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 None Link this task to earlier class content. Discuss student responses. Ability to connect the task In a quick write, write your first reaction to and new content to existing 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 None 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 Identify or invite students to identify key features of explain the task’s prompt important features of a good response to 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 1 1. Text selection Notes Identifies author, 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 study for an anthology). Provide access to research sources for students to assess the texts. Includes reasonable evidence that work is credible and/or worthy Note: for an researching” task, add teaching and of study. time for students to select the texts they will use. Invite students to brainstorm ways to figure out any Day 1 2. Active reading Short reflective entry for each text Answers questions with credible author’s intent. response. Ability to identify the central What is the author trying to accomplish? Invite students to share and discuss their answers for point and main supporting parts of the text show you that? each text. elements of a text. After the discussion, allow them to add to their entries.
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, write your first reaction to the task prompt. Add some notes of things you know about this issue. None 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? None 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 1 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, 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 researching” task, add teaching and time for students to select the texts they will use. Day 1 2. Active reading Ability to identify the central point and main supporting elements of a text. Short reflective entry for each text What is the author trying to accomplish? parts of the text show you that? Answers questions with credible response. Invite students to brainstorm ways to figure out any author’s intent. Invite students to share and discuss their answers for each text. After the discussion, allow them to add to their entries.
Eighth%20Grade%20Module%20D14.15.docx