Discipline: Social Studies

Grade(s)/Level: 7th Grade

Course: 7th Grade Ancient Civilizations

©Literacy Design Collaborative. September 2011

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Ancient India and China
What
Instruction?
  • Skills Cluster 1: Preparing for the Task
    • Click here to download a pdf version of Skills Cluster 1.

      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

      1. Task engagement

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

      Product:

      Short response

      Prompt:

      What do you know or think you know about the geography, culture/customs, and government of ancient India or China?

      No scoring

      • Students create a three-column graphic organizer with geography, culture/customs, and government as the headings for each culture. (Ancient India on one side of the paper; ancient China on the other side of the paper.)
      • Divide class into two groups, China and India. Students then brainstorm/record on chart paper all of the ideas they recorded on their graphic organizers.
      • Teach or review content required for the task depending on when in the sequence the content is taught—before or during the production of the task.

      10 - 15 minutes

      2. Task analysis

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

      Product:

      Short constructed response

      Prompt:

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

      No scoring

      • Review each student's response to ensure she/he understands the task. Ensure relevant reading material is selected or provided.
      • Have students share responses so that students can hear/know what one another are doing and encourage them to help one another when appropriate.
      • Discuss in detail the prompt, type of writing and structure, the product, and the rubric.

      5 - 10 minutes

      3. Project planning

      Ability to plan a task so that reading and writing processes are accomplished on time.

      Product:

      Timeline

      Prompt:

      Students will be given a project timeline with dates and deadlines.

      Meets: Creates a "doable" timeline that paces reading and writing processes.

      Not Yet: Attempts to meet the criteria for "meets."

      • Provide students with a timeline template.
      • Discuss the importance of planning.
  • Skills Cluster 2: Reading Process
    • Click here to download a pdf version of Skills Cluster 2.

      Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 2: Reading Process

      6 class periods

      1. Reading "habits of mind"

      Ability to select appropriate texts and understand necessary reading strategies needed for the task.

      Product:

      Bibliography note sheets

      Prompt:

      1) Identify sources you will use, and note how each source relates to your task. 2) Note sources in bibliographic format (see bibliography note sheet).

      Meets: Selects appropriate text(s) for task (if applicable). Creates a first draft of a bibliography (if applicable).

      Not Yet: Attempts to meet the criteria for "meets."

      • Assist students in selecting texts or provide texts. Teachers may select texts for students, direct them to a collection, or have them select on their own.
      • Demonstrate reading strategies relevant to a type of text to prepare students for next steps in the ladder.
      • Provide students with template for bibliography and explain format and use.

      1 class period

      2. Essential vocabulary

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

      Product:

      Vocabulary notebook entries; Frayer models note sheet

      Prompt:

      In your vocabulary packet (Frayer models), define and take notes on the provided content vocabulary terms. Students will be required to incorporate these terms in their final drafts.

      Meets: Identifies vocabulary. Writes in readable prose.

      Not Yet: Attempts to meet the criteria for "meets."

      • Teach use of dictionary and other sources to acquire understanding.
      • Teach strategies for understanding words in context.
      • Introduce language of reading and writing relevant to task.
      • Introduce or review relevant terms used in the discipline.

      4 - 5 class periods

      3. Note-taking

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

      Product:

      What is plagiarism? guide sheet; notes & short response

      Prompt:

      Using a note-taking method (note cards), select information (passages, facts, data) relevant to the task; list (bullet) each source and note relevant information. What does plagiarism mean and what strategies can you use to avoid it? Discuss with students the importance of putting information in their own words.

      Meets: Accomplishes task by selecting relevant source material to support controlling idea. Answers question about plagiarism correctly, and provides appropriate strategies for avoiding it. Writes in readable prose.

      Not Yet: Attempts to meet the criteria for "meets."

      • Review policy for plagiarism, and develop students' understanding of it.
      • Provide students with colored note cards for the following categories: geography, culture/customs, and government.
      • Discuss the term "relevant" and what it means to stay on task—two demands embedded in the rubric.
      • Teach strategies for identifying and selecting source material in the form of quotes, passages, data, and so forth as it relates to a controlling idea and task.
      • Identify any gaps or unanswered questions as you read about your topic.
      • Teach strategies for summarizing or paraphrasing.

      1 class period

      4. Organizing notes

      Ability to prioritize and narrow notes and other information.

      Product:

      Categorized note cards

      Prompt:

      Prioritize relevant information by creating a set of categorized note cards based on the information from your notes.

      Meets: Provides a prioritized set of note cards that connect points for logic structure or line of thought. Suggests implications drawn from information about the issue or topic.

      Not Yet: Attempts to meet the criteria for "meets."

      • Students prioritize notes from most important to least important or most relevant to least relevant.
  • Skills Cluster 3: Transition to Writing
    • Click here to download a pdf version of Skills Cluster 3.

      Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 3: Transition to Writing

      10 minutes

      1. Bridging

      Ability to begin linking reading results to writing task.

      Product:

      Short response (with bullets) class work

      Prompt:

      In a quick write, what are the most important facts about the geography, culture/customs, and government of India or China?

      No scoring

      • Students respond to the quick write by using three-column notes and share this information with a partner.
      • Review professional or other samples of writing type and structure.
  • Skills Cluster 4: Writing Process
    • Click here to download a pdf version of Skills Cluster 4.

      Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 4: Writing Process

      10 - 15 minutes

      1. Initiation of task

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

      Product:

      Paragraph

      Prompt:

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

      No scoring

      • Refer to the sample report to discuss the introductory paragraph
      • Demonstrate or provide a checklist for the ingredients of an opening paragraph and a range of approaches for establishing an informational/explanatory composition.
      • Write a paragraph demonstrating a controlling idea with key points that support the development of the explanation.

      1 class period

      2. Planning

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

      Product:

      Outline/plan

      Prompt:

      Create an outline including key elements drawn from your reading or research, and order them in a logical way (e.g., chronologically, sequentially).

      Meets: Applies an outline strategy to develop. Provides citations and references with elements for correct form. Draws a credible implication from information about an issue or topic. Writes in readable prose.

      Not Yet: Attempts to meet the criteria for "meets."

      • Conduct mini-lessons in outlining (see sample paper and outline handout).
      • Use discussion-based strategies to develop thinking relevant to prompt.
      • Have students connect ideas among the arts, literature, and events.

      1 - 2 class periods

      3. Development

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

      Product:

      Opening paragraph and first draft

      Prompt:

      Redraft an opening for your composition with one or more paragraphs that establish the controlling idea and provide a lead in for your reader.

      Write an initial draft to include multiple paragraphs: an opening, development of your process, an ending to include a comment, conclusion, or implication.

      Meets: Provides an opening to include a controlling idea and an opening strategy relevant to the prompt. Provides an initial draft with all elements of the prompt addressed. Writes in readable prose.

      Not Yet: Attempts to meet the criteria for "meets."

      • Use of template for all levels to guide students through first draft.
      • Facilitate student-led revision sessions.
      • Provide guidelines for the final draft of the report: 3-5 pages, 12-point font, double-spaced, 1-inch margins, no cover page.

      1 class period

      4. Revision

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

      Product:

      Revised drafts (2 or more)

      Prompt:

      Students will exchange papers with partners, and each one will complete a peer-revising checklist for his/her partner. They will then return the papers to their partners, so they can revise and edit their papers.

      Meets: Demonstrates use of revision strategies that clarify logic and development of ideas; embeds relevant details; improves word usage and phrasing; and creates smooth transitions between sentences and paragraphs. Applies a text structure to organize reading material content and to explain key points related to the prompt.

      Not Yet: Attempts to meet the criteria for "meets."

      • Develop ways to manage revision process so that students get feedback in timely and helpful ways.
      • Draft study (students volunteer a segment for class or small group help and discussion).
      • Peers provide feedback on clarity of thinking and development of claim/argument.
      • Read aloud for peer and adult feedback.
      • Stress strategies for embedding informational citation methods using citationmaker or easybib, quoting, paraphrasing.

      5. Editing

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

      Product:

      Next-to-final draft

      Prompt:

      Finalize draft for the readership; apply finishing touches (e.g., visuals, neatness, formatting, copy editing).

      Meets: Demonstrates use of strategies that enhance the readability and appearance of the work for presentation.

      Not Yet: Attempts to meet the criteria for "meets."

      • Use error analysis to encourage self-correction of language usage and grammatical errors.
      • Use copy-editing marks.

      6. Completion

      Ability to submit final piece that meets expectations.

      Final Piece

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

      Fits the "Meets Expectations" category in the rubric for the teaching task.

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