This allows you to test and review the book as you proceed through the unit. Typically, there are questions per chapter, act or section.
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Use the Oral Reading Evaluation Form when students are reading aloud in class. Pass the forms out before you assign reading, so students will know what to expect. You can use the forms to provide general feedback on audibility, pronunciation, articulation, expression and rate of speech. You can use this form to grade students, or simply comment on their progress. Use the Writing Evaluation Form when you're grading student essays. This will help you establish uniform criteria for grading essays even though students may be writing about different aspects of the material.
By following this form you will be able to evaluate the thesis, organization, supporting arguments, paragraph transitions, grammar, spelling, punctuation, etc. They pull questions from the multiple choice and short essay sections, the character and object descriptions, and the chapter abstracts to create worksheets that can be used for pop quizzes, in-class assignments and homework.
Periodic homework assignments and quizzes are a great way to encourage students to stay on top of their assigned reading.
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They can also help you determine which concepts and ideas your class grasps and which they need more guidance on. By pulling from the different sections of the lesson plan, quizzes and homework assignments offer a comprehensive review of The Ox-Bow Incident in manageable increments that are less substantial than a full blown test.
Use the Test Summary page to determine which pre-made test is most relevant to your students' learning styles. This lesson plan provides both full unit tests and mid-unit tests. You can choose from several tests that include differing combinations of multiple choice questions, short answer questions, short essay questions, full essay questions, character and object matching, etc. Some of the tests are designed to be more difficult than others.
Some have essay questions, while others are limited to short-response questions, like multiple choice, matching and short answer questions. If you don't find the combination of questions that best suits your class, you can also create your own test on The Ox-Bow Incident. If you want to integrate questions you've developed for your curriculum with the questions in this lesson plan, or you simply want to create a unique test or quiz from the questions this lesson plan offers, it's easy to do.
Scroll through the sections of the lesson plan that most interest you and cut and paste the exact questions you want to use into your new, personalized The Ox-Bow Incident lesson plan. View all Lesson Plans available from BookRags. View the Study Pack. Short Essay Questions Key. Short Answer Questions Key. Oral Reading Evaluation Sheet. One Week Quiz A. Two Week Quiz A. Four Week Quiz A. Four Week Quiz B. Eight Week Quiz A.
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Eight Week Quiz B. Eight Week Quiz C. Eight Week Quiz D. Eight Week Quiz E. Eight Week Quiz F. Eight Week Quiz G. Mid-Book Test - Easy. Final Test - Easy. Mid-Book Test - Medium. Final Test - Medium. Mid-Book Test - Hard. Final Test - Hard. More summaries and resources for teaching or studying The Ox-Bow Incident. Follow Us on Facebook. Even though Sparks is treated inhumanely, he still decides to join in the quest for the killers. The debate between a fair trial and a lynching for the guilty turns towards fair trial with the advice of Mr.
Davies and Judge Tyler — until Tetley and Amigo enter the story. The eyewitness accounts convince the posse of riders to go after the rustlers since: There was a small number of rustlers; 2. The cattle brand provides solid proof and 3; The posse knows where to find the killers. What are the ways in which justice can be served? How do emotions win out over reason? How does the law impact the decisions of Farnley, Winder, Gil, and the narrator?
Reading Assignment 4 Chapter 3, pages 95 — As the posse rides towards the pass, they discuss justifications for killing the rustlers, but their feelings of fear and concern over what they are doing prevail over these concerns. As nightfall approaches, the riders approach Ox-Bow Valley. It begins to snow. The narrator, Croft, is wounded accidentally when he is shot by riders in a wagon heading through the pass.
The Ox-Bow Incident
Ironically, the narrator of the novel is shot while on the path to find the killers. Identify the symbolism of the shooting of the narrator midway through the novel. Are the formation and plans of the posse an act of law and order or conversely, of lawlessness? Reading Assignment 5 Chapter 4, pages The posse continues through the pass and finds three suspects who fit the description of the killers and rustlers. The posse ties up the suspects, Martin, the Mex, and Old Hardwick. Martin insists that they did not commit the crimes and insists on a fair trial so that justice be served.
Davies is convinced of their innocence and attempts to defend them. Is the questioning of the suspects fair and impartial? In what different directions could the story go from this point? Reading Assignment 6 Chapter 4, pages — Evidence is found to suggest that the three men had killed Kinkaid: Martin is eager to write a letter to his wife and children to delay the hanging and express his final thoughts.
He thus convinces Tetley to postpone the lynching until sunrise. During the night, Martin writes a letter to his wife and entrusts Mr. Davies to deliver it and take care of his wife after his death. Finally, at sunrise, Martin, the Mex, and Old Hardwick are hung. If the evidence is in doubt, if they are concerned with short and swift justice, then what should the posse do to punish the criminals? What is the role of the bystanders, the members of the pack, in this situation?
Reading Assignment 7 Chapter 5, pages — At the beginning of this chapter, Risley, the sheriff, is riding towards the posse with Kinkaid and Drew. It is revealed that the three suspects were innocent. Drew had sold them the cattle. In the aftermath, Risley does not arrest any of the members of the posse. As a result, Gerald hangs himself, and his father, Tetley, follows by killing himself as well. Davies feels responsible for not stopping the lynching and turns to Croft to confess.
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At the close of the novel, many have died and committed crimes for the sake of a crime that was not committed. Was justice served for the crimes that were committed?
How could justice be served? Who was to blame for the killing of Martin, the Mex, and Old Hardwick? How should those to blame be punished? Have students perform a trial to determine who is guilty in the lynching of Martin, the Mex, and Old Hardwick.
Assign students character roles — Croft, Gil, Gerald, Mr. Depending on classroom size, students may be assigned roles as lawyers and jurors as well. Students should build their cases using evidence from the book and should cite page numbers as references. As a means of assessment, students may write a reflection on the trial, the book, and their views on who is guilty. Constitution to ensure that suspects of crimes would receive a fair trial and be presumed innocent until proven guilty.
There have been numerous cases in history and current events where the need for immediate justice battled with the need for fair and impartial justice. Split the class into groups. Have students research the following items and be prepared to present their findings to the whole class. Research and present the Writs of Habeas Corpus using primary and secondary source documents. Research and present current events cases where justice battled against fair and impartial justice for example, the World Trade Center bombings and the trial of Timothy McVeigh.
Research and present cases in history where a fair trial saved innocent suspects. A debriefing discussion should follow such a sensitive activity. Have students reflect and write individually on a time when they witnessed or knew of an injustice and did nothing to stop it. Have students discuss their examples in pairs. Then, have students present one point to the class about what their partner said. After the "think, pair, share" activity, have students research cases in history or current events where bystanders did not stop actions of injustice.