Grade Level: Grade Eight
Course: Physical Science
©Literacy Design Collaborative. September 2011
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.
Addresses the prompt and stays on task; provides a generally convincing response.
Demonstrates generally effective use of reading material to develop an argument.
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.
Attempts to address prompt but lacks focus or is off- task.
Demonstrates weak use of reading material to develop argument.
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.
Here are added thoughts about teaching this module:
This cryobiology module was the second module that I taught this year. It went much more smoothly than the first. I am extremely pleased with the progress of the students along the way and with the final product. The essays were very well done. I was pleasantly surprised at how professional they appear. All students benefited from this literacy endeavor. All students were able to produce a final product.
The cryobiology module was successful as a result of much collaboration with the communication arts teacher, the learning support teacher, other teachers involved in creating modules, and the IU 13 personnel.
Possible Variations. Add ideas for spin-offs or extensions to the module.
This cryobiology module was implemented after students studied properties and changes of states of matter. It could easily fit into a lesson dealing with technology.
The following materials support teaching this module. Click on each to open a Word/PDF of these samples.
Brainstorming Article Organizer
Rough Draft Checklist
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