Quarter 3 Timed Write Data

3.5
3.13
3
2.84
2.66
2.53
2.5 2.5 2.55
2.3 2.31 2.38
2.13
2 1.94
1.78
1.5

0.5

0
Timed Write #1 Timed Write #2 Timed Wrtie #3 Timed Write #4

6th Period Honors Class Average 7th Period Regular Class Average
8th Period Honors Class Average

This graph depicts the class averages for the timed writes that Megan Menard, Katie Allison, and
I developed over the course of Quarter Three in our 7th grade classes. The first three timed writes
focused on Jack Londons Call of the Wild, while the fourth shifted into argument. Over the
course of these four timed writes, we focused on how we could restructure our prompts and
feedback to set students up for success. Our collaboration helped normalize our prompts and
transform the feedback we gave based on our students needs. This change in instruction centered
on making prompts tie directly to the subject material in class. We gave students themes and
domain vocabulary to utilize in their writing, guided students through the GYRRPO writing
structure during lessons, and provided students with resources to use while they wrote their
timed essays.
The dip in scores for the fourth timed write correlated with the change in prompts centered on
Call of the Wild to a prompt focused on argumentative writing. Students were less comfortable
with this style of writing, therefore we worked on giving students as many resources as possible.
During this unit on argument, we also had students write short paragraphs that utilized specific
elements of argument we discussed in class such as claim, ethos, pathos, logos, concession,
refutation, and counterclaim. During this time, we gave students outlines that emphasized these
elements of writing and the GYRRPO process.
These scores were recorded as formative assessment and then students were given two
summative scores for their two highest timed writes. Grading the timed writes this way reduced
the pressure students felt about timed writing, and we believe it helped familiarize them with the
process in preparation for PARCC.
Here are the prompts we created for each timed write:
Timed Write #1:

Prompt: Please read the article Lost in the Wilderness: One Mans Five-Day Fight for
Survival by Sarah Figalora and the article Couple Survives 48 Hours Lost in Blizzard on
Mountain by Evann Gastaldo. In a well developed essay, explain how the authors develop a
common theme in the text.

Domain Vocab Hints:

-Survival
-Self-reliance
-Wilderness
-Rescue
-Will power
-Conditions
-Conflict
-Decision

Timed Write #2:

Directions:
1. Please watch this video:https://www.youtube.com/watch?v=uwsZZ2rprqc
2. Please read this passage from Call of the Wild.
3. Answer the prompt.

And through it all Buck staggered along at the head of the team as in a nightmare. He pulled
when he could; when he could no longer pull, he fell down and remained down till blows from
whip or club drove him to his feet again. All the stiffness and gloss had gone out of his
beautiful furry coat. The hair hung down, limp and draggled, or matted with dried blood where
Hals club had bruised him. His muscles had wasted away to knotty strings, and the flesh pads
had disappeared, so that each rib and every bone in his frame were outlined cleanly through his
loose hide that was wrinkled in folds of emptiness. It was heartbreaking, only Bucks heart was
unbreakable. The man in the red sweater had proved that... (London 49).

Prompt: In both the video and the passage from Call of the Wild, grit is a common theme.
What causes grit and what are the consequences or benefits of grit? Write a well developed
essay answering this question. Use both texts to determine and support your answer.
Timed Write #3:

Prompt: In the novel Call of the Wild, Buck encounters many hardships. Despite his
struggles, he finds happiness, satisfaction, and purpose. After reading these three passage,
explain two things that fulfill Buck in a four paragraph essay. Include textual evidence from
two passage from the list below.

*Friendly reminder: The red explains should show the value of happiness, satisfaction, and
purpose OR teach a lesson about happiness, satisfaction, and purpose.
*Friendly reminder: DONT SUMMARIZE!

Text One: There is an ecstasy that marks the summit of life, and beyond which life cannot
rise. And such is the paradox of living, this ecstasy comes when one is most alive, and it comes
as a complete forgetfulness that one is alive. This ecstasy, this forgetfulness of living, comes to
the artist, caught up and out of himself in a sheet of flame; it comes to the soldier, war-mad on
a stricken field and refusing quarter; and it came to Buck, leading the pack, sounding the old
wolf-cry, straining after the food that was alive and that fled swiftly before him through the
moonlight. He was sounding the deeps of his nature, and of the parts of his nature that were
deeper than he, going back into the womb of Time. He was mastered by the sheer surging of
life, the tidal wave of being, the perfect joy of each separate muscle, joint, and sinew in that it
was everything that was not death, that it was aglow and rampant, expressing itself in
movement, flying exultantly under the stars and over the face of dead matter that did not
move (London 29).

Text Two: To Bucks surprise these dogs manifested no jealousy toward him. They seemed to
share the kindliness and largeness of John Thornton. As Buck grew stronger they enticed him
into all sorts of ridiculous games, in which Thornton himself could not forbear to join; and in
this fashion Buck romped through his convalescence and into a new existence. Love, genuine
passionate love, was his for the first time. This he had never experienced in the sun-kissed
Santa Clara Valley. With the Judges sons, hunting and trampling, it had been a working
partnership; with the Judges grandsons, a sort of pompous guardianship; and with the Judge
himself, a stately and dignified friendship. But love that was feverish and burning, that was
adoration, that was madness, it had taken John Thornton arouse (London 54).

Text Three: Then an old wolf, gaunt and battle-scarred, came forward. Buck writhed his lips
into the preliminary of a snarl, but sniffed noses with him. Whereupon the old wolf sat down,
pointed noses at the moon, and broke out the long wolf howl. The others sat down and howled.
And now the call came to Buck in unmistakable accents. He, too, sat down and howled. This
over, he came out of his angle and the pack sprang away into the woods. The wolves swung in
behind, yelping in chorus. And Buck ran with them, side by side with the wild brother, yelping
as he ran (London 80).
Timed Write #4:

Prompt: Both the Battle of Gettysburg and the attack on Pearl Harbor were devastating events
in our nations history. You have studied Lincoln and Roosevelts speeches after each event.
After comparing and contrasting both speeches, explain which speech was more effective in
addressing the violence that took place in a four paragraph essay. Use the argument techniques
found in the speeches(claim, evidence, counterclaim, concession, refutation, ethos, and logos)
to develop your main points. Be sure to include specific details from the speech you select.
*Dont forget to use one counterclaim in one of your body paragraphs.

Body Paragraph Options

-Word choice (domain vocab used)

-Theme
-Argument Techniques:
-Claims
-Evidence
-Counterclaims
-Ethos
-Logos
-Refutation
-Concession