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  • American Slavery Narratives

    Diunggah oleh

    dmedina41
    15 tayangan3 halaman
    SCORING GUIDE Criterion C-Critical Thinking Achievement level level descriptor 0 the student does not reach a standard described by any of the descriptors below. Students will go through the process of active reading, practicing their annotating skills. After annotating the document, students will create an extended constructed response that addresses the inquiry question "what was life like for a slave in the 19th century?"

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    SCORING GUIDE Criterion C-Critical Thinking Achievement level level descriptor 0 the student does not reach a standard described by any of the descriptors below. Students will go through the process of active reading, practicing their annotating skills. After annotating the document, students will create an extended constructed response that addresses the inquiry question "what was life like for a slave in the 19th century?"

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    15 tayangan3 halaman

    American Slavery Narratives

    Diunggah oleh

    dmedina41
    SCORING GUIDE Criterion C-Critical Thinking Achievement level level descriptor 0 the student does not reach a standard described by any of the descriptors below. Students will go through the process of active reading, practicing their annotating skills. After annotating the document, students will create an extended constructed response that addresses the inquiry question "what was life like for a slave in the 19th century?"

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 3

    LDC Mini-task

    American Slavery Narratives


    GRADES

    DISCIPLINE

    COURSE

    Social Studies

    American History

    PACING

    SKILL AND DEFINITION

    Literacy Design Collaborative

    PRODUCT AND PROMPT

    SCORING GUIDE

    1 of 3

    INSTRUCTIONAL STRATEGIES

    https://s.ldc.org/u/mxmqzcf30p6mcxhvpo00ynb7

    LDC Mini-task
    PACING
    1 hr and 10
    mins

    SKILL AND DEFINITION


    ACTIVE READING >
    ANNOTATION: Add your own
    definition here

    Literacy Design Collaborative

    PRODUCT AND PROMPT


    AMERICAN SLAVERY
    NARRATIVES
    What was life like for a slave during
    the 19th Century?

    SCORING GUIDE
    Criterion C-Critical
    Thinking
    Achievement level Level
    descriptor
    0 The student does not
    reach a standard
    described by any of the
    descriptors
    below.
    12 The student:
    makes a limited attempt
    to analyse concepts,
    events, issues, models
    or arguments
    recognizes the origin and
    purpose of some sources,
    as well as some
    values and limitations of
    sources
    identifies different
    perspectives
    makes connections
    between information in a
    limited attempt to
    make simple arguments.
    34 The student:
    completes a simple
    analysis of concepts,
    events, issues, models or
    arguments
    describes sources in
    terms of origin and
    purpose, recognizing
    values
    and limitations
    identifies different
    perspectives and
    suggests some of their
    implications
    makes connections
    between information to
    make simple arguments.
    56 The student:
    completes a satisfactory

    2 of 3

    INSTRUCTIONAL STRATEGIES
    Students will be able to analyze and interpret the primary resource .
    Students will go through the process of active reading, practicing their
    annotating skills. After annotating the document, students will create an
    extended constructed response that addresses the inquiry question "What
    was life like for a slave in the 19th Century?"

    https://s.ldc.org/u/mxmqzcf30p6mcxhvpo00ynb7

    LDC Mini-task
    PACING

    SKILL AND DEFINITION

    PRODUCT AND PROMPT

    analysis
    SCORING
    of concepts,
    GUIDE
    events, issues, models
    or arguments
    satisfactorily
    demonstrates an ability to
    analyse and evaluate
    sources in terms of origin
    and purpose, recognizing
    values and
    limitations
    recognizes different
    perspectives and their
    implications
    makes connections
    between information in
    order to make valid

    INSTRUCTIONAL STRATEGIES

    Standards:
    CCSS.ELA-LITERACY.RH.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
    CCSS.ELA-LITERACY.RH.6-8.2 : Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior
    knowledge or opinions.
    CCSS.ELA-LITERACY.RH.6-8.4 : Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
    studies.
    CCSS.ELA-LITERACY.WHST.6-8.1B : Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text,
    using credible sources.
    Additional Attachments:
    Frederick Douglass's "Myth of a happy slave"
    Howard Zinn Ch#2 Black and White

    by Daniel T. Medina

    Literacy Design Collaborative

    3 of 3

    https://s.ldc.org/u/mxmqzcf30p6mcxhvpo00ynb7

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