The Story of an Hour Constructed Response, Close Reading, & Inference Statements

962 Followers
Grade Levels
8th - 11th, Homeschool
Standards
CCSSW.11-12.5
CCSSW.11-12.4
CCSSW.11-12.1
CCSSW.9-10.5
CCSSW.9-10.4
Resource Type
Formats Included
- PDF
Pages
14 pages

962 Followers
Description
The Story of an Hour Constructed Response, Close Reading, & Inference Statements
This 3-part lesson engages students and meets Common Core standards with the close reading of the classic tale “The Story of an Hour.” While reading the story, students will complete a graphic organizer as they identify Explicit Information and Implied Meanings. After reading, they will create Inference Statements, give and receive feedback on those statements, and write a Constructed Response.
This lesson is complete and requires NO PREP on your part! Print everything out and you're ready to go! (If you do not have the story in a textbook, the link is included for a public domain version that prints cleanly on two sheets of paper!)
This lesson includes:
Student Materials: Three-part lesson (Use one, two or all three parts.)
Part 1. Close Reading Graphic Organizer with an ANSWER KEY!
Part 2. Creating a Post-Reading Inference Statement with Optional Partner Feedback (separate page)
Part 3. Constructed Response with separate pages for each of the following: (to make for easy customization and copying)
• two separate and different instruction sheets (for two different lessons preceding the Constructed Response.)
• Prewriting
• Fast draft with instructions
• Final draft with instructions
Teacher Materials:
4. Constructed Response Rubric
5. Teacher Overview page with all directions, links, etc.
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**Thank you** for stopping by my store! Maryann Saylor - Secondary Strategies
All the best!
Maryann
This 3-part lesson engages students and meets Common Core standards with the close reading of the classic tale “The Story of an Hour.” While reading the story, students will complete a graphic organizer as they identify Explicit Information and Implied Meanings. After reading, they will create Inference Statements, give and receive feedback on those statements, and write a Constructed Response.
This lesson is complete and requires NO PREP on your part! Print everything out and you're ready to go! (If you do not have the story in a textbook, the link is included for a public domain version that prints cleanly on two sheets of paper!)
This lesson includes:
Student Materials: Three-part lesson (Use one, two or all three parts.)
Part 1. Close Reading Graphic Organizer with an ANSWER KEY!
Part 2. Creating a Post-Reading Inference Statement with Optional Partner Feedback (separate page)
Part 3. Constructed Response with separate pages for each of the following: (to make for easy customization and copying)
• two separate and different instruction sheets (for two different lessons preceding the Constructed Response.)
• Prewriting
• Fast draft with instructions
• Final draft with instructions
Teacher Materials:
4. Constructed Response Rubric
5. Teacher Overview page with all directions, links, etc.
You may also like:
A Freebie!
Ten Things in Common: Fun Back to School Ice Breaker
Teacher Tools for Back to School
Poetry Lesson: Tarantulas on a Lifebuoy
**Thank you** for stopping by my store! Maryann Saylor - Secondary Strategies
All the best!
Maryann
Total Pages
14 pages
Answer Key
Included with rubric
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSSW.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSSW.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSSW.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSSW.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSSW.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.