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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)
Argumentation & EvaluationTask Template 6 — [1 Level]
Section 1: What Task?
TEACHING TASK
L1: After reading Should Quebec be an independent nation? informational texts on the
write that discusses independence movement in Quebec, a position statement the benefits and
and evaluates .drawbacks of independence for Quebec 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
Scoring ElementsNot Yet Approaches
Expectations Meets Expectations Advanced
1 1.5 2 2.5 3 3.5 4
FocusAttempts to address
prompt, but lacksfocus or is off-task.
Addresses promptappropriately and
establishes aposition, but focus is
uneven.
Addresses promptappropriately andmaintains a clear,
steady focus.Provides a generallyconvincing position.
Addresses allaspects of promptappropriately with
a consistentlystrong focus and
convincingposition.
Controlling Idea
Attempts to establisha claim, but lacks aclear purpose. (L2)
Makes no mention ofcounter claims.
Establishes a claim.(L2) Makes note of
counter claims.
Establishes acredible claim. (L2)Develops claim andcounter claims fairly.
Establishes andmaintains a
substantive andcredible claim orproposal. (L2)
Develops claimsand counter claims
fairly andthoroughly.
Reading/Research
Attempts toreference reading
materials to developresponse, but lacks
connections orrelevance to thepurpose of the
prompt.
Presents informationfrom reading
materials relevant tothe purpose of theprompt with minor
lapses in accuracy orcompleteness.
Accurately presentsdetails from readingmaterials relevant tothe purpose of theprompt to developargument or claim.
Accurately andeffectively presents
important detailsfrom readingmaterials to
develop argumentor claim.
Development
Attempts to providedetails in responseto the prompt, but
lacks sufficientdevelopment orrelevance to thepurpose of the
prompt. (L3) Makesno connections or aconnection that is
irrelevant toargument or claim.
Presents appropriatedetails to supportand develop thefocus, controlling
idea, or claim, withminor lapses in the
reasoning,examples, or
explanations. (L3)Makes a connection
with a weak orunclear relationship
to argument or claim.
Presents appropriateand sufficient details
to support anddevelop the focus,controlling idea, or
claim. (L3) Makes arelevant connection
to clarify argument orclaim.
Presents thoroughand detailed
information toeffectively supportand develop thefocus, controlling
idea, or claim. (L3)Makes a clarifyingconnection(s) that
illuminatesargument and addsdepth to reasoning.
OrganizationAttempts to organize
ideas, but lackscontrol of structure.
Uses an appropriateorganizationalstructure for
development ofreasoning and logic,with minor lapses in
structure and/orcoherence.
Maintains anappropriate
organizationalstructure to address
specific requirementsof the prompt.
Structure reveals thereasoning and logic
of the argument.
Maintains anorganizationalstructure that
intentionally andeffectively
enhances thepresentation ofinformation asrequired by thespecific prompt.
Structureenhances
development of thereasoning and
logic of theargument.
Attempts toDemonstrates an
uneven command of
Demonstrates acommand of
standard Englishconventions and
Demonstrates andmaintains a
well-developedcommand of
standard Englishconventions and
Conventions
demonstratestandard Englishconventions, but
lacks cohesion andcontrol of grammar,
usage, andmechanics. Sources
are used withoutcitation.
standard Englishconventions andcohesion. Uses
language and tonewith someinaccurate,
inappropriate, oruneven features.
Inconsistently citessources.
cohesion, with fewerrors. Responseincludes language
and tone appropriateto the audience,
purpose, and specificrequirements of the
prompt. Citessources using
appropriate formatwith only minor
errors.
cohesion, with fewerrors. Responseincludes language
and toneconsistently
appropriate to theaudience, purpose,
and specificrequirements of the
prompt.Consistently cites
sources usingappropriate format.
ContentUnderstanding
Attempts to includedisciplinary content
in argument, butunderstanding ofcontent is weak;
content is irrelevant,inappropriate, or
inaccurate.
Briefly notesdisciplinary content
relevant to theprompt; shows basic
or unevenunderstanding of
content; minor errorsin explanation.
Accurately presentsdisciplinary content
relevant to theprompt with sufficient
explanations thatdemonstrate
understanding.
Integrates relevantand accurate
disciplinary contentwith thorough
explanations thatdemonstrate
in-depthunderstanding.
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.
35 minutes
15 minutes
20 minutes
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
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
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
20 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
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
ongoing while reading articles
ongoing while reading each text
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
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
In your notebook, list words and phrases essential to the texts. Add definitions, and (if
50 minutes for each article selected
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
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.
50 minutes
20 minutes
Building a Bridge to GET OVER IT!!
BRIDGING: Ability to transition from reading or research phase to the writing phase.
SHORT CONSTRUCTED RESPONSE
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
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!!
30 minutes
25 minutes
Writing Process
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
OUTLINE
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
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
30 minutes
2 fifty-minute class periods
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
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
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.
up to 60 minutes
COMPLETION: Ability to submit final piece that meets expectations.
LONG CONSTRUCTED RESPONSE
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.
770L
660L
780L
760L
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.
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.
`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.
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.
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;
700L
790L
680L
How he relaxes; His belief that Quebec will never separate from Canada.
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.
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.
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
Separatists
secede
Independence Movement
Quebec
Referendum- a public vote
Que'be'cois
Quebec Act
province
bilingual
Loyalists
Francophones
Nationalism
Anglophones
Sovereignty
Keywords
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 Attempts to address prompt but lacks focus or is off-task.
Reading/Research Demonstrates weak use of reading material to develop argument.
Controlling IdeaEstablishes a claim and attempts to support an argument but is not convincing; (L2) Attempts toacknowledge competing arguments.
DevelopmentReasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is weak ornot relevant.
Organization Provides an ineffective structure; composition does not address requirements of the prompt.
ConventionsDemonstrates a weak command of standard English conventions; lacks cohesion; language and toneare not appropriate to audience and purpose.
Meets Expectations
Focus Addresses the prompt and stays on task; provides a generally convincing response.
Reading/Research Demonstrates generally effective use of reading material to develop an argument.
Controlling IdeaEstablishes a credible claim and supports an argument that is logical and generally convincing. (L2)Acknowledges competing arguments while defending the claim.
DevelopmentDevelops reasoning to support claim; provides evidence from text(s) in the form of examples orexplanations 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.
ConventionsDemonstrates a command of standard English conventions and cohesion; employs language and toneappropriate 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)