Discipline: Social Studies

Grade Level: 10

Course: Global History 3

©Literacy Design Collaborative. September 2011

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The British Industrial Revolution
What
Instruction?
  • Skill 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

      Day 1

      1. Task engagement

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

      Bulleted response

      Write a bulleted response as a brainstorm of contemporary inventions and determine what changes they have caused.

      Meets expectations by responding thoroughly.

      • Link "British Industrial Revolution" to other "Revolutions" from global history.
      • Provide readings to establish timeline.

      Day 1

      2. Task analysis

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

      Paraphrase

      Rewrite the task prompt in your own words and share out.

      Meets expectations by paraphrasing prompt accurately.

      • Present task prompt.
      • Facilitate sharing-out of groups' definitions, summaries, and task prompt rewrites.

      Day 2

      Note taking

      Ability to annotate source material; ability to utilize note-taking method to organize key ideas and notes.

      Note-taking sheet

      Use Cornell Note Taking Sheet to take notes on urbanization.

      Meets expectations by completing all notes on urbanization in Cornell format.

      • Introduce packet of primary and secondary sources.
      • Model Cornell Note-taking strategy.
  • 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

      Day 2-6

      1. Active reading 1

      Ability to read and annotate primary and secondary texts to identify the central point and main supporting elements of a text.

      L2: Ability to identify and analyze competing arguments.

      Notes for each text

      Annotate, extract ideas from each of the 20 sources using Cornell Notes.

      Meets expectations by completing accurate and relevant annotations and notes for 2–3 sources each day.

      • Lead discussion to assess student content acquisition from readings.
      • Present slides to introduce students to topics in the packet.
      • Facilitation of group discussions regarding students' notes.


      2: Active reading 2

      Ability to synthesize information from multiple sources.

      Summaries

      Annotate, extract ideas and summarize each of the 20 sources using Cornell Notes.

      Meets expectations by completing annotations for 2–3 sources each day.

      • Lead discussion to assess student content acquisition from readings.
      • Present slides to introduce students to topics in the packet.
      • Facilitation group discussions regarding students' notes.

      Ongoing

      3. Essential vocabulary

      Ability to identify and master terms essential to understanding a text.

      Worksheet packet

      Complete vocabulary sheet in worksheet packet.

      Meets expectations by fully and accurately completing vocabulary sheets.

      • Facilitate class-wide and small group discussions where students each share out vocabulary definitions.
      • Share to the whole class examples of key terms and their definitions.
  • 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 3: Transition to Writing

      Day 7

      1. Bridging Conversation

      Ability to prepare for composing process.

      Ability to discuss evidence supporting claim.

      Class discussion

      Participate in in-class debate on advantages and disadvantages of the British Industrial Revolution.

      No scoring.

      • Hold in-class debate or value-line activities.
      • Self- and small-group assessment.
  • 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

      Day 8

      1. Claim

      Ability to craft a claim in an opening paragraph.

      Draft introduction

      Write an introduction that includes a hook (to grab the reader's attention), background information on the topic being written about, a claim, and provide two reasons for that claim. 

      Meets expectations by completing introductory paragraph that meets all criteria satisfactorily.

      • Model how to write and refine claim statements that are too broad or confusing.
      • Use of claim templates in student packet.
      • Identify and share student claim statements that are promising.

      Day 8–9

      2. Development 1

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

      Body paragraphs

      Write body paragraphs that address all aspects of the prompt, demonstrate effective use of reading material.

      Develop details and logic for a convincing argument. 

      Meets expectations by completing a draft with sufficient detail and line of thought.

      • Mini-lesson on essential aspects of body paragraphs.
      • Exercise in correcting common writing mistakes exemplified in a sample paragraph.

      Days 9–10

      3. Development 2

      L2: Ability to identify and rebut/refute competing arguments.

      Initial draft

      L2: Write a paragraph in which you identify and briefly address a competing argument.

      Paragraph addresses at least one competing argument.

      • Class works together to identify competing arguments; create a class wall of notes.
      • Discuss why these are "competing."

      Days 10–12

      4. Development 3

      Ability to reaffirm the claim and discuss/reflect on implications.

      Conclusion

      Write conclusion that reaffirms controlling idea and effectively summarizes argument.

      Meets expectations by completing conclusion paragraph that concisely summarizes claim and reflects controlling idea without contradiction.

      • Mini-lesson on concluding paragraph.

      Days 12 and 14

      4. Revision

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

      Multiple drafts

      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.

      Meets expectations by providing complete drafts with all parts.

      Meets expectations by supporting the opening in the later sections with evidence and citations.

      Improves on earlier edition.

      • Model useful feedback that balances support for strengths and clarity about weaknesses.
      • Assign students to provide each other with feedback on those issues. 
      • Provide guide to revision and editing proofread alone and in small groups.

      Day 14–15

      5. Editing

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

      Correct draft

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

      Meets expectations by providing 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.

      Day 16

      6. Completion

      Ability to submit final piece that meets expectations

      Final essay 

      Turn in your final draft in a portfolio that includes revision draft and  planning schedule.

      List the ways you believe your paper is better than the last LDC module paper and the ways you still need to improve. 

      Discuss what was difficult about this reading and writing assignment and what the teacher could do to improve the next assignment.

      Meets expectations by completing final draft of essay that demonstrates significant revision from prior drafts and turning it in on time.

      No scoring for reflection.

  • Materials, References, and Support
    • For Teachers
      • Reading sources, worksheets, and research packets created by Sara Ballute
      For Students
      • See texts in reading section above
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