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Session 2: Teaching Task

Session 2: Teaching Task. What Should a Good Teaching Task Have and Do?. Challenge students to engage in a substantial issue within the academic discipline . Model high levels of thinking, reading, and writing .

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Session 2: Teaching Task

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  1. Session 2: Teaching Task

  2. What Should a Good Teaching Task Have and Do? • Challenge students to engage in a substantial issue within the academic discipline. • Model high levels of thinking, reading, and writing. • Require work that will challenge students’ thinking and literacy practices beyond what they can already do without teaching support.

  3. How a Teaching Task Works Task 24 Template (Informational or Explanatory/Cause-Effect) After researching ___________(informational texts) on ____________(content), write a __________ (report or substitute) that examines causes of_____ (content) and explains effects ______(content). What conclusions or implications can you draw? Support your discussion with evidence from your research.

  4. Example using Science, 8th Grade After researching articles[informational texts] on ocean noise pollution[content], write an essay [report or substitute] that examines the causes of ocean noise pollution[content] and explains the effects on ocean life [content]. What conclusions or implications can you draw? Support your discussion with evidence from your research.

  5. Template 25 (Informational/Cause Effect) Template 25: [Essential Question] After reading [literature or informational texts] on [content], write a [report or substitute] that examines the causes of [content] and explains the effect(s) of [content]. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).

  6. Example of Middle School Social Studies Task What is the effect of oppression on the people in a country? After reading informational texts and memoirs on apartheid in South Africa, write an essay that examines the causes of apartheid and explains the effect(s) of apartheid on the people of South Africa. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).

  7. Example of a Middle School Science Task What is the effect of algal blooms on the marine environments off the coast of the US? After reading selected scientific texts, write a letter to the Environmental Protection Agency that examines the causes of algal blooms and explains the effect(s) on marine environments. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).

  8. Template Task 2- Argumentation Which of the following should the United States use: nuclear power, solar power or hydro-electric power as a viable alternative to fossil fuels as we move through the 21st century?    After reading  three informational texts  write  an essay  that addresses the question and support your position with evidence from the text(s).

  9. Analyzing Teaching Tasks Using your Quick Reference Guide to Template Tasks, examine each of the following Teaching Tasks. Discuss strengths and weaknesses of the following tasks with your table. Record the strengths and weaknesses on the graphic organizer provided.

  10. Task Analysis 1 Can social climbers really move into a new social class? After reading The Great Gatsby, Vanity Fair, and Limbo: Blue-Collar Roots, White-Collar Dreams, write an essay in which you explain how a character succeeded or failed in efforts to move to a higher social class. American Literature

  11. Task Analysis 2 After researching the War of 1812, write a report in which you explain the impact of the Battle of New Orleans on American Presidential elections through1836. US History

  12. Task 3 After researching Romeo and Juliet and Westside Story, write a report in which you define “star-crossed lovers.” Support your discussion with evidence from your research. If you had friends who were in love and whose families disapproved, what advice would you give them? 10th Grade English

  13. Task 4 After researching your textbook chapters on human anatomy, write an article for students your age in which you compare two major body systems and argue which one is the most exciting. Be sure to support your position with evidence from the texts. 7th Grade Life Sciences

  14. Review the Tasks, Task 1 STRONG or WEAK? Is it ever justified for the government to use invasive surveillance techniques in the name of public safety?  After reading George Orwell’s 1984 and other informational texts, write an argumentative essay that addresses the question and support your position with evidence from the text(s).

  15. Review the Tasks, Task 2 STRONG or WEAK? After researching informational texts on World War II, write a newspaper editorial that describes the three major ways that World War II changed Europe (the Holocaust, the Cold War, and the rise of SuperPowers. Support your discussion with evidence from your research.

  16. Review the Tasks, Task 3 STRONG or WEAK? Under what circumstances should species be introduced to regulate population densities within an ecosystem?    After reading articles about biocontrol and the results of introducing species to new environments, write an essay that addresses the question and support your position with evidence from the text(s).

  17. Review the Tasks, Task 4 STRONG or WEAK? From a historical perspective, how “great” was Alexander as a military commander?    After reading a variety of informational and persuasive texts, write an essay that addresses the question and support your position with evidence from the text(s).

  18. Writing a Rigorous Teaching Task • Consider the Common Core Shifts • Think about the prompt, the product, and your expectations • Identify the cognitive process you want students to use (comparison, cause/effect, analysis, synthesis, evaluation).

  19. Things to Think About • What content? • What reading materials? (Memoirs, informational articles, fiction, etc.) • What product? (Essay, editorial, letter, speech, lab report, etc.) • What cognitive process? (Cause/effect, Problem/Solution, Analysis, etc.)

  20. What is Considered Text? • Short stories • Essays • Poetry • Short novels • Chapters • Speeches • Maps • Art work • Timelines • Data • Video • Articles

  21. What can Students Produce? • Essays • Reports • Speeches • Research reports • Presentations • Feature articles • Editorials • Formal letters, such as to a state official • Proposals • Lab reports • Response/Reaction papers • Cost/benefit analyses • Critical reviews • Manuals • Non-fiction narratives

  22. Ask Yourself the Following • To prepare for your teaching task, ask yourself the following questions • Discuss this amongst yourselves at the table • What content will I be teaching in the months following this workshop? • What areas of my content would I be willing to make an LDC module for?

  23. LUNCH Please enjoy yourselves at lunch. Please return promptly at 1:00 p.m. to begin the afternoon session.

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