Discipline: Career and Technical Education

Grade Level: 6, 7, 8

Course: Business & Computer Science

©Literacy Design Collaborative. September 2011

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Career Exploration Wrap Up: Informational
What
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

      15 Minutes

      TASK ENGAGEMENT:

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

      LIST

      In a quick-write, write your first reaction to the task prompt. Add some notes reflecting things you know about this issue.

      No scoring

      • Link this task to earlier class content.on
      • Review log in information for the Career Cruising website.
      • Discuss student responses.
      • Clarify timetable and support plans for the task.
      • Remind the students: “What I need to do today is so that tomorrow I can   .”

      25 Minutes

      TASK ANALYSIS:

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

      LIST

      In your own words, what are the important features of a good response to this prompt?

      No scoring

      • Share examples of past students’ reports.
      • Identify or invite students to identify key features of examples.
      • Pair students to share and improve their individual bullets.
      • Create a classroom list: Choose one student to share a few ideas on the board, and ask other to add to it.
  • 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

      15 Minutes

      TEXT SELECTION:

      Ability to identify appropriate texts.

      NOTES

      For each text, list the needed bibliographic information.

      Scoring Guide: work meets expectations if:

      Identifies author, title, publisher, date, and any other needed information.

      Includes reasonable evidence that work is credible and/or worthy of study.

      • Provide citation guide and discuss why each element of citation is needed.
      • Provide access to research sources for students to assess the texts.

      Duration of lesson section

      ACTIVE READING:

      Ability to identify the central point and main supporting elements of a text.

      SHORT CONSTRUCTED RESPONSE

      What is the author trying to accomplish? Which parts of the text show you that?

      Scoring Guide: Work meets expectations if:

      Answers questions with credible response.

      • Invite students to share and discuss their answers for each text.
      • After the discussion, allow them to add to their entries.

      15 Minutes

      ESSENTIAL VOCABULARY:

      Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information.

      LIST

      In your notebook, list words and phrases essential to the texts. Add definitions and notes on connotation in this context.

      Work meets expectations if:

      Lists appropriate phrases.

      Provides accurate definitions.

      • After scoring, ask some students to share definitions of terms that others overlooked or misunderstood.
      • After scoring, be prepared to provide direct instruction or guide a close reading if needed to work through a key phrase most students missed.

      15 Minutes

      ACADEMIC INTEGRITY:

      Ability to use and credit sources appropriately.

      SHORT CONSTRUCTED RESPONSE

      Define "plagiarism" and list ways to avoid it.

      Work meets expectations if:

      Provides accurate definition.

      Lists several appropriate strategies.

      • Discuss respect for others’ work and how to assemble evidence and create texts without plagiarizing. Discuss that the Career Cruising website is a database and features published academic sources.
      • Discuss academic penalties for stealing others’ thoughts and words.

      30 Minutes

      NOTE TAKING:

      Ability to read purposefully and select relevant information; to summarize and/or paraphrase.

      NOTES

      From each text, make a list of the elements that look most important for answering the prompt. Use strategies you have learned to avoid plagiarism.

      Work meets expectations if:

      Identifies relevant elements.

      Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly, etc).

      • Teach a model format for note taking.
      • Check that early student work is in the assigned format (or in another format that gathers the needed information effectively).
      • Assign peer groups to help check each other's work.
  • Skill Cluster 3: Transition to Writing
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skill Cluster 3: Transition to Writing

      45 Minutes

      BRIDGING:

      Ability to begin linking reading results to writing task.

      LIST

      In a quick-write, write about what you know now that you’ve read the content.

      No Scoring

      • Discuss the process for writing the report.
      • Small group discussion using question.
  • 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

      45 Minutes

      CONTROLLING IDEA:

      Ability to establish a controlling idea and consolidate information relevant to task.

      SHORT CONSTRUCTED RESPONSE

      Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.

      Work meets expectations if:

      Writes a concise summary statement or draft opening.

      Provides direct answer to main prompt requirements.

      Establishes a controlling idea.

      Identifies key points that support development of argument.

      • Offer several examples of opening paragraphs.
      • Ask class to discuss what makes the paragraphs strong or weak.
      • Students will write opening paragraphs with a controlling idea.
      • Peers will work together on editing opening paragraphs and then will share their work with the entire class.

      45 Minutes

      PLANNING:

      Ability to develop a line of thought and text structure appropriate to an information/explanation task.

      OUTLINE

      Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

      Work meets expectations if:

      Creates an outline or organizer.

      Supports controlling idea. Uses evidence from texts read earlier.

      • Provide and teach one or more examples of outlines or organizers.
      • Invite students to generate questions in pairs about how the format works, and then take and answer questions.

      Ongoing

      DEVELOPMENT:

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

      LONG CONSTRUCTED RESPONSE

      Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.

      Work meets expectations if:

      Provides complete draft with all parts.

      Supports the opening in the later sections with evidence and citations.

      • Encourage students to re-read prompt partway through writing to check that they are on track.

      Ongoing

      REVISION:

      Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

      LONG CONSTRUCTED RESPONSE

      Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include.

      Work meets expectations if:

      Provides complete draft with all parts.

      Supports the opening in the later sections with evidence and citations.

      Improves earlier edition.

      • Assign students to provide each other with feedback on those issues.
      • Students can save reports to class jump drive so that the teacher can provide feedback.

      Ongoing

      EDITING:

      Ability to proofread and format a piece to make it more effective.

      LONG CONSTRUCTED RESPONSE

      Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.

      Work meets expectations if:

      Provides draft free from distracting surface errors.

      Uses format that supports purpose.

      • Briefly review selected skills that many students need to improve.
      • Teach a short list of proofreading marks.
      • Assign students to proofread each other’s texts a second time.

      Ongoing

      COMPLETION:

      Ability to submit final piece that meets expectations.

      LONG CONSTRUCTED RESPONSE

      Turn in your complete set of drafts, plus the final version of your piece.

      Work meets expectations if:

      Fits the “Meets Expectations” category in the rubric for the teaching task.

      • Students must submit final draft with attached rubric.
      • Students will complete optional extension Excel spreadsheet if time permits.
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