<p> [Insert Title] [Optional: Insert Art Work]</p><p>Information Sheet for Narrative Module Module title:</p><p>Module description (overview): Template task (include number, type, level): Teaching task:</p><p>Grade(s)/Level: </p><p>Discipline: (e.g., ELA, science, history, other?) Course:</p><p>Author(s):</p><p>Contact information:</p><p>LDC Narrative Module Template – version 2| © Literacy Design Collaborative, 2013 1 What Task? TEACHING TASK Background to share with students:</p><p>Teaching task: </p><p>Reading texts</p><p>Extension (optional):</p><p>COMMON CORE STATE STANDARDS (TEMPLATE TASK COLLECTION VERSION 2.0) READING STANDARDS “BUILT-IN” READING STANDARDS “WHEN APPROPRIATE” READING STANDARDS (DARK TEXT MARKS STANDARDS APPLYING TO THIS TEACHING TASK) 1 - Read closely to determine what the text says explicitly and to make logical 3 - Analyze how and why individuals, events, and ideas develop and interact over the inferences from it; cite specific textual evidence when writing or speaking to support course of a text. conclusions drawn from the text. 2 - Determine central ideas or themes of a text and analyze their development; 5 - Analyze the structure of texts, including how specific sentences, paragraphs, and summarize the key supporting details and ideas. larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole. 4 - Interpret words and phrases as they are used in a text, including determining 6 - Assess how point of view or purpose shapes the content and style of a text. technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 10 - Read and comprehend complex literary and informational texts independently 7 - Integrate and evaluate content presented in diverse formats and media, including and proficiently. visually and quantitatively, as well as in words. 8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.</p><p>2 9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. WRITING STANDARDS “BUILT-IN” READING STANDARDS “WHEN APPROPRIATE” READING STANDARDS (DARK TEXT MARKS STANDARDS APPLYING TO THIS TEACHING TASK) 4 - Produce clear and coherent writing in which the development, organization, and 1 - Write arguments to support claims in an analysis of substantive topics or texts, style are appropriate to task, purpose, and audience. using valid reasoning and relevant and sufficient evidence. 5 - Develop and strengthen writing as needed by planning, revising, editing, 2 - Write informative/explanatory texts to examine and convey complex ideas and rewriting, or trying a new approach. information clearly and accurately through the effective selection, organization, and analysis of content. 9 - Draw evidence from literary or informational texts to support analysis, 3 - Write narratives to develop real or imagined experiences or events using reflection, and research. effective technique, well-chosen details, and well-structured event sequences. 10 - Write routinely over extended time frames (time for research, reflection, and 6 - Use technology, including the Internet, to produce and publish writing and to revision) and shorter time frames (a single sitting or a day or two) for a range of interact and collaborate with others. tasks, purposes, and audience. 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.</p><p>CONTENT STANDARDS FROM STATE OR DISTRICT Standards source: NUMBER CONTENT STANDARDS NARRATIVE TEACHING TASK RUBRIC (TEMPLATE TASK COLLECTION VERSION 2.0) Not Yet Approaches Expectations Advanced Scoring 1. 3. Elements 1 2 2.5 3 4 5 5 Addresses the prompt Addresses all aspects of the prompt Addresses prompt appropriately and appropriately and maintains a strongly appropriately, but with a weak maintains a clear, Attempts to address prompt but developed focus. D: Addresses Focus or uneven focus. D. Addresses steady focus. D: lacks focus or is off-task. additional demands with thoroughness additional demands Addresses additional and makes a connection to controlling superficially. demands idea. Sufficiently. Establishes a theme Establishes a compelling theme or Attempts to establish a theme or Establishes a theme or or storyline, with a Controlling storyline, with a well developed purpose storyline, but lacks a clear or storyline, but purpose is weak, well-developed Idea carried through the narrative through sustained purpose. with some lapses in coherence. purpose carried skillful use of narrative techniques. through the narrative. Directly restates information from Accurately integrates Uses reading materials, reading materials, interviews, and/or reading material, Accurately and seamlessly integrates interviews, and/or visual Reading/ visual materials; uses materials interviews, and/or reading material, interviews, and/or materials with minor lapses in Research inaccurately, OR information from visual material to visual material to authenticate the cohesion, accuracy or source materials is irrelevant for the authenticate the narrative relevance. purpose at hand. narrative. Develops experiences, Develops experiences, individuals, and/or Elaborates on experiences, individuals, Descriptions of experiences, individuals, and/or events with events with sufficient and/or events with comprehensive detail Development individuals, and/or events are overly some detail but sense of time, detail to add depth to add depth and complexity to the sense simplified or lack details. place, or character remains at and complexity to the of time, place, or character. the surface level. sense of time, place, or character. Applies a narrative structure Applies a complex narrative structure Applies a narrative structure (chronological or (chronological or descriptive) Attempts to use a narrative structure; (chronological or descriptive), descriptive) appropriate to the purpose, task and Organization composition is disconnected or with some lapses in coherence appropriate to the audience that enhances communication rambling. or awkward use of the purpose, task, and of theme or purpose and keeps the reader organizational structure. audience; storyline engaged clearly conveys the theme or purpose Conventions Lacks control of grammar, usage, Demonstrates an uneven Demonstrates a Demonstrates a well-developed and mechanics; little or ineffective command of standard English; command of standard command of standard English use of transitions. inconsistently uses transitions English conventions conventions; effectively uses transitions between sentences and with few errors; between sentences and paragraphs to paragraphs to connect ideas. consistently uses connect ideas. Provides bibliography or transitions between works consulted when prompted. sentences and paragraphs to connect ideas. Provides bibliography or works consulted when prompted. Accurately presents disciplinary content Attempts to include disciplinary Briefly notes disciplinary relevant to the Integrates relevant and accurate content, but understanding of content relevant to the prompt; Content prompt with disciplinary content with thorough content is weak; content is shows basic or uneven Understanding sufficient explanations that demonstrate in-depth irrelevant, inappropriate, or understanding of content; explanations that understanding. inaccurate. minor errors in explanations. demonstrate understanding. Section 2: What Skills? </p><p>SKILL DEFINITION SKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysis Ability to understand and explain the task’s prompt and rubric. SKILLS CLUSTER 2: READING PROCESS 1. Text selection Ability to identify appropriate texts.</p><p>2. Active reading Ability to identify the central point and main supporting elements of a text. 3. Essential vocabulary Ability to identify and master terms essential to understanding a text.</p><p>4. Academic integrity Ability to use and credit sources appropriately. 5. Note-taking Ability to select important facts and passages for use in one’s own writing. SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging Ability to begin linking reading results to writing task. SKILLS CLUSTER 4: WRITING PROCESS 1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task.</p><p>2. Planning Ability to develop a line of thought and text structure appropriate to a narrative task. 3. Development Ability to construct an initial draft with an emerging line of thought and structure.</p><p>4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. 5. Editing Ability to proofread and format a piece to make it more effective.</p><p>6. Completion Ability to submit final piece that meets expectations. Section 3: What Instruction? PACING SKILL AND DEFINITION MINI-TASK INSTRUCTIONAL STRATEGIES</p><p>PRODUC SCORING (PRODUCT “MEETS EXPECTATIONS” T AND IF IT…) PROMPT SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1 1. Task engagement Short None . Link this task to earlier Ability to connect the task and new content to existing Response class content. knowledge, skills, experiences, interests, and concerns. with Bullets . Discuss student responses. In a quick . Clarify timetable and write, support plans for the task. write your first reaction to the task prompt. Add some notes of things you know about this issue.</p><p>Day 1 2. Task analysis Bullets None . Share examples of type of Ability to understand and explain the task’s prompt and In your text students will produce rubric. own (either from past students or words, from professional writers). what are the . Identify or invite students to important identify key features of features examples. of a good . Pair students to share and response improve their individual bullets. to this prompt? . 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 Notes . Identifies author, title, publisher, date, and any . Provide citation guide and Ability to identify appropriate texts. For each other needed information (for example, the volume for discuss why each element of text, list a periodical or the editor for an anthology). citation is needed. the needed . Includes reasonable evidence that work is credible . Ask students to brainstorm bibliogra and/or worthy of study. what makes an author credible phic and/or worthy of study. informati . Provide access to research on. Add sources for students to assess bullets on the texts. why you think the Note: for an “after work is researching” task, add teaching credible and time for students to select and/or the texts they will use. worthy of study </p><p>Days 2 2. Active reading Short . Answers questions with credible response. . Invite students to and 3 Ability to identify the central point and main supporting reflective brainstorm ways to figure out elements of a text. entry for any author’s intent. each text What is . Invite students to share and the discuss their answers for each author text. trying to . After the discussion, allow accompli them to add to their entries. sh? Which parts of the text show you that? 3. Essential vocabulary Vocabula . Lists appropriate phrases. . After scoring, ask some On-going Ability to identify and master terms essential to ry list students to share definitions of understanding a text. In your . Provides accurate definitions. terms that others overlooked or notebook, misunderstood. list words and . After scoring, be willing to phrases provide direct instruction or essential guide a close reading if needed to the to work through a key phrase texts. most students missed. Add definition s, and (if appropri ate) notes on connotati on in this context.</p><p>Day 4 4. Academic integrity Definitio . Provides accurate definition. . Discuss respect for others’ Ability to use and credit sources appropriately. n and work to assemble evidence and strategies . Lists several appropriate strategies. create texts. Define “plagiari . Discuss academic penalties sm” and for stealing others thoughts and list ways words. to avoid it. Days 4 5. Note-taking Notes . Identifies relevant elements. . Teach a sample format for and 5 Ability to select important facts and passages for use in From note taking. one’s own writing. each text, . Includes information to support accurate citation make a (for example, page numbers for a long text, clear . Check that early student list of the indication when quoting directly). work is in the assigned format elements (or in another format that that look gathers the needed information most effectively). important for answerin g the prompt. Do what you need to do to avoid plagiaris m. SKILLS CLUSTER 3: TRANSITION TO WRITING Day 6 1. Bridging Bullets No scoring . Discussion-based strategies, Ability to begin linking reading results to writing task. In a quick such as seminar. write, write . Small group discussion about using question. what you know now that you’ve read about ______( content). SKILLS CLUSTER 4: WRITING PROCESS Day 6 1. Controlling idea Opening . Writes a concise summary statement or draft . Offer several examples of Ability to establish a controlling idea and consolidate paragrap opening. opening paragraphs. information relevant to task. h Write an . Provides direct answer to main prompt . Ask class to discuss what opening requirements. makes them strong or weak. paragrap . Establishes a controlling idea. . Review the list that students h that created earlier to identify includes . Identifies key points that support development of needed elements (from Cluster a the controlling idea. 1, skill 2). controllin g idea and sequence s the key points you plan to make in your compositi on Day 7 2. Planning Outline/o . Creates an outline or organizer. . Provide and teach one or Ability to develop a line of thought and text structure rganizer more examples of outlines or appropriate to an informational/ explanatory task. Create . Supports controlling idea. organizers. an Uses evidence from texts read earlier. outline . Invite students to generate based questions in pairs about how the on your format works, and then take and notes answer questions. and reading in which you state your claim, sequen ce your points, and note your support ing evidenc e. Days 8 3. Development Initial . Provides complete draft with all parts. . Encourage students to re- and 9 Ability to construct an initial draft with an emerging draft read prompt partway through line of thought and structure. Write . Supports the opening in the later sections with writing, to check that they are an evidence and citations. on-track. initial draft complet e with openin g, develop ment, and closing ; insert and cite textual evidenc e. Days 10 4. Revision Multiple . Provides complete draft with all parts. . Model useful feedback that and 11 Ability to refine text, including line of thought, drafts balances support for strengths language usage, and tone as appropriate to audience Refine . Supports the opening in the later sections with and clarity about weaknesses. and purpose. compositi evidence and citations. . Assign students to provide on’s . Improves earlier edition. analysis, each other with feedback on logic, and those issues. organizat ion of ideas/poi nts. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Day 12 5. Editing Correct . Provides draft free from distracting surface errors. . Briefly review selected skills Ability to proofread and format a piece to make it more Draft that many students need to effective. Revise . Uses format that supports purpose. improve. draft to have . Teach a short list of sound proofreading marks. spelling, . Assign students to capitaliza proofread each other’s texts a tion, second time. punctuati on and grammar. Adjust formattin g as needed to provide clear, appealing text.</p><p>Day 13 6. Completion Final . Fits the “Meets Expectations” category in the Ability to submit final piece that meets expectations. Piece rubric for the teaching task. Turn in your complete set of drafts, plus the final version of your piece.</p><p>MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS FOR STUDENTS</p><p>Section 4. What Results? </p><p>STUDENT WORK SAMPLES [Include at least two samples of student work at each scoring level.]</p><p>CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST) Background to share with students (optional): Classroom assessment task </p><p>Reading texts:</p><p>NARRATIVE CLASSROOM ASSESSMENT TASK RUBRIC (TEMPLATE TASK COLLECTION VERSION 2.0) Scoring Elements Not Yet Meets Expectations Focus Attempts to address prompt but lacks focus or is off-task. Addresses the prompt and stays on task Reading/Research Demonstrates weak use of reading materials, interviews, and/or visual materials. Demonstrates generally effective use of reading material, interviews, and/or visual material. Controlling Idea Narrative line or theme is not carried through the narrative. Establishes a narrative line or theme that is carried through the narrative. Development Lacks descriptive elements that describe or relate experiences, individuals, Describes or relates with sufficient detail experiences, individuals, and/or events; and/or events. Attempts to employ narrative techniques to develop a factual or employs some stylistic device to develop a sense of time, place, or character that informative purpose. Lacks a satisfactory ending or conclusion. illustrates a factual or informative purpose. Provides a conclusion or ending that follows from and/or reflects on the narrative. Organization Applies a weak narrative structure; composition is disconnected or rambling. Applies a narrative structure that develops the storyline as a description or chronology. Conventions Demonstrates a weak command of standard English conventions or is Demonstrates a command of standard English conventions; generally makes unreadable; little or ineffective use of transitions. transitions between sentences and paragraphs to connect ideas. Teacher Work Section Here are added thoughts about teaching this module.</p>