LDC Module Template
The Declaration of Independence
http://www.ushistory.org/declaration/images/trumbull-large1.jpg
Information Sheet for Informational/Explanatory Module
Module title:
The Declaration of Independence
Module description
(overview):
Did the Declaration of Independence establish the foundation of the American government? In this lesson, students will closely read the
Declaration of Independence. Students will examine the text in the context of what was happening in time period, including an examination of
other seminal documents and speeches. Students will research the foundation of American government. Students will write an article explaining
how the Declaration of Independence and other documents impacted American government.
Task 21: [Insert question] After reading __________________ (literature or informational texts), write a/an _____________ (report, essay,
or substitutes) that addresses the question and analyzes _________________ (content), providing examples to clarify your analysis. What
conclusions or implications can you draw? L2 In your discussion, address the credibility and origin of sources in view of your research topic. L3
Identify any gaps or unanswered questions. Optional: Include _______________ (e.g. bibliography). (Analysis/Informational)
What role did the Declaration of Independence play in the foundation of American government? What other documents or speeches were
instrumental in the founding of our government? After reading the Declaration of Independence and other documents and speeches concerning
the foundation of American government, write an article that addresses the question and analyzes the Declaration of Independence and other
seminal documents, providing examples to clarify your analysis. Include a bibliography.
9th grade
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
English
English I, Pre-AP English I
1
Author(s):
Jenni Phomsithi
Contact
information:
phomsithij@dps-littlejohns.net
2
Section 1: What Task?
Teaching task:
Reading texts:
TEACHING TASK
What role did the Declaration of Independence play in the foundation of American government? What other documents or speeches were instrumental
in the founding of our government? After reading the Declaration of Independence and other documents and speeches concerning the foundation of
American government, write an article that addresses the question and analyzes the Declaration of Independence and other seminal documents,
providing examples to clarify your analysis. Include a bibliography.
Declaration of Independence
Common Sense
Treaty of Paris 1783
The Constitution
Liberty and Knowledge
The Articles of Confederation
The U.S. National Archives and Records Administration's History of the Declaration of Independence
A Bill for Establishing Religious Freedom in Virginia
The American Crisis
Background to
share with
students:
Extension
(optional):
Historical overview of the climate of the United States and Great Britain in the years and months leading up to 1776.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
R.9-10.1
R.9-10.2
R.9.10.4
R.9-10.6
R.9-10.10
W.9-10.2
W.9-10.4
W.9-10.5
CONTENT STANDARDS
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.9-10.9
W.9-10.10
R.9-10.3
R.9-10.5
R.9-10.7
W.9-10.6
W.9-10.7
W.9-10.8
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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 audience.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
Analyze in detail how an author’s ideas or claims are developed and refined by particular paragraphs, or larger portions of a text (e.g., a section or chapter).
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are
emphasized in each account.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
Scoring Rubric for informational or explanatory Template Tasks
Scoring
Elements
Focus
Not Yet
1
Approaches Expectations
1.5
2
Meets Expectations
2.5
3
Advanced
3.5
4
Attempts to address prompt, but
lacks focus or is off-task.
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately and
maintains a clear, steady focus.
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Controlling
Idea
Attempts to establish a controlling
idea, but lacks a clear purpose.
Establishes a controlling idea with a
general purpose.
Establishes a controlling idea
with a clear purpose maintained
throughout the response.
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
Reading/
Research
Attempts to present information in
response to the prompt, but lacks
connections or relevance to the
purpose of the prompt. (L2) Does
not address the credibility of
sources as prompted.
Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses
in accuracy or completeness. (L2)
Begins to address the credibility of
sources when prompted.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
(L2) Addresses the credibility of
sources when prompted.
Development
Attempts to provide details in
response to the prompt, including
retelling, but lacks sufficient
development or relevancy. (L2)
Implication is missing, irrelevant,
or illogical. (L3) Gap/unanswered
question is missing or irrelevant.
Presents appropriate details to
support the focus and controlling
idea. (L2) Briefly notes a relevant
implication or (L3) a relevant gap/
unanswered question.
Presents appropriate and sufficient
details to support the focus and
controlling idea. (L2) Explains
relevant and plausible implications,
and (L3) a relevant gap/unanswered
question.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and details
from reading materials. (L2) Addresses
the credibility of sources and identifies
salient sources when prompted.
Presents thorough and detailed
information to strongly support
the focus and controlling idea. (L2)
Thoroughly discusses relevant and
salient implications or consequences,
and (L3) one or more significant gaps/
unanswered questions.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate organizational
structure to address the specific
requirements of the prompt, with
some lapses in coherence or
awkward use of the organizational
structure
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
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
an appropriate format with only
minor errors.
Demonstrates and maintains a welldeveloped 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 an
appropriate format.
Content
Understanding
Attempts to include disciplinary
content in explanations, 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.
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Text selection
Ability to identify appropriate texts.
2. Active reading
Ability to identify the central point and main supporting elements of a text.
3.. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Synthesis
Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Claim
Ability to establish a claim and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure in MLA format.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
7. Academic integrity
Ability to use and credit sources appropriately, following MLA guidelines.
Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
1. Task engagement
Students will:

Ability to connect the task
and new content to existing
knowledge, skills,
experiences, interests, and
concerns.

Respond to an anticipation guide
o

Quick table list of task words
that need clarification
o

2. Task analysis
Find and share
definitions using
available technology
Quick write initial thoughts about
task (questions, plan, etc.)
o
Day 2
Participate in table
group discussion


Read and summarize the task
prompt in table groups

Read and analyze the rubric in
table groups
o

SKILLS CLUSTER 2: READING PROCESS
List the important
prompt features in
your own words
Read examples of informational
writing and use rubric to assess.
o
Teacher will:

Introduce the anticipation guide

Model listing words that need
clarification

Introduce quick write

Link the task to earlier class content

Facilitate discussions
Share at tables and as
class
Students will:
Ability to understand and
explain the task’s prompt
and rubric.
Students respond to
anticipation guide
and quick write
Share in table groups

Students list the
important prompt
features
Students grade an
example text on a
rubric
Teacher will:

Instruct students to summarize
prompt in groups

Instruct students to analyze rubrics;
model listing important features

Share examples of type of text
students will produce

Have students read examples of
informational writing and use rubric
to assess
Days 3-5
1. Text selection
Ability to identify
appropriate texts.
Days 6-10
2. Active reading
Ability to identify the central
point and main supporting
elements of a text.
Days 6-10
3. Essential vocabulary
Ability to identify and
master terms essential to
understanding a text.
Days 6-10
4. Synthesis
Ability to select important
facts and passages for use
in one’s own writing.
Students will:


Set up EasyBib account

Practice parenthetical citations
on teacher-given articles
independently and at table
groups
Students will:


Students read selected texts
independently, highlighting and
annotating important
information
Students will:


Students choose four to six texts
from teacher-prepared list or
internet research. For each text,
students list needed bibliographic
information in MLA style.

MLA bibliography
from chosen texts

Select main ideas and begin
forming topic

Discern credible and unreliable
sources
SKILLS CLUSTER 3: TRANSITION TO WRITING


Provide texts

Review MLA PowerPoint

Model EasyBib.com on SMARTBoard

Model parenthetical citations

Rotate through tables to help
Highlighted and
annotated texts
Teachers will:
Moodle definition
Teachers will:
Students will develop list
of essential vocabulary
as they read selected
texts. Students will add
definitions to Moodle as
assigned
Students will:
Teachers will:
Topic

Model active reading and annotation

Model Moodle glossary entry

Assign definitions from collected
class lists

Model essential vocabulary collection
and definition
Teachers will:

Model topic

Discuss and show credible and
unreliable sources
Day 11
1. Bridging
Students will:
Ability to begin linking
reading results to writing
task.

Using the rubric, determine in
table groups what it would take
to score a 3 or 4 on the rubric

Share graphic organizers in table
groups, making modifications as
needed

Day 11
2. Academic integrity
Quick write
Quick write: Do you feel well
prepared to write your
informative article? Why or
why not?
Students will:
Ability to use and credit
sources appropriately,
following MLA guidelines.


Define plagiarism in table groups

Make a plan as a group of how
to avoid plagiarism

Share plans with class

Accurate definition

Solid, detailed plan
Teachers will:

Review rubric

Instruct students to share yesterday’s
graphic organizers

Instruct students to quick write

Facilitate discussions
Teachers will:

Model paraphrasing

Instruct students to define plagiarism
and make a plan to avoid plagiarism

Facilitate discussions

Discuss academic penalties for
plagiarism, including college
penalties

Review instructor’s policy for
plagiarism

Instruct students to share plans with
class
SKILLS CLUSTER 4: WRITING PROCESS
Day 12
1. Topic
Ability to establish a topic
and consolidate information
relevant to task.
Students will:

Develop a topic that will serve as
the central idea of the
informational article


Relevant and clear
topic
Upload topic to
Moodle as
assignment
Teachers will:

Model topic writing

Facilitate discussion in groups
Days 1213
Days 1417
2. Planning
Students will:
3. Development
 Complete organizer
 Use graphic organizer to outline
paper
Ability to develop a line of
thought and text structure
appropriate to an
informational/explanatory
task.
Teachers will:
in a thoughtful
manner
Students will:
 Draft satisfies claim
 Model types of organizers
 Facilitate discussions in groups
Teachers will:
 Develop an MLA rough draft
Ability to construct an initial
draft with an emerging line
of thought and structure.
 Work with students on MLA,
structure, style, etc.
L2 Ability to analyze the
credibility and origin of
sources.
L3 Ability to identify gaps
or unanswered questions.
Day 18
4. Revision
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to audience
and purpose.
Day 19
5. Editing
Ability to proofread and
format a piece to make it
more effective.
Day 20
6. Completion
Ability to submit final piece
that meets expectations.
Students will:

Revise essays in groups, using
content checklists

Make revisions
Students will:

Edit essays in groups, using
checklists

Make corrections
Students will:

Publish to Moodle



Provides evidence of
revision
Provides evidence of
corrections
Complete final draft,
with bibliography
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
Declaration of Independence
FOR STUDENTS
Declaration of Independence
Common Sense
Common Sense
Treaty of Paris 1783
Treaty of Paris 1783
The Constitution
The Constitution
Teachers will:

Pass out content checklists

Work with groups on revisions
Teachers will:

Instruct students to edit in groups

Work with groups on corrections
Teachers will:

Facilitate assignment uploads
Liberty and Knowledge
Liberty and Knowledge
The Articles of Confederation
The Articles of Confederation
The U.S. National Archives and Records Administration's History
The U.S. National Archives and Records Administration's History of the
of the Declaration of Independence
Declaration of Independence
A Bill for Establishing Religious Freedom in Virginia
A Bill for Establishing Religious Freedom in Virginia
The American Crisis
The American Crisis
Computer access
Moodle account
EasyBib account
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment
task
Background to share
with students
(optional):
Reading texts:
Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
The attached materials support teaching this module.