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Goals of LDC
• To engage students in reading, comprehending, analyzing, interpreting and responding to complex texts
• To align assignments to the College and Career Readiness Standards within the CCSS and to promote collaboration
• To help teachers personalize learning so that every student can master the CCSS
• To ensure that all students can be college and career ready
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A Complete Example
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What are the LDC tools?
• The bank of reading/writing tasks
• The module template ○ Tasks○ Skills ○ Instruction○ Results
• Scoring rubrics
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What are the three typesof writing tasks?
1. Argumentation (10)
2. Informational/explanatory (15)
3. Narrative (4)
All tasks address RST 1, 2, 4,10 and WHST 4, 5, 9,10
Pages 13-16https://ldc.org/resources
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Modes of Writing
1. Analysis2. Comparison3. Evaluation4. Problem/Solution5. Cause/Effect6. Description7. Sequential8. Procedural/Sequential9. Synthesis
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Intention is Everything!
Argumentation/Analysis Information/Explanation
Intention Number Intention Number
Analysis 1, 2 Definition 11, 12
Comparison 3, 4 Description 13, 14
Evaluation 5, 6 Procedural-Sequential 15, 16, 17
Problem-Solution 7, 8 Synthesis 18, 19
Cause-Effect 9, 10 Analysis 20, 21
Comparison 22, 23
Cause-Effect 24, 25
Page 15
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Automotive TechnologyLDC Task vsTraditional Writing Prompt
After researching selected sources on green technological advances in the automotive industry, write an analysis report that relates how these changes have affected the environment. Support your discussion with evidence from your research.
Write a report on how automotive technology has changed.
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Environmental ScienceLDC Task vs. Traditional Writing Prompt
After researching the article on invasive species, write a position paper that defines invasive species and explains how humans can protect the environment from these organisms. Support your discussion with evidence from your research.
Explain what humans are doing to negatively impact the environment, using examples we discussed in class.
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Source: East Jessamine High School, Kentucky LDC
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Law/Public SafetyLDC Task vs. Traditional Writing Prompt
Should there be a federal law preventing drivers from using all hand-held communication devices while they are operating a vehicle? After reading teacher-selected informational articles and statistics, write an editorial that addresses the question and support your position with evidence from the texts.
Write an essay on using cell phones in vehicles.L
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What is the purpose of a Critical Focus Question?
• Pinpoints the important learning that needs to
occur in the content• Encourages higher order
thinking• Allows thinking in an
open-ended way• Defines what students
should know and be able to do throughout the unit of study
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Constructing Focus Questions
• Identify Enduring Understandings: What are the big ideas they will still need to understand in 30 years?
• Write a question that provides a frame and focus for research.
• Make the question clear and concise, short and sweet.
• Be sure that argumentative questions do not insinuate an answer or have a single right
answer.
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Identifying Enduring Understanding
Content Area
Standard Enduring Understanding
Critical Focus Question
Marketing
VocationalAgriculture
WHST. 11-12.1 Write arguments focused on discipline-specific content.
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Students understand how marketing can affect social behavior
Students understand techniques used to control environmental factors.
Do violent video games contribute to youth violence?
Is it wise environmentally for rural communities to allow fracking near theirhomes?
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Identifying Enduring Understanding
Content Area
Standard Enduring Understanding
Critical Focus Question
Culinary and Hospitality
Law andPublic Safety
WHST 11-12.1 Write arguments focused on discipline-specific content.
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Students understand basic nutritional requirements and their use in dietary planning.
Students understand the purpose and limitations of laws.
Should the government regulate the content of restaurant menus?
Should it be illegal to use handheld communication devises while operating a motor vehicle?
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Identifying Enduring Understanding
Content Area
Standard Enduring Understanding
Critical Focus Question
AnimalScience
Auto Tech
RST. 11-12.3 Follow precisely a complex multistep procedure when carrying out or performing technical tasks.
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Students understand how to care for farm animals.
Students understand automobile assembly and operation
What is the proper way to trim a goat’s hooves?
What steps and procedures are involved in the removal and installation of an engine [5.7lt.] in a 1995 Chevrolet k1500 pickup?
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Identifying Enduring Understanding
Content Area
Standard Enduring Understanding
Critical Focus Question
Cosmetology
Medical Arts
RST. 11-12.9 Synthesize information from a range of sources into a coherent understanding of a process, phenomenon, or concept.
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Students understand safe use and storage of chemicals and other products.
Students understand the origin and treatment of disease.
How can salon operators ensure the safety of their clients and the workplace?
Why has heart disease become the leading cause of death in the United States?
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Identifying Enduring Understanding
Content Area
Standard Enduring Understanding
Critical Focus Question
Construction
Culinary Arts
RST. 11-12.9 Synthesize information from a range of sources into a coherent understanding of a process, phenomenon, or concept.
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Students understand how to make informed decisions about naturalresources.
Students understand the food cycle.
What is the most sustainable type of green construction?
What sustainable practices do/can local kitchens use, and what effect do/will these practices have on current and potential consumers?
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Create a Critical Focus Question
• Identify a standard you would like to address and an enduring understanding that is a critical part of your curriculum, preferably something you will teach in late October. (Collaborate if possible.)
• Write a critical focus question for that enduring understanding.
• Record your work on page 17 of the planner.
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Break
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Template Task Examples
TASK 11/12 (Informational/Explanatory) [Insert Critical Focus Question] After researching/reading __________ (literature or informational texts), write an _______ (essay, report or substitute) in which you define _______ (term or concept) and explain ______ (content). Support your discussion with evidence from your research/texts.
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• Literature: novels, stories, poems, plays • Informational texts: newspaper
articles, journal articles, primary source documents
• Opinion pieces: editorials, speeches, essays on an issue
• Reference works: encyclopedias, almanacs, manuals, how-to books
In Choosing Texts to Read, Consider . . .
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In Choosing Authentic Writing Assignments, Consider . . .
Instead of an essay• Article• Editorial• Speech• Proposal• Action Plan• Marketing Plan• Brochure• Business Letter• Business Plan• Lesson Plan
Instead of a report• Article• Lab report• Manual• Feasibility Report• Field Test Report• Incident Report• Audit Report• Scientific Paper• Product Comparison• Travel Guide
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• Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around that issue
• Makes effective use of the template task’s writing type (argumentation, information/explanation)
• Employs reading texts that use and develop academic understanding and vocabulary
A Great LDC Teaching Task
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• Requires sustained writing and effective use of ideas and evidence from the reading texts
• Establishes a teaching task that is both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content
A Great LDC Teaching Task
Pages 18-19
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Standards-Based Assignment
• Look at the critical focus question that you wrote. What is your intention? What do you want students to do?
• Use the appropriate template to design an “after reading” task that covers 2-4 weeks of material that you will teach.
• Pay special attention to identifying the reading assignments.
• Write your task on page 20 and chart paper and post it on the wall by 2:45. Identify the task number.
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Gallery Walk
Can you identify the masterpieces?
Warm Feedback
Cool Feedback
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Make changes, revisions
Use your feedback to revise your Task.
Write the revised Task on page 20 of your planner and email it to me before the end of the week.
Page 20
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Homework• Identify a range of reading materials for teaching
your task. Bring to our next workshop all materials you might need (including a laptop) to create a complete module based on the task you created.
Exit Slip• Complete and turn in the Professional
Development Evaluation.
Reflection
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September 2014
Goals of today:
▪Create a module for implementation between this meeting and the next.
▪Understand the true vision of a module in your classroom
▪Gain the resources needed for implementation in your classroom
▪Understand how mini tasks are the lessons taught each day.
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What do we do now?
▪What are the topics you cover during the year?▪What do your students have to read▪What do your students have to write in the field▪What types of communication?
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Next Steps:
▪Think of your next unit or two▪Take the “topic” off of the board▪What readings will you use to teach this topic to your students? (take those off of the board)▪What will the students need to be able to write/debate/share? (take those off of the board)
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NOW WHAT?
With your “topic”/Unit in mind what is the overarching idea, concept you want your students to be able to show their in-depth understanding of.
Write it down……
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NOW!
▪With the:○Topic in mind○The readings○The overarching idea you want the students to demonstrate their understanding of
Determine what task fits your outcome:
write the task
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Does it Fit?
▪With a partner share your chosen task and explain the overall outcome desired from the students….
○Does it fit?
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It Yes then……if No revise
▪If yes then……○Begin to plan your unit (lesson plans day by day)○Determine what readings can be added that could enhance the overall learning experience○Note the “days/activities” you will need help with.
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What do you need?
▪Areas of concern?▪How would having technology for each student change the lessons?▪How could this model of LDC be easily sustained in the classroom on a regular basis?
