuse of textual evidence is limited, and therefore it is unclear whether the writerunderstands how important details relate to the central idea. Further, the writerdemonstrates some evidence of having misinterpreted the argument, stating thatGoodman talks about this because he believes that the news should add what thepeople want to hear and not what the reporters want to talk about. Overall, theresponse demonstrates partially successful reading comprehension.Analysis—1: This response demonstrates very little understanding of the analyticaltask. The writer does identify an argumentative strategy in Goodman’s text whenthe writer says Goodman appeals to our emotions; however, the writer does notanalyze this moment further or provide elaboration about how the example appealsto the audience’s emotions. Instead, the writer reverts to summary and writes thatGoodman gives an idea to fix that problem. Throughout the rest of the response,the writer only describes Goodman’s use of evidence by summarizing parts of thetext rather than providing analysis. Overall, this response demonstrates inadequateanalysis.Official SAT PracticeLesson Plans: for Teachers by Teachers3
LESSON 10 The SAT Essay—Part TwoWriting—2: This response demonstrates limited cohesion and writing skill. Thewriter includes a central claim, but the introductory paragraph is not effective.Individual paragraphs display some progression of ideas, but there is little toconnect ideas between paragraphs or in the response as a whole. The writer’sword choice is general, and sentence structures follow a simple, repetitive subjectverb structure (Peter S. Goodman offers; He appeals; Goodman gives; He talks).Some language errors (emdrace; talking place) detract from the quality of writingthroughout the essay but do not seriously impede understanding. Overall, thisresponse demonstrates partially successful writing.Group/Pair Practice 10 minutes1. In pairs or small groups, ask students to examine at least one sample studentthesis statement (included in the student handout) and tell them to beprepared to explain why it is an effective statement and how it provides a roadmap for the rest of the essay.Independent Practice 10 minutes1. Ask students to read the passage “Bag Ban Bad for Freedom and Environment”and track the way the author uses evidence, reasoning, and stylistic elements.2. Then, students should write their own thesis statement for an essay they wouldwrite as a response to the SAT prompt. Be sure to remind students that theirjob is not to agree or disagree with the author, but to examine how he builds hisargument.3. Last, ask students to share their thesis statements with a partner or smallgroup to receive feedback. Encourage students to ensure that their thesisstatements are close to the models they examined previously.Homework 50 minutes Have students read the article entitled “Using Khan Academy’s SAT EssayPractice” in the Tips and Strategies academy/a/using-khan-academys-sat-essaypractice Direct students who feel ready to complete a full response on the Essaypractice tab on Official SAT Practice on Khan Academy . Students can practicewriting a complete Essay response and receive instant feedback. Teachersmay want to share and discuss an anonymous student’s feedback in the nextclass. Students who are not ready to complete a full response may want tocomplete an outline with a fully developed thesis. Read at least three more student samples in response to the passage.They can be found here starting on page 205: icial SAT PracticeLesson Plans: for Teachers by Teachers4
LESSON 10 The SAT Essay—Part TwoStudent Materials—Lesson 10Introductory ActivityThe SAT Essay Scoring RubricScoreReading3 Proficient The responsedemonstratesefectivecomprehension ofthe source text.The response showsan understandingof the text’scentral idea(s) andimportant details.The response isfree of substantiveerrors of fact andinterpretation withregard to the text.The response makesappropriate use oftextual evidence(quotations,paraphrases, orboth), demonstratingan understandingof the source text.Official SAT PracticeAnalysisThe response offersan effective analysisof the source textand demonstratesan understanding ofthe analytical task.The responsecompetently evaluatesthe author’s use ofevidence, reasoning,and/or stylistic andpersuasive elements,and/or feature(s) of thestudent’s own choosing.The response containsrelevant and sufficientsupport for claim(s)or point(s) made.The response focusesprimarily on thosefeatures of the text thatare most relevant toaddressing the task.Lesson Plans: for Teachers by TeachersWritingThe response is mostly cohesiveand demonstrates effectiveuse and control of language.The response includes a centralclaim or implicit controlling idea.The response includes an effectiveintroduction and conclusion. Theresponse demonstrates a clearprogression of ideas both withinparagraphs and throughout the essay.The response has variety insentence structures. The responsedemonstrates some precise wordchoice. The response maintains aformal style and objective tone.The response shows a goodcontrol of the conventions ofstandard written English and is freeof significant errors that detractfrom the quality of writing.5
LESSON 10 The SAT Essay—Part TwoScore2 PartialReadingThe responsedemonstrates somecomprehension ofthe source text.The responseshows anunderstanding ofthe text’s centralidea(s) but not ofimportant details.The response maycontain errorsof fact and/orinterpretation withregard to the text.The responsemakes limited and/or haphazard useof textual evidence(quotations,paraphrases,or both),demonstratingsomeunderstanding ofthe source text.Official SAT PracticeAnalysisThe response offerslimited analysis ofthe source text anddemonstrates onlypartial understandingof the analytical task.The response identifiesand attempts to describethe author’s use ofevidence, reasoning, and/or stylistic and persuasiveelements, and/ orfeature(s) of the student’sown choosing, but merelyasserts rather thanexplains their importance.Or one or more aspectsof the response’sanalysis are unwarrantedbased on the text.The response containslittle or no support forclaim(s) or point(s) made.The response may lacka clear focus on thosefeatures of the text thatare most relevant toaddressing the task.Lesson Plans: for Teachers by TeachersWritingThe response demonstrates littleor no cohesion and limited skill inthe use and control of language.The response may lack a clearcentral claim or controlling idea ormay deviate from the claim or ideaover the course of the response.The response may include anineffective introduction and/orconclusion. The response maydemonstrate some progressionof ideas within paragraphs butnot throughout the response.The response has limited varietyin sentence structures; sentencestructures may be repetitive.The response demonstrates generalor vague word choice; word choicemay be repetitive. The responsemay deviate noticeably from aformal style and objective tone.The response shows a limited controlof the conventions of standard writtenEnglish and contains errors thatdetract from the quality of writingand may impede understanding.6
LESSON 10 The SAT Essay—Part TwoScoreReading1 Inadequate The responsedemonstrateslittle or nocomprehension ofthe source text.The responsefails to show anunderstanding ofthe text’s centralidea(s) and mayinclude onlydetails withoutreference tocentral idea(s).The responsemay containnumerous errorsof fact and/orinterpretation withregard to the text.The responsemakes littleor no use oftextual evidence(quotations,paraphrases,or both),demonstratinglittle or nounderstanding ofthe source textOfficial SAT PracticeAnalysisThe response offers littleor no analysis or ineffectiveanalysis of the sourcetext and demonstrateslittle or no understandingof the analytic task.The response identifieswithout explanation someaspects of the author’s useof evidence, reasoning, and/or stylistic and persuasiveelements, and/or feature(s)of the student’s choosing.Or numerous aspectsof the response’sanalysis are unwarrantedbased on the text.The response contains littleor no support for claim(s) orpoint(s) made, or supportis largely irrelevant.The response may notfocus on features of thetext that are relevant toaddressing the task.Or the response offersno discernible analysis(e.g., is largely orexclusively summary).Lesson Plans: for Teachers by TeachersWritingThe response demonstrates littleor no cohesion and inadequate skillin the use and control of language.The response may lack a clearcentral claim or controlling idea.The response lacks a recognizableintroduction and conclusion.The response does not have adiscernible progression of ideas.The response lacks variety insentence structures; sentencestructures may be repetitive. Theresponse demonstrates generaland vague word choice; wordchoice may be poor or inaccurate.The response may lack a formalstyle and objective tone.The response shows a weakcontrol of the conventions ofstandard written English and maycontain numerous errors thatundermine the quality of writing.7
LESSON 10 The SAT Essay—Part TwoSTUDENT SAMPLE #2In the article “Foreign News At a Crisis Point”, Peter S. Goodmanargues that the news orginizations should increase the amount ofForeign news coverage offered to the Americans.Peter S. Goodman offers many explanations of why the Americanpublic needs more profetional Foreign news covarage. He appeals toour emotions when he states that it’s seen very often that when newsorginization ask for a review by a reader/viewer they might end up tofeel marginal. Goodman gives an idea to fix that problem and says,“Crowd-Sourcing is a fundimental advantage of the web, so why notemdrace it as means of piecing together a broader and more textualunderstanding of events?” He talks about this because he believes thatthe news should add what the people want to hear and not what thereportors want to talk about.He also states a fact from the American Journalism Review, the AJRsampled many news papers from across the country and they observedthat the space of which belonged to foreign news had shrunk by 53%over the previous quarter-century. Goodman took this intoconsideration and noticed that the decline was talking place around thetime in which America was in the middle of two wars overseas. It wasalso around the time the government viewed the consequences andmerits of global war on terrorism.Peter S. Goodman offered many reason for which Foreign news shouldbe in creased so the American public could view it and they all havegreat support and add relavence to the viewer.Pair/Group ActivitySample student thesis statements:1. Goodman’s argument becomes powerful through the use of pathos, usingevidence, and also embracing reasoning.2. Peter S. Goodman builds a solid argument for the growing need for foreign newscoverage and utilizes concrete evidence, logical reasoning and persuasiveappeals to not only expose the paucity of international news feeds, but alsoconvince his audience that it is crucial that news organizations increase theamount of foreign news coverage provided to Americans.3. Peter S. Goodman uses many different types of evidence to support his claimsand persuade his audience that news organizations should increase theamount of professional foreign news coverage provided to Americans.4. Goodman builds an argument to persuade his audience that news organizationsshould increase the amount of professional foreign news coverage to theAmericas through the presentation of statistics, connections to social mediaas well as using specific diction to establish his argument.Official SAT PracticeLesson Plans: for Teachers by Teachers8
LESSON 10 The SAT Essay—Part TwoSource4 AdvancedReadingThe responsedemonstratesthoroughcomprehension ofthe source text.The response showsan understandingof the text’s centralidea(s) and of mostimportant details andhow they interrelate,demonstrating acomprehensiveunderstandingof the text.The response is freeof errors of fact orinterpretation withregard to the text.The response makesskillful use of textualevidence (quotations,paraphrases, orboth), demonstratinga completeunderstanding ofthe source text.AnalysisThe response offers aninsightful analysis of thesource text and demonstratesa sophisticated understandingof the analytical task.The response offers a thorough,well-considered evaluation ofthe author’s use of evidence,reasoning, and/or stylisticand persuasive elements,and/or feature(s) of thestudent’s own choosing.The response containsrelevant, sufficient, andstrategically chosen supportfor claim(s) or point(s) made.The response focusesconsistently on those features ofthe text that are most relevantto addressing the task.WritingThe response is cohesive anddemonstrates a highly effectiveuse and command of language.The response includes aprecise central claim.The response includes a skillfulintroduction and conclusion. Theresponse demonstrates a deliberateand highly effective progressionof ideas both within paragraphsand throughout the essay.The response has wide variety insentence structures. The responsedemonstrates a consistent use of preciseword choice. The response maintainsa formal style and objective tone.The response shows a strongcommand of the conventions ofstandard written English and isfree or virtually free of errors.Independent PracticeRead the following passage and track the following information in the chart below.Be prepared to write your own thesis statement as if you were writing an essayabout the passage. Remember, you should NOT explain whether you agree ordisagree with the author, but examine how the author builds the argument.EvidenceOfficial SAT PracticeLogical ReasoningStylistic ElementsLesson Plans: for Teachers by Teachers9
LESSON 10 The SAT Essay—Part TwoAdapted from Adam B. Summers, “Bag Ban Bad for Freedom and Environment.” 2013 by The San Diego Union-Tribune, LLC. Originally published June 13, 2013.1Californians dodged yet another nanny-state regulation recentlywhen the state Senate narrowly voted down a bill to ban plastic bagsstatewide, but the reprieve might only be temporary. Not content to tellus how much our toilets can flush or what type of light bulb to use tobrighten our homes, some politicians and environmentalists are nowfocused on deciding for us what kind of container we can use to carryour groceries.2The bill . . . would have prohibited grocery stores and conveniencestores with at least 2 million in gross annual sales and 10,000 squarefeet of retail space from providing single-use plastic or paper bags,although stores would have been allowed to sell recycled paper bags foran unspecified amount. The bill fell just three votes short of passage inthe Senate . . . and Sen. Alex Padilla, D-Los Angeles, who sponsored themeasure, has indicated that he would like to bring it up again, so expectthis fight to be recycled rather than trashed.3While public debate over plastic bag bans often devolves into emotionalpleas to save the planet or preserve marine life (and, believe me, I lovesea turtles as much as the next guy), a little reason and perspective is inorder.4According to the U.S. Environmental Protection Agency, plastic bags,sacks, and wraps of all kinds (not just grocery bags) make up onlyabout 1.6 percent of all municipal solid waste materials. High-densitypolyethylene (HDPE) bags, which are the most common kind of plasticgrocery bags, make up just 0.3 percent of this total.5The claims that plastic bags are worse for the environment than paperbags or cotton reusable bags are dubious at best. In fact, comparedto paper bags, plastic grocery bags produce fewer greenhouse gasemissions, require 70 percent less energy to make, generate 80 percentless waste, and utilize less than 4 percent of the amount of water neededto manufacture them. This makes sense because plastic bags are lighterand take up less space than paper bags.6Reusable bags come with their own set of problems. They, too, have alarger carbon footprint than plastic bags. Even more disconcerting arethe findings of several studies that plastic bag bans lead to increasedhealth problems due to food contamination from bacteria that remainin the reusable bags. A November 2012 statistical analysis by Universityof Pennsylvania law professor Jonathan Klick and George MasonUniversity law professor and economist Joshua D. Wright foundthat San Francisco’s plastic bag ban in 2007 resulted in a subsequentspike in hospital emergency room visits due to E. coli, salmonella,and campylobacter-related intestinal infectious diseases. The authorsconclude that the ban even accounts for several additional deaths in thecity each year from such infections.Official SAT PracticeLesson Plans: for Teachers by Teachers10
LESSON 10 The SAT Essay—Part Two7The description of plastic grocery bags as “single-use” bags is anothermisnomer. The vast majority of people use them more than once,whether for lining trash bins or picking up after their dogs. (Andstill other bags are recycled.) Since banning plastic bags also meanspreventing their additional uses as trash bags and pooper scoopers,one unintended consequence of the plastic bag ban would likely bean increase in plastic bag purchases for these other purposes. This isjust what happened in Ireland in 2002 when a 15 Euro cent ( 0.20) taximposed on plastic shopping bags led to a 77 percent increase in thesale of plastic trash can liner bags.8And then there are the economic costs. The plastic bag ban wouldthreaten the roughly 2,000 California jobs in the plastic bagmanufacturing and recycling industry, although, as noted in the Irishexample above, they might be able to weather the storm if they cansuccessfully switch to producing other types of plastic bags. In addition,taxpayers will have to pony up for the added bureaucracy, and thehigher regulatory costs foisted upon bag manufacturers and retailerswill ultimately be borne by consumers in the form of price increases.9Notwithstanding the aforementioned reasons why plastic bags arenot, in fact, evil incarnate, environmentalists have every right to try toconvince people to adopt certain beliefs or lifestyles, but they do nothave the right to use government force to compel people to live theway they think best. In a free society, we are able to live our lives as weplease, so long as we do not infringe upon the rights of others. Thatincludes the right to make such fundamental decisions as “Paper orplastic?”Official SAT PracticeLesson Plans: for Teachers by Teachers11
Jun 13, 2013 · SAT Practice . Lesson Plans . for Teachers by Teachers . LESSON 10 . The SAT Essay—Part Two . Note: This lesson assumes that students have completed Lesson 9 that introduced them to the SAT Essay. Focus: Becoming familiar with the SAT Essay scoring and thesis writing . Objectives: Stu
1 Oicial . SAT Practice. Lesson Plans. for Teachers by Teachers . LESSON 12 . Reading—Text Structures. Focus: Determining how text structures afect meaning . Objective: Students will describe how an author shapes and organizes a text and how the parts of the passage contribute to the whole text. Before the Lesson: à. Review. Chapter 7 of the .
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SAT Study Guide for Students . and . Oicial SAT Practice on Khan Academy. Both of these resources include additional sample questions and answer explanations if you’d like to enhance any of the lessons. You may want to review the related Study Guide chapters or sections of Oicial SAT Practice on Khan Academy before each group of lesson topics.
Lesson 1-1 Getting Acquainted with the Redesigned SAT Lesson 1-2 Multiple-Choice Questions Lesson 1-3 Grid-In Questions 2 SAT Math Strategies Lesson 2-1 SAT Math Strategies You Need to Know Lesson 2-2 Guessing and Calculators on the SAT THE FOUR MATHEMATICS CONTENT AREAS 3 Heart of Algebra Lesson 3-1 Some Beginning Math Facts Lesson 3-2 Solving .
4 Step Phonics Quiz Scores Step 1 Step 2 Step 3 Step 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 . Zoo zoo Zoo zoo Yoyo yoyo Yoyo yoyo You you You you
SAT Preparation Booklet. 3. SAT Reasoning Test This booklet will answer your questions about and help you practice for the new SAT. SAT FAQs. Why should I take the SAT? The SAT Reasoning Test is a measure of the critical think-ing skills you will need for academic success in college. The SAT assesses how well you analyze and solve problems—
may be taken on an instrument with only one manual. Consequently, in Grades 1–3, some notes may be transposed or omitted, provided the result is musically satisfactory. Elements of the exam All ABRSM graded Organ exams comprise the following elements: three Pieces; Scales, arpeggios and exercises; Sight-reading (with an additional Transposition exercise in Grades 6–8); and Aural tests .
