Discipline: English/Language Arts

(Scope and Sequence: Quarter 3, approximately two to three weeks)

Grade Level: Middle Grades

©Literacy Design Collaborative. September 2011

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The Power of Language (Communication is More than Language)
What
Results?
  • Student Work Samples
    • Within the Literacy Design Collaborative (LDC) framework, student work samples answer the critical question, "What Results?" The inclusion of student work within the module design provides teachers insight into how to improve the quality of the teaching task and the feedback they give on student strengths and challenges.

  • Informational or Explanatory Classroom Assessment Rubric
    • Meets Expectations

      Focus

      Addresses prompt with a focused response.

      Reading/Research

      Presents and applies relevant information with general accuracy.

      Controlling Idea

      Establishes a controlling idea that states the main purpose and/or question for the tasks.

      L2: Addresses the credibility of sources.

      Development

      Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies salient themes or features; explains key information with sufficient detail.

      *L2: Discusses relevant implications to topic.

      L3: Identifies a gap or unanswered question.

      Organization

      Applies a generally effective structure to address specific requirements of the prompt.

      Conventions

      Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose

      Not Yet

      Focus

      Attempts to address prompt but lacks focus or is off-task.

      Reading/Research

      Attempts to present information relevant to prompt.

      Controlling Idea

      Controlling idea is weak and does not establish a purpose and/or address a research question.

      Development

      Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic.

      *L2: Implications are weak or not relevant to topic.

      L3: Does not identify a relevant gap or unanswered question.

      Organization

      Applies an ineffective structure; composition does not address requirements of the prompt.

      Conventions

      Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to audience and purpose.

  • Teacher Work Section
    • Here are added thoughts about teaching this module:

      • Teacher thoughts. Provide thoughts and ideas after teaching the module to different students in different classes.
      • Possible variations. Add ideas for spin-offs or extensions to the module.
        • Although this module is built around one Paideia Seminar on Robert Frost's "Birches," you can supplement the practice of speaking and listening skills by adding a second seminar on one or more of the poems in the student reader.
  • Appendix
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