Existentialism and Kafka
Information Sheet for Information/Explanation Module
Module title:
Existentialism and Kafka
Module description
(overview):
Students will conduct research on the existentialist movement in literature. Students will read Franz Kafka’s The Metamorphosis and
determine if Kafka’s work reflects existential ideas.
Task 11: After researching ________ (informational texts) on ________ (content), write a ________ (report or substitute)
that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from your
research. L2 What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)
Background:
Take it moment by moment, and you will find that we are all, as I’ve said before, bugs in amber.”
― Kurt Vonnegut
Template task
(include number,
type, level):
Teaching task:
Writing Task:
After researching essays and articles on existentialism, write an essay that defines existentialism and explains its impact on
Franz Kafka’s work The Metamorphosis. Support your discussion with evidence from your research.
Grade(s)/Level:
Sophomore
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
ELA
Author(s):
Sherri R. McPherson
Contact
information:
sherri.mcpherson@fayette.kyschools.us
English II
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
1
Section 1: What Task?
TEACHING TASK
Background:
Teaching task:
Take it moment by moment, and you will find that we are all, as I’ve said before, bugs in amber.”
― Kurt Vonnegut
Writing Task:
After researching essays and articles on existentialism, write a report that defines existentialism and explains its impact on Franz
Kafka’s work The Metamorphosis. Support your discussion with evidence from your research.
Reading texts:
The Metamorphosis by Franz Kafka
Student-selected texts regarding existentialism, Kafka, and The Metamorphosis
Good Reasons Contemporary Arguments: Chapter 3 Definition Arguments 5th edition Lester Faigley, Jack Selzer
Background to
share with
students:
Extension
(optional):
Existentialism is a philosophical and cultural movement that believes the beginning of philosophical thinking lies with the individual and
the experiences of the individual. Existential thought continues to influence philosophy, literature and the arts today.
Students will create a visual presentation of their paper using a digital media tool such as Prezi or Popplet.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
CONTENT STANDARDS
COMMON CORE STATE STANDARDS
NUMBER
ANCHOR STANDARDS FOR READING
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.
2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
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.
6
Assess how point of view or purpose shapes the content and style of a text.
10
Read and comprehend complex literary and informational texts independently and proficiently.
NUMBER
ANCHOR STANDARDS FOR WRITING
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
2
2
4
5
9
10
Write informative/explanatory texts to examine and convey complex ideas 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 task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
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.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
3
SCORING RUBRIC FOR INFORMATION/EXPLANATION TEMPLATE TASKS
Scoring
Elements
Focus
Not Yet
1
Attempts to address prompt,
but lacks focus or is off-task.
Approaches Expectations
2
Addresses prompt
appropriately, but with a weak
or uneven focus.
Meets Expectations
3
2.5
Addresses prompt appropriately and
maintains a clear, steady focus.
3.5
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Establishes a strong controlling idea with
a clear purpose maintained throughout
the response.
Establishes a controlling idea
with a general purpose.
Establishes a controlling idea with a
clear purpose maintained throughout
the response.
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.
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 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.
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.
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.
Controlling
Idea
Reading/
Research
Development
Organization
Attempts to establish a
controlling idea, but lacks a clear
purpose.
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.
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.
1.5
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
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.
2a. Active reading
Ability to identify the central point and main supporting elements of a text.
2b. Active reading
Ability to summarize key supporting details and ideas in a text.
3. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic integrity
Ability to use and credit sources appropriately.
5. Note-taking
Ability to select important facts and passages for use in one’s own writing.
6. Organizing Research
Ability to organize research logically and effectively for purpose of task.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Controlling idea
Ability to establish a controlling idea and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an information/explanation task.
3a. Development
Ability to define existentialism and its related sub-topics.
3b. Development
Ability to construct an initial draft with an emerging line of thought and structure.
4. Documentation
Ability to integrate information without plagiarizing.
5. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
6a. Editing
Ability to proofread someone’s work and offer helpful suggestions.
6b. Editing
Ability to proofread and format a piece to make it more effective
7. Completion
Ability to submit final piece that meets expectations.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Section 3: What Instruction?
PACING
SKILL AND
DEFINITION
PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
None



None





SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
Day 1
1. Task engagement
Short Response with Bullets
Ability to connect the task
and new content to existing
knowledge, skills,
experiences, interests, and
concerns.
In a quick write, write your first reaction
to the task prompt. Add some notes of
things you know about this issue.
2. Task analysis
Bullets
Ability to understand and
explain the task’s prompt
and rubric.
In your own words, what are the
important features of a good response to
this prompt?
Link this task to earlier class content.
Discuss student responses.
Clarify timetable and support plans for the task.
Share examples of type of text students will produce
(either from past students or from professional writers).
 Identify or invite students to identify key features of
examples.
 Pair students to share and improve their individual
bullets.
 Create a classroom list: Choose one student to share
a few ideas on the board, and ask others to add to it.
SKILLS CLUSTER 2: READING PROCESS
Day 2
Days 2 and 3
1. Text selection
Notes
Ability to identify
appropriate texts
For each text, list the needed
bibliographic information. Add bullets on
why you think the work is credible and/or
worthy of study
2. Active reading
Short reflective entry for each text
Ability to identify the central
point and main supporting
elements of a text.
What is the author trying to accomplish?
Which parts of the text show you that?
Annotate each text using Purpose
Questions (PQ): What is existentialism?
How is/is not existential thought
portrayed in Kafka’s Metamorphosis?
Identifies author, title,
publisher, date, and any other
needed information (for example,
the volume for a periodical or the
editor for an anthology).
 Includes reasonable evidence
that work is credible and/or worthy
of study.
Answers questions with credible
response.
 Includes reasonable evidence
through annotations to respond to
the purpose question.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Provide citation guide and discuss why each element
of citation is needed.
 View and discuss Evaluating Sources DVD
(Schlessinger Media)
 Collaborate with Librarians to provide access to
research sources.
Invite students to brainstorm ways to figure out any
author’s intent.
 Invite students to share and discuss their answers for
each text.
 After the discussion, allow them to add to their
entries.
Days 2 and 3
2b. Active reading
Summary Notes
Ability to summarize key
supporting details and ideas
in a text
For each text, create a summary using
the Summary Notes format
3. Essential vocabulary
Vocabulary list
On-going
Ability to identify and
master terms essential to
understanding a text.
In your notebook, list words and phrases
essential to the texts. Add definitions,
and (if appropriate) notes on connotation
in this context.
Day 4
4. Academic integrity
Definition and strategies
Ability to use and credit
sources appropriately.
Discuss “plagiarism” and list ways to
avoid it
Days 4 and 5
Day 6
5. Note-taking
Notes
Ability to select important
facts and passages for use
in one’s own writing.
From each text, make a list of the
elements that look most important for
answering the prompt. Do what you
need to do to avoid plagiarism.
6.Organizing Research
Notes
Ability to organize research
logically and effectively for
purpose of task.
For each text, record useful quotes,
summaries, or paraphrases to complete
the task.

text.
Provides thorough summary of



Provide a model summary response.
Provide and teach Burke’s Summary Notes template
Have students work in pairs to create a summary
for one of the texts before students begin to work on this
individually.


Lists appropriate phrases.
Provides accurate definitions.

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.

Provides accurate definition of
plagiarism.


Lists several appropriate
strategies.






Organizes research
systematically (electronic or print)


No scoring

Identifies relevant elements.
Includes information to support
accurate citation (for example, page
numbers for a long text, clear
indication when quoting directly).
Discuss respect for others’ work to assemble
evidence and create texts.
Discuss academic penalties for stealing others
thoughts and words.
Teach Cornell Notes for note taking.
Check that early student work is in the assigned
format (or in another format that gathers the needed
information effectively).
View and discuss Organizing Research DVD
Introduce various note-taking systems (note cards,
electronic files, NoodleBib)
SKILLS CLUSTER 3: TRANSITION TO WRITING
Day 6
1. Bridging
Bullets
Ability to begin linking
reading results to writing
task
In a quick write, write about what you
know now that you’ve read about
existentialism). Form a group and discuss
your findings. Use the “My Thoughts
Their Thoughts” Graphic organizer to
record your group’s discussion.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Small group discussion using question. Use “My
Thoughts Their Thoughts” organizer
SKILLS CLUSTER 4: WRITING PROCESS
Day 7
1. Controlling idea
Controlling Idea
Ability to establish a
controlling idea and
consolidate information
relevant to task.
Write an opening paragraph that includes
a controlling idea and sequences the key
points you plan to make in your
composition
2. Planning
Outline/organizer
Ability to develop a line of
thought and text structure
appropriate to an
information/ explanation
task.
Day 8 and 9
Days 8 and 9
Days 11 and
12
Create an outline based on your notes
and reading in which you state your
claim, sequence your points, and note
your supporting evidence.

Provides direct answer to main
prompt requirements.
 Establishes a controlling idea.
.


Create a topic outline
Supports controlling idea.
Uses evidence from texts read
earlier.
Use “Creating a Thesis Statement for Definition
paper” organizer
 Review the list that students created earlier to
identify needed elements (from Cluster 1, skill 2).

Provide and teach one or more examples of outlines
or organizers.
 Provide a “Topic Outline Organizer” for students to
use


Explore various meanings and
associations with “existentialism”
Create a personal definition of
“existentialism”
 Respond to Pre-Writing activity
Initial draft




Uses in-text citations correctly
Drafts an accurate Works
Cited page.



3a. Development
Prewriting
Ability to define
existentialism and its
related sub-topics.
3b. Development
Ability to construct an
initial draft with an
emerging line of thought
and structure.
Day 10

.
Day 7
Write an initial draft complete with
opening, development, and closing;
insert and cite textual evidence.
4. Documentation
In-text Citations & Works Cited Page
Ability to integrate
information without
plagiarizing.
Incorporate sources within text of paper
without plagiarizing. Write a Works Cited
page.
5. Revision
Multiple drafts
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to audience
and purpose.
Refine composition’s analysis, logic, and
organization of ideas/points. Use textual
evidence carefully, with accurate citations.
Decide what to include and what not to
include.
Provides complete draft with all
parts.
 Supports the opening in the
later sections with evidence and
citations.
Provides complete draft with all
parts.
 Supports the opening in the
later sections with evidence and
citations.
 Improves earlier edition.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Provide “Existentialism Pre-Writing” activity
Encourage students to re-read prompt partway
through writing, to check that they are on-track.
Offer examples of papers documenting sources
correctly.
 Offer examples of Works Cited pages.
 Refer students to MLA resources.
Model useful feedback that balances support for
strengths and clarity about weaknesses.
 Assign students to provide each other with feedback
on those issues.
Day12 and 13
Day 12 and 13
Day 14
6a. Editing
Peer Editing
Ability to proofread
someone’s work and offer
helpful suggestions.
Read a classmate’s draft for grammar,
mechanics and usage errors.
6b. Editing
Correct Draft
Ability to proofread and
format a piece to make it
more effective.
Revise draft to have sound spelling,
capitalization, punctuation and grammar.
Adjust formatting as needed to provide
clear, appealing text.
Provides useful feedback for
peer review.




Provides draft free from
distracting surface errors.

Uses format that supports
purpose.
Discuss peer editing ethics.
Provide “Peer Edit Exercise” handout to guide
students through process of peer reviewing.
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.

7. Completion
Final Piece
Ability to submit final piece
that meets expectations
Turn in your complete set of drafts, plus
the final version of your piece
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
“Organizing Research”. Research Skills for Students Series. Dir. Erik Freeland.
Schlessinger Media, 2004. DVD.
“Evaluating Sources”. Research Skills for Students Series. Dir. Erik Freeland.
Schlessinger Media, 2004. DVD.
http://www.noodletools.com/ (paid subscription for NoodleBib)
Tools and Texts by Jim Burke
50 Essential Lessons by Jim Burke

Fits the “Meets Expectations”
category in the rubric for the
teaching task.
FOR STUDENTS
The Metamorphosis by Franz Kafka
Good Reasons Contemporary Arguments: Chapter 3 Definition Arguments 5th edition Lester
Faigley, Jack Selzer
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
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:
INFORMATION/EXPLANATION CLASSROOM ASSESSMENT RUBRIC
[As of August 2011, this rubric is under construction]
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Teacher Work Section
Here are added thoughts about teaching this module.
Narrative
For this module, I wanted students to find sources to use in the essay. I did not provide any sources except for the literary text of The
Metamorphosis. As a result, I spent some time teaching students how to evaluate a source and how to organize their research. Further,
students needed to have a good working definition of existentialism before tackling the writing task, so it was important for them to sift through
multiple sources before responding to the writing task.
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Existentialism Definition Paper Prewriting Activity
Writing Task
Background:
Take it moment by moment, and you will find that we are all, as I’ve said
before, bugs in amber.”
― Kurt Vonnegut
Writing Task:
After researching essays and articles on existentialism, write a
report that defines existentialism and explains its impact on Franz
Kafka and his work The Metamorphosis. Support your discussion
with evidence from your research.
Directions: Today you will begin prewriting for your definition paper over
existentialism. Create a response to each of the questions below. Type
your response in a Word document, save it to your network folder and/or
your flashdrive and e-mail it to Mrs. McPherson.
sherri.mcpherson@fayette.kyschools.us
You may need to do a little searching online to answer some of these
questions, but don’t get sidetracked. Keep focused on the writing task
presented above. Keep track of the sources you visit and use.
1. What examples best illustrate what existentialism is? Try to come
up with at least two.
2. Describe what kind of conflict existentialism might involve.
3. What is existentialism similar to?
4. What metaphor could be used for existentialism?
5. What conditions might cause existentialism?
6. What steps are involved with existentialism?
7. What connotations are associated with existentialism
8. What is the denotation of existentialism? Write the dictionary
definition down.
9. List eight synonyms for existentialism.
10. What words do you associate with existentialism?
Topic Outline
Introduction
Background___________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Thesis Statement ____________________________________________________
__________________________________________________________________
Support #1
Topic Sentence _________________________________________
________________________________________________________
Reason A __________________________________________
Reason B ___________________________________________
Reason C __________________________________________
Support #2
Topic Sentence _____________________________________________________
________________________________________________________
Reason A __________________________________________
Reason B ___________________________________________
Reason C _________________________________________
Support #3
Topic Sentence _________________________________________
________________________________________________________
Reason A __________________________________________
Reason B ___________________________________________
Reason C __________________________________________
Conclusion
Thesis Statement (restated in different words) _________________
__________________________________________________________________
Interesting Close______________________________________________
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
My Thoughts/Their Thoughts Organizer
Directions: As a group discuss the question(s) given to you. Record your thoughts and those of your classmates in the organizer
below. Be sure to cite specific examples from the text, including page numbers.
My Thoughts
My Classmates’ Thoughts
Evidence from the text to support my
thoughts
Evidence from the text to support my
classmates’ thoughts
Creating a Thesis Statement for Definition Paper
Step One
Pick one graphic organizer, a chart or Venn diagram, and compare the two topics.
____________________
Qualities
Topic One:
____________________
Topic Two:
Step Two
Using the Venn diagram or chart on the first page, draw three conclusions regarding the topic.
Conclusion 1:
_____________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
Conclusion 2:
_____________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
Conclusion 3:
_____________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
Step Three
Using your conclusion statements, create a thesis statement. You may choose to use the template below or create one on your own.
Complete the following template:
The literary work______________________written by ______________________is/is not (choose one)
Insert title of literary work
Insert author’s name
an existential work because____________________, ________________, _________________.
Reason 1
Reason 2
Reason 3
Write your thesis here.
_____________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________
Step Four
Reason 1:
Reason 2:
Reason 3
Think about what you need to do to “prove” your thesis statement. Jot down ideas for each reason that will support your
thesis.
LDC Task/Module Scoring Guide
LDC Task/Module Scoring Guides
Information
Module/Task Title
Existentialism and Kafka
Author (s)
District
School
Date Evaluated
Evaluator(s)
Evaluator
Summative
Comments
Sherri R. McPherson
Fayette County Schools
LDC Scoring Guides
October 5, 2012
LDC Task Jurying Rubric Design Committee
What distinguishes this task as "Exemplary" is that it engages students in rigorous, college-level types of thinking and
writing -- using a philosophical lens to examine and critique a literary text. This type of application of a framework to
another text has broad applicability to the kinds of thinking and writing that is commonly practiced at the college level
(cultural/literary criticism). One can imagine all kinds of informational texts (including historical/biographical texts) being
paired with fictional works to inform, enrich, and deepen the reader's understanding of the fiction text. Also, the task
engages students in examining a seminal text (Kafka's Metamorphosis) that represents a central mode of discourse in the
discipline (a metaphorical/fictional representation of a philosophy).
The task is not "perfect" in that the independent research component may be mismatched to the goals of the prompt.
One improvement to the task would be to have the teacher select one foundational text about existentialism that is
common to all students (to support a basic and common understanding of a difficult concept), while retaining the
"research" component and allowing for student choice in selecting other sources of information (e.g., modern day
examples of existentialism). It is difficult to imagine that the teacher could provide sufficient scaffolding, providing access
to texts to all students, if they all ended up selecting different texts, while a common text would provide a "common
denominator".
One minor issue with the module is that parts of the module suggest that a student could potentially respond to the
prompt by saying that The Metamorphosis was NOT impacted by existentialism (See Days 2/3 on p. 6 and graphic
organizer on p. 18), when in fact, there is really only one possible answer.
The module reflects attention to all of the skills needed to successfully complete the task, although it was noted by jurors
that for a research task in which students are asked to select their own non-fiction texts about existentialism, you would
expect more instruction and scaffolding around the selection and evaluation of texts. However, it is possible that the
teacher has spent more time earlier in the year (prior to the module) teaching students how to do this. Additional
contextual information given by the teacher in the narrative would help jurors to make this judgment.
Also, it is not clear that there is sufficient instruction on the concept of existentialism to ensure that students have a solid
grasp of the concept prior to applying it as a lens to analyze Kafka's Metamorphosis.
Autumn 2012 Field Trial Version
LDC Teaching Task Scoring Guide
Content
Task Clarity & Coherence
Category
Work in Progress
Template type (writing mode) may be mismatched to the intended purpose of the
prompt (e.g., use of an Argumentation
template when an Explanatory template
would be a better fit; selecting a "definition"
template when a "description" template
would be appropriate)
Question/prompt may be posed in a way
that biases students toward a particular
response.
Question/prompt may be answerable
without the use of text or instructional
scaffolding (through Module), i.e., texts and
instruction are dispensable.
May have a weak connection to or skim the
surface of content central to the discipline
May address content/topic from a
framework that is not relevant to the
discipline (e.g., for a history task, focusing on
a moral issue rather than an historical
question.)
May oversimplify a topic, or may not require
students to engage in analytic reading and
thinking skills central to the discipline.
LDC Scoring Guides
LDC Task/Module Scoring Guides
Good to Go
Template task is filled in correctly (in the
correct mode-Argumentation,
Explanatory, Narrative) without
modification and task is worded clearly.
Prompt wording follows through on
answering the essential question (if posed)
and is aligned with content, texts, and
student product (a "good fit").
Question and prompt are unbiased and
leave room for diverse responses.
Task is text dependent (hardwires the use
of evidence of text in response).
Background creates a frame for teaching
task.
Exemplar
("Good to Go" characteristics and...)
Teaching task is worded precisely to
provide a clear purpose for writing and
unambiguous directions to students.
Prompt, texts, content, and student
product are tightly aligned (are close to a
"perfect fit").
Addresses substantive content central to
the discipline, requires students to build
strong content knowledge.
Engages students in a range of analytic
reading and thinking skills, e.g., analysis,
comparison, synthesis, evaluation, causeeffect, problem-solution.
("Good to Go" characteristics and...)
Addresses "big ideas" or enduring
understandings central to the discipline.
Engages students in complex, higher
order thinking skills specific to the
discipline.
Task pattern has broad applicability for
addressing particular CCSS.
Autumn 2012 Field Trial Version
Student Product
Text/s
LDC Task/Module Scoring Guides
May be loosely aligned or misaligned to the
purpose of the task, e.g., use of literary
fiction for a research task.
May not provide textual evidence for
supporting a counterclaim or alternate view
(especially for Argumentation tasks).
May allow for student selection of texts
when assigning one common foundational
text on a difficult/esoteric topic (e.g.,
existentialism) would be helpful for
supporting literacy through instructional
scaffolding.
May be overly difficult/demanding OR may
be too easy (not requiring the use of literacy
strategies) for the range of student ability.
May be inappropriate to the rhetorical mode
or content and challenge of the task (e.g.,
asking students to write a blog entry when a
formal essay is more appropriate).
Rating (check one)
Exemplar
Good to Go
Needs Revision
LDC Scoring Guides
Is (are) intellectually challenging but
accessible to all students.
Require students to apply literacy skills to
comprehend and analyze content.
Are useful for providing content and
evidence to be used in addressing the
task.
Do not bias students toward a particular
response (support competing
views).[NOT APPLICABLE]
("Good to Go" characteristics and...)
Are engaging, tightly relevant
(indispensable), and authentic.
Are tightly aligned to the task purpose
Represent central modes of discourse
in the discipline.
Are carefully selected/excerpted/
modified to provide appropriate text
complexity (using either quantitative
or qualitative measures) for the range
of student reading ability.
[NOT APPLICABLE BECAUSE OF
STUDENT SELECTED TEXTS]
Is aligned to rhetorical mode and
appropriate for content and challenge of
the task.
Provides sufficient opportunity for diverse
students to demonstrate their
achievement.
("Good to Go" characteristics and...)
Authentically engages students in
rhetorical modes and types of writing
central to the discipline.
Holistic Score for LDC Teaching Task
Description
Task is coherent, all components are tightly aligned. Has clear purpose and precise elements overall; addresses content
(including big ideas and enduring understandings) central to the discipline; engages students in applying higher order,
complex thinking skills specific to the discipline; carefully selects and customizes appropriate and relevant text(s); creates
academic contexts for engaging in reading and writing skills and tasks aligned to CCSS. Teaching task topic or issue is
relevant to the discipline or course and has broad applicability.
Task is coherent, all components are aligned. Has clear, specific and detailed elements overall; addresses relevant content
(topic, theme, concept, issue, or idea); employs relevant text(s); creates academic contexts for engaging in reading and
writing skills and tasks aligned to CCSS.
See comments.
Autumn 2012 Field Trial Version
LDC Task/Module Scoring Guides
Not scored
Does not meet basic criteria of LDC Framework.
LDC Module Scoring Guide
What Instruction?
What Skills?
Category
Skills list may miss significant demands of the
task, e.g., students' ability to select and
evaluate appropriate texts for a research task
Mini-tasks may be rely on general engagement
strategies (e.g., brainstorming, list-making)
with little customization to the Teaching
Task.
Mini-tasks and instructional strategies may be
loosely connected to and may not provide
scaffolding for completing the Teaching Task.
LDC Scoring Guides
Good to Go
Skills list is relevant to teaching task.
Skills are clustered and sequenced to
support the teaching task.
Mini-tasks and scoring guides relate to
skills list.
Instructional strategies support the minitasks and move students on the pathway
to success on the teaching task.
Ladder is realistically paced.
Lists materials, references and supports
students and teachers will need to
complete the instruction.
Autumn 2012 Field Trial Version
Exemplar
("Good to Go" characteristics and...)
Task, texts, and skills list are tightly
aligned.
Skills are clustered and sequenced to
support access to the texts and
completion of the teaching task product.
The skills, mini-tasks, and instructional
strategies are coherent and tightly aligned
are well designed to support students
to successfully complete teaching task.
Mini-tasks are well placed to provide
formative feedback and give evidence about
student progress.
Instructional strategies are sufficiently
specified to be replicated (but not
over-described).
Scoring guides for mini-tasks have
clear scoring criteria tightly aligned to
skills list.
Supports, materials, and references students
and teachers will need to complete the
instruction are of high quality, relevant,
aligned. [NOT APPLICABLE]
Optional classroom assessment may have
loose connection to teaching task, or be
unrealistic as an on-demand task
Scored student work samples (2 samples
per level if available) and annotated scoring
rubrics are included (once the module is
taught).
If included, the optional classroom
assessment is connected to teaching task.
Teacher
Work
What Results?
LDC Task/Module Scoring Guides
Rating (check one)
Exemplar
Good to Go
Needs Revision
Not scored
LDC Scoring Guides
If included, the optional classroom
assessment provides targeted
information about student progress
toward meeting one or more goals of
the module; is realistic and do-able in
on-demand setting.
[NOT APPLICABLE]
Module is annotated with sufficient detail so
others can use it. Annotation helps make
module clear and easy to use.
Holistic Score for LDC Module
Description
Module is highly coherent, strategic, and tightly aligned to the teaching task and appropriate in rigor to the course. Strong
relevance to the discipline. Universal and broadly applicability. Is polished with attention to the needs of a wide educator
audience.
Module is coherent and aligned. Supports teaching task with a well-planned instructional sequence in which mini-tasks
lead to the final product’s completion. Provides sufficient detail so that others might use it.
See comments.
Does not meet criteria of LDC Framework.
Autumn 2012 Field Trial Version