1. Introduction to LDC: Tasks Presented by: Kelly Philbeck kelly.philbeck@education.ky.gov

2. Materials & Resources are on www.kellyphilbeck.com 2

3. Goals & Outcomes Analyze frequent pitfalls in writing teaching tasks Use an LDC Template Task to create a Teaching Task to target grade level KCAS aligned skills and instruction Analyze/Jury teaching task using the LDC Task Checklist Revise teaching task to use with module

4. 05/30/13 Brainstorming for Your Teaching Task 05/30/13 LDC 4 Topics/Units You Teach

6. Teachers fill–in-the-blank by choosing: text - writing product - content - text structure Original Task 2 Template (Argumentation/Analysis): [Insert question] After Reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. Teaching Task 2 (High School): Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. LDC Template Task  Teaching Task

7. Narrowing Your Teaching Task Which topics… Are worth 2-4 weeks of study? Timing? Ask students to grapple with an important issue? Provide opportunities to address text complexity and the use of informational text as called for in the CCSS? Address standards? Have students working in the most effective text structure? Evolve from rigorous text dependent questions? Provide for an authentic purpose/audience?

8. Module Brainstorming Guide Narrow your list of topics based on the guidelines for a strong teaching task. Which of your topics/units would work well with the LDC template tasks? Look through several task examples from task lists and CoreTools. Sample Modules (Mother to Son, Corduroy, etc.)

9. CoreTools: Log On www.ldc.org 9

10. Strong Teaching Tasks Review Characteristics of a Strong Teaching Task Work with table partners to troubleshoot the tasks provided using the Strong Teaching task criteria. Discussion

11. Narrowing Your Teaching Task Which topics… Are worth 2-4 weeks of study? Timing? Ask students to grapple with an important issue? Provide opportunities to address text complexity and the use of informational text as called for in the CCSS? Address standards? Have students working in the most effective text structure? Evolve from rigorous text dependent questions? Provide for an authentic purpose/audience?

12. Good to Go…or Oh, No! http://www.youtube.com/watch?v=QuPyXFSk UeE&feature=player_embedded http://www.youtube.com/watch?v=QuPyXFSk UeE&feature=player_embedded

13. Narrowing Your Teaching Task Which topics… Are worth 2-4 weeks of study? Timing? Ask students to grapple with an important issue? Provide opportunities to address text complexity and the use of informational text as called for in the CCSS? Address standards? Have students working in the most effective text structure? Evolve from rigorous text dependent questions? Provide for an authentic purpose/audience?

14. Module Brainstorming Guide Select a standards-based topic essential to your discipline from your list that you could use with an LDC template task. Write the topic on the front of your Module Brainstorming Guide. List the texts that you currently have that support your task.

15. Stretch Your Ideas for Texts Short stories/novels Essays Speeches Poetry Maps Art works Timelines Data Video Political Texts (laws, policies, etc.) – See Text Resources section on the Favorites tab of kellyphilbeck.com for more resources

16. The text selection is critical! Look for the perfect balance: -reading level of students -complexity of text (demands on skills and stamina of reader) -background knowledge required for comprehension -sufficiency of content for writing task Keep Gradual Release in mind: -whole group -small group -independent Be sure text provides students with information needed to respond completely to the teaching task. If an argumentation task, be sure the quantity and content of texts aren’t biased. Choosing the Texts (and multi-media) 16

17. Targeted Standards A Closer Look at “Mother to Son”—Ele. Task 9 What is the theme of Langston Hughes’ poem Mother to Son? After reading Mother to Son, write an essay for our class literary magazine in which you discuss how Langston Hughes’ use of metaphors contributes to an understanding of the theme of this poem. Give several examples from the poem to support your discussion. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes

18. Targeted Standards 4.1 KCAS

19. Possible Products Essays Reports Speeches Research papers Journalistic products (feature articles) Editorials Formal Letters Memos Proposals Lab Reports Responses/Reactions Cost/Benefit Analyses Critical Reviews Interviews as articles Non-Fiction narratives accounting an event Manuals

20. Module Brainstorming Guide Mode of Writing? Level of Thinking? Researching or Reading? Select the appropriate Template Task Practice Writing a Teaching Task

21. Teaching Task Checklist Get with a partner who has not seen your task. Select task to begin. Discuss task in terms of checklist criteria. Make any revisions to your teaching task.

22. Questions? Kelly Philbeck LDC Instructional Specialist Kentucky Department of Education kelly.philbeck@education.ky.gov