Module18765.pdf
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Overview
Overview
Quebec's Independence Movement
Quebec's Independence Movement
by Levi Herrin and Cassie Todd
Canadians have differing opinions on the Quebec independence movement. In
this module, students are asked to consider both sides of the question of whether
Quebec should become an independent nation. Teachers should either allow
students to select articles using the Text Selection activity described below or
pre-select articles for students. Students will need at least one article that presents
some history of Quebec and helps students understand how people of Quebec
see themselves as different from Canadians, and one or two additional articles
that present the reasons for and against independence.
Grades: 6
Discipline: Social Studies
Teaching Task: Task Template 6 (Argumentation and Evaluation)
Author Information:
Levi Herrin (Ware County)
Cassie Todd (Okefenokee RESA)
Section 1: What Task?
TEACHING TASK
Task Template 6 — [1 Level]
Argumentation & Evaluation
L1: Should Quebec be an independent nation? After reading informational texts on the
independence movement in Quebec, write a position statement that discusses the benefits and
drawbacks of independence for Quebec and evaluates whether Quebec should seek independence .
Be sure to support your position with evidence from the texts.
STUDENT BACKGROUND
Students will have read a variety of texts dealing with the independence movement in Quebec,
Canada. Students will understand the cultural differences in the region and why some people in
the region desire to become a separate nation.
EXTENSION
Rubric
Approaches
Expectations
Not Yet
Scoring Elements
1
Focus
Attempts to address
prompt, but lacks
focus or is off-task.
1.5
2
Addresses prompt
appropriately and
establishes a
position, but focus is
uneven.
Meets Expectations
2.5
3
Advanced
3.5
4
Addresses prompt
appropriately and
maintains a clear,
steady focus.
Provides a generally
convincing position.
Addresses all
aspects of prompt
appropriately with
a consistently
strong focus and
convincing
position.
Controlling Idea
Attempts to establish
a claim, but lacks a
clear purpose. (L2)
Makes no mention of
counter claims.
Establishes a claim.
(L2) Makes note of
counter claims.
Establishes a
credible claim. (L2)
Develops claim and
counter claims fairly.
Establishes and
maintains a
substantive and
credible claim or
proposal. (L2)
Develops claims
and counter claims
fairly and
thoroughly.
Reading/Research
Attempts to
reference reading
materials to develop
response, but lacks
connections or
relevance to the
purpose of the
prompt.
Presents information
from reading
materials relevant to
the purpose of the
prompt with minor
lapses in accuracy or
completeness.
Accurately presents
details from reading
materials relevant to
the purpose of the
prompt to develop
argument or claim.
Accurately and
effectively presents
important details
from reading
materials to
develop argument
or claim.
Development
Attempts to provide
details in response
to the prompt, but
lacks sufficient
development or
relevance to the
purpose of the
prompt. (L3) Makes
no connections or a
connection that is
irrelevant to
argument or claim.
Presents appropriate
details to support
and develop the
focus, controlling
idea, or claim, with
minor lapses in the
reasoning,
examples, or
explanations. (L3)
Makes a connection
with a weak or
unclear relationship
to argument or claim.
Presents appropriate
and sufficient details
to support and
develop the focus,
controlling idea, or
claim. (L3) Makes a
relevant connection
to clarify argument or
claim.
Presents thorough
and detailed
information to
effectively support
and develop the
focus, controlling
idea, or claim. (L3)
Makes a clarifying
connection(s) that
illuminates
argument and adds
depth to reasoning.
Maintains an
appropriate
organizational
structure to address
specific requirements
of the prompt.
Structure reveals the
reasoning and logic
of the argument.
Maintains an
organizational
structure that
intentionally and
effectively
enhances the
presentation of
information as
required by the
specific prompt.
Structure
enhances
development of the
reasoning and
logic of the
argument.
Organization
Attempts to organize
ideas, but lacks
control of structure.
Attempts to
Uses an appropriate
organizational
structure for
development of
reasoning and logic,
with minor lapses in
structure and/or
coherence.
Demonstrates an
uneven command of
Demonstrates a
command of
standard English
conventions and
Demonstrates and
maintains a
well-developed
command of
standard English
conventions and
Conventions
Content
Understanding
demonstrate
standard English
conventions, but
lacks cohesion and
control of grammar,
usage, and
mechanics. Sources
are used without
citation.
standard English
conventions and
cohesion. Uses
language and tone
with some
inaccurate,
inappropriate, or
uneven features.
Inconsistently cites
sources.
Attempts to include
disciplinary content
in argument, 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.
cohesion, with few
errors. Response
includes language
and tone appropriate
to the audience,
purpose, and specific
requirements of the
prompt. Cites
sources using
appropriate format
with only minor
errors.
Accurately presents
disciplinary content
relevant to the
prompt with sufficient
explanations that
demonstrate
understanding.
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
appropriate format.
Integrates relevant
and accurate
disciplinary content
with thorough
explanations that
demonstrate
in-depth
understanding.
STANDARDS
Georgia — Historical Understandings
L.SS6H5: The student will analyze important contemporary issues in Canada.
L.SS6H5.A: Describe Quebec’s independence movement.
Anchor Standards — Reading
R.CCR.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.
R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.
R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.
R.CCR.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.
R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
R.CCR.10: Read and comprehend complex literary and informational texts independently and
proficiently.
Anchor Standards — Writing
W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
W.CCR.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.
W.CCR.4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
W.CCR.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
audiences.
Anchor Standards — Language
L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.CCR.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Custom Standards
Section 2: What Skills?
Selected Skills
Preparation for the Excitement
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns
TASK ANALYSIS AND RUBRIC ANALYSIS: Ability to understand and explain the task's prompt
and rubric.
Text Selection
TEXT SELECTION: Ability to select appropriate texts and identify necessary reading strategies
needed for the task.
Reading Process
ACTIVE READING: Ability to understand the necessary reading stratagies needed for the task
and develop an understanding of a text by locating words and phrases that identify key concepts
and facts, or information.
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s)
by locating words and phrases that identify key concepts and facts, or information.
NOTE-TAKING/ACTIVE READING: Ability to read purposefully and select relevant information; to
summarize and/or paraphrase. Read actively to work toward a better understanding!
Building a Bridge to GET OVER IT!!
BRIDGING: Ability to transition from reading or research phase to the writing phase.
Writing Process
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant
to task.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure.
REVISION AND EDITING: Ability to apply revision stratigies to refine development of description,
including line of thought, language, tone, and presentation.
COMPLETION: Ability to submit final piece that meets expectations.
Section 3: What Instruction?
MiniTasks
Preparation for the Excitement
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns
SHORT CONSTRUCTED RESPONSE
20 minutes
In a quick write, write your first reaction to the task prompt. Add some notes of things you
know about Quebec and its independence movement.
Scoring Guide (Work Meets Expectations If):
Students write a response and participate in a class discussion.
Instructional Strategies:
• Link this task to earlier class content.
• Discuss student responses.
• Clarify timetable and support plans for the task.
LIST
15 minutes
Facts from the Video
Scoring Guide (Work Meets Expectations If):
As long as students are able to give at least 5 facts from the video, they should meet
expectations
Instructional Strategies:
Watch the video from the resources tab and have students list at least five facts that they
learn from the video
Notes:
I would do this activity to introduce students to the topic and have them familiarize
themselves with basic Quebec information
TASK ANALYSIS AND RUBRIC ANALYSIS: Ability to understand and explain the task's prompt
and rubric.
LIST
35 minutes
In your own words, describe the key features of the rubric and key features of a good
response to the task. Make a list of features for each.
Scoring Guide (Work Meets Expectations If):
each list includes key aspects of the task and the rubric and the items that must be
included for the position statement to meet expectations.
Instructional Strategies:
• Go over the task and rubric as a class.
• Have students create a list of the key aspects of the rubric.
• Go over the list as a class and discuss what must be included for the editorial to meet
expectations.
Text Selection
TEXT SELECTION: Ability to select appropriate texts and identify necessary reading strategies
needed for the task.
LIST
20 minutes
Look at the titles and abstracts of the different resources, and highlight information you
expect to find in these resources that will be useful to completing the task. Then select 3-4
articles you think will be most useful for getting useful information for this project.
Scoring Guide (Work Meets Expectations If):
• students identify parts of each article that are relevant to the topic.
Instructional Strategies:
• This activity will link prior knowledge to the reading while helping students focus on
finding necessary information in each text.
• Provide students with a list of resource titles and abstracts.
• Have students think and write about the ways that the resources could be related to the
topic.
• Have a class discussion about the different thoughts that the students have after hearing
the titles and reading the abstracts of the resources.
•Students then select articles based on their reading of the abstracts.
Notes:
Prior to this activity, copy the abstracts for the articles and paste them into a Word
document. You should be able to provide 7-10 abstracts on a page. After students have
selected their text from the list, guide a discussion over the texts that were chosen, asking
students to cite textual evidence from the abstract that leads them to feel that the article
will be beneficial information to aide them in formulating their writing. Remind students of
the importance of reading arguments from both sides of the issue.
The discussion was very beneficial for the students, and it gave them practice with citing
textual evidence, which is necessary to their final project.
After the discussion, the articles that the students had selected were provided to them by
the teacher. Students were allowed to view any of the articles on the list, but it would be
my suggestion that students only be allowed to use 2-3 as the basis for their writing.
Reading Process
ACTIVE READING: Ability to understand the necessary reading stratagies needed for the task
and develop an understanding of a text by locating words and phrases that identify key concepts
and facts, or information.
NOTES
ongoing while reading each text
Using your list of information you are seeking from each article, think about the information
you want to find in each article. In addition, determine the key ideas each author is trying
to state about the events being discussed. Which parts of the text show you the author's
purpose?
Scoring Guide (Work Meets Expectations If):
• Answers questions with credible response.
Instructional Strategies:
• Invite students to brainstorm ways to determine any author’s intent.
• Invite students to share and discuss their answers for each text, encouraging them to cite
specific parts of the text that help them identify the author's position.
• After the discussion, allow them to add to their entries.
Notes:
Students should be able to read, take notes, and discuss at least one article in a
45-minute class period; however, pacing for this section may depend on the articles you
select and your students.
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s)
by locating words and phrases that identify key concepts and facts, or information.
LIST
ongoing while reading articles
In your notebook, list words and phrases essential to the texts. Add definitions, and (if
appropriate) notes on connotation in this context.
Scoring Guide (Work Meets Expectations If):
• Lists appropriate phrases.
• Provides accurate definitions.
Instructional Strategies:
• After scoring, ask some students to share definitions of terms that others overlooked or
misunderstood.
• After scoring, be willing to provide direct instruction or guide a close reading if needed to
work through a key phrase most students missed.
Notes:
I used a vocabulary meaning sheet that allowed students to try to formulate their own
meaning based on context clues. This sheet can be found in the uploaded resources tab.
It can be drawn into a journal or printed and placed into a notebook.
NOTE-TAKING/ACTIVE READING: Ability to read purposefully and select relevant information; to
summarize and/or paraphrase. Read actively to work toward a better understanding!
NOTES
50 minutes for each article selected
Before reading each text, write down bibliographic information at the top of your
note-taking page so you know the source of your notes. Then from each text, make a list
of the elements that look most important for answering the prompt.
Scoring Guide (Work Meets Expectations If):
• Identifies relevant elements.
Instructional Strategies:
• Teach a model format for note taking. The model format should include a place for
students to include information they will need for proper citation of information from each
text (author, title, publication information).
• Check that early student work is in the assigned format (or in another format that gathers
the needed information effectively) and that students are including publication information.
• At the end of each class period, have students discuss what they have learned about
why Quebec citizens would or would not benefit from independence.
Notes:
It is VITAL that this discussion be done at the end of each of the class periods. It allows
the teacher to make sure that all of the students are remaining focused on the task and it
allows time for students to have any questions or concerns addressed by the teacher.
Building a Bridge to GET OVER IT!!
BRIDGING: Ability to transition from reading or research phase to the writing phase.
SHORT CONSTRUCTED RESPONSE
20 minutes
In a quick write, write about what you know now that you’ve read about Quebec's
independence movement. Include reasons for and against the independence movement.
Scoring Guide (Work Meets Expectations If):
Students are able to discuss at least 3 new ideas that they have learned from the reading
of the informational texts.
Instructional Strategies:
• Discussion-based strategies, such as seminar.
• Small group discussion using question.
Notes:
This idea seemed to work best for me in small groups. It allows students who might not
otherwise speak out in a large group, to express their ideas. It is also a good idea to make
these small groups mixed ability groups so that some of the lower level students are able
to feed off of the students who have a better understanding of the topic.
LIST
50 minutes
In your group, share the reasons for and against the independence movement that you
have found in your research. Create a chart of pros and cons by combining each
member's reasons and evidence.
Scoring Guide (Work Meets Expectations If):
Students fill in chart with reasons and evidence from both sides of the position.
Instructional Strategies:
Give each group large pieces of chart paper to write reasons and evidence in a T-Chart.
After 20 minutes to share what students have written in their quick writes, have each
group post its T-Chart for a large-group discussion of Quebec's independence movement.
Notes:
The kids LOVED IT!!
Writing Process
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
OUTLINE
25 minutes
Using one of the provided organizers, create an outline for your paper including pros and
cons drawn from your research; organize your information in an appropriate way to
develop your position on independence for Quebec.
Scoring Guide (Work Meets Expectations If):
• Creates an outline or organizer with ideas arranged either by pros and cons or
issue-by-issue.
• Supports controlling idea with evidence from texts read earlier.
Instructional Strategies:
• Provide and teach one or more examples of outlines or organizers for an essay that
examines pros and cons of a topic. Explain the advantages of addressing pros and cons
separately or of addressing pros and cons on an issue-by-issue basis. See attached
organizers below.
• The outline should be checked to make sure students have completed the organizer with
adequate information from reading. Information should be organized effectively, and
students should clearly state a final position at the end.
CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant
to task.
SHORT CONSTRUCTED RESPONSE
30 minutes
Write an opening paragraph that includes a controlling idea that states your position on the
independence movement in Quebec.
Scoring Guide (Work Meets Expectations If):
• Writes a concise summary statement or draft opening.
• Provides direct answer to main prompt requirements.
• Establishes a controlling idea.
• Identifies key points that support development of argument.
Instructional Strategies:
• Offer several examples of opening paragraphs.
• Ask class to discuss what makes them strong or weak.
• Have students write an opening paragraph in their journals that includes pros and cons
for independence and states their position.
Notes:
This is a great time for individual conferences with the students about their writing. It
allowed me to see where they were going with their writing and make sure that their
opening paragraph is something that will catch the reader's attention.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure.
LONG CONSTRUCTED RESPONSE
2 fifty-minute class periods
Write an initial draft with paragraphs that represent each section on the completed
organizer. Be sure to include an introduction, body paragraphs that address both sides of
the issue, and a conclusion that explains your position.
Scoring Guide (Work Meets Expectations If):
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
• Draft includes a balance of pros and cons as well as a clear statement on the position of
the writer.
Instructional Strategies:
• Encourage students to re-read prompt partway through writing to check that they are on
track. Make sure they are addressing both sides of the issue.
REVISION AND EDITING: Ability to apply revision stratigies to refine development of description,
including line of thought, language, tone, and presentation.
LONG CONSTRUCTED RESPONSE
30 minutes
Apply revision stratigies for clarity, logic, language, cohesion, appearance, content, and
conventions.
Scoring Guide (Work Meets Expectations If):
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
• Improves earlier edition.
Instructional Strategies:
• Individual and peer reviewing of the initial peice.
• Discuss APA citations and how to lay them out correctly.
COMPLETION: Ability to submit final piece that meets expectations.
LONG CONSTRUCTED RESPONSE
up to 60 minutes
Turn in your complete set of drafts, plus the final version of your piece
Scoring Guide (Work Meets Expectations If):
• Fits the “Meets Expectations” category in the rubric for the teaching task.
Instructional Strategies:
Notes:
I find it works well to provide the students with different colors of lined paper to write their
different drafts on so that they (and you) can keep track of which draft they want to submit
for final grading.
Resources
Selected Articles
In the Name of the Father.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=18765&scrollTo=articles)
Time International (Canada Edition) (11/30/98)—Martineau, Richard
Offers observations on elections being held in Quebec on November 30, 1998. The issue of
sovereignty; Suggestion that the principle goal of the elections is mostly economic, and that a
large percentage of Quebec people do not want to hear about a a separatist referendum; The
image of the Quebec male; Reference to the book `Absent Fathers, Lost Sons,' by Guy Corneau;
Suggestions for the political candidates in the election.
760L
Thinking About the Long Term.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=18765&scrollTo=articles)
Time International (Canada Edition) (04/26/99)—Bouchard, Lucien
Presents an interview with Quebec Premier Lucien Bouchard. Questions regarding the 1999
referendum; How Bouchard defines winning conditions; Conditions which would weaken the
sovereignst case in Quebec; Implications to the rest of Canada if Quebec does become a
sovereign state.
780L
`I've never understood why anglophones vote en masse.'
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=18765&scrollTo=articles)
Maclean's (01/01/2000)—Gaumond, Gilles
Offers comments from Gilles Gaumond, a longtime sovereigntist and the Parti Quebecois regional
president for Quebec City, Quebec. His hopes to deliver a strong pro-sovereignty vote during the
1995 referendum campaign; Voter turnout; Election results.
660L
QUEBEC AND CANADA: OUR COMMON STORY.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=18765&scrollTo=articles)
Maclean's (9/25/2006)—Dryden, Ken
The article discusses the debate about whether Quebec should be part of Canada or a separate
nation. The author acknowledges that Quebec has its own unique culture which should be
celebrated and maintained. Yet he also believes that Quebec and Canada share a common
history, as well as a common present and future and therefore should remain a single country.
770L
Paul Martin's world.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=18765&scrollTo=articles)
Maclean's (06/11/2001)—Fotheringham, Allan
Profiles Canadian Finance Minister Paul Martin. How he entered politics late in life; His various
business holdings; His views on politics; His thoughts on Canadian Alliance leader Stockwell Day;
How he relaxes; His belief that Quebec will never separate from Canada.
680L
Liberty with a difference.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=18765&scrollTo=articles)
Time (4/13/1992)—Serrill, M.S.
Interviews separatist leader Jacques Parizeau, who estimates that 60 percent to 70 percent of the
French-speaking people of Quebec will vote for sovereignty from Canada in the Oct. 26
referendum. Considers the effects of the failure of the MeechLake accords on Quebec, a new
agreement from Ottawa on Quebec's status, what sovereignty would mean for Quebec,
Washington's attitude, and what if the people vote against sovereignty.
790L
Canada.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=18765&scrollTo=articles)
Junior Scholastic (10/18/2004)—Dunn, Brian
The article presents information about Quebec. The first separatist government in Quebec, the
Parti Québécois (PQ), took power in 1977. They held a referendum in 1980 and again in 1995.
Both times a majority said no. The PQ is now the opposition party. But it vows to hold another
referendum if elected in the next Quebec election in 2008. There is even a separatist party at the
federal level in Ottawa, Canada's capital. It probably will never gain much power because it only
elects members from Quebec.
700L
Uploaded Files
Pros and Cons Quebec.doc
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/18765/772007595_Apr_30_2013_113534478.doc)
Organizer to help students outline a paper that analyzes pros and cons of an argument.
Quebec note-taking guide.docx
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/18765/1421211148_Sep_19_2013_101013358.docx)
Note-taking guide to be used during the teaching task entitled "Should Quebec be an independent
nation?"
Vocabulary Words from my readings.docx
(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/18765/1894912968_Sep_19_2013_110947570.docx)
Vocabulary Log
Keywords
Sovereignty
Anglophones
Nationalism
Francophones
Loyalists
bilingual
province
Quebec Act
Que'be'cois
Referendum- a public vote
Quebec
Independence Movement
secede
Separatists
Links*
The Quebec Act - Video (1090L)
(http://teachertube.com/viewVideo.php?video_id=162746)
Quebec Sovereignty - Wikepedia (1540L)
(http://en.wikipedia.org/wiki/Quebec_sovereignty_movement)
Quebec Referendum - News Article (N/A)
(http://news.nationalpost.com/2012/09/03/pq-election-win-would-mean-cautious-journey-toward-quebec-referendum/)
Quebec - History - Today Article (N/A)
(http://www.frommers.com/destinations/quebeccity/0142020044.html)
The Canadian Press (N/A)
(http://www.huffingtonpost.ca/2012/03/26/quebec-separatism-poll-leger-marketing_n_1380097.html)
Quebec - Sovereignty News Story (N/A)
(http://www.cbc.ca/news/canada/montreal/story/2010/06/21/sovereignty-march.html)
United Streaming - Quebec (N/A)
(http://app.discoveryeducation.com/search?Ntt=quebec)
* These Lexile measures were computed automatically and did not undergo human review. They
are not certified measures and should not be published or recorded in any way.
Other Resources
Primary Source
History of Canada Included in "Pearson My World Studies" Pages 304-309
Georgia CRCT Coach Book
Use lessons 13,14,15
Gallopade 6th Grade Workbook
Use pages 82-84
Pearson My World Studies
Textbook pages 310-311
Section 4: What Results?
Classroom Assessment Rubric
Not Yet
Focus
Reading/Research
Controlling Idea
Attempts to address prompt but lacks focus or is off-task.
Demonstrates weak use of reading material to develop argument.
Establishes a claim and attempts to support an argument but is not convincing; (L2) Attempts to
acknowledge competing arguments.
Development
Reasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is weak or
not relevant.
Organization
Provides an ineffective structure; composition does not address requirements of the prompt.
Conventions
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone
are not appropriate to audience and purpose.
Meets Expectations
Focus
Reading/Research
Addresses the prompt and stays on task; provides a generally convincing response.
Demonstrates generally effective use of reading material to develop an argument.
Controlling Idea
Establishes a credible claim and supports an argument that is logical and generally convincing. (L2)
Acknowledges competing arguments while defending the claim.
Development
Develops reasoning to support claim; provides evidence from text(s) in the form of examples or
explanations relevant to the argument (L3) Makes a relevant connection(s) that supports argument.
Organization
Applies an appropriate text structure to address specific requirements of the prompt.
Conventions
Demonstrates a command of standard English conventions and cohesion; employs language and tone
appropriate to audience and purpose.
Classroom Assessment Task
NA
Exemplar Work
Uploaded Files
Does not meet.docx (Not Yet)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/18765/1608075571_Oct_02_2013_132534153.docx)
approaches meets.docx (Approaches Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/18765/56821268_Oct_02_2013_132556449.docx)
meets.docx (Meets Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/18765/1029909986_Oct_02_2013_132615511.docx)
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