New Geographers: Understanding Human Society by Applying the Five Themes of Geography

Transcription

1 New Geographers: Understanding Human Society by Applying the Five Themes of Geography Module title: Module description (overview): Template task (include number, type, level): Teaching task: Grade(s)/Level: Discipline: (e.g., ELA, science, history, other?) Course: Information Sheet for Informational Module New Geographers: Understanding Human Society by Applying the Five Themes of Geography Most people have heard of the pyramids in Egypt. The culture of Ancient Egypt fascinates us still today. Scientists have studied Ancient Egypt for decades and used the five themes of Geography to describe this culture. In this module, students will read and discuss Ancient Egyptian Culture and how it relates to the five themes of Geography. With this information, students will write an informational essay, citing logical and thorough text-based evidence to support their controlling idea. Task IE2: [Insert question] After (reading/researching) (literary text/s and /or informational text/s on content), write (product) in which you describe (content). Support your discussion with evidence from the text/s. (Description) How do geographers use the Five Themes of Geography to explain human society? After reading informational text/s on Ancient Egypt, write an essay in which you describe life in Ancient Egypt using the Five Themes of Geography. Support your discussion with evidence from the text/s. 6 th Social Studies Social Studies World History Ancient Civilizations Author(s): LDC Informational Module Template version

2 Contact information: Bill LDC Informational Module Template version

3 TEACHING TASK Background to share with students: Teaching task: Reading texts: Section 1: What Task? The Five Themes of Geography --location, place, region, movement, and human/environment interaction are ways we think about the world. We can pinpoint the exact location of any place on earth by using imaginary lines of longitude and latitude. We can also develop an understanding of human beings place in the world by studying Ancient civilizations. How do geographers use the Five Themes of Geography to explain human society? After reading informational text/s on Ancient Egypt, write an essay in which you describe life in Ancient Egypt using the Five Themes of Geography. Support your discussion with evidence from the text/s. World History Ancient Civilizations Chapter 5 Ancient Egypt Optional Reading: (please collect resources for year two revisions) Extension (optional): Possible Extension Activities: (please submit suggestions for year two revisions) CONTENT STANDARDS FROM STATE OR DISTRICT Standards source: NUMBER CONTENT STANDARDS CC A Cite specific textual evidence to support analysis of primary and secondary sources CC B CC D CC G CC J Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. By the end of grade 8, read and comprehend history/social studies texts in the grades 6 8 text complexity band independently and proficiently LDC Informational Module Template version

4 CC B CC C CC D CC G CC I Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. **Language Standards and Speaking and Listening PA CC Standards are embedded throughout the model LDC Informational Module Template version

5 TEACHING TASK RUBRIC (INFORMATIVE OR EXPLANATORY) Scoring Elements Focus Controlling Idea Reading/ Research Development Organization Conventions Content Understanding Not Yet Approaches Expectations Meets Expectations Advanced Attempts to address prompt, but lacks focus or is off-task. Attempts to establish a controlling idea, but lacks a clear purpose. Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. Attempts to organize ideas, but lacks control of structure. Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Addresses prompt appropriately, but with a weak or uneven focus. Establishes a controlling idea with a general purpose. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Presents appropriate details to support the focus and controlling idea. Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Addresses prompt appropriately and maintains a clear, steady focus. D: Addresses additional demands appropriately. Establishes a controlling idea with a clear purpose maintained throughout the response. Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted. Presents appropriate and sufficient details to support the focus and controlling idea. Maintains an appropriate organizational structure to address the specific requirements of the prompt. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea. Establishes a strong controlling idea with a clear purpose maintained throughout the response. Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. Presents thorough and detailed information to strongly support the focus and controlling idea. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Demonstrates and maintains a welldeveloped command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. LDC Informational Module Template version

6 Section 2: What Skills? SKILL GRADE 6 DEFINITIONS SKILLS CLUSTER 1: PREPARING FOR THE TASK 1.Task Engagement Ability to illicit responses from others and use prior knowledge to connect with concepts being introduced in this module 2. Task analysis Ability to understand and explain the task s prompt and rubric. 3. Project Planning Ability to plan and track progress toward specific goals and deadlines and accomplish the task on time. SKILLS CLUSTER 2: READING PROCESS 1. Readying for Reading Ability to ready for reading by preparing a note-taking format. 2. Close Active Reading, Essential Vocabulary and Note Taking read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between text with focus on textual evidence period. (CC 8.5) Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. (CC D) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. (CC B) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CC G) * The specifics of the skills listed above are further defined by the texts and teaching task. 3. Organizing Notes Ability to integrate evidence from different sources/formats, select, analyze and prioritize important facts and passages for use in one s own writing (CC B, CC G). SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging Conversations explain the rubric and begin linking reading, notes, and discussion to writing task; engage in a range of collaborative conversations with support from peers and adults, develop and strengthen writing as needed by planning (CC D) analyze and Integrate knowledge and ideas from primary and secondary sources (CC A). 2. Readying as a Writer Ability to explain the mode and text structure, the rubric, and link discussions to the writing task. LDC Informational Module Template version

7 SKILLS CLUSTER 4: WRITING PROCESS 1. Establishing a Controlling Ability to write a controlling idea that introduces the topic (CC C) Idea 2. Planning Ability to organize and develop the essay with introduction, body, and conclusion reasons (CC C). 3. Development 1 write an initial draft of an opening paragraph which introduces the controlling idea. use words, phrases and clauses to create cohesion and connect the controlling idea with the evidence use precise language and domain-specific vocabulary (CC D); 3. Development 2 construct an initial draft of the body paragraphs which support the controlling idea evidence (CC C) use words, phrases and clauses to create cohesion and connect the controlling idea with evidence use precise language and domain-specific vocabulary (CC D) 3. Development 3 use words, phrases and clauses to create cohesion and connect the controlling idea with evidence use precise language and domain-specific vocabulary (CC D) provide a concluding statement or section that follows from and supports the controlling idea. 4. Revision Ability to develop a clear and coherent line of thought which responds to the prompt and maintains focus on developing all aspects of the task steadily throughout the piece (CC D) use words, clauses, sentence patterns and knowledge of language (verbals) to create cohesion, clarify the relationship among claims and reasons, focus on purpose and audience, and maintain a formal style ** 5. Editing/Completion Ability to demonstrate command of conventions of standard English grammar and usage; capitalization, punctuation and spelling; and its conventions when writing (CC D) submit final piece that meets expectations. LDC Informational Module Template version

8 Section 3: What Instruction? PACING SKILL AND DEFINITION SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1 Task Engagement Targeted Ability to use prior knowledge to connect with concepts being introduced in this module PRODUCT AND PROMPT MINI-TASK Product: Classroom Poster of KWL of Egypt Prompt: Bell Ringer: What do you know about Egypt? On a KWL Chart, list 5 things you know about Egypt. Small Groups: As a small group, compile your top 5 things about Egypt to be shared. Whole Group: Using pages , create a list of everything we know about Egypt. (This list could be hung in the classroom throughout the module implementation as a resource.) SCORING (PRODUCT MEETS EXPECTATIONS IF IT ) No scoring INSTRUCTIONAL STRATEGIES Targeted Instructional Strategies: ARTS review the academic learning behaviors and metacognitive strategies. Front Loading- accessing one s schema to make connections to the task. Front Loading - discussion about Egypt (pyramids, mummies, deserts, etc.) Resources: Pages timeline and map of Egypt LDC Informational Module Template version

9 Day 2 Task analysis Targeted understand and explain the task s prompt and rubric Product: Task Rewrite/Class conversation Prompt: Use the Teaching Task Analysis Template to rewrite in your own words what the task is asking you to do. Resources: Teaching Task Analysis Template Appendix: Teaching Task Analysis Template Product: Rubric Deconstruction conversation Prompt: There are certain demands that you need to meet as a writer in order to meet the expectations of this module. Today, we are going to deconstruct, break apart, each category of the rubric. Participate in a class discussion to review the expectations of the informational rubric. No scoring Targeted Instructional Strategies: ARTS review the academic learning behaviors and metacognitive strategies. Front Loading- accessing one s schema to make connections to the task. Front Loading orchestrating the metacognitive strategies to deconstruct and analyze the teaching task (the prompt, type of writing and structure) Front Loading- deconstructing the demands and qualities of performances embedded in the rubric Discourse - introduce classroom routines for written discourse. Exit Slip student reflection on day s learning and/or student work sample (task analysis). LDC Informational Module Template version

10 Day 2 continued Project Planning Targeted plan and track progress toward specific goals and deadlines and accomplish the task on time Product: Timeline Prompt: Review a project/task timeline. Meets: Creates a doable timeline that paces reading and writing processes. Not Yet: Attempts to meet the criteria for "Meets" Targeted Instructional Strategies ARTS - purposefully thinking about the day s Frame-It - link to teaching task rewrite. Front Loading orchestrating the metacognitive strategies, skills and academic behaviors needed for effective reading. Front Loading - the importance of planning and creating a task timeline circling key dates. Front Loading- demonstrating the ARTS behaviors. Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning and/or student work sample (timeline). SKILLS CLUSTER 2: READING PROCESS LDC Informational Module Template version

11 Day 3 Readying for Reading Targeted ready for reading by preparing a note-taking format. Product: Note Taking Template Prompt: Create a note taking template for recording important/relevant information for completing the task. Be sure to include a place for citing resources. Include the central idea of the article. *Day 3 1. Using page 11 in the textbook, review the five themes of Geography. Create a note taking guide using these five themes to track student note taking on Chapter 5 Ancient Egypt. Resources: Note Taking Template Appendix III: Note Taking Template Meets: Create a note taking template that includes a place for citing the resource Writes in readable prose. Not Yet: Attempts to meet the criteria for "Meets" Targeted Instructional Strategies: ARTS - purposefully thinking about the day s Frame-It - link to teaching task. Front Loading the whats, hows and whys of the note taking template and informational writing, including a place for the reference source, relevant/important information. Front Loading demonstrating ARTS academic behaviors. Front Loading orchestrating the metacognitive strategies, skills and academic behaviors needed for effective reading. Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning and student work sample (note taking protocol). LDC Informational Module Template version

12 Days 3-10 Close Active Reading, Essential Vocabulary and Note Taking Targeted read purposefully; cite specific textual evidence to support analysis of primary and secondary sources determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Supporting determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Product: Student Notes Prompt: Read text and record textual evidence needed to complete the teaching task. *Day 3/4 1. Continue using the Note Taking Template for Lesson 1 Gift of the Nile. * Day 5/6 1. Continue using the Note Taking Template for Lesson 2 Life in Egypt. * Day 7/8 1. Continue using the Note Taking Template for Lesson 3 The Pyramid Builders. * Day 9/10 1. Continue using the Note Taking Template for Lesson 4 The New Kingdom. Resources: Note Taking Template Appendix I: Simple Works Cited Page Appendix III: Simple Works Cited Page Note taking template Meets: Uses note taking form to identify and record information relevant to the task. Cites reference source and page number of quotes Writes in readable prose. Not Yet: Attempts to meet the criteria for "Meets" Targeted Instructional Strategies: ARTS - purposefully thinking about the day s Frame-It - review teaching task and note taking protocol Front Loading orchestrating the metacognitive strategies for effective reading. Front Loading identifying and selecting important/relevant information most strongly related to the completing of the task. Front Loading discuss the author s purpose Front Loading model recording and citation of a reference source using MLA format Front Loading - identifying examples that most strongly supports analysis of what the text says explicitly. Front Loading making inferences drawn from text. Exit Slip after the days reading, respond to the essential question Supporting Instructional Strategies: Front Loading analyze a key paragraph within the text and determine why it is an essential. Front Loading identifying central idea(s) and analyze its development throughout the text including its relationship to supporting ideas. Front Loading model how to summarize/ paraphrase and quote relevant information Discourse- constructing meaning, sharing and recording thinking. LDC Informational Module Template version

13 Day 11 Organizing Notes Organizing Notes Targeted Draw evidence from the information text to support analysis, reflection, and research Products: Prioritizing Notes Graphic Organizer Prompt: Reread and think about the notes, videos, and testimonies you have read about the five themes of geography and Ancient Egypt. Prioritize (rank) important facts and passages you would use in your informational essay Appendix III Prioritizing Notes Graphic Organizer Meets: Uses a graphic organizer to provide a prioritized set of notes that connect points for logical structure or line of thought. Writes in readable prose. Not Yet: Attempts to meet the criteria for "Meets" Targeted Instructional Strategies ARTS - purposefully thinking about the day s Frame-It - review teaching task Front Loading prioritizing/ranking information according to importance for analysis Front Loading - organizing notes, statistics, and testimonies by order of importance. Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning and student work sample (notes). SKILLS CLUSTER 3: TRANSITION TO WRITING LDC Informational Module Template version

14 Day 12 Day 13 Bridging Conversations Targeted Standard/Skills: explain the rubric and begin linking reading, notes, and discussion to writing task; Readying as a Writer Targeted Standard/Skills: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Product: Class Discussion Prompt: Today we are going to make the transition from reading to writing. We have read all the texts needed in order to write about life in Ancient Egypt using the five themes of geography. Participate in a discussion-based activity to review the text you have read and address the topic. Remember to include only important information that is relevant to completing the task and dismiss the information irrelevant to completing the task. Product: Short Response i.e. bulleted list Prompt: We are going to participate in a class discussion about the important features to include when writing an essay. In a quick write, list the important criteria to include when completing an essay. *After responses by students, teacher may choose to use text Types of Writing in the Common Core. No scoring No Scoring Targeted Instructional Strategies ARTS - purposefully thinking about the day s Frame-It - link back to articles read and to previous group discussions. Front Loading demonstrate ARTS academic behaviors. Front Loading review behaviors and expectations of participating in group discussions. Front Loading- review criteria engrossed in each section of the rubric Front Loading- review steps of the writing process. Front Loading discuss how to determine irrelevant information. Front Loading identify and select important/relevant information related to the completing of the teaching task. Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning Targeted Instructional Strategies ARTS - purposefully thinking about the day s Frame-It - link back to prior discussions about the task and what students need to do to complete the writing portion. (Refer back to prompt rewrite during the task analysis lesson.) Front Loading demonstrating ARTS academic behaviors. Discourse- discussion of the important traits featured in informational essay Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning and student work sample (short response). LDC Informational Module Template version

15 SKILLS CLUSTER 4: WRITING PROCESS Day 14 Establishing a Controlling Idea Targeted Standard/Skills: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Product: Finished controlling idea Prompt: Participate in a group discussion to decide what needs to be included when making a controlling idea. Resources: Use Informational Outline Appendix III: Informational Outline Meets: Completed controlling idea Not Yet: Attempts to meet the criteria of Meets. Targeted Instructional Strategies ARTS - purposefully thinking about the day s Frame-It - linking back to articles read and to the teaching task. Discourse- constructing meaning, sharing and recording thinking. Front Loading review demonstrating ARTS academic behaviors. Front Loading review behaviors and expectations of participating in group discussions Front Loading- teach the how tos of determining a controlling idea supported with text-based evidence. Exit Slip Finished Prioritizing Notes Graphic Organizer with controlling statement. LDC Informational Module Template version

16 Day 15 Planning Targeted Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Product: Outline Template Prompt: Use your notes to organize your opening paragraph that includes a hook/lead, background information, your controlling idea, and the main points which will be included in the body paragraphs. Use your notes to create a logically sequenced outline for the body paragraphs that includes evidence, reasoning and supporting text-based facts, examples or other details to support claim in each paragraph. Use your notes to organize your closing paragraph. Go back to your introductory paragraph as a reference source on how you are going to bring closure to your essay. The outline template should be used in this lesson. Meets: Creates a logically sequenced outline. Includes reasoning and supporting details relevant to completing the task. Provides citations and references when necessary. Writes in readable prose Not Yet: Attempts to meet the criteria of Meets. Targeted Instructional Strategies ARTS - purposefully thinking about the day s Frame-It - linking back to discussions about the task, students notes. Front Loading teach using an outline as a prewriting strategy for writing the opening, body, and closing paragraphs. Front Loading teach identifying the reason for each paragraph and logically sequencing the paragraphs leaving the strongest reason/textbased evidence to the last paragraph. (Revisit quality pieces of informational writing.) Front Loading teach writing a topic sentence and supporting text-based evidence for each paragraph. (Revisit quality pieces of informational writing.) Front Loading review including the correct format for citations and references when appropriate. Front Loading review demonstrating ARTS academic behaviors. Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning. Resources: Outline Template Appendix III: Outline Template LDC Informational Module Template version

17 Day 16 Development I Targeted Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Supporting use precise language and domain-specific vocabulary Product: Opening Paragraph Draft Prompt: Review the task and your controlling idea. Use your outline to write an opening paragraph that includes a hook/lead, background information, your controlling idea and the main points logically organized that will be included in the body paragraphs. Meets: Writes an opening paragraph. Includes a hook/lead. Includes background information. Includes a controlling idea. Includes reasons to be included in the body. Writes in readable prose. Not Yet: Attempts to meet the criteria of Meets. Targeted Instructional Strategies ARTS - purposefully thinking about the day s learning objectives. Frame-It - linking back to texts, the teaching task and claim format Front Loading review demonstrating ARTS academic behaviors. Front Loading- review deconstructing, analyzing and writing an introductory paragraph of an informational piece. Front Loading review writing a hook/lead to engage the reader. Front Loading- review identifying background information who, what, when, where, why, how. Front Loading review including a controlling idea and details that will be included in the body paragraphs.. Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning and student work sample (draft of opening paragraph). Supporting Instructional Strategies Front Loading - link back to previous discussions about making a controlling idea Front Loading explain the purpose and how tos of using varied transitional/linking words to create cohesion. Front Loading review how to make sentences flow throughout the essay to connect to the controlling idea, details, and evidence. Front Loading teach specific words associated when writing an informational essay. Front Loading review the importance of using academic and content vocabulary LDC Informational Module Template version

18 Day 17 Development 2: Targeted Construct initial draft of the body paragraphs which support the controlling idea using relevant evidence. Supporting use precise language and domain-specific vocabulary Product: Initial Draft of Body Paragraphs Prompt: Write an initial draft of the 4-5 body paragraphs including in each paragraph: - a topic sentence, - transitional/linking words, - supporting text-based relevant facts, examples, and details to support the claim - and closing/closure statement(s) Meets: Writes an initial draft of the 4-5 body paragraphs. Includes in each paragraph a topic sentence and transitional/linking words. Includes in each paragraph supporting text-based facts, examples, details, and closing/closure. Not Yet: Writes in readable prose. Attempts to meet the criteria of Meets. Targeted Instructional Strategies ARTS - purposefully thinking about the day s Frame-It - link back to discussions about the task, what students need to do to complete the writing portion, and the outline. Front Loading purpose and how tos of writing a topic sentence. (Refer to professional writing samples and previous conversations during the Readying as a Writer lesson.) Front Loading- purpose and how tos of writing supporting details relevant to the controlling idea to (maintain focus). (Refer to professional writing samples and previous conversations during the Readying as a Writer lesson.) Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning and student work sample (body paragraphs). Supporting Instructional Strategies Front Loading - link back to previous discussions about writing a controlling idea Front Loading explain the purpose and how tos of using varied transitional/linking words to create cohesion to the controlling idea and connect to the reasons and evidence. Front Loading review using transition words to make sentences flow throughout the essay. Front Loading teach specific words associated with informational writing. Front Loading review the importance of using academic and content vocabulary. LDC Informational Module Template version

19 Day 18 Development 3: Targeted provide a concluding statement Supporting use precise language and domain-specific vocabulary Product: Closing Paragraph Prompt: Write an initial draft of the closing paragraph that aligns/matches the opening paragraph (introduction) and brings closure to the essay. Meets: Writes an initial draft of the closing paragraph that aligns/matches the opening paragraph (introduction). Brings closure to the essay. Writes in readable prose. Not Yet: Attempts to meet the criteria of Meets. Targeted Instructional Strategies ARTS - purposefully thinking about the day s Frame-It - link back to opening paragraph (introduction). Front Loading writing a closing paragraph that aligns/matches the opening/introductory paragraph. Front Loading - writing a closing paragraph that brings closure to the informational/explanatory writing task by including a comment, conclusion, or implication. Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning and student work sample (closing paragraph). Supporting Instructional Strategies Front Loading - link back to previous discussions about writing a controlling idea. Front Loading explain the purpose and how tos of using varied transitional/linking words to create cohesion and connect the controlling to the reasons and evidence. Front Loading review using transition words to make sentences flow throughout the essay. Front Loading teach specific words associated with informational writing Front Loading review the importance of using academic and content vocabulary LDC Informational Module Template version

20 Day 19 Revision Targeted Standard/Skills: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed Product: Revised Draft Prompt: Apply revision strategies for clarity and logic appropriate to audience and purpose. Include relevant and correctly formatted citations. Meets: Demonstrates use of revision strategies for clarity, logic and cohesion of controlling idea and line of thought, appropriate to audience and purpose. Uses relevant citations and correct format. Not Yet: Completes draft(s). Writes in readable prose. Attempts to meet the criteria of Meets. Targeted Instructional Strategies ARTS - purposefully thinking about the day s Frame-It - link back to back to revision strategies and templates taught prior to this module. Front Loading revision strategies focusing on task, purpose, and audience Front Loading teach revision strategies to create smooth transitions between sentences and paragraphs. Front Loading teach revision strategies to ensure the relevant citations and correct formatting. Front Loading teach behaviors and processes for peer revising Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning and student work sample (revised draft). Day 20 Editing/Completion Targeted Standard/Skills: demonstrate command of conventions of standard English grammar and usage; capitalization, punctuation and spelling; and its conventions when writing Product: Final Draft Completed Essay Prompt: Proofread, apply editing strategies to finalize draft for readership and apply finishing touches (i.e. visuals, neatness, formatting) Meets: Demonstrates the use of strategies that enhance the readability and appearance of the work for presentation. Not Yet: Submits final written essay. Attempts to meet the criteria of Meets. Targeted Instructional Strategies: ARTS - purposefully thinking about the day s Frame-It - link back to editing strategies and templates taught prior to this module. Front Loading teach editing strategies to check for language usage. Front Loading - teach editing strategies to check for grammatical errors, spelling errors, capitalization conventions, and punctuation conventions. Discourse- constructing meaning, sharing and recording thinking. Exit Slip student reflection on day s learning and student work sample (final draft). submit final piece that meets expectations. LDC Informational Module Template version

21 MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS Appendix I: Lesson Plan Design Description Lesson Plan Template Front Loading Frame It Discourse Exit Slip Academic and Relevant Techniques Strategies (ARTS) Metacognitive Strategies for Understanding Text Writing Resources Informational Essay I Can Handout Essay Outline Informational Simple Works Cited Bibliography FOR STUDENTS Appendix II: Texts Appendix III: ARTS Academic Behaviors Getting Ready: Goal Setting Template Exit Slip Metacognitive Strategies for Understanding Text I Can Handout Day 1 Teacher created KWL chart (not included in Appendix) Day 2 - Teaching Task Analysis Template Day 2 - Rubric Translation Days Note Taking Template Days Simple Works Cited Bibliography Day 11 Prioritizing Notes Graphic Organizer Day Informational Outline Template LDC Informational Module Template version

22 STUDENT WORK SAMPLES [Include at least two samples of student work at each scoring level.] Section 4: What Results? CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST) Background to share with students (optional): Classroom assessment task: Reading texts: Most people have heard of the pyramids in Egypt. The culture of Ancient Egypt fascinates us still today. Scientists have studied Ancient Egypt for decades and used the five themes of Geography to describe this culture. In this module, students will read and discuss Ancient Egyptian Culture and how it relates to the five themes of Geography. With this information, students will write an informational essay, citing logical and thorough text-based evidence to support their controlling idea. Teacher Work Section Here are added thoughts about teaching this module LDC Informational Module Template version