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"Hammurabi or Justinian, Which Code is the Foundation of Modern Law?" Argumentative/Persuasive Writing

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"Hammurabi or Justinian, Which Code is the Foundation of Modern Law?" Argumentative/Persuasive Writing

Grade Levels

6th Grade, 7th Grade, 8th Grade

Course, Subject

English Composition, History, English Language Arts, Reading and Writing in Science and Technical Subjects
Related Academic Standards
CC.1.2.6.A CC.1.2.6.A
Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CC.1.2.6.B CC.1.2.6.B
Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.
CC.1.2.6.C CC.1.2.6.C
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
CC.1.2.6.D CC.1.2.6.D
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
CC.1.2.6.F CC.1.2.6.F
Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.
Expand
  • Big Ideas
    Intentionally Blank
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Effective speaking and listening are essential for productive communication.
    Effective use of vocabulary builds social and academic knowledge
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Language is used to communicate and to deepen understanding.
    Listening provides the opportunity to learn, reflect, and respond
    Purpose, topic and audience guide types of writing
    Spoken language can be represented in print.
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    Historical context is needed to comprehend time and space.
    Historical interpretation involves an analysis of cause and result.
    Perspective helps to define the attributes of historical comprehension.
    The history of the Commonwealth continues to influence Pennsylvanians today, and has impacted the United States and the rest of the world.
    World history continues to influence Pennsylvanians, citizens of the United States, and individuals throughout the world today.
    Active listeners make meaning from what they hear by questioning, reflecting, responding and evaluating.
    An expanded vocabulary enhances one’s ability to express ideas and information.
    Audience and purpose influence the writer’s choice of organizational pattern, language, and literacy techniques.
    Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.
    Effective readers use appropriate strategies to construct meaning
    Effective readers use appropriate strategies to construct meaning.
    Effective research requires multiple sources of information to gain or expand knowledge.
    Effective speakers prepare and communicate messages to address the audience and purpose
    Rules of grammar and convention of language support clarity of communications between writers/speakers, and readers/listeners.
  • Concepts
    Acquiring and applying a robust vocabulary assists in constructing meaning
    Active listening facilitates learning and communication.
    Active listening promotes understanding of the spoken message
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    In the English language words can be understood by analyzing both the phonetic and the morphological parts.
    Informational sources have unique purposes.
    Intentionally Blank
    Organization of information facilitates meaning.
    Purpose, context and audience influence the content and delivery in speaking situations
    Research is an inquiry based process.
    Textual features and organization inform meaning
    Validity of information must be established.
    Various types of writing are distinguished by their characteristics
    Writing improves through the recursive process of revising and editing
    Appropriate connections to the United States and/or contemporary issues make world history more relevant to students in Pennsylvania.
    Biography explores the life of an individual.
    Biography is a historical construct used to reveal positive and/or negative influences an individual can have on civilization.
    Biography is a historical construct used to reveal positive and/or negative influences an individual can have on world history.
    Comprehension of the experiences of individuals, society, and how past human experience has adapted builds aptitude to apply to civic participation.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending past cultures throughout Africa, the Americas, Asia, and Europe.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending societies throughout Africa, the Americas, Asia, and Europe.
    Historical causation involves motives, reasons, and consequences that result in events and actions.
    Historical causation involves motives, reasons, and consequences that result in events and actions. Some consequences may be impacted by forces of the irrational or the accidental.
    Historical comprehension involves evidence-based discussion and explanation, an analysis of sources including multiple points of view, and an ability to read critically to recognize fact from conjecture and evidence from assertion.
    Historical literacy requires a focus on time and space, and an understanding of the historical context of events and actions.
    Historical literacy requires a focus on time and space, and an understanding of the historical context, as well as an awareness of point of view.
    Historical skills (organizing information chronologically, explaining historical issues, locating sources and investigate materials, synthesizing and evaluating evidence, and developing arguments and interpretations based on evidence) are used by an analytical thinker to create a historical construction.
    Human organizations work to socialize members and, even though there is a constancy of purpose, changes occur over time.
    Learning about the past and its different contexts shaped by social, cultural, and political influences prepares one for participation as active, critical citizens in a democratic society.
    Long-term continuities and discontinuities in the structures of Pennsylvania culture provide vital contributions to contemporary issues.
    Long-term continuities and discontinuities in the structures of Pennsylvania society provide vital contributions to contemporary issues. Belief systems and religion, commerce and industry, innovations, settlement patterns, social organization, transportation and trade, and equality are examples continuity and change.
    Methods of historical research, critical thinking, problem-solving, and presentation skills provide expertise for effective decision making.
    Social entities throughout the world clash over disagreement and assist each other when advantageous.
    World history can offer an individual discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space.
    World history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
    World history looks for common patterns that emerge across all cultures.
    World history looks for common patterns that emerge across all cultures. Long-term continuities and discontinuities in the structures of societies provide vital contributions to contemporary issues.
    Characteristics of effective writing work together to impact quality
    Analysis Across Texts
    Collaborative Discussion
    Conducting Research
    Content for Writing
    Conventions of Standard English
    Credibility, Reliability, and Validity of Sources
    Critical Listening
    Diverse Media
    Evaluating Arguments
    Evaluating Information
    Focus for Writing
    Main Idea
    Organization for Writing
    Point of View
    Production and Distribution of Writing
    Purpose, Audience and Task
    Range of Reading
    Range of Writing
    Response to Literature
    Technology and Publication
    Text Analysis
    Vocabulary
    Writing Conventions
    Writing Style
  • Competencies
    Analyze and evaluate author’s/authors’ use of literary elements within and among genres
    Analyze and evaluate author’s/authors’ use of conflict, theme and /or point of view within and among texts
    Analyze information, ideas and opinions to form a relevant response to the speaker’s message
    Analyze organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Apply academic vocabulary across disciplines
    Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit and publish)Revise writing by: • improving the organization• refining the central idea and supporting details• examining the level of detail, style, and tone and word choice
    Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit and publish)Revise writing by: • rethinking the logic of organization• recheck and refine the central idea, paragraph development, and content• examining the level of detail, style, and tone and word choice
    Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit and publish)Revise writing by: • rethinking the logic of organization• refining the central idea and content details• examining the level of detail, style, and tone and word choice
    Deliver effective oral presentations by o establishing a clear and concise focus or thesis o selecting and using appropriate structures, content and language to present ideas that support the thesis o utilizing appropriate technology or media to reinforce the message o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation o monitoring the response of the audience and adjusting delivery accordingly
    Develop an increasingly sophisticated working vocabulary including specialized vocabulary from academic content areas.
    Develop topic-specific content that is explained and supported with details and examples appropriate to audience and mode using precise vocabulary. (content)
    Differentiate between primary and secondary source material.
    Distinguish between essential and non-essential information within and among texts, describing the use of persuasive techniques, stereotypes and bias where present
    Distinguish between stated facts, reasoned judgments, and opinions across texts
    Evaluate the presentation of essential and non-essential information in texts.
    Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
    Generate connections between and among words based on meaning, content, and context
    Identify conflict, theme and/or point of view within and among texts
    Identify and analyze relationships between characters, topics, events, sequence of events, setting, and/or plot within and among texts (i.e. literary elements)
    Identify and evaluate essential content between and among various text types
    Identify and explain the use of conflict, theme, and/or point of view within and among texts
    Identify and explain the use of literary elements within and among texts
    Identify characteristics of primary and secondary source materials.
    Indentify and explain the literal and figurative meaning of vocabulary
    Interact effectively in discussions by o maintaining the focus of the discussion by contributing relevant content o selecting and using appropriate language o asking relevant and clarifying questions o monitoring the response of participants and adjusting contributions accordingly o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation
    Interpret and analyze the effect of literary devices within and among texts (e.g. personification, simile, alliteration, metaphor, symbolism, imagery, and hyperbole)
    Identify the use of bias, stereotype, and propaganda where present
    Interpret and analyze the effect of literary devices within and among texts (e.g. personification, simile, alliteration, metaphor, symbolism, imagery, hyperbole, foreshadowing, flashback, allusions, satire, and irony)
    Listen Actively and monitor one’s own understanding by asking probing questions, paraphrasing, summarizing and/or reflecting on the speaker’s message
    Listen with civility to the ideas of others
    Locate and select appropriate resource materials to achieve a research goal.
    Locate and select the appropriate source materials to achieve a research goal.
    Make distinctions about credibility, reliability, consistency, strengths and limitations of resources, including information gathered from web sites.
    Make distinctions about the credibility and reliability of resources, including information gathered from web sites.
    Organize and present information and data that support and illustrate inferences and conclusions drawn from research.
    Organize and present information drawn from research.
    Organize and sustain writing in a logical order, including an introduction, body and conclusion with appropriate transitions within and between paragraphs. (organization)
    Question, reflect on, and interpret essential content across texts
    Question, reflect on, and interpret essential content across texts and subject areas
    Select a topic and develop a thesis/research question.
    Summarize and synthesize information from a variety of mediums
    Summarize key information from a variety of mediums
    Summarize relevant information from source material to achieve a research goal.
    Summarize, draw conclusions, and make generalizations from a variety of mediums
    Synthesize relevant information from source materials to achieve a research goal.
    Use an effective format that is relevant to audience and task.
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    Use connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    Use grade appropriate conventions of written language when writing and editing. (i.e. correct spelling, capitalization, punctuation, grammar and sentence formation) (conventions)
    Use grade appropriate resources to confirm and extend meaning of vocabulary
    Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
    Use the introduction to establish the purpose and the topic.
    Use the introduction to establish the purpose.
    Use the knowledge of language, including word origins and morphology to unlock meaning of specialized vocabulary across disciplines
    Verify the relevance and reliability of information presented in texts
    Write a series of paragraphs with details and information relevant to the focus.
    Write a series of paragraphs with topic sentences and supporting details that are relevant to the focus.
    Write informational pieces, specific to a purpose and audience, which have a well developed main idea, includes cause and effect relationships or problem and solution, and contain precise language and specific detail, relevant graphics, and primary and secondary sources (e.g. letters, reports, instruction, essays, articles, interviews).
    Write persuasive pieces, specific to a purpose and audience, which have a clearly stated position or opinion, with convincing and properly cited evidence that anticipates and counters reader concerns and arguments.
    Write to create style, tone, and voice using a variety of sentence structures and descriptive word choices, and literary devices. (style)
    Focus, content, organization, style, and conventions work together to impact writing quality
    Intentionally Blank
    Analyze the interaction of cultural, economic, geographic, political, and social relations for a specific time and place.
    Apply the theme of continuity and change in Pennsylvania history and relate the benefits and drawbacks of your example.
    Articulate the context of a historical event or action.
    Construct a biography of a non-American and generate conclusions regarding his/her qualities and limitations.
    Contrast multiple perspectives of individuals and groups in interpreting other times, cultures, and place.
    Evaluate cause-and-result relationships bearing in mind multiple causations.
    Generate a historical research paper or presentation.
    Summarize how conflict and compromise in world history impact contemporary society.
    Synthesize a rationale for the study of a non-American individual in world history.
    Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
    Analyze how two or more authors present and interpret facts on the same topic.
    Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
    Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.
    Analyze the interactions between individuals, events, and ideas in a text.
    Analyze the main ideas and supporting details presented in diverse media formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
    Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
    Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.
    Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.
    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.
    Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words).
    Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
    Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
    Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
    Delineate a speaker’s argument and specific claims by identifying specific reasons and evidence, and recognize arguments or claims not supported by factual evidence
    Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
    Demonstrate command of the conventions of standard English when speaking based on grade 6 level and content.
    Demonstrate command of the conventions of standard English when speaking based on grade 7 level and content.
    Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
    Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
    Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
    Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
    Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context.
    Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative, connotative, and technical meanings.
    Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
    Determine two or more main or central ideas of a text and how they are conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
    Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.
    Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly.
    Evaluate an author’s argument by examining claims and determining if they are supported by evidence.
    Evaluate an author’s argument, reasoning, and specific claims for the soundness of the argument and the relevance of the evidence.
    Evaluate author’s arguments, reasoning, and specific claims for the soundness of the arguments and the relevance of the evidence.
    Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) present a particular topic or idea.
    Examine how two authors present similar information in different types of text.
    Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of other while avoiding plagiarism and providing basic bibliographic information for sources.
    Informational: Identify and introduce the topic clearly, including a preview of what is to follow. Argumentative: Introduce and state an opinion on a topic. Narrative: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
    Informational: Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. Argumentative: Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic. Narrative: Use narrative techniques such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
    Informational: Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. Opinion: Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic. Narrative: Use narrative techniques such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
    Informational: Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension. Argumentative: Acknowledge and distinguish the claim(s) from alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic. Narrative: Use narrative techniques such as dialogue, description, reflection, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
    Informational: Identify and introduce the topic clearly, including a preview of what is to follow. Argumentative: Introduce and state an opinion on a topic. Narrative: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.
    Informational: Identify and introduce the topic for the intended audience. Opinion: Introduce and state an opinion on a topic. Narrative: Engage and orient the reader by establishing a context and introducing a narrator and/or characters.
    Informational: Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. Argumentative: Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s), counterclaims, reasons, and evidence by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented. Narrative: Organize an event sequence that unfolds naturally and logically using a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another and show the relationships among experiences and events; provide a conclusion that follows from and reflects on the narrated experiences or events.
    Informational: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. Opinion: Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or section that follows from the argument presented. Narrative: Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events.
    Informative: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. Argumentative: Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented. Narrative: Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events.
    Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
    Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
    Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
    Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
    Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
    Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
    With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
    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 discipline-specific tasks, purposes and audiences.
    Write with an awareness of the stylistic aspects of composition.

Description

The Literacy Design Collaborative teaching task provides a blueprint for seamlessly integrating literacy and content standards in a rigorous, authentic classroom experience.  After determining the discipline, course, and grade level, educators use teaching tasks built around predefined template prompts.  The teaching task requires students to read, analyze, and comprehend written materials and then write cogent arguments, explanations, or narratives in the subjects they are studying.

 

Hammurabi's Code, named for the ruler of the Babylonian Empire from 1792-1750 B.C.E. who proclaimed the laws, is one of the earliest known written systems of standards. Like Hammurabi's code, the Justinian Code, developed under the Byzantine emporer Justinian I who ruled from ad 529 to 565, is a universal system of written laws to bring order to the Eastern Roman Empire. In this task, students will compare Hammurabi's Code and the Code of Justinian and argue which code should be credited for setting the precedent for modern law.

Objectives

In this extended writing task, students will read, analyze, and gather relevant information from text(s) and write an argumentative/persuasive essay. Students will:

  • Compare Hammurabi's Code and the Code of Justinian and argue which code should be credited for setting the precedent for modern law.
  • Read and analyze information from multiple sources.
  • Support a position with evidence from informational texts.
  • Write an argumentative/comparison essay.

Vocabulary

awilum - class of citizens in Mesopotamia who owned land in their own right and were freemen not dependent on the palace nor on the temple

code - a systematically arranged collection or compendium of laws, rules, or regulations

Hammurabi - Babylonian king (1792-1750) who made Babylon the chief Mesopotamian kingdom and codified the laws of Mesopotamia and Sumeria

Justinian - emperor of the Eastern Roman Empire who codified that laws on the empire

Mesopotamia - a region of SW Asia between the lower and middle reaches of the Tigris and Euphrates rivers

mushkenum - under King Hammurabi, persons employed by the palace who could be given land but it was not their property

patrician - a member of one of the noble families of the ancient Roman republic which had exclusive rights to the Senate and magistracies

plebeian - the general body of free Roman citizens, who were not patricians, as determined by the census

scribe - a professional writer employed to copy documents  before the printing press was invented

wardum - any slave in bondage who could be bought and sold, with a possibility of regaining freedom under certain conditions as a debtor-slave

Duration

350 minutes/7 periods

Materials

Related Materials & Resources

  • Literacy Design Collaborative. Literacy Design Collaborative, n.d. Web. 30 June 2014. <https://ldc.org/>.

Suggested Instructional Strategies

W:

The students will analyze and discuss the teaching task to identify what the task is asking them to do and to help students access background knowledge. Sample student papers or texts will be used as models. Students will work with the teacher to interpret the Literacy Design Collaborative rubric.
H:

The teaching task, which is both relevant and rigorous, engages students in subject specific reading, research, and writing. The teaching task requires the application of content knowledge to a new scenario.
E:

The teacher will engage students through reading and discussion, note-taking, and the development of a rough draft of the assignment.
R:

Students will use active reading strategies (e.g., "Talking to the text"), discussion protocols (e.g., think-pair-share, Paideia/Socratic seminar), and writing strategies (e.g., peer editing, teacher modeling and guided practice) with appropriate scaffolds as they develop their final written product.
E:

The students will create an extended writing assignment which incorporates both their content understanding and text-based information. The Literacy Design Collaborative rubric will be used to provide feedback to students.
T:

The Literacy Design Collaborative teaching task is a tiered assignment. Individual tasks can be made simple or complex by varying the task demands. Demands are additional writing and cognitive challenges that teachers can add to a template task. They help to address language in the PA Core Standards. In the LDC 1.0 Collection, these additional levels of challenge were labeled L1, 2 or 3.
O:

The teaching task is designed to help students apply subject area content through reading and writing. The teaching task might be sequenced toward the end of a content unit. The teaching task is an extended, multiple day classroom assignment.

Instructional Procedures

Teacher Preparation
Prior to launching the teaching task in the classroom, a teacher should consider the following questions:

 

How much support will students need to successfully complete the task?

 

What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?

 

What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task?

 

How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?)

 

What note-taking method will students use, and does that method align with the writing task?

 

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

 

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

 

How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?

 

Daily Plan
The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students.

 

Teaching Task

Task 4 Template (Argumentation/Comparison): After reading multiple informational texts, write an essay in which you compare Hammurabi's Code and the Code of Justinian and argue which code should be credited for setting the precedent for modern law. Support your position with evidence from the texts. D2 Give examples from past or current events to illustrate and clarify your position. D3 What conclusions can you draw?  [Note: Demands (D) are additional writing and cognitive challenges that teachers can add to a template task.]

 

Day 1

Task Engagement and Analysis
The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic.

The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially published texts). Sharing the rubric with students will clarify the expectations. (Clicking on each performance level of the rubric will enable teacher access to annotated student writing for that level.)

The teacher explains the timetable and supports available for completing the task.

Text Selection
The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note cards, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor) A discussion about the credibility or merit of sources may be needed.

 

Days 2-3

Preview texts
The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.

Note-taking
The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing (e.g., argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.

Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility to a student's argument and/or research.

Reading and Research
The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:

 

Which parts of the text provide evidence that relates to the prompt?

 

What historical or current examples did you notice that relate to the prompt?

 

What is the text explicitly saying? What gaps or unanswered questions do you see?

 

What competing arguments have you encountered or thought of based on the text (argumentative)?

 

How do you know your sources are credible?

 

Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g., whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest).

 

Day 4

Transition to Writing
The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task.

Developing a Thesis or Claim
Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position, etc.)

Organizing Notes/Planning
Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts.

 

Days 5-6

Development of rough drafts
Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.

 

Day 7

Completion of Final Draft
Students either self or peer-edit their papers for conventional errors and complete the final draft.

Assessment and Reflection
The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction.

Analytic Scoring
The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements.

Holistic Scoring
Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method.

Score Recording and Feedback
It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate.

Cut Scores for Proficiency Levels
Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

Performance Level Total Score Cut* Average Score Cut*
Not Yet 10.5 1.5
Approaches Expectations 17.5 2.5
Meets Expectations 24.5 3.5
Advanced N/A N/A
* The cut scores above are the highest scores possible within their associated performance levels. To score at the Advanced level, a student would have to earn more than 24.5 total points or an average score greater than 3.5 points. The highest scores possible for Advanced (28 and 4.0) are not cut scores because there is no higher performance level than Advanced.

LDC Scores and Grades
LDC scores could be translated to grades contributing to students' course grades. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D. They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work.

Rubric

Grades 6-12 Argumentation Teaching Task Rubric 2.0

 

Not Yet

Approaches Expectations

Meets Expectations

Advanced

Scoring Elements

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 and establishes a position, but focus is uneven. D: Addresses additional demands superficially.

 

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. D: Addresses additional demands sufficiently.

 

Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. D: Addresses additional demands with thoroughness and makes a connection to claim.

 

Controlling Idea

 

Attempts to establish a claim, but lacks a clear purpose.

 

Establishes a claim.

 

Establishes a credible claim.

 

Establishes and maintains a substantive and credible claim or proposal.

 

Reading/ Research

 

Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.

 

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

 

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

 

Accurately and effectively presents important details from reading materials to develop argument or claim.

 

Development

 

Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt.

 

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations.

 

Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.

 

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.

 

Organization

 

Attempts to organize ideas, but lacks control of structure.

 

Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.

 

Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.

 

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

 

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 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 appropriate format.

Content Understanding

 

Attempts to include disciplinary content in argument, 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.
                     
Literacy Design Collaborative, 2013

Author

Carol Schriver, Conestoga Valley School District

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