Reading Assessment #1
Day 1 Read the poem ” The Thief” by Abraham Cowley and answer questions 1-12
Objectives: Students will perform within time restraints and answer in-depth questions about the text.
Aim: How do we take a challenging exam within the time restraint? What kinds of text-based questions does the exam pose? How do we respond to questions based on a poem?
- Read the poem and answer questions 1-12 in 20 minutes.
- Discuss the challenges students experience during the assessment.
- Disucuss the text-based questions, in particular, questions based on the poem for the assessment.
- What’s subject of the poem?
- What does the speaker complain about?
- What’s the primary dilemma confraintg the speaker?
- What does the speaker question?
- What’s metonymy?
- How does the speaker portray the “omnipresence” of te subject?
- Why is the allusion “Midas” used?
- What does “ubiquity” mean? adulation? guerdon? fealty?
- Which line in the poem shows the stronges admonition of the speaker?
- Give one example of irony tht the poet uses in the poem.
- What are the characteristics of the poet’s style? the use of a central conceit to develop the poem’s theme? irregular lines of predominatly aimbic thythm? thetorical questions? religious diction?
- What’s the tone of the poem revealed?
Quick Write: After today’s assessment, how would you , from now on, read differently?
Homework: Review the new vocalulary and concepts learned today in class. Reread the passage to see if you can dig out new meanings from the text.
Day 2: Read the prose ( an excerpt from Tracks” by Louise Erdrich) and answer questions 13-24 in the packet
Objectives: Students will answer 11 Multiple-Choice questions based on the reading within 15 minutes.
Aim: What are some of the challenges we face when taking an AP English Exam? How is the female character, Fleur, portrayed in the passage?
Material: A sample AP English exam
- Take the reading assessment.
- Go over the answer
- Share the experiences of taking the assessment.
- Discuss text-based questions ( multiple-choice questions).
- How is the setting described?
- Who is the narrator?
- What does the “oppressive heat” seem to cause as revealed in the passage?
- What does the author reveal about Fleur?
- How does the author reveal Lily’s changing fortunes and attitude ?
- What does “choked with burrs” mean?
- What is the central image the author wants to convey about Fleur?
- How does the author use characters’ names to create irony?
- What is the literary device of “synesthesia”?
- How can we infer that violence will occur off the scene after the game is over?
- What’s the author’s main style?
Quick Write: What did you learn today from today’s assessment? What are some of the specific challenges for you?
Homework: Review the new vocabulary and concepts discussed in today’s lesson.
Day 3 ( “After The Last Practice” by Grinell)
Objectives: Students will read a poem and answer 15 TBQ in 15 minutes. Students will also identify literary devices that they are familiar with and the question stems in the multiple-choice questions.
Aim: What are some of the literary devices you are not familiar with as shown in the TBQ? What are some of the question stems you recognize?
Materials: A sample AP Exam
- Read the poem and answer the multiple choice questions.
- Check the answers.
- Share the unfamiliar literary devices students have identified or any other questions.
- Share the common questions stems students have recognized.
- Quick Write
A. In pairs, students will discuss and share their understanding of the assigned questions from the following-
- What’s the main focus of the poem?
- What’s the tone of the poem?
- Which lines in the 1st two stanzas help reinforce the sensory nature?
- What is the most common feeling displayed by the players before the contest?
- What are lines 44-45 ” Jesus, someone said…” primary intended for?
- How are the memories described as shown in lines 46-61?
- What do the diction and imagery in stanzas 12 and 13 ( lines 67-78) suggest?
- What does the Boy Scout -warrior dichotomy mentioned in lines 87-88 reinforce?
- How would describe the mood portrayed in the last three stanzas?
- How is simile used in the poem?
- What is the nature of the teammates’ adolescent athletic experience?
- How does the author convey the diminishing significance of the individuals and their exploits on the football field?
- What are some of the stylistic traits of the poem?
B. In class, pairs share the responses.
Quick Write: What new deceives or vocabulary have you learned today from the assessment? How might they help you do better with the reading in the future?
Homework: Review the new vocabulary learned today. Take a reading test from the packet you have received today published by the College Board. Assess your understanding by using hte answer key provided.