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 Short Response with Bullets No Scoring Link this task to earlier class content. Ability to connect the task In a quick write, record your first reaction Discuss student responses. and new content to existing to the task prompt. Add some notes of Clarify timetable and support plans for the task. knowledge, skills, things you know about this issue. experiences, interests, and concerns. Day 1 2. Task analysis Bullets No scoring Share examples of type of text students will produce (either from past students or from professional writers). Ability to understand and In your own words, what are the explain the task’s prompt important features of a good response to Identify or invite students to identify key features of and rubric. this prompt? 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 Provide citation guide and discuss why each element Day 2 1. Text selection Notes Identifies author, title, publisher, of citation is needed. date, and any other needed Ability to identify For each text, list the needed bibliographic Ask students to brainstorm what makes an author information (for example, the appropriate texts. information. Add bullets on why you think credible and/or worthy of study. volume for a periodical or the editor the work is credible and/or worthy of for an anthology). study. Provide access to research sources for students to assess the texts. Includes reasonable evidence that work is credible and/or worthy Note: for an “after researching” task, add teaching and of study. time for students to select the texts they will use.
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.