Discipline: Science

Grade Level: 8

Course: Physical Science

©Literacy Design Collaborative. September 2011

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What Are the Causes and Effects of Noise Pollution?
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

      1. Task Engagement:

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

      List:

      In a quick-write, describe what you know about sound. Include everything you have learned about how sound travels.

      Students are able to identify all aspects of sound including: sound is a mechanical wave, sound travels through a medium, the speed at which sound travels is affected by temperature and density, the inverse relationship between wavelength and frequency and amplitude and energy.

      • Discuss student responses and clarify any weaknesses or gaps in content knowledge.
  • 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

      20 minutes

      1. Active Reading:

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

      Short Constructed Response:

      Read the first selected text and identify the causes and effects of noise pollution.

      Students are able to accurately identify the causes and effects of noise pollution.

      • Students will highlight causes in one color of highlighter and effects in a second color.
      • Students will write the causes and effects on the handout provided for them.

      20 minutes

      (same as above)


      Short Constructed Response:

      Read the second selected text and identify the causes and effects of noise pollution.

      Students are able to accurately identify the causes and effects of noise pollution.

      • Students are able to accurately identify the causes and effects of noise pollution.
      • Students should do this independently with minimal teacher assistance.

      20 minutes

      (same as above)


      Short Constructed Response:

      Read the third selected text and identify the causes and effects of noise pollution.

      Students are able to accurately identify the causes and effects of noise pollution.

      • Students will highlight causes in one color of highlighter and effects in a second color.
      • Students will write the causes and effects on the handouts provided for them without teacher assistance.

      Duration of lesson section

      2. Academic Integrity:

      Ability to use and credit sources appropriately.

      Short Constructed Response:

      Students will select one sentence from each selection and write an in-text citation.

      Students are able to correctly use in-text citations.

      • Provide students with a model for citing texts for either MLA or APA (teacher's preference).
  • Skills Cluster 3: Writing Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 3: Writing Process

      20 minutes

      1. Controlling Idea:

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

      Short Constructed Response:

      Using the causes and effect handout, create a thesis that identifies three causes of sound pollution.

      Students write a thesis that includes three causes of sound pollution.

      • Model how to write a thesis with students.

      25 minutes

      2. Planning:

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

      Outline:

      Create an outline that includes an introduction, three body paragraphs, each with a cause and effect, and a conclusion that discusses implications.

      Students are able to include content learned from articles in the outline.

      • Students will use this outline as a guide to write their paper.

      50 minutes

      3. Development:

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

      Long Constructed Response:

      Write a rough draft of the body paragraphs only.

      Students are able to write three coherent paragraphs that maintain the controlling idea.

      • Students should refer back to the prompt often to ensure they are writing to the task.

      30 minutes

      (same as above)

      Long Constructed Response:

      Write the rough draft of the introduction and conclusion.

      Students are able to write a clear opening that introduces the controlling idea and a conclusion that summarizes the task.

      • Guide students through these processes.

      30 minutes

      4. 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 or points. Use textual evidence carefully, with accurate citations. Decide what to include and what to exclude.

      Student provides a complete draft with all required parts; supports the opening in the latter sections with evidence and citations; and improves earlier edition.

      • Sample useful feedback that balances support for strengths and clarity about weaknesses.
      • Assign students to provide each other with feedback on areas of concern.

      25 minutes

      5. 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.

      Provides draft that is free from distracting surface errors.

      Uses format that supports purpose.

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

      25 minutes

      6. 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.

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

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