Stranger in the Village: Informational
Module Title
Stranger in the Village: Informational
Module
description
(overview):
Template task
(include
number, type,
level):
Teaching
task:
Students will examine the theme "stranger in the village" across several texts presented from the
perspective of different artists and writers. Students will analyze how writers and artists organize or
construct text to convey meaning.
Task 21: Informational or Explanatory/Analysis
[Insert question] After reading_________(literature or informational text), write a/an ________(report,
essay, or substitutes) that addresses the question and analyzes _____________(content), providing
examples to clarify your analysis. What conclusions or implications can you draw?
How do writers and artists organize or construct text to convey meaning? After reading a variety of written
and visual texts (film and photography), write an essay that addresses the question and analyzes the
"stranger in the village" theme, providing examples to clarify your analysis. What conclusions or
implications can you draw?
Grade/Level:
12
Discipline:
(e.g., ELA,
science,
history,
other?)
Course:
ELA
Authors:
Barbara Beers, Patricia Bishop, Amy Otero, Maryann Robertson, Kathryn Robinson, Deborah Van Pelt
English 4: Florida College Prep
• Page 1
Section 1: What Task?
TEACHING TASK
Background In this module you will read and view a variety of genres all focused on the theme of "stranger in the village."
to share
"Theme" is defined as a writer's central idea or main message about life which may be explicit (stated) or
with
implied. As you read each piece, try to determine which character or subject is isolated, or different, from the
students:
others in society and how that difference is illustrated. You will create your own definition of what the theme
means and determine how each author or artist conveys the message.
Teaching
How do writers and artists organize or construct text to convey meaning? After reading a variety of written
task:
and visual texts (film and photography), write an essay that addresses the question and analyzes the "stranger
in the village" theme, providing examples to clarify your analysis. What conclusions or implications can you
draw?
Reading
texts:
Springboard, Senior Level:
"Four Skinny Trees"—a vignette from The House on Mango Street:
Cisneros, S. (1984). The House on Mango Street. Vintage. Pages 74 –75.
"I Remember"—a poem by Edmond Montez
Rodriguez, L. (2012). "Speaking with Hands.” The Concrete River: Poems. Open Road Media.
"Linda Jong: Double Face"—excerpt from the Joy Luck Club:
Tan, A. (2006). The Joy Luck Club. Penguin: reprint.
"Stranger in the Village"—a reflective essay by James Baldwin:
Baldwin, J. (1995). “Stranger in the Village.” Notes of a Native Son. Beacon Press.
Film:
Burton, T. (Director). (1990, December 14). Edward Scissorhands [Motion Picture]. United States: Twentieth
Century Fox Film Corporation.
• Page 2
Van Sant, G. (Director). (2001, January 12). Finding Forrester [Motion Picture]. United States: Columbia
Pictures Corporation.
Photography:
National Park Service. (2012). Retrieved from http://www.nps.gov/index.htm
Variety of print advertisements photography
COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
"Built In" Reading Standards
"When Appropriate" Reading (applicable in black)
1- Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
3- Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
2 - Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
5 - Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g. a
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 technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
7 - Integrate and evaluate content presented in diverse formats
and media, including visually and quantitatively, as well as in
words.
6 - Assess how point of view or purpose shapes the content and style
of a text.
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.
10 - Read and comprehend complex literary and informational texts
independently and proficiently.
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.
• Page 3
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
"Built In" Writing Standards
"When Appropriate" Writing Standards (applicable in black)
2 - Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
1- Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
3 - Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
5 - Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
6 - Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with others.
9 - Draw evidence from literary or informational texts to support
analysis, reflection, and research.
7 - Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
10 - Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audience.
8 - Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
NUMBER
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING
1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others' ideas and expressing their own clearly and persuasively.
2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally.
4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and
the organization, development, and style are appropriate to task, purpose, and audience.
NUMBER
COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE
1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
• Page 4
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards Florida College Competencies
source:
NUMBER
CONTENT STANDARDS
REDCU 4 Analyze the author's primary purpose
REDUC5
Analyze the author's tone and support with examples, including denotative, connotative meaning , and
figurative language
REDUC13 Analyze the details to infer what the author is implying and draw logical conclusions in a paragraph and multiparagraph selection
REDUC14 Synthesize the information in a text in order to make inferences and draw conclusions
• Page 5
Scori ng Rubri c for Informati on al or Ex p l a n a t ory Template Tasks
Scoring
Elements
Focus
Not Yet
1
Approaches Expectations
1.5
2
Meets Expectations
2.5
3
Advanced
3.5
4
Attempts to address prompt, but
lacks focus or is off-task.
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately and
maintains a clear, steady focus.
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Controlling
Idea
Attempts to establish a controlling
idea, but lacks a clear purpose.
Establishes a controlling idea with a
general purpose.
Establishes a controlling idea
with a clear purpose maintained
throughout the response.
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
Reading/
Research
Attempts to present information in
response to the prompt, but lacks
connections or relevance to the
purpose of the prompt. (L2) Does
not address the credibility of
sources as prompted.
Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses
in accuracy or completeness. (L2)
Begins to address the credibility of
sources when prompted.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
(L2) Addresses the credibility of
sources when prompted.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and details
from reading materials. (L2) Addresses
the credibility of sources and identifies
salient sources when prompted.
Development
Attempts to provide details in
response to the prompt, including
retelling, but lacks sufficient
development or relevancy. (L2)
Implication is missing, irrelevant,
or illogical. (L3) Gap/unanswered
question is missing or irrelevant.
Presents appropriate details to
support the focus and controlling
idea. (L2) Briefly notes a relevant
implication or (L3) a relevant gap/
unanswered question.
Presents appropriate and sufficient
details to support the focus and
controlling idea. (L2) Explains
relevant and plausible implications,
and (L3) a relevant gap/unanswered
question.
Presents thorough and detailed
information to strongly support
the focus and controlling idea. (L2)
Thoroughly discusses relevant and
salient implications or consequences,
and (L3) one or more significant gaps/
unanswered questions.
Organization
Attempts to organize ideas, but
lacks control of structure.
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
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
Conventions
Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, and mechanics. Sources are
used without citation.
Demonstrates an uneven command
of standard English conventions and
cohesion. Uses language
and tone with some inaccurate,
inappropriate, or uneven features.
Inconsistently cites sources.
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.
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.
Content
Understanding
Attempts to include disciplinary
content in explanations, but
understanding of content is weak;
content is irrelevant, inappropriate,
or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt
with sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
• Page 6
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Pretest
Ability to connect the task and content to existing skills
Bridging
Conversation
Ability to connect the task and new content to existing knowledge, skill, and experiences
Task Analysis
Ability to understand and explain the task prompt and rubric and understand the roles of the reader
and writer when engaged in responding critically to a text
SKILLS CLUSTER 2: READING PROCESS
Preparing for
Reading
Ability to prepare for reading by selecting and applying a note-taking format
Essential
Vocabulary
Ability to apply strategies to acquire and use academic and domain-specific vocabulary
Active Reading and
Note Taking 1
Ability to read purposefully, and to select and record textual evidence
Active Reading
Ability to orchestrate the skills, strategies, and behaviors needed to read and make meaning of the text
Active Reading and
Note Taking 2
Ability to read purposefully, paraphrase textual evidence, and/or record direct quotes to avoid
plagiarism
Active Reading
Ability to orchestrate the skills, strategies, and behaviors needed to read and make meaning of the text
SKILLS CLUSTER 3: TRANSITION TO WRITING
Preparing for
Writing
Ability to understand analysis as a mode of discourse in explanatory writing
• Page 7
SKILLS CLUSTER 4: WRITING PROCESS
Project Planning
Ability to plan a project so the writing process is accomplished on time
Preparing as a
Writer
Ability to write a claim with text-based supporting details
Planning
Ability to develop a line of thought to insert and cite textual evidence appropriate and relevant for
explanatory-analysis writing
Development 1
Ability to construct an initial draft of the body paragraphs; each including a topic sentence, supporting
text-based facts, examples, and details relevant to completing the task
Development 2
Ability to construct an initial draft of an opening paragraph that includes a thesis sentence presenting
the claim and a concluding paragraph with three parts (literal statement, interpretative statement and
universal statement)
Revision
Ability to apply revision strategies to refine the claim, monitor line of thought, ensure relevant
citations, and check language and tone as appropriate to the audience and purpose
Editing
Ability to proofread writing for a variety of grammatical and mechanical errors as well as for
appropriate use of MLA style
• Page 8
Section 3: What Instruction?
Pacing
Skill and
Product and Prompt
Definition
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Baseline
Lesson 1
1. Pretest
Explanatory/Analysis
1 day
Ability to
Essay
connect the task
and content to
How do writers and artists
existing skills
organize or construct text
to convey meaning? After
reading "Four Skinny
Trees" and analyzing the
photo "Integration of
Central High School,"
write an essay that
addresses the question
and analyzes the "stranger
in the village" theme,
providing examples to
clarify your analysis.
What conclusions or
implications can you
draw?
Scoring
Product meets
expectations:
Student is able to define
and analyze the theme
"stranger in the village,"
define how the author and
artist conveys the theme,
cite textual evidence to
support his or her claim,
and follow conventions of
Standard Written English.
Instructional Strategies
 Students will be given
"Four Skinny Trees" by
Sandra Cisneros and a
visual piece,. then respond
to the teaching task.
Not yet: Student is
unable to define the
theme, provide supporting
textual evidence, explain
how the author and/or
artist has conveyed the
theme, or does not follow
the conventions of
Standard Written English.
• Page 9
Lesson 2
2 days
2. Bridging
Conversation
Ability to
connect the task
and new content
to existing
knowledge,
skills, and
experiences
Visual representation
Create a visual
representation that
demonstrates how the
author uses symbolism,
imagery, and diction to
relay the theme in the
"Four Skinny Trees"
vignette.
 Quick-write
 Text-marking of
Student is able to visually symbolism, theme,
represent the four trees as speaker's self-perception,
and imagery
symbols of isolation and
strength and address how  Teacher modeling
 Chunking text
the author uses
symbolism, imagery, and  Visualization
diction to relay the theme.
Product meets
expectations:
Not yet: Student is unable
to identify what the trees
represent or does not
address how the author
uses symbolism, imagery,
or diction to relay the
theme.
• Page 10
Lesson 3
1 day
3. Task Analysis
Ability to
understand and
explain the task
prompt and
rubric and
understand the
roles of the
reader and
writer when
engaged in
responding
critically to a
text
Knowledge and Skill
Chart
Identify what you need to
know and be able to do in
order to complete the
teaching task.
Internalize the rubric in
order to understand how
your writing will be
scored.
No Scoring
 Think-Pair-Share
 Close reading of the
prompt and text marking
of knowledge and skills
needed to complete the
teaching task
 Small group
summarization
 Class Web of
knowledge and skills
• Page 11
SKILLS CLUSTER 2: READING PROCESS
Lesson 4
1 day
1. Preparing
for Reading
Ability to
prepare for
reading by
selecting and
applying a notetaking format
Note-taking device
Product meets
Select a note-taking device expectations: Student is
that you will use to record able to select a notetaking format that he/she
textual evidence
will be able to use
throughout the module.
throughout the module.
 Review basic note taking formats and
discuss the benefits
and/or differences
among the formats.
Not yet: Student is unable
to make an appropriate
selection of a note-taking
format.
Reflective Response
No Scoring
Write a brief reflection
identifying your choice of
note-taking format.
Explain why it is
beneficial to your learning
style.
• Page 12
Lesson 5
2 days
2. Essential
Vocabulary
Ability to apply
strategies to
acquire and use
academic and
domain-specific
vocabulary
Notes and graphic
organizer
Identify and explain
content vocabulary and
literary, cinematic, and
artistic elements relating
to the "stranger in a
village" theme.
 Word Wall
 Student self-selected
vocabulary device(word
study graphic organizer)
 QHT vocabulary
strategy: Q: Words I have
questions about. H:
Not yet: Student is unable Words I have heard of. T:
to identify or explain with Words I know well enough
to teach
examples of the
vocabulary.
Product meets
expectations: Student is
able to cite examples of
elements/vocabularyusing
selected text and visual
art.
• Page 13
Lesson 6
6 days
3. Active
Reading and
Note- taking 1
Ability to read
purposefully,
and to select
and record
textual evidence
Quick Write
 Critically view the film
to see what the director
does to set the stranger
apart from the village
 Note-taking
 Expert Groups
 Gradual release,
including modeling and
Not yet: Student is unable think-alouds, guided
instruction, and
to explain the director's
independent practice.
use of cinematic devices
to create meaning in film.  Cooperative Groups
 3-Column Note graphic
organizer
Product meets
 All-Write Round Robin
expectations: Student is
able to work
cooperatively with group
and supply at least two
sentences to the
paragraph.
Product meets
After viewing segments of expectations: Student is
able to complete the
the film and reviewing
Quick-write, making
cinematic devices, what
references to the film and
has helped you
understand the director's the director's use of
cinematic devices.
message?
Co-constructed Summary
Paragraph
Prepare a cooperatively
constructed summary,
beginning with the topic
sentence: In the opening
scenes of Finding
Forrester, Gus Van Sant
employs a number of
cinematic devices to
define the expounding
boundaries of Jamal
Wallace's world.
Not yet: Student is unable
to work cooperatively
with group or unable to
supply at least one
example of his/her
cinematic device and one
commentary sentence.
• Page 14
Analytical Paragraph
How does Van Sant
construct meaning in
Finding Forrester? Write
an analytical paragraph
in which you answer the
question, support with
textual evidence, and
provide commentary.
Product meets
expectations: Student is
able to analyze the film
for the use of cinematic
devices in creating
meaning, give examples
from the film, and
comment upon the theme,
"stranger in the village."
Not yet: Student is unable
to identify how the
director utilizes cinematic
devices to convey the
theme, "stranger in the
village," and/or does not
give support or
commentary.
Character Analysis
Consider how Jamal's
travels as both a stranger
and a member of several
villages have helped him
find his true self.
Write a one-page essay in
which you analyze how
Van Sant has developed
Jamal's character and
made meaning of the text.
Product meets
expectations: Student is
able to write an analysis
of Jamal and explain how
the director has
developed his character.
Not yet: Student is unable
to describe "a stranger in
the village" or explain
how the director
developed the character.
• Page 15
Lesson 7
2 days
4. Active
Reading
Ability to
orchestrate the
skills, strategies
and behaviors
needed to read
and make
meaning of the
text
Lesson 8
2 days
5. Active
Reading and
Note-Taking 2
Ability to read
purposefully,
paraphrase
textual evidence,
and/or record
direct quotes to
avoid
plagiarism
Quick-Write
Product meets
expectations: Student is
Complete a quick-write in able to use examples from
which you compare how the texts to analyze how
Edmond Montez and Luis the poets' use of imagery,
Rodriguez convey theme sensory details and
through the use of
diction develops theme.
diction, imagery, and
detail. Discuss the poets' Not yet: Student is unable
effectiveness in using
to make a comparison
those elements.
between the two poems, is
unable to identify
examples for support, or
is unable explain how the
poets used the elements to
construct or convey
theme.
Written Explanation
Product meets
expectations: Student is
Closely read and text
mark the narrative "Lindo able to describe the
functions of dialogue in
Jong: Double Face" for
the excerpt citing several
examples of how the
appropriate examples.
writer strategically uses
dialogue to enhance the
presentation of ideas, the
theme, and the conflict
between the two
characters.
 Imagery Evidence
Graphic organizer
 Review imagery,
sensory details and diction
 Close reading
 Text marking
 Rules of punctuation to
construct meaning from
dialogue in text
Not yet: Student is unable
to explain how the author
utilizes dialogue to reveal
theme or conflict.
• Page 16
Lesson 9
5 days
6. Active
reading
Ability to
orchestrate the
skills, strategies,
and behaviors
needed to read
and make
meaning of the
text
Socratic Seminar
Participate in a Socratic
Seminar that focuses on
how the author's style and
craft contribute to the
development of the theme.
Product meets
expectations: Student is
able to discuss how the
author's style and craft
contribute to the
effectiveness of the theme,
specifically the positive
and negative effect of the
word choice, repetition,
and sentence structure.
 Chunking
 Close reading
 Text marking
 Use of footnotes
 Literary elements of:
diction, repetition, syntax,
imagery ,and tone
 Jigsaw
 Socratic Seminar
Not yet: Student is unable
to identify examples of the
author's style or craft, is
unable to identify
appropriate examples
that support theme, or is
unable or does not
participate fully in the
Socratic Seminar.
• Page 17
SKILLS CLUSTER 3: TRANSITION TO WRITING
Lesson 10
1 day
1. Preparing for
Writing
Ability to
understand
analysis as a
mode of
discourse in
explanatory
writing
2-Column Note Graphic
Organizer
No Scoring
 Two-column notes
 Round-robin
Discussion
No Scoring
 Self-check of parts of
the essay
 Time management
Was Baldwin's conclusion
positive or negative? Use
the graphic organizer to
organize your notes from
"Stranger in the Village"
and the Socratic Seminar
to help answer this
question.
Round-Robin Discussion
Using a round-robin
discussion, discuss the
four questions and be
prepared to share with the
class.
SKILLS CLUSTER 4: WRITING PROCESS
Lesson 11
1 day
1. Project
Planning
Ability to plan a
project so the
writing process
is accomplished
on time
Calendar
Create a calendar to
chart your progress and
monitor your time as you
complete your writing.
• Page 18
Lesson 12
1 day
2. Preparing as
a Writer
Ability to write a
claim with textbased
supporting
detail
Thesis Statement
Write a thesis statement
that analyzes how
authors/artists convey
"the stranger in the
village" theme.
Product meets
expectations: Student is
able to develop a claim
stating his/her opinion
about how the
authors/artists relay the
theme in their
texts/visuals.

Peer
Response
 Writing
Workshop
Not yet: Student is unable
to state his/her opinion or
make a statement about
how the authors/artists
relay the theme in their
texts/visuals.
• Page 19
Lesson 13
2 days
3. Planning
Ability to
develop a line of
thought to insert
and cite textual
evidence
appropriate and
relevant for
explanatoryanalysis writing
Outline
Create a plan for a threepart, multi-paragraph
essay that supports the
claim with evidence from
the text.
Product meets
expectation: Student is
able to create a planning
sheet/outline which
includes three parts
(introduction, body, and
conclusion). The plan
includes a thesis
statement, topic
sentences, and
appropriate textual
support.
 Writing Plan Template
 Student Writing Plan
Checklist
Not yet: Student is unable
to create an effective
outline that helps in
writing the essay or the
plan is missing elements,
such as thesis statement,
topic sentences, or textual
support.
• Page 20
Lesson 14
2 ½ days
4. Development
1
Ability to
construct an
initial draft of
the body
paragraphs;
each including a
topic sentence,
supporting text
based facts,
examples, and
details relevant
to completing
the task
Initial Draft of Body
Paragraphs
Write the initial draft of
the body paragraphs; all
of which include a topic
sentence and textual
evidence supporting the
claim.
 Outline
Product meets
 Peer Response
expectations: Student is
able to write body
paragraphs, each
containing a topic
sentence and textual
evidence that supports the
claim.
Not yet: Student is unable
to write multiple
paragraphs, or the
paragraphs don't contain
topic sentences, or textual
evidence to support the
claim.
• Page 21
Lesson 15
2 days
5. Development
2
Ability to
construct an
initial draft of
an opening
paragraph that
includes a thesis
statement
presenting the
claim and a
concluding
paragraph with
three parts
(literal
statement,
figurative
statement and
universal
statement)
Opening and Concluding
Paragraph
Construct an opening
paragraph that states the
main purpose and/or
question for the task.
Product meets
 Outline
 Peer Response
expectations: Student is
able to write an opening
paragraph which contains
a thesis statement stating
the main purpose and/or
question for the task.
Write a concluding
Student is able to write a
paragraph with three
parts (literal, interpretive concluding paragraph
and universal statements). that has three parts
(literal, interpretive and
universal).
Not yet: Student is unable
to write an opening
paragraph with a thesis
statement, clearly stating
the claim or a closing
paragraph containing
literal, figurative, and
universal statements.
• Page 22
Lesson 16
2 days
6. Revision
Ability to apply
revision
strategies to
refine the claim,
monitor line of
thought, ensure
relevant
citations, and
check language
and tone as
appropriate to
the audience
and purpose
Revised Essay
Lesson 17
1 day
7. Editing
Ability to
proofread
writing for a
variety of
grammatical
and mechanical
errors as well as
for appropriate
use of MLA style
Edited Draft
 No scoring
 Peer Response
 No scoring
 Proofreading
marks
Discuss your essay with a
partner to obtain
feedback. Use the
feedback to revise your
essays paying particular
attention to a clear thesis,
a logical line of thought,
language and tone, and a
clear purpose.
Use proofreading marks
to edit your draft for
GUMS (grammar, usage,
mechanics, and spelling),
Modern Language
Association (MLA) style,
and other errors. Use the
edited draft to prepare a
final copy for publication.
MATERIALS, REFERENCES AND SUPPORTS
FOR TEACHERS
Springboard text level 12
Movie: Finding Forrester
FOR STUDENTS
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Section 4: What Results?
STUDENT WORK SAMPLES
Include at least two samples of student work that meets expectations. If possible, also include samples of student work at the advanced level.
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom
assessment task
Background to share
with students
(optional):
Reading texts:
INFORMATION/EXPLANATION CLASSROOM ASSESSMENT RUBRIC
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
LDC Informational/Explanatory Classroom Assessment
MEETS EXPECTATIONS
Addresses prompt with a focused response.
Presents and applies relevant information with general accuracy.
Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of sources.
Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies salient
themes or features; explains key information with sufficient detail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or
unanswered question.
Applies a generally effective structure to address specific requirements of the prompt.
Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and
purpose.
NOT YET
Attempts to address prompt but lacks focus or is off-task.
Attempts to present information relevant to prompt.
Controlling idea is weak and does not establish a purpose and/or address a research question.
Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic. *L2
Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered question.
Applies an ineffective structure; composition does not address requirements of the prompt.
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to audience and
purpose.
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Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
The attached materials support teaching this module.
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