Discipline:  English/Language Arts

Grade Level: 10

Course: Sophomore English 

©Literacy Design Collaborative. September 2011

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Good Readers and Good Writers
  • Teacher Work Section
    • Here are added thoughts about teaching this module:


      I chose Nabokov's text first because it was at the level that students should be reading in this sophomore class, which is an advanced class. I decided that this would be the text I modeled for the students. I focused on how to read and annotate a difficult text. Together, the students and I pulled out details that would answer the question in the teaching task. This provided common ground for all the students.

      Next, I looked at the reading abilities of my students and decided to group them in three groups: college-level readers, 10th grade–level readers, and below grade–level readers. Then I searched for the texts that would fit those reading levels, and that would also help those readers answer the question in the teaching task.

      Students were grouped in class by reading level (they did not know this) and given the three other essays to read, annotate, and take notes on. Each group then presented their findings during the next class.  After that, I asked students to choose two texts to work with to find support for writing their essay. I made copies of all four essays available to the students.


      What happened next was really cool, and one of those "aha" moments that I think LDC affords in the classroom. I thought students would choose the Nabokov essay (since we worked on it together) and their assigned essay (since they worked on it with classmates). However, many students chose essays that they had not been previously exposed to. They then sought their classmates' expertise once they started reading and annotating.

  • Argumentation Assessment Rubric
    • Meets Expectations


      Addresses the prompt and stays on task; provides a generally convincing response.


      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.


      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(s) that supports argument.


      Applies an appropriate text structure to address specific requirements of the prompt.


      Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

      Not Yet


      Attempts to address prompt but lacks focus or is off- task.


      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.


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

      (L3) Connection is weak or not relevant.


      Provides an ineffective structure; composition does not address requirements of the prompt.


      Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.

  • 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.

  • Appendix
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