Discipline: Reading (could be used in ELA, social studies, technology courses, or other related disciplines)

Grade Level: Grade 9

Course: Advanced Reading

©Literacy Design Collaborative. September 2011

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Instruction?
  • Skills Cluster 1: Preparing for the Task
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Preparing for the Task

      2 Days

      1. Task Analysis

      Ability to understand and explain the task's prompt and rubric

      Unpacking the task

      Identify what you need to know and be able to do in order to complete the task.

      Understand how your writing will be scored using the Argumentative Rubric.

      No scoring

      • Brainstorm
      • Cloze passage (if needed for differentiation)
      • Power Point to introduce language of the rubric
      • Review rubric
      • Word Combining

      1 1/2 Days

      2.Bridging Conversation

      Ability to connect the task and new content to existing knowledge, skills, experiences, interests and concerns

      Survey

      Complete a survey that identifies your digital practices.


      Graph

      Graph class results.

      No Scoring

      • Survey 
      • Problem-solution graphic organizer
      • Data graph
  • Skills Cluster 2: Reading Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 2: Reading Process

      Lesson 3

      2 days

      1. Essential/ Academic Vocabulary

      Ability to apply strategies for developing an understanding of a text by locating words and phrases that identify key concepts and/or information

      Ability to apply strategies to develop an understanding of academic vocabulary used in opinionated writing

      Vocabulary Graphic Organizers

      Develop an understanding of the terms and phrases:

      digital footprint

      digital shadow

      privacy 

      editorial

      refute

      opposition


      Exit Slip 

      Respond to the connections between the vocabulary you've learned and the Teaching Task.

      argument, claim, and evidence, which were taught in lesson 1, should be added to Portable Word Wall

      Product meets expectations:

      Student is able to define academic and essential vocabulary and complete graphic organizers.


      Not Yet:

      Student is unable to fully complete organizers.

      • Word Questioning
      • 3-column note organizer (Portable Word Wall)

      Lesson 4

      2 days

      2. Preparing for Reading

      Ability to get ready for reading by text marking evidence of problems/solutions and transferring to a note-taking format

      Note-taking graphic organizer 

      Use introductory articles to identify problems/solutions.

      Product meets expectations:

      Student is able to record  problems and solutions from the article.


      Not Yet:

      Student is unable to identify  problems and solutions.

      • Text Marking
      • Problem/Solution graphic organizer 

      Lesson 5

      1 ½ days

      3. Active Reading

      Ability to orchestrate the skills, strategies, and behaviors needed to closely read and make meaning of the text

      Chart the text notes

      "Chart the Text" to determine how the author uses his/her craft to convey the message.

      Product meets expectations:

      Student is able to use author's craft to identify author's message, supported with evidence from the text.


      Not Yet:

      Student is unable to identify author's message or support with text evidence.

      • Charting the Text (AVID)
      • Cooperative learning groups
      • Update Problem-Solution graphic organizer

      Lesson 6

      3 days

      4. Active Reading and Note Taking 1

      Ability to read purposefully, select, and record textual evidence and cite reference source

      Three- column note graphic organizer

      Read or view the text, record evidence of author's message, and reference the source onto graphic organizer.


      Exit Slip

      Respond to relevance of activity to the teaching task.

      Product meets expectations: Student is able to record textual and video evidence of author's implied message.

      Not yet: Student is unable to record evidence of the implied message. 


      No Scoring

      • Charting the Text with Three- column Note graphic organizer 
      • Cooperative learning groups to share information
      • Exit Slip
      • Update portable Word Wall using bias and advocate 
      • Update Problem-Solution graphic organizer

      Lesson 7

      2 days

      5. Active Reading and Note Taking 2 

      Ability to read purposefully, summarize key ideas and supporting details, and paraphrase textual evidence and/or record direct quotes to avoid plagiarism

      Paraphrase of quotes from ECPA

      Paraphrase information from the Electronic Communications Privacy Act without plagiarizing.


      Summary of one section of ECPA

      Summarize the key ideas and supporting details in a short paragraph.

      Product meets expectations: Student is able to paraphrase information relevant to the primary source without plagiarizing and summarize the key ideas of one section.

      Not yet: Student is unable to paraphrase primary source or summarize key ideas or confuses the two concepts.

      • Jigsaw
      • Paraphrase
      • Summarize

      Lesson 8

      2 days

      6. Active Reading Note Taking 3

      Ability to read purposefully to identify strong, relevant evidence

      Argument Map 

      Distinguish between pieces of strong and weak evidence and sort to build an effective argument. 

      Product meets expectations: Student is able to identify strong evidence.

      Not yet: Student is unable to identify strong evidence. Using a mentor text, teacher models identifying supporting details and determining the strength of the support 

      • Pattern Puzzles
      • Argument Map
      • Update Problem-Solution graphic organizer
  • Skills Cluster 3: Transition to Writing
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Preparing for the Task

      Lesson 9

      1 ½ days

      Preparing as a Writer 

      Ability to analyze text to identify an author's claim which uses strong supporting evidence and acknowledges an opposing view

      Text-marked article

      Identify how an author develops a claim and supports it with a solution.

      Product meets expectations: Student is able to identify an author's claim, how he/she supports it, and opposing view.

      Not yet: Student is unable to identify an author's claim or how it is supported, or the opposing viewpoint. 

      • Teacher models how editorialist develops his message
      • Claim Statement Planning Sheet 

      Lesson 10

      2 ½ days

      2. Bridging Conversation from Reading to Writing

      Ability to transition from reading to writing by identifying a problem/solution, organizing ideas and textual evidence, and developing a claim that acknowledges an opposing view

      Exit Slip

      Search texts, digital media, and student products to identify a problem caused by the use of technology and a possible solution.


      Claim statement

      Develop a claim statement that names a problem related to the use of digital technology and proposes a possible solution, while acknowledging an opposing viewpoint.


      Give One, Get One

      Identify strong support and use discourse to gather information and perspective from peers.

      Product meets expectations: Student is able to identify a problem and possible solution, defend it as such with strong supporting evidence, and state his/her  claim in a clear, concise manner while acknowledging a competing view.


      Not yet: Student is unable to take a stance and write a claim statement or support with strong evidence, or include opposing views.

      • Brainstorm
      • Selective highlighting 
      • Claim Statement Planning Sheet
      • Give One, Get One
  • Skills Cluster 4: Writing Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 4: Writing Process

      Lesson 11

      1 day 

      1. Planning

      Ability to develop a line of thought and text structure appropriate to the task

      Editorial Construction Sheet

      Take notes on how to write an editorial.


      Planning Sheet

      Use a planning tool to plan your editorial.

      No scoring

      • Teacher uses guest editorial to explicitly instruct and model how an opinionated piece of writing is constructed
      • Planning sheet

      Lesson 12

      1 ½ days

      4.Development

      Ability to construct a draft with an emerging line of thought and structure

      Draft Editorial

      Write a draft of your editorial using the outline provided.

      Product meets expectations: Student is able to meet the criteria on the checklist. 

      Not Yet: Student is unable to meet the criteria on the checklist.

      • Checklist
      • Planning Sheet
      • Teacher conference with students

      Lesson 13

      1 ½ days

      3. Revision and Editing

      Ability to apply revision and editing strategies to refine development of information or explanation, including line of thought, language usage, and tone as appropriate to audience and purpose

      Revised Editorial

      Work with a partner to revise your editorial.


      Final Editorial

      Finalize draft for readership; apply finishing touches.

      Product meets expectations: Student is able to meet all of the criteria on the teaching task rubric for "Meets Expectations".


      Not Yet: Student is unable to meet any or all of the criteria on the teaching task rubric for "Meets Expectations".

      • Peer revision
      • Argumentative Rubric
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