THE LITERACY DESIGN COLLABORATIVE
The Paideia Module:  
Informational or Explanatory 

Active Thinking, Reading, and Writing Through Dialogue

The Power of Language

Laura Billings, National Paideia Center

For information about the National Paideia Center, visit www.paideia.org. 

Information Sheet

Module Title: The Power of Language (Communication is More than Language)

Module Description (overview): 
This Language Arts module is designed for the third quarter and addresses the effects of language structures in non-fiction and poetry.  This module involves critical analysis of genre structure, grammar, and literary devices.

NOTE: This module is designed to teach and assess the Common Core State Standards College and Career Readiness Anchor Standards for “Speaking and Listening” including a formal and rigorous dialogue about concepts and ideas, as well as Common Core “Reading” and “Writing” standards as practiced and assessed around the Paideia Seminar discussion. 	

Template Task (include number, type, level)	Teaching Task	

Task 23 Template (Informational or Explanatory/ Comparison L1): 
[Insert question] After reading _____ (literature or informational texts), write a/an ________(essay, report, or substitute) that compares _____ (content).
	
How does language structure shape meaning?  After reading “Birches,”  “Trees,” ‘Thirteen Ways with Figs” and the Fig Butter Recipe, write an essay that compares the effects of different language structures on meaning.  	

Ideas and Values 	Seminar Text(s)	
Language, nature, structure, reciprocity	“Birches,”  by Robert Frost	

Grade(s)/Level:  Middle Grades		
Discipline: English/ Language Arts
Scope and Sequence: Quarter 3, approximately two to three weeks

Author(s):  Laura Billings	
Contact information: National Paideia Center (www.paideia.org)

Section 1: What Task?
What task sets clear, measurable goals for learning?

 A. Template task (include number, type, level, and prompt): Insert the LDC template task you selected exactly as it is worded.
Task 23- Informational or Explanatory/ Comparison L1 
[Insert question] After reading _______ (literature or informational texts), write a/an ________(essay, report, or substitute) that compares _______ (content). 

B.	Standards: 

1.	The CCR Anchor Standards from the Common Core State Standards Reading and Writing are already identified by the Literacy Design Collaborative for all information or explanatory tasks.  This module includes Speaking and Listening.
Number	CCR 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.	
3	Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.	
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.	
6	Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.	

Common Core State Standards
READING	
“Built In” Reading Standards For Informational or Explanatory Template Tasks	
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.	
2	Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.	
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. 	
6	Assess how point of view or purpose shapes the content and style of a text.	
10	Read and comprehend complex literary and informational texts independently and proficiently.	
“When Appropriate” Additional Reading Standards	
3	Analyze how and why individuals, events, and ideas develop and interact over the course of a text.	
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.	
7	Integrate and evaluate content presented in diverse formats and media, including 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.	
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	
“Built In” Writing Standards For Informational or Explanatory Template Tasks	
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.	
4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	
5	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.	
9	Draw evidence from literary or informational texts to support analysis, reflection, and research.	
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.	
“When Appropriate” Additional Writing Standards	
1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.	
3	Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.	
6	Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.	
7	Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.	
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.	

2.	Content Standards: Insert appropriate content standards as defined by your state/district. 
Number	Content Standard(s)	

		
Content Standards Source: 

3.	Teaching Task: Design your teaching task.  Fill in the blanks with the appropriate items.

1)	Teaching Task Prompt	
Background to share with students: 

This Language Arts module addresses the role of power of language in different forms, including prose and poetry, as well as literary and non-literary forms.  It is intended in part to help you become aware of using language more effectively.

Prompt: 
How does language structure shape meaning?  After reading “Birches,”  “Trees,” “Thirteen Ways with Figs,” and Fig Butter Recipe, write an essay that compares the effects of different language structures on meaning.  

Reading texts: See materials list.

Extension (mandatory in an LDC-Paideia module):

Collect student essays into a bound volume with a copy of the original texts from the student reader: Circulate through the classroom library (and school media center?).

	

Teaching Task Comments (optional space for teacher notes)	

If possible, invite older students to visit your class to share your students’ essays while enjoying the pizza your students prepared from the recipe in the Student Reader.

	

	

Teaching Task Rubric (Informational or Explanatory)
Scoring Elements	Not Yet	Approaches Expectations	Meets Expectations	Advanced	
	1	1.5	2	2.5	3	3.5	4	
Focus	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 well-developed 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.	

Section 2: What Skills?
What skills do students need to succeed on the teaching task?

Each module is required to identify the specific student skills, define them, and cluster them.  The LDC-Paideia prototype below shows one way to do that.  Module builders can use this version, change it, or create a different skill list, different definitions, and different clusters using the chart. 

                                         LDC- Paideia Example Skills List 	

Specific Skills
What skills are essential?	
Student Skills Defined (“Ability to…”)
How do you define/describe those skills?	

Skills Cluster 1: Preparing for the Seminar and the Task	
1.	Bridging Conversation	Ability to recognize the curricular concepts and ideas.
Ability to comprehend factual information related to the concepts, ideas, and seminar text. 

Skills Cluster 2: Reading Process	
1.	Inspectional Reading	Ability to identify structural components of the seminar text. 	
2.	Essential Vocabulary 
(on-going)	Ability to apply strategies for developing an understanding of a text by locating words and phrases that related to key concepts and facts, or information.  	
3.	Analytical Reading and Note-taking	Ability to read purposefully and compare information for relevance; to summarize, paraphrase, and evaluate.  	

Skills Cluster 3: Dialogue Process (Paideia Seminar)	
1.	Pre-seminar Process	Ability to reflect on personal communication habits and select appropriate speaking and listening goals.	
2.	Seminar	Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Socratic seminar.	
3.	Post-seminar Process	Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.	

Skills Cluster 4: Transition to Writing	
1. Transition to writing: Ability to reflect and apply ideas in dialogue.	

Skills Cluster 5: Writing Process		
1.	Initial Essay Notes	Ability to take general notes in organized fashion.	
2.	Planning	Ability to brainstorm an audience and qualities of writing for this informative writing.  	
3.	Development	Ability to construct an initial draft with an emerging line of thought and structure.	
4.	Revision	Ability to read and give feedback.	
5.	 Editing	Ability to edit informational or explanatory draft for grammar and spelling conventions.	

Section 3: What Instruction?
How will teachers teach students to succeed on the teaching task?

LDC – Paideia INSTRUCTIONAL LADDER 1
I

Cluster 1: Preparing for the Seminar and the Task

1.	Bridging Conversation
 Skill:  Ability to recognize the curricular concepts and ideas.
         Ability to comprehend factual information related to the concepts, ideas, and seminar text. 
Essential Question: How does language structure shape meaning?  

Mini-Task Prompt: 
Write a paragraph that answers the question that follows, keeping in mind our Essential Question.  Be sure to give at least one specific reason or example to support your viewpoint.

Would you rather have a recipe or a poem?

Note: The mini-task serves as a pre-test and provides some information to teachers as to students’ understandings and writing skills.  

Product: Short response in the form of a paragraph

Mini-Task Scoring Guide:  No Scoring
Note: Teachers should read student responses to help them gauge students’ understandings and what supports may be needed.

Instructional Activities/Notes: 
•	Introduce students to the key concepts and ideas: structure and meaning.

•	Have students work in pairs to trace tree leaves then take turns giving each other instructions on how to draw another leaf without seeing it.  Reflect as a whole group on the details of a leaf structure.  Develop a class definition of Structure. 
•	Have students work in pairs to read a list of items from Pizza Recipes.  Challenge them to put the instructions in order.  As a pair, write a short explanation of what is included in a recipe, make a summary statement about structure. 
•	Next read two “Trees” poems.  On graphic organizer students take notes about the two recipes and two poems for similarities and differences. 

Suggested Pacing: 20-30 minutes

Preparation:  
•	Clarify the objectives for the Seminar. See pp. 23-24
•	Identify ideas and values.  See pp. 25-26
•	Select text(s) for Seminar.  See pp. 27-31.

Cluster 2: Reading Process			

1.	 Inspectional Reading
Skill:  Ability to identify structural components of the seminar text. 

Mini-Task Prompt:  Label the parts of the text by numbering the lines of the poem and circling important words.  (See Resources for selections. A text may be print or visual.)

Product: Structural notations on text

Mini-Task scoring guide: 
Meets Expectations:  Structural features of the text are visible and clear. 

Instructional Strategies/Notes:
•	Distribute the text and supplementary materials as needed.  Having determined a simple, but logical system for marking structural features, simply guide students to replicate the process. 
•	Ideally all students have a copy of the text that they can mark on, otherwise direct markings to be made on sticky notes or in another form. 
Use appropriate strategies so that all students read and understand text’s key ideas.

Suggested Pacing: 5 minutes

Preparation:  
•	Select text(s) for Seminar.  See pp. 27-31.
•	Select other supplementary readings, particularly if additional factual or contextual information is necessary, to accelerate select students as need be.

2.	Essential Vocabulary (on-going)
Skill:  Ability to apply strategies for developing an understanding of a text by locating words and phrases that related to key concepts and facts, or information.  

Mini-Task Prompt: As we read the poem together, mark words that would be unfamiliar to a student one grade below you.  Discuss words with students and offer short, simple definitions/synonyms for them to place next to the words in question on the text.

Product:  Vocabulary list
Note: Post the definitions and synonyms of difficult words.

Instructional Strategies/Notes:  Use contextual clues to identify personally relevant vocabulary.  Other common approaches to illuminate vocabulary are appropriate as well.

Suggested Pacing:  15 minutes

3.	Analytical Reading and Note Taking
Skill:  Ability to read purposefully and compare information for relevance; to summarize, paraphrase, and evaluate.  

Mini-Task Prompt:  What three phrases, sentences, or images in this text remind you of something else we have studied?

The students are instructed on their reading focus.  They are to mark the text as it is read for any reactions to the lines, the order of the words, the impact of the phrases and sentences.

Read poem aloud for second time.  Have students discuss with partner how to divide it into sections.

Product:  Graphic organizer with textual notes and connections to other works.

Mini-Task scoring guide: 
Meets expectations: students exhibit fully marked texts.

Instructional Strategies/Notes:  Having completed the Inspectional Read, students should be challenged to read the text in a developmentally appropriate fashion. After reading the text (or chunks depending on length) students should either independently or in pairs, complete the reflection required in the graphic organizer.   Teacher coaching and support should be available; therefore most reading should be conducted in class.

After this reading, teachers should introduce the great ideas that will be the focus of the seminar discussion.

Suggested Pacing:  1-2 days depending on the class periods. 

Preparation: 
See How to Read a Book for secondary literacy strategies.
Teachers should also be prepared to provide supplementary texts that address the same concepts and ideas to accelerate students understanding as need be. 

Cluster 3: Dialogue Process (Paideia Seminar)

1.	Pre-Seminar Process 
Skill:  Ability to reflect on personal communication habits and select appropriate speaking and listening goals.

Mini-Task Prompt: Based on a selected list of Speaking and Listening behaviors, note in writing a goal for your personal participation in the upcoming dialogue. (See Speaking and Listening Rubric and sample “Seminar Process Assessment” form in Appendices.)

Product: Seminar Process Assessment form or some written personal goal completed prior to seminar

Mini-Task scoring guide: 
	Chooses appropriate individual process goal based on past seminar performance

Instructional Strategies/Notes:
Teacher should identify a collection of appropriate speaking and listening goals for the group.  Students select what they will work on individually and note it in writing.  The group participation goal is discussed and posted where all can see.

Suggested Pacing: 15-20 minutes

Professional Development/ Preparation:
Teachers should be familiar with the Process step of Paideia Seminar including: definition and purpose for having the dialogue, role and responsibility of facilitator and participants, steps to guide personal and group process goals. 

2.	Seminar
Skill:  Ability to think critically and collaboratively in a group about concepts and ideas of Robert Frost’s “Birches” through a structured Paideia seminar.

Instructional Strategies/Notes:
Arrange seating so that all students can see each others’ faces, teacher sits at same level with students.

Teacher poses (at an appropriate pace for critical collaborative thinking) opening, core, and closing questions thoughtfully crafted to support students in talking confidently in a large group and delving into analysis of textual concepts and ideas.
“Birches”
Robert Frost
Opening Question
What line or phrase in this poem is most significant?
Why?

Core Questions

How does Frost seem to consider truth vs imagination (l. 21)?

What seems to be the poet’s message in lines 48-60?	

Frost once said a poem should begin with “delight” and end with “wisdom.”  Does the structure of this poem do those two things?  How?  

What techniques/devices does Frost use to reach this wisdom?  This truth?

Now take a look at the Fig Butter Recipe and read to yourself.  What is the difference between the structure of this recipe and the poem?

How do the two different language structures convey their meaning?

Closing or Extending Question

How do you determine what things mean in your life?  How do written messages get their meaning?

Suggested Pacing:  30-60 minutes depending on the age, size, and experience of group.

Professional Development/ Preparation: 
•	Select text(s) for Seminar and craft seminar questions for Cluster 2.  See pp. 27-31. Teaching Thinking Through Dialogue
•	Create open-ended questions for Seminar.  See pp. 32-40.

3.	Post-Seminar Process
Skill:  Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

Mini-Task Prompt: Reflecting back on personal participation goal (see Appendices, p. 17), students fill out form or write a short narrative assessing their own seminar performance in detail.

Product: Process form completed in detail prior to next stage in the cycle

Mini-Task scoring guide: 
	Answer task by filing in form completely
	Writes in detail about seminar participation

Instructional Strategies/Notes:
May have a few representative students share their goal for speaking and listening and their performance.  Likewise, teachers may ask the entire group to reflect on the entire dialogue process, i.e. the group effort.   In whatever format is preferred, both individual and group reflections should be archived for reference at the beginning of the next Seminar. 

Suggested Pacing: One Class Period

Cluster 4: Transition to Writing
Skill: Ability to reflect and apply ideas in dialogue.

Mini-Task Prompt: What has been discussed that related to your original thinking about a recipe and a poem?

Product: Reflective notes

Mini-Task scoring guide:
Meets Expectations:   Student completes set of working notes.

Instructional Strategies/Notes:
Have students write reflective notes about the seminar discussion: capturing ideas from the discussion, adding to pre-seminar content writing, and organizing reflections.
Use something like the sample “Reflection Questions” (Appendices) to connect the concepts and ideas from the Seminar and the writing task.
May have additional reading selections to support students with continued conceptual understanding (see Student Reader for possible texts). 

Suggested Pacing: 15-20 minutes

Cluster 5: Writing Process
1.	Initial Essay Notes

Skill:  Ability to take general notes in organized fashion.

Mini-Task Prompt: With your copies of “Birches” and the Pizza Recipe in hand, work with a partner to take notes on how the structure of each influences how we respond as readers.  Explain how the structure of words influences meaning.

Product: Initial notes for essay on graphic organizer (see below)

Mini-Task scoring guide: 
Meets Expectations:  Completed graphic organizer

Instructional Strategies/Notes:  
Give students a general outline for their essay with two columns: Birches (poem) and Pizza Recipe. 
Include a section for specific examples.  The final section should include a note about advice to others. 

Suggested Pacing: One Class Period

2.	Planning
Skill:  Ability to brainstorm an audience and qualities of writing for this informative writing.  

Mini-Task Prompt: Working together as a whole class, let’s define our audience and then develop a list of strong characteristics for this particular type of writing.

Product: Notes on audience and essay type

Mini-Task scoring guide: 
Meets Expectations:  Written notes on audience and positive characteristics.

Suggested Pacing: 20 minutes

3.	Development
Skill:  Ability to construct an initial draft with an emerging line of thought and structure. 

Mini-Task Prompt:  How are poems and recipes different and similar?  How do these two language structures convey different meanings? 

Product: First draft of essay.

Mini-Task scoring guide: Not Scored

Instructional Strategies/Notes: Provide time for students to write the first draft of their essay.  Be sure all notes, graphic organizer, and texts are at hand.

Suggested Pacing: One Class Period

4.	Revision
Skill: Ability to read and give feedback.  

Mini-Task Prompt: What about your partner’s essay stands out to you?  What part isn’t yet clear to you? Revise your first draft after considering your partner’s or others responses.

Product: Revised first draft

Mini-Task scoring guide: 
Meets Expectations:  Complete second draft of multi-paragraph informational or explanatory essay

Suggested Pacing: One Class Period

5.	Editing
Skill: Ability to edit informational or explanatory draft for grammar and spelling conventions.

Mini-Task Prompt: 
Teaching Point—Punctuation has purpose.  

Complete a punctuation inquiry to identify the reasons authors use punctuation in their writing.  

Use “Circus Dad” to study the author’s choice of punctuation.  Create a chart:

Symbol	/	Name 	/	Purpose (Why its there/What it does)

Look at your own draft and review your use of punctuation.  Does it serve a purpose?  Does it do it well?  Make changes as needed.

Use teacher’s text to find subjects and predicates that agree and don’t agree.  Discuss changes that should be made. In pairs, look at your drafts and analyze your subjects and predicates.  Make changes as needed.

Write a final draft of your narrative.  Keep in mind that readability is key.  Your final work should be neat, double-checked, and clean.

Present the writing to a wider audience and receive responses to the work.

Product: Final draft

Mini-Task scoring guide: 
Meets Expectations:  A complete final draft ready to be scored.

Instructional Strategies/Notes:  
Students turn in finished compositions for scoring and feedback.  Teachers use LDC Rubric for Informational/Explanatory Essay (see p. 4) to score student writing.

Suggested Pacing: One to two class periods

Extension: 

Invite students to survey other selections in Student Reader before and after the Seminar Dialogue. 

Have students bring in family recipes and favorite songs to analyze structure and meaning.  Repeat process with sample email and text messages. 

Create “writing publication manual” for students one grade younger. 

Materials, References, and Supports

For Teachers	For Students	

Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.

Davis, Judy and Sharon Hill. (2003). The No-Nonsense Guide to Teaching Writing: Strategies, Structures, and Solutions. Portsmouth, NH: Heinemann.

Student Reader: see appendices.

National Paideia Center (2010). Teaching Thinking Through Dialogue. 2nd Edition.

Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy. New York: Eye on Education.

“Trees” by Joyce Kilmer

“Trees” by W. S.  Merwin

“Birches” by Robert Frost

Pizza Recipe

“Perhaps the World Ends Here” by Joy Harjo

“You, Whoever you Are” by Walt Whitman

“Little Things” by Julia A. Carney

“Thirteen Ways with Figs” by Michelle McGrane

Fig Butter Recipe

Crockpot Fig Butter Recipe

Merchant, Natalie. “Bleezer’s Ice-Cream.”  Selections from the Album Leave Your Sleep. 2010. MP3.

Section 4: What Results?
How good is good enough?

A.	Student work samples:  Include examples of student work to represent each performance level on the teaching task.

B.	Other scoring supports: To be determined as scoring work progresses.

Note the possibility of using the “Speaking and Listening Rubric” included in the appendix to help students reflect on their evolving speaking and listening skills.

C.	Classroom assessment task (optional):

Background:

Prompt:

Informational or Explanatory Classroom Assessment Rubric
LDC Informational/Explanatory Classroom Assessment 
MEETS EXPECTATIONS	
Focus	Addresses prompt with a focused response.	
Reading/Research	Presents and applies relevant information with general accuracy.	
Controlling Idea	Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of sources.	
Development	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.	
Organization	Applies a generally effective 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. 	
NOT YET	
Focus	Attempts to address prompt but lacks focus or is off-task.	
Reading/Research	Attempts to present information relevant to prompt. 	
Controlling Idea	Controlling idea is weak and does not establish a purpose and/or address a research question.	
Development	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.	
Organization	Applies 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 inappropriate to audience and purpose. 	

Teacher Work Section
What now, what next?

A.	Teacher thoughts. Provide thoughts and ideas after teaching the module to different students in different classes.

Note: use the Seminar Reflection Guide (see appendices) during the seminar planning process and after the dialogue to self-assess your planning and facilitation.  This assessment tool will help you improve the seminar planning and facilitation process from one module to the next.

B.	Possible variations.  Add ideas for spin-offs or extensions to the module.

Although this module is built around one Paideia Seminar (on Robert Frost’s “Birches,” you can supplement the practice of speaking and listening skills by adding a second seminar on one or more of the poems in the student reader.

Student Reader

Each LDC-Paideia module includes a selection of short texts on the same Essential Question of the individual’s relationship to society.  These texts are used to provide students with ongoing reading practice during the implementation of the module.
In addition to the Seminar text, the LDC-Paideia module includes a collection of supplementary reading selections to support students understanding of the background and context of the feature text. 

Trees
I think that I shall never see
A poem lovely as a tree 
A tree whose hungry mouth is prest
Against the earth's sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in Summer wear
A nest of Robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.

Joyce Kilmer

Trees 

I am looking at trees
they may be one of the things I will miss
most from the earth
though many of the ones I have seen
already I cannot remember
and though I seldom embrace the ones I see
and have never been able to speak
with one
I listen to them tenderly
their names have never touched them
they have stood round my sleep
and when it was forbidden to climb them
they have carried me in their branches

W. S. Merwin

Birches

When I see birches bend to left and right
Across the lines of straighter darker trees,
I like to think some boy’s been swinging them.
But swinging doesn’t bend them down to stay.
Ice-storms do that.  Often you must have seen them	
Loaded with ice a sunny winter morning
After a rain.  They click upon themselves
As the breeze rises, and turn many-colored
As the stir cracks and crazes their enamel.
Soon the sun’s warmth makes them shed crystal shells		
Shattering and avalanching on the snow-crust—
Such heaps of broken glass to sweep away
You’d think the inner dome of heaven had fallen.
They are dragged to the withered bracken by the load,
And they seem not to break; though once they are bowed		
So low for long, they never right themselves:
You may see their trunks arching in the woods
Years afterwards, trailing their leaves on the ground
Like girls on hands and knees that throw their hair
Before them over their heads to dry in the sun.			
But I was going to say when Truth broke in
With all her matter-of-fact about the ice-storm
(Now am I free to be poetical?)
I should prefer to have some boy bend them 
As he went out and in to fetch the cows—				
Some boy too far from town to learn baseball,		
Whose only play was what he found himself, 
Summer or winter, and could play alone.
One by one he subdued his father’s trees
By riding them down over and over again				
Until he took the stiffness out of them, 			
And not one but hung limp, not one was left
For him to conquer.  He learned all there was
To learn about not launching out too soon
And so not carrying the tree away					
Clear to the ground.  He always kept his poise		
To the top branches, climbing carefully
With the same pains you use to fill a cup
Up to the brim, and even above the brim.
Then he flung outward, feet first, with a swish, 			
Kicking his way down through the air to the ground.		
So was I once myself a swinger of birches.
And so I dream of going back to be.
It’s when I’m weary of considerations,
And life is too much like a pathless wood				
Where your face burns and tickles with the cobwebs	
Broken across it, and one eye is weeping
From a twig’s having lashed across it open.
I’d like to get away from earth awhile
And then come back to it and begin over. 				
May no fate willfully misunderstand me			
And half grant what I wish and snatch me away
Not to return.  Earth’s the right place for love:
I don’t know where it’s likely to go better.
I’d like to go by climbing a birch tree, 				
And climb black branches up a snow-white trunk		
Toward heaven, till the tree could bear no more,
 But dipped its top and set me down again.
That would be good both going and coming back.
One could do worse than be a swinger of birches.			

Robert Frost

Homemade Pizza
Posted by Elise on Jan 8, 2007
Filed under All Seasons, Bakery, Main Course

What to do when your 8-year old nephew comes to visit? Make pizza, of course! Well, not of course, actually. I didn't think of it until we exhausted Sorry, Monopoly, and gin rummy. But it did turn out to be a brilliant idea as dad had just received a baking stone for Christmas, and my nephew Austin loves pizza. I told him if he helped me make it and didn't make too many faces I would put him on my website and he would be famous. That seemed to get his attention. He thought the dough was "slimy and gross" but he loved picking his own toppings, and the finished product was "awesome".
The following method I patched together from recipes in both Joy of Cooking and Cook's Illustrated's The Best Recipe. I made two batches of dough, four pizzas in all, with varied toppings. Next time I'll be a bit more patient with stretching out the dough so I can get it even thinner. Look to the end of this post for some excellent links about pizza from other food bloggers.

Homemade Pizza Recipe
•	Prep time: 2 hours
•	Cook time: 30 minutes
Ingredients
Pizza Dough: Makes enough dough for two 10-12 inch pizzas
•	1 1/2 cups warm water (105°F-115°F)
•	1 package (2 1/4 teaspoons) of active dry yeast (check the expiration date on the package)
•	3 1/2 cups bread flour (can use all-purpose but bread flour will give you a crisper crust)
•	2 Tbsp olive oil
•	2 teaspoons salt
•	1 teaspoon sugar
Pizza Ingredients
•	Olive oil
•	Cornmeal (to slide the pizza onto the pizza stone)
•	Tomato sauce (purée)
•	Mozzarella or Parmesan cheese, shredded
•	Feta cheese
•	Mushrooms, thinly sliced
•	Bell peppers, stems and seeds removed, thinly sliced
•	Italian sausage, cooked ahead
•	Chopped fresh basil
•	Pesto
•	Pepperoni, thinly sliced
•	Onions, thinly sliced
•	Sliced ham
Special equipment needed
•	A pizza stone, highly recommended if you want your pizza dough to be crusty
•	A pizza peel or a flat baking sheet
•	A pizza wheel for cutting the pizza, not required, but easier to deal with than a knife
Method
Making the Pizza Dough
1 In the large bowl of a heavy duty electric mixer (such as a Kitchen Aid), add the warm water. Sprinkle on the yeast and let sit for 5 minutes until the yeast is dissolved. Stir to dissolve completely if needed at the end of 5 minutes.

2 Attach a mixing paddle to the mixer. Mix in the olive oil, flour, salt and sugar on low speed for about a minute. Remove the mixing paddle and replace with a dough hook. Knead using the mixer and dough hook, on low to medium speed, until the dough is smooth and elastic, about 10 minutes. If you don't have a mixer, you can mix and knead by hand. If the dough seems a little too wet, sprinkle on a bit more flour.

3 Place ball of dough in a bowl that has been coated lightly with olive oil. Turn the dough around in the bowl so that it gets coated with the oil. Cover with plastic wrap. Let sit in a warm place (75-85°F) until it doubles in size, about 1 to 1 1/2 hours (or several hours longer, a longer rise will improve the flavor). If you don't have a warm spot in the house you can heat the oven to 150 degrees, and then turn off the oven. Let the oven cool till it is just a little warm, then place the bowl of dough in this warmed oven to rise. 
At this point, if you want to make ahead, you can freeze the dough in an airtight container for up to two weeks.
Preparing the Pizzas
1 Place a pizza stone on a rack in the lower third of your oven. Preheat the oven to 450°F for at least 30 minutes, preferably an hour.
2 Remove the plastic cover from the dough and punch the dough down so it deflates a bit. Divide the dough in half. Form two round balls of dough. Place each in its own bowl, cover with plastic and let sit for 10 minutes.
3 Prepare your desired toppings. Note that you are not going to want to load up each pizza with a lot of toppings as the crust will end up not crisp that way. About a third a cup each of tomato sauce and cheese would be sufficient for one pizza. One to two mushrooms thinly sliced will cover a pizza.

4 Working one ball of dough at a time, take one ball of dough and flatten it with your hands on a slightly floured work surface. Starting at the center and working outwards, use your fingertips to press the dough to 1/2-inch thick. Turn and stretch the dough until it will not stretch further. Let the dough relax 5 minutes and then continue to stretch it until it reaches the desired diameter - 10 to 12 inches. Use your palm to flatten the edge of the dough where it is thicker. You can pinch the very edges if you want to form a lip.

5 Brush the top of the dough with olive oil (to prevent it from getting soggy from the toppings). Use your finger tips to press down and make dents along the surface of the dough to prevent bubbling. Let rest another 5 minutes. 
Repeat with the second ball of dough.

6 Lightly sprinkle your pizza peel (or flat baking sheet) with corn meal. Transfer one prepared flattened dough to the pizza peel. If the dough has lost its shape in the transfer, lightly shape it to the desired dimensions.

7 Spoon on the tomato sauce, sprinkle with cheese, and place your desired toppings on the pizza.

8 Sprinkle some cornmeal on the baking stone in the oven (watch your hands, the oven is hot!). Gently shake the peel to see if the dough will easily slide, if not, gently lift up the edges of the pizza and add a bit more cornmeal. Slide the pizza off of the peel and on to the baking stone in the oven. Bake pizza one at a time until the crust is browned and the cheese is golden, about 10-15 minutes. If you want, toward the end of the cooking time you can sprinkle on a little more cheese.
Yield: Makes 2 10-12-inch pizzas.

Perhaps the World Ends Here
by Joy Harjo
The world begins at a kitchen table. No matter what, 
we must eat to live.
The gifts of earth are brought and prepared, set on the 
table so it has been since creation, and it will go on.
We chase chickens or dogs away from it. Babies teethe 
at the corners. They scrape their knees under it.
It is here that children are given instructions on what 
it means to be human. We make men at it, 
we make women.
At this table we gossip, recall enemies and the ghosts 
of lovers.
Our dreams drink coffee with us as they put their arms 
around our children. They laugh with us at our poor 
falling-down selves and as we put ourselves back 
together once again at the table.
This table has been a house in the rain, an umbrella 
in the sun.
Wars have begun and ended at this table. It is a place 
to hide in the shadow of terror. A place to celebrate 
the terrible victory.
We have given birth on this table, and have prepared 
our parents for burial here.
At this table we sing with joy, with sorrow.
We pray of suffering and remorse. 
We give thanks.
Perhaps the world will end at the kitchen table,
while we are laughing and crying, 
eating of the last sweet bite. 

You, Whoever You Are 
You, whoever you are!...
All you continentals of Asia, Africa, Europe, Australia, indifferent of place!
All you on the numberless islands of the archipelagoes of the sea!
All you of centuries hence when you listen to me!
All you each and everywhere whom I specify not, but include just the same!
Health to you! good will to you all, from me and America sent!
Each of us is inevitable,
Each of us is limitless—each of us with his or her right upon the earth,
Each of us allow'd the eternal purports of the earth,
Each of us here as divinely as any is here.
Walt Whitman
Little Things
by Julia A. Carney
Little drops of water,
    Little grains of sand,
Make the mighty ocean
    And the pleasant land.

Little deeds of kindness,
    Little words of love,
Make our earth an Eden,
    Like the heaven above. 

Thirteen Ways with Figs			Michelle McGrane
  
1.
   
Silence the village gossip with nutty figs
rolled in crushed peppercorns.
Layer the fiery fruit in a jar between bay leaves.
Store in a dark place for three days.
Leave your offering on her doorstep.
   
2.
   
Sweeten your mother-in-law,
a small, crepey woman in a black dress
smelling of mothballs,
with stuffed quails roasted in thick balsamic sauce,
followed by ricotta-rose cheesecake and marzipan-filled figs.
Spill velvet-pink petals over her plate.
   
3.
   
Soothe inflamed ulcers and lesions
with a steamed fig, slippery elm, flaxseed poultice.
Wrap around the weeping skin in a muslin cloth.
   
4.
   
Pick a ribbed fig from the tree at twilight.
Split the dark cocoon in two.
Rub the wart with amber pulp and seeds.
Tie the halves together again.
Bury them in the flinty earth
under the waning moon.
   
5.
   
Cure fatigue, insomnia or nightmares
by boiling milk poured in a pail
with sun-baked figs and turmeric.
Add lavender honey to taste. Drink slowly.
   
6.
   
Bind three white Cilento figs
with a crimson ribbon for dreams of love.
Place the fruit under your pillow.
In the morning,
loop the ribbon around your waist.
If your heart is in your mouth,
sear it, eat it with figs.
   
7.
   
Beguile your partner with fig-leaf absolute
dabbed along the curve of your neck.
Wear almond blossoms in your hair.
Dance on a terrace with a view of the harbour,
to the flashing grin of an accordionist
who smells of sulphur and plays like the devil.
Clap your hands. This is no time to tiptoe.
   
8.
   
On a balmy midsummer evening, wrap up your al fresco meal
at the warped wooden table under the plane tree
with blistered grilled figs, spoonfuls of soft mascarpone
drizzled with orange blossom and rose water.
Smell the mimosa.
Don’t wipe the sugary smudge from your chin.
Carry the sated silence to bed.
   
9.
  
Arouse your lover with plump, purple figs in a cool bowl of water.
Break the thin, moist skin with your fingers.
Close your eyes. Listen to your breathing.
  
10.
   
On a windy day welcome your new neighbours across the pasture.
Make them feel at home with capocollo,
a sausage of figs, almonds, pistachios and cinnamon.
Fold in leaves
left in a basket on the porch. Follow the dung
trail home, a wasp
hovering at your shoulder.
   
11.
   
In autumn, line your pantry shelves with jars of fig jam
scented with cardamom pods. Seal in the sunshine
with smooth wax discs and screw-top lids.
   
12.
   
Feed a hungry family
with slow-cooked pork loin and Adriatic fig stuffing.
Serve with golden polenta. Garnish with watercress.
Open bottles of the full bodied local wine.
Taste the olive-wood smoke,
the measure of November’s indulgences.
   
13.
   
When the sky pops and hisses with stars,
celebrate the year’s trailing tail.
Prepare fig fillets stuffed with amaretti biscotti
and smoky chocolate slivers.
Serve with steaming espressos before midnight.
Va bene.

Fig Butter
  
Recipe Time
Prep Time: 5 Minutes 
Ingredients
•	1/2 cup butter, softened 
•	1/4 cup fig preserves 
Preparation
•	1. Stir together butter and preserves until blended. Serve immediately, or cover and chill until ready to serve. Store in an airtight container in refrigerator up to 1 week.
Helen H. Maurer, Christmas, Florida, Southern Living 
DECEMBER 2008 

Crockpot Fig Butter
6 cups figs with stems removed
3 / 4 cup sweet white wine
3 /4 cup honey
1 / 2  T lemon juice
2 t vanilla
1 t cinnamon
Add everything to a 2 quart crockpot and cook on high for 2 hours.  Using a large spoon or potato masher, mash figs until all whole figs are broken down.
Crack the lid to let the steam escape and turn crockpot down to low and continue to cook for 6 – 8 hours.
Fill hot jars with butter and hot water bath them for 10 minutes.

Natalie Merchant’s “Bleezer’s Ice-Cream”
http://www.bing.com/videos/search?q=natalie+merchant+ice+cream+song&view=detail&mid=673327C95D2F1F343826673327C95D2F1F343826&first=0&FORM=LKVR

Appendices

LDC/Paideia Speaking and Listening Rubric
Demands and Qualities	Not Yet	
Attention 

Engagement

Articulation

Explanation 

Expansion

Connection
	•	Does not look at the person speaking
•	Occasionally turns and talks to person sitting near by while another person is speaking
 
•	Does not take notes related to the ideas being discussed

•	Makes barely audible statements

•	Makes simple, somewhat unrelated or repetitive points/ statements 

•	Draws conclusions based on a single perspective

•	Does not ask questions
•	Does not refer to what else has been said 	
Demands and Qualities	Meets Expectation	
Attention 

Engagement

Articulation 

Explanation 

Expansion 

Connection	•	Looks at the person speaking during most of the discussion 
•	Rarely talks while another is speaking

•	Occasionally takes notes related to the ideas being discussed
•	Gives way to another as a way of sharing the talk time 

•	Makes clear and accurate statements; generally speaks at appropriate pace, volume; uses relevant vocabulary and grammar 

•	Provides points/ statements about the discussion topic noting details related to sequence, category, purpose, or point of view.
•	Refers to the text or another relevant source 

•	Considers another point of view and acknowledges personal bias

•	Asks authentic questions
•	Paraphrases what else has been said	
Demands and Qualities	Advanced	
Attention 

Engagement

Articulation 

Explanation 

Expansion 

Connection	•	Looks at the person speaking during the discussion 
•	Does not talk while another is speaking

•	Consistently takes notes related to the ideas being discussed
•	Gives way to another as a way of sharing the talk time 

•	Makes clear and accurate statements; consistently speaks at appropriate pace, volume; uses relevant vocabulary and grammar 

•	Provides insight related to fallacies within the text; Tests assumptions and explores inferences
•	Refers to the text or another relevant source
•	Illuminates relevance; Notes positive/negative implications
•	Acknowledges difference in own perspectives—before and now

•	Adds to previous statement by offering a more global/ holistic interpretation 
•	Refers to another facet of an idea or another’s comment
•	Considers multiple points of view and acknowledges personal bias
•	Asks authentic, thought-provoking, open-ended questions	

Seminar Process Assessment

Name: _________________________________________________________
Date: _________________________________________________________
Seminar Title: _________________________________________________
Ideas/Values: _________________________________________________

My goal for today’s seminar is to (check one):

___ Give way to another in order to share talk time

___Refer to the text in detail

___Consider multiple points of view

___Speak out of uncertainty

On a scale of one to five (one being not so good and five being excellent), I would rate myself as a _____ in relationship to my seminar goal because…

Reflection Questions

What did I think about this subject prior to the seminar?

How did the seminar change my thinking about this subject?

What was the most important thing I learned about my classmates during the seminar?

What was the most important thing I learned about myself during this seminar?

Seminar Reflection Guide

Teacher Name:	Date:
Subject:	Grade level:
Text: (title, genre)
Teacher Facilitation goal selected:
Student Participation goal selected:

Part 1
I have led ______ (approximate number) of seminars this year with this class.
Were there any special circumstances that should be considered while reflecting on this seminar?

How did this seminar text address the curriculum?

What did you do to prepare the students for this seminar?

What follow-up activities were planned for the students?

How did you determine student understanding of the ideas and values?

Reflecting on your growth as a facilitator, choose a goal for the next seminar.

Additional Comments 

Part 2
For each of the following items please circle 1, 2, 3, or 4 as appropriate. 
 1=unquestionably, 2=probably, 3=possibly, 4=definitely not

Pre-Seminar Activities

1.  The text chosen was appropriate for a seminar and the ability of the students.
1	2	3	4

2.  The room was arranged so that participants could easily make eye contact with one another.
1	2	3	4

3.  A process goal was selected before the seminar began.
1	2	3	4

4.  The teacher had clearly stated expectations for behavior as evidenced by the students’ actions.
1	2	3	4

5.  Students had adequate preparation for the discussion as evidenced by the quality of comments.
1	2	3	4

Teacher as Facilitator
1.  The teacher was seated on the same level with the students.
1	2	3	4

2.  The teacher took notes/mapped the discussion.
1	2	3	4

3.  The teacher was knowledgeable about the text being discussed and could locate references to aid students in supporting the point being made.
1	2	3	4

4.  The teacher refrained from giving his or her own opinion during the seminar.
1	2	3	4

5.  The teacher helped make connections between ideas. 
1	2	3	4

6.  The teacher encouraged student interaction (provided opportunities for shy students, was aware of eye contact).
1	2	3	4

7.  The teacher clarified when students misunderstood or factual errors were made by further questioning or probing if not corrected by other students.
1	2	3	4

8.  The teacher occasionally paraphrased students’ remarks when necessary for clarification.
1	2	3	4

9.  The teacher stopped misbehavior quickly and effectively.
1	2	3	4

10. The teacher accepted and encouraged divergent views and opinions.
1	2	3	4

11.  The teacher included the whole group in discussion and did not focus on a select few.
1	2	3	4

12.  The teacher refrained from summarizing the discussion (telling students what they learned at the end of the seminar).
1	2	3	4

Questioning Strategies
1.  The teacher questioned students, not telling or teaching factual knowledge about the text.
1	2	3	4

2. The opening question was broad and each participant was given an opportunity to respond (this does not mean every seminar must begin with the round robin technique).
1	2	3	4

3.  The questions posed did not lead students to a preconceived “right” answer.
1	2	3	4

4.  The teacher allowed sufficient wait-time for students to think before allowing responses or asking another question.
1	2	3	4

5.  The teacher was a good listener and framed follow-up questions from student comments.
1	2	3	4

6.  The teacher made smooth transitions between questions asked (not “my next question is”).
1	2	3	4

7.  The teacher asked questions that generated higher order thinking (analysis, synthesis, evaluation).
1	2	3	4

8.  The teacher asked closing questions that encouraged students to explore the personal relevance of text.
1	2	3	4

Student Participation
1. Students had a copy of the text being discussed in front of them or where all could refer to it.
1	2	3	4

2.  Students observed the rules of behavior for seminar participation.
1	2	3	4

3.  Students talked more than the teacher.
1	2	3	4

4.  Students did not require permission from the teacher or other students to speak during the seminar.
1	2	3	4

5.  Students directed comments to each other rather than the teacher.
1	2	3	4

6.  Students showed respect for others’ views and opinions by listening and not criticizing others.
1	2	3	4

7. Students supported their statements with references to the text.
1	2	3	4

8.  Students used each others’ names when agreeing or disagreeing with one another.
1	2	3	4

9.  Students asked meaningful questions during the seminar.
1	2	3	4

10.   Students were comfortable sharing opinions based on text evidenced by a conversation-like atmosphere.

Post-seminar activities
1. The process goal was re-examined and suggestions were made for the next seminar.
1	2	3	4

2.  The map or reflections were shared with the students.
1	2	3	4

3.  Students were given the opportunity to further reflect and articulate their thoughts.
1	2	3	4

LDC Task/Module Scoring Guide
Information
Module/Task Title	Power of Language (Communication Is More Than Language)
	
Author (s)	Laura Billings
	
District/Organization	National Paideia Center
	
School	
Middle School 	
Date Evaluated	12/17/2012	
Evaluator(s)	LDC	
Evaluator Summative Comments	
This Language Arts module is designed for the third quarter and addresses the effects of language structures in non-fiction and poetry.  This module involves critical analysis of genre structure, grammar, and literary devices, practices which are key to the Common Core State Standards for Reading, Writing, Language, and Speaking and Listening. The module includes a formal and rigorous dialogue about concepts and ideas in the Paideia Seminar discussion. The module has customized the skills ladder and instructional plan to align closely with the task. As a result, the module is coherent and all components are tightly aligned to the ELA standards. The task and instruction have a clear purpose and precise elements overall.  The task addresses content central to the study of literature and engages students in applying higher order, complex thinking skills specific to the discipline. The texts are appropriate and relevant to the task and create academic contexts for engaging in reading and writing skills which are supported by speaking and listening skills and practices.  

	

LDC Teaching Task Scoring Guide 
Category	Work in Progress	Good to Go	Exemplar	
Task Clarity & Coherence	•	Template type (writing mode) may be mis-matched to the intended purpose of the prompt (e.g., use of an Argumentation template when an Explanatory template would be a better fit; selecting a "definition" template when a "description" template would be appropriate)
•	Question/prompt may be posed in a way that biases students toward a particular response.
•	Question/prompt may be answerable without the use of text or instructional scaffolding (through Module), i.e., texts and instruction are dispensable.
  	•	Template task is filled in correctly (in the correct mode-Argumentation, Explanatory, Narrative) without modification and task is worded clearly.
•	Prompt wording follows through on answering the essential question (if posed)  and is aligned with content, texts, and student product (a "good fit").
•	Question and prompt are unbiased and leave room for diverse responses.
•	Task is text dependent (hardwires the use of evidence of text in response).
•	Background creates a frame for teaching task. 	("Good to Go" characteristics and...)
•	Teaching task is worded precisely to provide a clear purpose for writing and unambiguous directions to students.
•	Prompt, texts, content, and student product are tightly aligned (are close to a "perfect fit").
Note: The task is appropriately balanced between demands and texts.	
Content	•	May have a weak connection to or skim the surface of content central to the discipline
•	May address content/topic from a framework that is not relevant to the discipline (e.g., for a history task, focusing on a moral issue rather than an historical question.)
•	May oversimplify a topic, or may not require students to engage in analytic reading and thinking skills central to the discipline. 	•	Addresses substantive content central to the discipline, requires students to build strong content knowledge.
•	Engages students in a range of analytic reading and thinking skills, e.g., analysis, comparison, synthesis, evaluation, cause-effect, problem-solution.	("Good to Go" characteristics and...)
•	Addresses "big ideas" or enduring understandings central to the discipline.
•	Engages students in complex, higher order thinking skills specific to the discipline.
•	Task pattern has broad applicability for addressing particular CCSS.
NOTE: The task is closely aligned to Reading standards, particularly RL1&5.	
Text/s	•	May be loosely aligned or misaligned to the purpose of the task, e.g., use of literary fiction for a  research task.
•	May not provide textual evidence for supporting a counterclaim or alternate view (especially for Argumentation tasks).
•	May allow for student selection of texts when assigning one common foundational text on a difficult/esoteric topic (e.g., existentialism) would be helpful for supporting literacy through instructional scaffolding.
•	May be overly difficult/demanding OR may be too easy (not requiring the use of literacy strategies) for the range of student ability. 	•	Is (are) intellectually challenging but accessible to all students.
•	Require students to apply literacy skills to comprehend and analyze content.
•	Are useful for providing content and evidence to be used in addressing the task.
•	Do not bias students toward a particular response (support competing views).	("Good to Go" characteristics and...)
•	Are engaging, tightly relevant (indispensable), and authentic.
•	Are tightly aligned to the task purpose
•	Represent central modes of discourse in the discipline.
•	Are carefully selected/excerpted/ modified to provide appropriate text complexity (using either quantitative or qualitative measures) for the range of student reading ability.
Note: These short texts offer variety while focusing students on academic skills.	
Student Product	•	May be inappropriate to the rhetorical mode or content and challenge of the task (e.g., asking students to write a blog entry when a formal essay is more appropriate).	•	Is aligned to rhetorical mode and appropriate for content and challenge of the task.
•	Provides sufficient opportunity for diverse students to demonstrate their achievement.  
	("Good to Go" characteristics and...)
•	Authentically engages students in rhetorical modes and types of writing central to the discipline.
Note: This is clearly and appropriately an informative W2 writing module.	

Holistic Score for LDC Teaching Task	
Rating (check one)	Description	
	Exemplar	Task is coherent, all components are tightly aligned.  It has clear purpose and precise elements overall with a focus on CCSS ELA RL 1 and 5. Content addresses learning central to the study of literature and engages students in applying higher order, complex thinking skills specific to the discipline. The texts are short and varied providing the opportunity to address the demands in the prompt . The texts are carefully selected and customized to create academic contexts for engaging in reading and writing skills as well as speaking and listening skills aligned to CCSS.  Teaching task topic or issue is relevant to the discipline or course and has broad applicability.	
	Good to Go	Task is coherent, all components are aligned.  Has clear, specific and detailed elements overall; addresses relevant content (topic, theme, concept, issue, or idea); employs relevant text(s); creates academic contexts for engaging in reading and writing skills and tasks aligned to CCSS.	
	Needs Revision	See comments.	
	Not scored	Does not meet basic criteria of LDC Framework.	

LDC Module Scoring Guide
Category		Good to Go	Exemplar	
What Skills?	•	Skills list may miss significant demands of the task, e.g., students' ability to select and evaluate appropriate texts for a research task	•	Skills list is relevant to teaching task.
•	Skills are clustered and sequenced to support the teaching task. 	("Good to Go" characteristics and...)
•	Task, texts, and skills list are tightly aligned. 
•	Skills are clustered and sequenced to support access to the texts and completion of the teaching task product.
Note: The addition of a Socratic Seminar strengthens students’ understandings of the texts. The “customized” reading sequence also ensures students gain explicit understanding of the texts before they compare the text structures.	
What Instruction?	•	Mini-tasks may be rely on general engagement strategies (e.g., brainstorming, list-making) with little customization to the Teaching Task.  
•	Mini-tasks and instructional strategies may be loosely connected to and may not provide scaffolding for completing the Teaching Task.
	•	Mini-tasks and scoring guides relate to skills list.
•	Instructional strategies support the mini-tasks and move students on the pathway to success on the teaching task.
•	Ladder is realistically paced.
•	Lists materials, references and supports students and teachers will need to complete the instruction.	•	The skills, mini-tasks, and instructional strategies are coherent and tightly aligned are well designed to support students to successfully complete teaching task. 
•	Mini-tasks are well placed to provide formative feedback and give evidence about student progress. 
•	Instructional strategies are sufficiently specified to be replicated (but not over-described).
•	Scoring guides for mini-tasks have clear scoring criteria tightly aligned to skills list.
•	Supports, materials, and references students and teachers will need to complete the instruction are of high quality, relevant, aligned. 
Note: This module includes a speaking and listening rubric for the Seminar as well as support materials. It also includes an extension.
	
What Results?	•	Optional classroom assessment may have loose connection to teaching task, or be unrealistic as an on-demand task	•	Scored student work samples (2 samples per level if available) and annotated scoring rubrics are included (once the module is taught).
•	If included, the optional classroom assessment is connected to teaching task.	•	If included, the optional classroom assessment provides targeted information about student progress toward meeting one or more goals of the module; is realistic and do-able in on-demand setting. 	
Teacher Work 	•		•	Module is annotated with sufficient detail so others can use it. 	•	Module is annotated with sufficient detail so others can use it. Annotation helps make module clear and easy to use. 	

Holistic Score for LDC Module	
Rating (check one)	Description	
	Exemplar	Module is highly coherent, strategic, and tightly aligned to the teaching task and appropriate in rigor to the course.  Strong relevance to the discipline. Universal and broadly applicability.  Is polished with attention to the needs of a wide educator audience.	
	Good to Go	Module is coherent and aligned.   Supports teaching task with a well-planned instructional sequence in which mini-tasks lead to the final product’s completion.  Provides sufficient detail so that others might use it.	
	Needs Revision	See comments.	
	Not scored
	Does not meet criteria of LDC Framework.