Discipline: English/Language Arts

Grade Level: 7th

Course: Social Studies/Reading Course: 7th Grade Ancient Civilizations

©Literacy Design Collaborative. September 2011

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A Cinderella Comparison
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.

  • Argumentation Classroom 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.

      L2: Acknowledges competing arguments while defending the claim.

      Development

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

      L3: Makes a relevant connection that supports 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.

      L2: Attempts to acknowledge competing arguments.

      Development

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

      L3: Connection is weak or not relevant.

      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.

  • 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.
        • It is important to assess students' background knowledge of the traditional tale, Cinderella, because many students consider the Disney version the "original" story. We based our different cultural versions on the French version, commonly referred to as the original version of Cinderella
        • It is also helpful to model and brainstorm what the term "values" means as it relates to cultures and how those values might be revealed in a story.
        • We used a t-chart set up by the five categories of social studies to help students pull out and compare their cultural evidence. Examples were provided for the original version. This was helpful for the students.
      • Possible variations. Add ideas for spin-offs or extensions to the module.
        • This module could be used to compare/contrast any two cultures or regions where a familiar tale has been adapted/rewritten for another culture or region.
  • Appendix
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