Section 3: What Instruction? 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. Short Response with Bullets In a quick write, record your first reaction to the task prompt. Add some notes of things you know about this issue. No Scoring Link this task to earlier class content. Discuss student responses. Clarify timetable and support plans for the task. Day 1 2. Task analysis Ability to understand and explain the task’s prompt and rubric. Bullets In your own words, what are the important features of a good response to this prompt? No scoring Share examples of type of text students will produce (either from past students or from professional writers). Identify or invite students to identify key features of examples. Pair students to share and improve their individual bullets. Create a classroom list: Choose one student to share a few ideas on the board, and ask others to add to it. Skills Cluster 2: Reading Process Day 2 1. Text selection Ability to identify appropriate texts. Notes For each text, list the needed bibliographic information. Add bullets on why you think the work is credible and/or worthy of study. Identifies author, title, publisher, date, and any other needed information (for example, the volume for a periodical or the editor for an anthology). Includes reasonable evidence that work is credible and/or worthy of study. Provide citation guide and discuss why each element of citation is needed. Ask students to brainstorm what makes an author credible and/or worthy of study. Provide access to research sources for students to assess the texts. Note: for an “after researching” task, add teaching and time for students to select the texts they will use.
Skills Cluster 4: Writing Process Day 6 1. Claim Ability to establish a claim and consolidate information relevant to task. Opening paragraph Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition. Writes a concise summary statement or draft opening. Provides direct answer to main prompt requirements. Establishes a controlling idea. Identifies key points that support development of argument. Offer several examples of opening paragraphs. Ask class to discuss what makes them strong or weak. Review the list that students created earlier to identify needed elements (from Cluster 1, skill 2). Day 7 2. Planning Ability to develop a line of thought and text structure appropriate to an argumentation task. Outline/organizer Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. L2 Include competing argument(s). L3 Include __ example(s) of historical or current connections to topic/issue. Creates an outline or organizer. Supports opening claim. Uses evidence from texts read earlier. L2 Identifies competing argument(s). L3 Provides appropriate number of sound connections. Provide and teach one or more examples of outlines or organizers. Invite students to generate questions in pairs about how the format works, and then take and answer questions. Days 8 and 9 3. Development Ability to construct an initial draft with an emerging line of thought and structure. L2 Ability to analyze competing arguments. L3 Ability to make clarifying connections and/or provide examples. Initial draft Write an initial draft complete with opening, development, and closing; insert and cite textual evidence. L2 Identify competing argument(s). L3 Provide appropriate number of sound connections. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Encourage students to re-read prompt partway through writing, to check that they are on track. Days 10 and 11 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. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition. Sample useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each other with feedback on those issues.