Module3223.pdf
Overview
Overview
Causes of American Revolution and Declaring Independence
Causes of American Revolution and Declaring Independence
by Mendy Rue, Chris Clark, Mark Church, Holly Sears, Jennifer Crume, Donna
Roberts, and Sharon Thurman
This module examines the taxes and acts imposed on American colonists
and looks at the reactions of different groups living in the colonies at the time
(Loyalists, Patriots, Neutralists). This module addresses how those reactions
eventually led to American colonists declaring indpendence from Great
Britain.
Grades: 8
Discipline: Social Studies
Teaching Task: Task Template 2 (Argumentation and Analysis)
Author Information:
Mendy Rue (Daviess County)
Chris Clark (Daviess County)
Mark Church (Daviess County)
Holly Sears (Daviess County)
Jennifer Crume (Daviess County)
Donna Roberts (Daviess County)
Sharon Thurman (Daviess County)
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Section 1: What Task?
TEACHING TASK
Task Template 2 — [3 Levels]
Argumentation & Analysis
L1: Were the colonists justified in their decision to declare independence from Great Britain?
After reading textbook information, articles, primary/secondary sources write an essay that
addresses the question and support your position with evidence from the text(s).
L2: Be sure to acknowledge competing views.
STUDENT BACKGROUND
Students will need to understand the acts and taxes imposed on American colonists during
the 1770s. Students will need to analyze the reactions of groups (Loyalists, Patriots,
Neutralists). Students will need to understand bias and propaganda. Students will learn how
to debate from a certain character's point of view.
EXTENSION
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Rubric
Approaches
Expectations
Not Yet
Scoring Elements
1
Focus
Attempts to
address prompt,
but lacks focus or
is off-task.
1.5
2
Addresses prompt
appropriately and
establishes a
position, but focus
is uneven.
Meets
Expectations
2.5
3
Advanced
3.5
4
Addresses prompt
appropriately and
maintains a clear,
steady focus.
Provides a
generally
convincing position.
Addresses all
aspects of prompt
appropriately with
a consistently
strong focus and
convincing
position.
Controlling Idea
Attempts to
establish a claim,
but lacks a clear
purpose. (L2)
Makes no mention
of counter claims.
Establishes a
claim. (L2) Makes
note of counter
claims.
Establishes a
credible claim. (L2)
Develops claim and
counter claims
fairly.
Establishes and
maintains a
substantive and
credible claim or
proposal. (L2)
Develops claims
and counter
claims fairly and
thoroughly.
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.
Attempts to provide
details in response
to the prompt, but
lacks sufficient
development or
relevance to the
purpose of the
prompt. (L3) Makes
no connections or
a connection that is
irrelevant to
argument or claim.
Presents
appropriate details
to support and
develop the focus,
controlling idea, or
claim, with minor
lapses in the
reasoning,
examples, or
explanations. (L3)
Makes a
connection with a
weak or unclear
relationship to
argument or claim.
Presents
appropriate and
sufficient details to
support and
develop the focus,
controlling idea, or
claim. (L3) Makes a
relevant connection
to clarify argument
or claim.
Presents
thorough and
detailed
information to
effectively support
and develop the
focus, controlling
idea, or claim.
(L3) Makes a
clarifying
connection(s) that
illuminates
argument and
adds depth to
reasoning.
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.
Development
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.
Demonstrates
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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.
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.
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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.
Integrates
relevant and
accurate
disciplinary
content with
thorough
explanations that
demonstrate
in-depth
understanding.
Module3223.pdf
STANDARDS
Kentucky — History (The History of the United States)
SS-08-5.2.2: Students will explain and give examples of how the ideals of equality and
personal liberty (rise of individual rights, economic freedom, religious diversity) that
developed during the colonial period, were motivations for the American Revolution and
proved instrumental in the development of a new nation.
Common Core Anchor Standards — Reading
R.CCR.1: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
R.CCR.2: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
R.CCR.4: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices
shape meaning or tone.
R.CCR.10: Read and comprehend complex literary and informational texts independently
and proficiently.
Common Core Anchor Standards — Writing
W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.CCR.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
W.CCR.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
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Custom Standards
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Section 2: What Skills?
Selected Skills
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,
skills, experiences, interests, and concerns
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
Reading Process
ACTIVE READING: Ability to identify the central point and main supporting elements of a
text.
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
Writing Process
CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information
relevant to task.
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and
structure.
REVISION: Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
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EDITING: Ability to proofread and format a piece to make it more effective.
COMPLETION: Ability to submit final piece that meets expectations.
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Section 3: What Instruction?
MiniTasks
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,
skills, experiences, interests, and concerns
LIST
In a quick write, write your first reaction to the task prompt. Add some notes of things
you know about this issue.
Pacing: 10 minutes
Scoring Guide: work meets expectations if:
Students are able to create a list to their reaction done as an exit slip.
Teaching Strategies:
• Link this task to earlier class content.
• Clarify timetable and support plans for the task.
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
LIST
In your own words, what are the important features of a good response to this
prompt?
Pacing: 10 minutes
Scoring Guide: work meets expectations if:
Students can respond correctly and give at least 2 important features.
Teaching Strategies:
• Identify or invite students to identify key features of examples.
• Create a classroom list: Choose one student to share a few ideas on the board, and
ask other to add to it.
•Discuss the meaning of the word "justified".
NOTES
Read the fake letter from principal addressing the need to pay 10 cents a page for
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the unit packet.
Students will react and take a side.
Pacing: 15 minutes
Scoring Guide: work meets expectations if:
Students can give 3 reasons why or why not.
Teaching Strategies:
Read the letter aloud to students
Have students write their reaction to the letter on Edmodo.
Students will get into two groups (students should/should not have to pay) and
discuss their point of view.
Have students write their reasons why/why not.
Reading Process
ACTIVE READING: Ability to identify the central point and main supporting elements of a
text.
NOTES
What information do you need to know in order to understand both viewpoints?
Pacing: 2 days 40 minutes each
Scoring Guide: work meets expectations if:
Fills in notes chart on the different acts/taxes with 90% accuracy.
Teaching Strategies:
Teach the acts and taxes from textbook (Holt American History & History Alive!
American History)
Differentiation by Reading RIT Band level
NOTES
After watching several video clips (Schoolhouse Rocks "No More Kings" and "Shot
Heard Round the World" and, identify 4-5 different points of view of the colonists.
Pacing: 40 minutes
Scoring Guide: work meets expectations if:
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Students can identify 4-5 different points of view.
Teaching Strategies:
Give students access to the SchoolHouse Rock lyrics.
Create master notes on the board after discussing with students.
LIST
In like groups (Patriots/Loyalists will be split), read your biased source and come up
with a minimum of 5 reasons why your chosen side is right and 5 reasons why the
other side is wrong.
L2-Ability to analyze competing arguments.
Pacing: 40 minutes 1 period
Scoring Guide: work meets expectations if:
students are able to identify 5 reasons for each.
Teaching Strategies:
Give students Pro/Con article and lead students in creating list of the different points
of view.
NOTES
After reading textbook information, read articles to find evidence to support both
viewpoints
Pacing: on going
Scoring Guide: work meets expectations if:
Students complete reading strategies' organizers at a 85% accuracy.
Teaching Strategies:
Read teacher selected articles with students and show them an example of Close
Reading.
Instruct students on how to use organizers such as 3-2-1, BASIC, double-entry
journal, alpha blocks,etc.
Have students complete reading strategies organizers (A different one for each
article) to help students pick the correct main ideas/viewpoints from different
primary/secondary sources.
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ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
LIST
In your packet list words and phrases essential to the texts. Add definitions and list
articles where the word is found
Pacing: 30 minutes
Scoring Guide: work meets expectations if:
• Lists appropriate phrases.
• Provides accurate definitions.
Teaching Strategies:
• After scoring, ask some students to share definitions of terms that others
overlooked or misunderstood.
• After scoring, be willing to provide direct instruction or guide a close reading if
needed to work through a key phrase most students missed.
NOTES
In like groups, read one article that focuses on your chosen point of view and also
read an article from the opposing viewpoint. Highlight important information and take
notes on the main ideas of the articles.
Pacing: 40 minutes
Scoring Guide: work meets expectations if:
Students will be scored on how well they identify bias in the articles read by
discussing thier thoughts together as a class.
Teaching Strategies:
Have several articles prepared for students to choose from.
Encourage students who read the same articles to discuss their findings.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
LIST
Create class definition and list about plagiarism and ways to avoid it.
Pacing: 15 minutes
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Scoring Guide: work meets expectations if:
• Provides accurate definition
• Lists several appropriate strategies
Teaching Strategies:
• Discuss respect for others’ work to assemble evidence and create texts.
• Discuss academic penalties for stealing others thoughts and words.
NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
NOTES
From each text, summarize and/or paraphrase the important information from the
articles used in the unit.
Pacing: on-going
Scoring Guide: work meets expectations if:
•Identifies the importance of a text by paraphrasing/summarizing correctly.
• Includes information to support accurate citation (for example, page numbers for a
long text, clear indication when quoting directly.
Teaching Strategies:
• Teach a model format for note taking (Use unit packet for help)
• Check that early student work is in the assigned format (or in another format that
gathers the needed information effectively).
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
SHORT CONSTRUCTED RESPONSE
Using the worksheet provided/Edmodo, write about what you know now that you’ve
read about the acts/taxes imposed by Great Britain. Be prepared to discuss in small
groups.
Pacing: 20 minutes
Scoring Guide: work meets expectations if:
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Students complete the worksheet with detailed answers.
Teaching Strategies:
Small group discussion using question.
Writing Process
CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information
relevant to task.
SHORT CONSTRUCTED RESPONSE
Write the claim that includes the purpose of the essay, your position on the topic and
introduces your big ideas
Pacing: 30 minutes
Scoring Guide: work meets expectations if:
Completion of opening paragraph, which will be checked by teacher.
Teaching Strategies:
• Offer several examples/non examples of opening paragraphs from previous
students.
• Ask class to discuss what makes them strong or weak.
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
OUTLINE
Create an outline based on your notes and reading in which you state your claim,
sequence your points, and note your supporting evidence. Make sure to include the
other side when outlining reasons.
Pacing: 40 minutes 2 days
Scoring Guide: work meets expectations if:
• Creates an outline or organizer.
• Supports controlling idea. Uses evidence from texts read earlier.
•Addresses opposing side
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Teaching Strategies:
• Provide and teach how to use the teacher assigned outline or organizer.
• Invite students to generate questions in pairs about how the format works, and then
take and answer questions.
•Show examples/non examples to help guide struggling students.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and
structure.
LONG CONSTRUCTED RESPONSE
Write an initial draft complete with opening, development, and closing; insert and cite
textual evidence.
Pacing: 40 minutes 5 days
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
•Addressed opposing viewpoint.
Teaching Strategies:
•Show students a good example of last year's paper. Point out the use of citations
and the use of quotes from various sources.
•Monitor student progress and answer student questions.
REVISION: Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
LONG CONSTRUCTED RESPONSE
Revise essay's organization, ideas, citations. Use textual evidence carefully, with
accurate citations. Decide what to include and what not to include.
Pacing: 40 minutes
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
• Improves earlier edition.
Teaching Strategies:
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• Go through writing checklist and have students use it to look at their papers.
• Use peer editing to help strengthen papers.
• Assign students to provide each other with feedback on those issues.
EDITING: Ability to proofread and format a piece to make it more effective.
LONG CONSTRUCTED RESPONSE
Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust
formatting as needed to provide clear, appealing text.
Pacing: 30 minutes
Scoring Guide: work meets expectations if:
• Provides draft free from distracting surface errors.
• Uses format that supports purpose.
Teaching Strategies:
• Briefly review selected skills that many students need to improve.
• Teach a short list of proofreading marks.
• Assign students to proofread each other’s texts a second time.
• Review rubric.
COMPLETION: Ability to submit final piece that meets expectations.
LONG CONSTRUCTED RESPONSE
Turn in complete set of drafts, plus the final version of your piece
Pacing: 15 minutes
Scoring Guide: work meets expectations if:
• Fits the “Meets Expectations” category in the rubric for the teaching task.
Teaching Strategies:
Instruct student how to turn in papers.
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Resources
Selected Articles
Thomas Jefferson and the Declaration of Independence.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Junior Scholastic (11/29/2004)—Wilmore, Kathy
Focuses on the writing of the "Declaration of Independence," by the third president of the
United States Thomas Jefferson.
870L
The Road to Revolution.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Road to Revolution (2009)—McGill, Sara Ann
Presents an overview of events leading up to the American Revolution of 1775. Colonists'
resentment of British taxation; Lack of colonial representation in Parliament; Details of the
1774 Coercive, or Intolerable, Acts intended to punish the colonies for the Boston tea party;
Efforts of the British administration to quell violent opposition to the British military presence;
Details of the First Continental Congress; Culmination of brewing hostilities in the Battles of
Lexington and Concord.
1150L
SEEDS OF REVOLUTION.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Cobblestone (Oct2005)—Kowalski, Kathiann M.
Details the historical events that led to the declaration of independence by the U.S. Thirteen
Colonies from its imperialist the Kingdom of Great Britain on July 4, 1776.
1020L
BREAKING UP IS HARD TO DO.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Cobblestone (Oct2002)—Chorlian, Meg
Talks about the relationship between the American Colonies and the British government in
the mid-1700s.
930L
THE FOUNDING FATHER WHO OPPOSED INDEPENDENCE.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
World & I (Apr2003)—de Silva, Ian
Traces the life and career of American political writer John Dickinson. Family and academic
background of Dickinson; Overview on his career in politics; Stance taken by Dickinson on
the issue of independence from Great Britain; Example of his political writings; Contributions
of Dickinson to the constitution.
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Module3223.pdf
1070L
INDEPENDENCE!
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Cobblestone (Oct2005)—Miller, Jerry
Details the historical events after June 7, 1776, when the motion that the U.S. Colonies
should become free sates developed by Richard Henry Lee, an active member of the House
of Burgesses, was made to the Second Continental Congress.
930L
John Hancock.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Monkeyshines on the United States Government (2001)—
Presents the life and works of John Hancock, first governor of Massachusetts from 1780 to
1793. Family background; Arrest of Hancock due to an anti-British speech; Contribution on
American independence.
970L
Patriotic Fires.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Cobblestone (Nov/Dec2009)—Childress, DianaKowalski, Kathiann M.
The article focuses on the early life and various stages of evolution in the life of John
Adams, former U.S. president.
1090L
Family feud.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Cobblestone (Nov93)—Spatz, Virginia
Tells how family members of the American Revolution often found themselves on opposite
sides of the political issues. The Stamp Act; Sons of Liberty; Committees of
Correspondence; How John Adams and his second cousin, Samuel Adams, differed on
issues; Abigail Adam's cousin Josiah Quincy Jr. and his brother Samuel; More.
1010L
Expatriates of war.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Cobblestone (Dec94)—McIntyre, Edison
Looks at conditions that forced some Americans to leave their homeland after the American
Revolution and the Civil War. Loyalists whose land and property were confiscated by
revolutionaries after the Revolution; Where they emigrated; Why Confederate officials and
soldiers fled the United States after the Civil War; Judah P. Benjamin, Confederate secretary
of state; The Confederate emigration to South America.
1070L
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On REVOLUTION.
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Cobblestone (Jul/Aug2011)—Karsner, Barbara D.
The article discusses U.S. author and editor of "Pennsylvania Magazine" Thomas Paine
whose works include the pamphlet "Common Sense," which was published anonymously
and urged American independence, a series of essays, titled "American Crisis," and the
book "The Rights of Man."
910L
WHAT IF America Had LOST the Revolution?
(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3223&scrollTo=articles)
Junior Scholastic (10/3/2005)—Wilmore, Kathy
Presents the author's views on the probable economic, social and political condition of the
United States if it was governed by a King or Queen.
730L
Uploaded Files
Keywords
Links*
* These Lexile measures were computed automatically and did not undergo human review.
They are not certified measures and should not be published or recorded in any way.
Other Resources
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Section 4: What Results?
Classroom Assessment Rubric
Not Yet
Focus
Reading/Research
Controlling Idea
Attempts to address prompt but lacks focus or is off-task.
Demonstrates weak use of reading material to develop argument.
Establishes a claim and attempts to support an argument but is not convincing; (L2) Attempts to
acknowledge competing arguments.
Development
Reasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is
weak or not relevant.
Organization
Provides an ineffective structure; composition does not address requirements of the prompt.
Conventions
Demonstrates a weak command of standard English conventions; lacks cohesion; language and
tone are not appropriate to audience and purpose.
Meets Expectations
Focus
Reading/Research
Addresses the prompt and stays on task; provides a generally convincing response.
Demonstrates generally effective use of reading material to develop an argument.
Controlling Idea
Establishes a credible claim and supports an argument that is logical and generally convincing.
(L2) Acknowledges competing arguments while defending the claim.
Development
Develops reasoning to support claim; provides evidence from text(s) in the form of examples or
explanations relevant to the argument (L3) Makes a relevant connection(s) that supports
argument.
Organization
Applies an appropriate text structure to address specific requirements of the prompt.
Conventions
Demonstrates a command of standard English conventions and cohesion; employs language
and tone appropriate to audience and purpose.
Classroom Assessment Task
No Classroom Assessment Task for this module
Exemplar Work
Uploaded Files
not yet example #1 8th grade SS.docx (Not Yet)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/1079711494_Aug_20_2012_171831740.docx)
not yet example #2 8th grade SS.docx (Not Yet)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/1924183365_Aug_20_2012_171841771.docx)
approaches expectations #1 8th grade SS.docx (Approaches Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/1969912188_Aug_20_2012_17185298.docx)
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approaches expectations #2 8th grade SS.docx (Approaches Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/1916230883_Aug_20_2012_171901458.docx)
meets expectations #1 8th grade SS.docx (Meets Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/854071596_Aug_20_2012_17191183.docx)
meets expectations #2 8th grade SS.docx (Meets Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/1698543467_Aug_20_2012_171916636.docx)
exceeds expectations #1 8th grade SS.docx (Advanced)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/5544007_Aug_20_2012_171925107.docx)
exceeds expectations #2 8th grade SS.docx (Advanced)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/838927864_Aug_20_2012_171931690.docx)
Not yet SS.docx (Not Yet)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/53395991_Jan_10_2013_140325489.docx)
Approaching Expectations.docx (Approaches Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/7144561_Jan_10_2013_14071543.docx)
Meeting Expectations.docx (Meets Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/2051645134_Jan_10_2013_14110845.docx)
Exceeding Expectations.docx (Advanced)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/902180891_Jan_10_2013_141125127.docx)
advanced rue 2012.docx (Advanced)
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Module3223.pdf
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/2089940563_Jan_10_2013_14150552.docx)
met rue 2012.docx (Meets Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/866690701_Jan_10_2013_141521494.docx)
not met rue 2012.docx (Not Yet)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/805394816_Jan_10_2013_141552600.docx)
approaches expectation example.docx (Approaches Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3223/1491910094_Apr_16_2013_163004595.docx)
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Module3223.pdf
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