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LDC Museum Pamphlet Writer’s Notebook for Informational or Explanatory Modules Early American Inventions
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LDC Museum Pamphlet
Writer’s Notebook for
Informational or Explanatory Modules
Early American Inventions Module
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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Introduction to the LDC Writer’s NotebookBackground information for students: The Museum of American History is adding a new exhibit on important early 19th century inventions featuring the cotton gin, steamship, and telegraph. Design a museum pamphlet to advertise this new exhibit. The pamphlet will include graphics and extensive research for each invention and document its importance to life in 19th century America.
Skills Cluster 1: Preparing for the Task
1.1 Task EngagementDirections: The task in the box below is your assignment. Read the task, and write your initial response to it on the lines below based on what you already know about the topic.
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[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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1.2 Task AnalysisDirections: Reread the task. What steps will you take in order to complete this assignment successfully? List the steps below.
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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1.2 Task Analysis – Planning the ScheduleDirections: Use your list of steps from the previous page, and indicate what you are going to do in class and outside of class each day. Some due dates and checkpoints may have already been filled in for you.
Monday(Day 1)
Tuesday(Day 2)
Wednesday(Day 3)
Thursday(Day 4)
Friday(Day 5)
In-Class 1.1 Task Engagement
1.2 Task Analysis1.2 Task Analysis- (Paraphrasing the Rubric)
2.1 Active Reading
Complete Active Reading Guide for 3 Articles
2.1 Active Reading
Complete Active Reading Guide for 3 Articles
2.2 Essential Vocabulary2.3 Summarizing Reading2.4 Preparing Note Taking
2.5 Academic Integrity2.6 Note-taking
Complete Note Taking for 3 Articles
Monday(Day 6)
Tuesday(Day 7)
Wednesday(Day 8)
Thursday(Day 9)
Friday(Day 10)
In-Class 2.6 Note-taking
Complete Note Taking for 3 Articles
3.1 Bridging Conversation3.2 Understanding Informational or Explanatory Writing4.1 Controlling Idea4.2 Planning
4.3 Development: Writing the Rough Draft of Pamphlet
4.3 Development: Writing the Rough Draft of Pamphlet
4.4 RevisionMust have a minimum of two editors4. 5 Editing
Monday(Day 11)
Tuesday(Day 12)
Wednesday(Day 13)
Thursday(Day 14)
Friday(Day 15)
In- Class Work on Final Draft of Pamphlet
Work on Final Draft of Pamphlet
Work on Final Draft of Pamphlet
4.6 Completion-Complete/revise your work as needed
Submission of final pamphlet due at the beginning of class
Adapted from Ballute, S., Hurley, C., & T. Lent (2011). LDC Module: The British Industrial Revolution. <www.literacydesigncollaborative.org>.
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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1.2 Task Analysis – Paraphrasing the RubricDirections: Read the Advanced descriptions of each of the seven elements from the LDC Scoring Rubric for Informational or Explanatory Template Tasks below. In the box next to each description, write the expectations for advanced work in your own words.
ElementDescription for
Advanced Performance My Paraphrase
FOCUSAddresses all aspects of the prompt appropriately and maintains a strongly developed focus.
CONTROLLING IDEA
Establishes a strong controlling idea with a clear purpose maintained throughout the response.
READING/ RESEARCH
Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.
DEVELOPMENT
Presents thorough and detailed information to strongly support the focus and controlling idea.
ORGANIZATIONMaintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.
CONVENTIONS
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 appropriate format.
CONTENT UNDERSTANDING
Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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Skills Cluster 2: The Reading Process
2.1 Active ReadingDirections: Your first step is to read for meaning. As you read, you may find it helpful to record your thinking. You can include your own summary statements, questions, connections, visualizations, predictions, opinions, etc. Your teacher will explain how to capture your thinking. An example has been provided below if you are permitted to write directly on the text. Another option is to use the active reading guide on the next page.
[Type text] [Type text]
Daniels, H. and N. Steinke (2011). Texts and Lessons for Content-Area Reading. Portsmouth, NH: Heinemann. Print.
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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Active Reading GuideDirections: Complete one sheet for each separate text that you read. Be sure to indicate page or paragraph #’s from the text that prompted your thinking so that you can refer to the original text.
Title of Text: _________________________________________________________________________________
“What the text says…”(Write the direct quote of the sentence or phrase from the text.)
Pg. # What I think…(include your questions, summary statements, connections, predictions, visualizations, inferences, opinions, etc.)
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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Active Reading GuideDirections: Complete one sheet for each separate text that you read. Be sure to indicate page or paragraph #’s from the text that prompted your thinking so that you can refer to the original text.
Title of Text: _________________________________________________________________________________
“What the text says…”(Write the direct quote of the sentence or phrase from the text.)
Pg. # What I think…(include your questions, summary statements, connections, predictions, visualizations, inferences, opinions, etc.)
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
9
Active Reading GuideDirections: Complete one sheet for each separate text that you read. Be sure to indicate page or paragraph #’s from the text that prompted your thinking so that you can refer to the original text.
Title of Text: _________________________________________________________________________________
“What the text says…”(Write the direct quote of the sentence or phrase from the text.)
Pg. # What I think…(include your questions, summary statements, connections, predictions, visualizations, inferences, opinions, etc.)
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
10
Active Reading GuideDirections: Complete one sheet for each separate text that you read. Be sure to indicate page or paragraph #’s from the text that prompted your thinking so that you can refer to the original text.
Title of Text: _________________________________________________________________________________
“What the text says…”(Write the direct quote of the sentence or phrase from the text.)
Pg. # What I think…(include your questions, summary statements, connections, predictions, visualizations, inferences, opinions, etc.)
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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Active Reading GuideDirections: Complete one sheet for each separate text that you read. Be sure to indicate page or paragraph #’s from the text that prompted your thinking so that you can refer to the original text.
Title of Text: _________________________________________________________________________________
“What the text says…”(Write the direct quote of the sentence or phrase from the text.)
Pg. # What I think…(include your questions, summary statements, connections, predictions, visualizations, inferences, opinions, etc.)
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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Active Reading GuideDirections: Complete one sheet for each separate text that you read. Be sure to indicate page or paragraph #’s from the text that prompted your thinking so that you can refer to the original text.
Title of Text: _________________________________________________________________________________
“What the text says…”(Write the direct quote of the sentence or phrase from the text.)
Pg. # What I think…(include your questions, summary statements, connections, predictions, visualizations, inferences, opinions, etc.)
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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2.2 Essential VocabularyDirections: A list of important terms that you are likely to encounter in your reading is included in the table below. As you read, record the sentence or phrase containing the term. In the next column, include a prediction of the word’s meaning using your own background knowledge and context clues. Finally, use the “My Revised Definition ” column to adjust your explanation of the word (if necessary) based on either comparing your definition with a peer or classroom discussion.
TermSentence/Phrase
from TextMy Own
DefinitionMy Revised Definition
subsistencefarmer
“Americans…soon produced an agricultural surplus that changed them from subsistence farmers into commercial producers.”
keelboat “Its design made it more controllable, and a small crew using poles could propel a keelboat downstream at a fairly rapid rate.”
steamboat “Steamboats quickly succeeded rafts, flatboats, and keelboats as the main vehicle for river travel.”
telegraph “Socially the telegraph had a large impact.”
Morse Code “Morse Code was considered the international code for sending and receiving telegrams…”
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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2.2 Essential VocabularyDirections: A list of important terms that you are likely to encounter in your reading is included in the table below. As you read, record the sentence or phrase containing the term. In the next column, include a prediction of the word’s meaning using your own background knowledge and context clues. Finally, use the “My Revised Definition ” column to adjust your explanation of the word (if necessary) based on either comparing your definition with a peer or classroom discussion.
Term Sentence/Phrasefrom Text
My OwnDefinition
My Revised Definition
telegram “Morse Code was considered the international code for sending and receiving telegrams…”
Associated Press (AP) “Today, the AP and Reuters remain important worldwide newsgathering resources…”
cotton gin “With the advent of the cotton gin, the boundaries of agriculture soon became limitless.”
Industrial Revolution “It is said to have begun the Industrial Revolution, and made an immediate impact upon American industry.”
Confederacy “The words ‘King Cotton’ and the Confederacy are almost synonymous today…”
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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2.3 Summarizing ReadingDirections: After reading various texts on the topic, use the space below to summarize key ideas from the text that you would like to incorporate in your writing. These key ideas may serve as paragraph topics in your paper.
Key Idea #1 Cotton Gin
Key Idea #2 Steamship
Key Idea #3 Telegraph
2.4 Preparing for Note-takingDirections: Based on what you have learned from your reading, how are you going to answer the prompt? Highlight the key ideas listed above that will provide strong support within your paper.
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[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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2.5 Academic IntegrityDirections: Plagiarism, stealing an author’s words and ideas and using them as your own without acknowledging the source, can easily occur during note-taking if you’re not careful. Complete the table below prior to taking notes. If you are completing this electronically, later you can copy and paste these citations into your rough draft. Your teacher will explain which citation format to use.
Source # Bibliographic Citation Parenthetical Citation
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Adapted from Dovey, K. (2012). LDC Module: Interdependence within an Ecosystem and the Impact of Non Native Species. <www.modulecreator.com>.
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
17
2.6 Note-takingDirections: Reread each of the text(s) you’ve read with a new purpose in mind: to write down evidence that will support your controlling idea. Your teacher will provide guidance regarding how many key ideas are needed to substantiate your thesis and how much evidence is required for each idea.
Key Idea SUPPORTING EVIDENCE(Examples, Data, Statistics, Quotes from Experts, Anecdotes)
Source #
Page#(s)
Key Idea SUPPORTING EVIDENCE(Examples, Data, Statistics, Quotes from Experts, Anecdotes)
Source #
Page#(s)
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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Key Idea SUPPORTING EVIDENCE(Examples, Data, Statistics, Quotes from Experts, Anecdotes)
Source #
Page#(s)
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
19
Skills Cluster 3: Transition to Writing
3.1 Bridging ConversationDirections: After reading, it is important to have conversations with others about what you have read and what you are planning to write. These conversations will help you to both hear other’s perspectives and refine your thinking before you begin writing. Your teacher will provide you with direction on how these conversations will be structured for this task.
3.2 Understanding Informational or Explanatory WritingDirections: Read the following information about informational or explanatory writing that sets this type of writing apart from other forms. Also, consider who your audience is and what your purpose is for writing. Your audience may be clearly stated in the task, or it may be left up to you. Review the task, and have a short conversation with a partner or your teacher about your intended audience and purpose. Keep your audience, purpose and these general characteristics in mind as you write your first draft.
Informational or Explanatory Writing
Purpose for Writing: to increase the reader’s knowledge of a subject
General Organizational Structure:
Introduction Grab the reader’s attention Provide background information about the topic Define important terms (can be included here or in the body of paper) State your thesis or controlling idea
Body Define important terms (if needed) Provide key ideas with supporting evidence
Conclusion Make a connection to your attention grabber Summarize key ideas
General Characteristics:
Includes a thesis statement that addresses the prompt and establishes the controlling idea Supports the thesis statement with evidence from reading/research Provides thorough explanations of key ideas and evidence to increase the reader’s knowledge Uses precise and interesting language to communicate ideas to the reader
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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Skills Cluster 4: The Writing Process
4.1 Controlling IdeaDirections: Now that you have read and talked about both your key ideas from reading and characteristics informational/explanatory writing, write a draft of your thesis statement on the lines below.
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4.2 PlanningDirections: Create an organizational plan for your paper including key ideas. Your teacher will provide guidance on how your plan should be structured.
4.3 Development: Writing the Rough DraftDirections: Using your organizational plan as a guide, write your rough draft. Keep the LDC Scoring Rubric for Informational or Explanatory Template Tasks as well as the characteristics of this type of writing in mind as you write. Pay attention to deadlines for portions of your rough draft that will be submitted to your teacher for feedback or used for peer revision.
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
21
4.4 Self or Peer RevisionDirections: Revision occurs throughout the writing process as you craft smaller sections of your paper (e.g., introduction), and it also occurs once you have written an entire rough draft. The two primary purposes of revision are to determine both whether you have presented your key ideas, evidence, and explanations clearly and thoroughly and whether you have organized your ideas logically.
Review your writing, or ask a friend to do it. Work through each item on the checklist below. Summarize suggestions for revision in the right-hand column, which will serve as your to-do list prior to editing your work.
Section of Paper
Checklist(Check what you currently see in the paper.)
Suggestions for Revision(What is missing? What is unclear or needs additional supporting evidence
or further explanation?
Introduction
Hook or attention-grabber
Background information (w/ necessary parenthetical citations)
Definition of terms (if needed)
Thesis statement that answers the prompt
Highlight the thesis statement in the paper, or write it here:
Body:(Supporting Ideas & Evidence)
Key Ideas are organized logically.
Each individual body paragraph focuses on one key idea.
Each key idea is clearly explained and includes a variety of supporting evidence from reading/ research.
Parenthetical citations are present and placed correctly.
Effective transitions are used at the beginning of each paragraph to introduce new reasons.
[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
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Section of Paper
Checklist(Check what you currently see in the paper.)
Suggestions for Revision(What is missing? What is unclear or needs additional supporting evidence
or further explanation?
Conclusion
Reinforces thesis statement without simply restating it
Makes a connection back to the hook or the attention grabber in the introduction
Summarizes key ideas presented in the paper
Additional Feedback:
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[Type text] [Type text]
Teaching Task #: Task 14, Informational/Explanatory
How did the steamship, cotton gin, and telegraph impact life in early 19 th Century America? After reading primary and secondary sources, write a trifold pamphlet in which you describe each invention and its importance in early 19 th Century America. Support your discussion with evidence from the text.
23
4.5 EditingDirections: After you have revised your writing based on feedback from others or your own self-revision, check your draft for conventional errors (spelling, grammar, capitalization, and punctuation). It is helpful to have someone with a fresh set of eyes (friend, parent, etc.) review your work. Make the necessary corrections prior to completion.
4.6 Completion:Directions: Submit a final draft of your assignment to your teacher. Reflect on the assignment, the process, and your learning by providing written responses to the questions posed below.
What did you learn about the content? What did you learn about yourself as a reader? What did you learn about yourself as a writer? What aspects of this assignment and process supported you the most? If you could change anything about this assignment or the process in order to achieve a stronger final
draft, what would you change? Why?
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Early American Inventions Outline
Informational (fact-based) Writing
I. Introductory Paragraph (Front of Pamphlet)
A. Hook: How will you first bring the reader into your essay? What will make your reader want to read on?
B. What will you say to introduce what your essay is about? Re-state your prompt.
C. Thesis Statement: What are your 3 main points? What is the main idea of your essay? THIS IS THE MOST IMPORTANT SENTENCE OF YOUR ENTIRE ESSAY, SO WORD IT CAREFULLY!
II. Body Paragraph #1 (Panel 1 inside pamphlet)
A. Topic Sentence: Thesis Reason #1; use a transition word to introduce your first reason
B. Evidence: What specific facts or ideas are you bringing into play here? Cite each fact using parenthetical documentation.
C. Concluding Sentence: How will you connect this paragraph back to your thesis? Write a sentence, which explains how the evidence above proves your thesis statement.
III. Body Paragraph #2 (Panel 2 inside pamphlet)
A. Topic Sentence: Thesis Reason #2; use a transition word to introduce your second reason
B. Evidence: What specific facts or ideas are you bringing into play here? Cite each fact using parenthetical documentation.
C. Concluding Sentence: How will you connect this paragraph back to your thesis? Write a sentence, which explains how the evidence above proves your thesis statement.
IV. Body Paragraph #3 (Panel 3 inside pamphlet)
A. Topic Sentence: Thesis Reason #3; use a transition word to introduce your last reason
B. Evidence: What specific facts or ideas are you bringing into play here? Cite each fact using parenthetical documentation.
C. Concluding Sentence: How will you connect this paragraph back to your thesis? Write a sentence, which explains how the evidence above proves your thesis statement.
V. Concluding Paragraph (Back of pamphlet)
A. Start with a transition (Finally, In conclusion, etc.) then re-state your thesis
B. Supporting Sentences:
This is a Summative paragraph; recap the points of your essay.
C. Closing Sentence: This is the final sentence of your essay, which naturally ends your discussion of the topic.
*Do not introduce new ideas in your conclusion.
CITING WITHIN THE TEXT
Whenever you use factual information that comes directly from your research in your essay, you must cite the author of the source. The source will be listed in the Works Cited list you must create.
Example from a student’s paper:
The Treaty of Guadalupe Hidalgo resulted in the United States acquiring more territory than it received from the Louisiana Purchase (Winders).
Citation – includes the author’s last name from the online article, The Causes of War, by Richard Winders.
