Discipline:Humanities

Grade Level:9-10

Course: English or History

©Literacy Design Collaborative. September 2011

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A Reading of the Gettysburg Address
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.

  • Classroom Assessment Task
    • Optional: May be used as a pre-test or post-test

      Background to share with students (optional):

      After reading Martin Luther King’s “I Have a Dream” speech, write an essay that discusses this speech and evaluates its influence on our understanding of American democracy.  Be sure to support your position with evidence from the text. 

      (You have this one class period to plan, write, and revise your essay.  You may use the computer.)

      Classroom assessment task:

      Many notable Americans have sought to shape our understanding of democracy; their efforts have included a number of famous speeches.  One such speech was given in Washington, D. C. on 28 August 1963, 100 years after the Gettysburg Address, by Martin Luther King, Jr.. 

      Reading texts:

      “I Have a Dream” (excerpt) by Martin Luther King, Jr.  (See Module Appendix)

  • Argumentation Assessment Rubric
    • Meets Expectations

      Focus

      Addresses the prompt and stays on task; provides a generally convincing response.

      Reading/Research

      Demonstrates generally effective use of reading material to develop an argument.

      Controlling Idea

      Establishes a credible claim, and supports an argument that is logical and generally convincing.

      Development

      Develops reasoning to support claim; provides evidence from text in the form of examples or explanations relevant to the argument.

      Organization

      Applies an appropriate text 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

      Demonstrates weak use of reading material to develop argument.

      Controlling Idea

      Establishes a claim and attempts to support an argument but is not convincing.

      Development

      Reasoning is not clear; examples or explanations are weak or irrelevant.

      Organization

      Provides 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 not appropriate to audience and purpose.

  • Appendix
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