Grade Level: Grade Eight
Course: Physical Science
©Literacy Design Collaborative. September 2011
Skills Cluster 1: Preparing for the Task
1 class period
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
Mr. Kimmel is considering cryonic preservation when he passes away. Write a letter to him that advises him what to do. Be sure to explain why you think he should or should not be cryonically preserved.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
In your own words, write a brief explanation of what you need to carry out the task.
Pacing completed by the teacher
3. Project planning
Ability to plan so that the task is accomplished on time.
Create a project timeline.
Skills Cluster 2: Reading Process
4 class periods
Reading “habits of mind”
Ability to select appropriate texts and understand necessary reading strategies needed for the task.
Use “Talking to the Text” strategy to understand the texts. Identify text structures of the articles.
Demonstrated active reading using annotation.
Attempts to meet the criteria for “meets.”
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.
Vocabulary notebook entries
Compare and contrast the terms: cryobiology, cryonics, and cryogenics. Using vocabulary page in Writer’s Notebook, define words in context as you read.
Explains similarities and differences of the terms: cryobiology, cryonics, and cryogenics.
Identifies vocabulary and phrases. Notes their meaning in context of the passages.
Writes in readable prose.
3 class periods
3. Note taking
Ability to read purposefully and select relevant information; to summarize and/or paraphrase.
Notes & short response
Using a note-taking method, select information (passages, facts, data) relevant to the task; list (bullet) each source and note relevant information. Refer to Writer’s Notebook: “Cryobiology – Argumentative Module Notes.”
List pros and cons of cryobiology techniques.
What does “plagiarism” mean and what strategies can you use to avoid it?
Complete samples of paraphrasing.
Accomplishes task by defining “cryobiology,” and listing reasons showing pros and cons for using cryobiology techniques.
Answers question about plagiarism correctly and provides appropriate strategies for avoiding it.
Paraphrasing of sample information.
4. Organizing notes
Ability to prioritize and narrow supporting information.
Notes and graphic organizer
Prioritize relevant information in your notes on which to build your sequence or process.
The prioritized set of notes connects points for logic structure or line of thought.
Suggests implications drawn from information about the issue or topic.
Skills Cluster 3: Transition to Writing
2 class periods
1. Bridging conversation
Ability to transition from reading or researching phase to the writing phase.
Note cards, oral discussion
Following Socratic seminar guidelines, students explore both sides of the issue.
Skills Cluster 4: Writing Process
Ability to develop a line of thought and text structure appropriate to an argumentation task.
Outline/plan on teacher-provided template
Create an outline including key elements drawn from your reading or research and order them in some logical way (e.g., chronologically, sequentially).
Applies an outline strategy to develop reasoning for argument.
Provides citations and references with elements for correct form.
Draws a credible implication from information about an issue or topic.
Attempts to meet the criteria for “meet.”
Initiation of task
Ability to establish a controlling idea and consolidate information relevant to task.
Write a summary paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.
Writes a concise summary statement or drafts an opening that establishes a controlling idea and identifies key points that support development of information and/or explanation.
Ability to construct an initial draft with an emerging line of thought and structure.
Opening paragraph and first draft
Redraft an opening for your composition with one or more paragraphs that establishes the controlling idea and provides a lead-in for your reader. Write an initial draft of multiple paragraphs, including an opening, argument one, argument two, argument three, and a closing paragraph.
The opening paragraph includes a controlling idea and an opening strategy relevant to the prompt.
An initial draft addresses all elements of the prompt.
Ability to apply revision strategies to refine development of argument, including line of thought, language usage, and tone as appropriate to audience and purpose.
Revised drafts (two or more)
Apply revision strategies for clarity, logic, language, cohesion (students should do at least two drafts).
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.
Organizes a bibliography.
1 class periods
Ability to apply editing strategies and presentation applications.
Finalize draft for the readership; apply finishing touches (e.g., visuals, neatness, formatting, copyediting).
Demonstrates use of strategies that enhance the readability and appearance of the work for presentation.
Submit your final draft before or on due date for scoring and feedback.
The EduCore® website was created by ASCD with support from the Bill & Melinda Gates Foundation. Learn more.