Skip to Main Content

Share Suggestion

"A Closer Look at 'Mother to Son'" Informational/Explanatory Writing

LDC Task

LDC Logo

 

"A Closer Look at 'Mother to Son'" Informational/Explanatory Writing

Grade Levels

5th Grade

Course, Subject

English Composition, English Language Arts
Related Academic Standards
CC.1.1.5.D CC.1.1.5.D
Know and apply grade-level phonics and word analysis skills in decoding words. • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
CC.1.1.5.E CC.1.1.5.E
Read with accuracy and fluency to support comprehension: • Read on-level text with purpose and understanding. • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CC.1.3.5.A CC.1.3.5.A
Determine a theme of a text 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.
CC.1.3.5.B CC.1.3.5.B
Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.
CC.1.3.5.E CC.1.3.5.E
Explain how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Expand
  • Big Ideas
    Intentionally Blank
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Effective use of vocabulary builds social and academic knowledge
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Language is used to communicate and to deepen understanding.
    Purpose, topic and audience guide types of writing
    Spoken language can be represented in print.
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    An expanded vocabulary enhances one’s ability to express ideas and information.
    Audience and purpose influence the writer’s choice of organizational pattern, language, and literacy techniques.
    Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information.
    Effective readers use appropriate strategies to construct meaning
    Effective readers use appropriate strategies to construct meaning.
    Rules of grammar and convention of language support clarity of communications between writers/speakers, and readers/listeners.
  • Concepts
    Acquiring and applying a robust vocabulary assists in constructing meaning
    Changes in word parts affect meaning.
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    In the English language words can be understood by analyzing both the phonetic and the morphological parts.
    Informational sources have unique purposes.
    Intentionally Blank
    Organization of information facilitates meaning.
    Textual features and organization inform meaning
    Various types of writing are distinguished by their characteristics
    Writing improves through the recursive process of revising and editing
    Characteristics of effective writing work together to impact quality
    Content for Writing
    Fluency
    Focus for Writing
    Organization for Writing
    Phonics and Word Recognition
    Production and Distribution of Writing
    Range of Reading
    Range of Writing
    Response to Literature
    Strategies
    Text Analysis
    Text Structure
    Theme
    Vocabulary
    Vocabulary Acquisition and Use
    Writing Conventions
    Writing Style
  • Competencies
    Apply academic vocabulary across disciplines
    Apply the writing process to develop a piece of work. (i.e. pre-write, draft, revise, edit and publish)Revise writing by: • improving word choice• checking the logic for the order of ideas• varying sentence length and structure
    Apply word analysis skills (e.g.: syllabication, root words, prefixes, suffixes, inflectional endings) to read and unlock meaning of words.
    Articulate the semantic features or purposes of common ideas or concepts
    Develop an increasingly sophisticated working vocabulary including specialized vocabulary from academic content areas.
    Develop topic-specific content that is explained and supported with details and examples appropriate to audience and mode using precise vocabulary. (content)
    Distinguish between essential and non-essential information within and among texts, identifying exaggeration and stereotype where present
    Generate connections between and among words based on meaning, content, and context
    Identify and analyze the characteristics of various genre (e.g. poetry, drama, fiction)
    Identify and analyze relationships between characters, topics, events, sequence of events, setting, and/or plot within and among texts (i.e. literary elements)
    Identify conflict, theme and/or point of view within and among texts
    Identify resource materials to achieve a research goal.
    Locate and select appropriate resource materials to achieve a research goal.
    Organize and present information drawn from research.
    Organize and sustain writing in a logical order, including an introduction, body and conclusion with appropriate transitions within sentences and between paragraphs. (organization)
    Question, reflect on, and interpret essential content of text
    Read with fluency, accuracy and prosody appropriate to task and text.
    Summarize relevant information from source material to achieve a research goal.
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    Use contextual cues to confirm the literal and figurative meaning of vocabulary
    Use grade appropriate conventions of written language when writing and editing. (i.e. correct spelling, capitalization, punctuation, grammar and sentence formation) (conventions)
    Use the knowledge of language, including word origins and morphology to unlock meaning.
    Write a series of paragraphs with topic sentences and supporting details.
    Write informational pieces that have a well developed main idea, precise language and specific detail, and relevant graphics/illustrations where appropriate (e.g. essays, letters, reports, instructions).
    Write to create style, tone and voice using a variety of sentence structures, descriptive word choices. (e.g. adjectives, nouns, verbs, adverbs), and literary devices (style)
    Focus, content, organization, style, and conventions work together to impact writing quality
    Intentionally Blank
    Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
    Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.
    Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
    Determine a theme of a text 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.
    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content choosing flexibly from a range of strategies and tools.
    Determine the meaning of words and phrases as they are used in grade level text, including interpretation of figurative language.
    Determine the meaning of words and phrases as they are used in grade level text, including interpretation of figurative language.
    Draw evidence from text to support analysis, reflection, and research.
    Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
    Informational: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension. Opinion: Provide reasons that are supported by facts and details; draw from credible sources. Narrative: Use narrative techniques such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations.
    Informational: Group related information logically linking ideas within and across categories of information using words, phrases, and clauses; provide a concluding statement or section; include formatting when useful to aiding comprehension. Opinion: Create an organizational structure that includes related ideas grouped to support the writer’s purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion. Narrative: Use narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.
    Informational: Identify and introduce the topic clearly. Opinion: Introduce the topic and state an opinion on the topic. Narrative: Orient the reader by establishing a situation and introducing a narrator and/or characters.
    Read and comprehend literary fiction on grade level, reading independently and proficiently.
    Read on level text with purpose and understanding with accuracy and fluency. Read on level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
    Use combined knowledge of all letter- sound correspondences, syllabication, patterns, and morphology to read accurately unfamiliar multi-syllabic words.
    With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
    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 discipline specific tasks, purposes and audiences.
    Write with an awareness of style.

Description

The Literacy Design Collaborative teaching task provides a blueprint for seamlessly integrating literacy and content standards in a rigorous, authentic classroom experience. After determining the discipline, course, and grade level, educators use teaching tasks built around predefined template prompts. The teaching task requires students to read, analyze, and comprehend written materials and then write cogent arguments, explanations, or narratives in the subjects they are studying.

 

Poets use metaphors to express ideas through the imagery of other objects. Selecting a vivid metaphor can aid the poet in developing the central topic or theme of a poem. After reading Langston Hughes' poem, "Mother to Son," students will write an informational essay in which they discuss Hughes' use of metaphors and how it contributes to an understanding of the theme of the poem.

Objectives

In this extended writing task, students will read, analyze, and gather relevant information from texts and write an informational essay. Students will:

  • Determine the theme of the poem.
  • Analyze meanings of metaphors in the poem.
  • Determine how authors develop a theme through word choice.
  • Write an informational essay that explains how the author's use of metaphors contributes to an understanding of the theme.
  • Cite examples from the poem to support the explanation.

Vocabulary

figurative language - language that cannot be taken literally since it was written to create a special effect or feeling

metaphor - a figure of speech that expresses an idea through the image of another object

poetry - writing that aims to present ideas and evoke an emotional experience in the reader through the use of meter, imagery, connotative and concrete words; typically relies on words and expressions that have several layers of meaning (figurative language)

theme - a topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work

Duration

350 minutes/7periods

Materials

Related Materials & Resources

Suggested Instructional Strategies

W:

The students will analyze and discuss the teaching task to identify what the task is asking them to do and to help students access background knowledge. Sample student papers or texts will be used as models. Students will work with the teacher to interpret the Literacy Design Collaborative rubric.
H:

The teaching task, which is both relevant and rigorous, engages students in subject specific reading, research, and writing. The teaching task requires the application of content knowledge to a new scenario.
E:

The teacher will engage students through reading and discussion, note-taking, and the development of a rough draft of the assignment.
R:

Students will use active reading strategies (e.g., "Talking to the text"), discussion protocols (e.g., think-pair-share, Paideia/Socratic seminar), and writing strategies (e.g., peer editing, teacher modeling and guided practice) with appropriate scaffolds as they develop their final written product.
E:

The students will create an extended writing assignment which incorporates both their content understanding and text-based information. The Literacy Design Collaborative rubric will be used to provide feedback to students.
T:

The Literacy Design Collaborative teaching task is a tiered assignment. Individual tasks can be made simple or complex by varying the task demands. Demands are additional writing and cognitive challenges that teachers can add to a template task. They help to address language in the PA Core Standards. In the LDC 1.0 Collection, these additional levels of challenge were labeled L1, 2 or 3.
O:

The teaching task is designed to help students apply subject area content through reading and writing. The teaching task might be sequenced toward the end of a content unit. The teaching task is an extended, multiple day classroom assignment.

Instructional Procedures

Teacher Preparation
Prior to launching the teaching task in the classroom, a teacher should consider the following questions:

 

How much support will students need to successfully complete the task?

 

What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?

 

What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task?

 

How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?)

 

What note-taking method will students use, and does that method align with the writing task?

 

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

 

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

 

How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?

 

Daily Plan
The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students.

 

Teaching Task

Task UE9 Template (Informational/Explanatory): What is the theme of the poem "Mother to Son?" After reading "Mother to Son" (and an informational text on metaphors), 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.

 

Day 1

Task Engagement and Analysis
The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic.

The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially published texts). Sharing the rubric with students will clarify the expectations. (Clicking on each performance level of the rubric will enable teacher access to annotated student writing for that level.)

The teacher explains the timetable and supports available for completing the task.

Text Selection
The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note cards, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor) A discussion about the credibility or merit of sources may be needed.

 

Days 2-3

Preview texts
The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.

Note-taking
The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing (e.g., argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.

Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility to a student's argument and/or research.

Reading and Research
The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:

 

Which parts of the text provide evidence that relates to the prompt?

 

What historical or current examples did you notice that relate to the prompt?

 

What is the text explicitly saying? What gaps or unanswered questions do you see?

 

What competing arguments have you encountered or thought of based on the text (argumentative)?

 

How do you know your sources are credible?

 

Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g., whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest).

 

Day 4

Transition to Writing
The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task.

Developing a Thesis or Claim
Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position, etc.)

Organizing Notes/Planning
Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts.

 

Days 5-6

Development of rough drafts
Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.

 

Day 7

Completion of Final Draft
Students either self or peer-edit their papers for conventional errors and complete the final draft.

Assessment and Reflection
The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction.

Analytic Scoring
The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements.

Holistic Scoring
Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method.

Score Recording and Feedback
It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate.

Cut Scores for Proficiency Levels
Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

Performance Level Total Score Cut* Average Score Cut*
Not Yet 10.5 1.5
Approaches Expectations 17.5 2.5
Meets Expectations 24.5 3.5
Advanced N/A N/A
* The cut scores above are the highest scores possible within their associated performance levels. To score at the Advanced level, a student would have to earn more than 24.5 total points or an average score greater than 3.5 points. The highest scores possible for Advanced (28 and 4.0) are not cut scores because there is no higher performance level than Advanced.

LDC Scores and Grades
LDC scores could be translated to grades contributing to students' course grades. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D. They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work.

 

Rubric

Grades 3-5 Informational/Explanatory Writing Rubric—BETA Version

 

Not Yet

Approaches Expectations

Meets Expectations

Advanced

Scoring Elements

1

1.5

2

2.5

3

3.5

4

Focus

 

Attempts to address prompt but lacks focus or is off-task. D: Attempts to address additional demands lack focus, or does not address demands.

 

Addresses prompt appropriately, but with a weak or uneven focus. D: Attempts to address additional demands are uneven.

 

Addresses prompt appropriately and maintains a clear, steady focus; stays on task. D: Addresses additional demands sufficiently.

 

Addresses all aspects of prompt appropriately and maintains a strongly developed focus; stays on task. D: Addresses additional demands with thoroughness and makes a connection to controlling idea.

 

Controlling Idea

 

Attempts to establish a controlling idea but lacks a clear purpose.

 

Establishes a controlling idea with a general purpose, though may lack clarity or credibility.

 

Establishes a credible 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 (when applicable)

 

Attempts to present information from reading materials but lacks connections or relevance to the purpose of prompt.

 

Presents some information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

 

Accurately presents sufficient details from reading materials relevant to the purpose of the prompt.

 

Accurately and effectively presents information and concrete details from reading materials that are relevant to all parts of the prompt.

 

Development

 

Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

 

Presents appropriate details to support the focus and controlling idea.

 

Presents appropriate and sufficient details to support the focus and controlling idea.

 

Presents thorough and concrete details to strongly support the focus and controlling idea.

 

Organization

 

Attempts to organize ideas but lacks control of structure.

 

Uses an appropriate structure to address the specific requirements of the prompt, with minor lapses in coherence and/or structure.

 

Maintains an appropriate organizational structure to address the specific requirements of the prompt, including an introduction of topic, supporting details, and/or a concluding statement or section.

 

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 appropriate to grade level.

 

 

Demonstrates an uneven command of standard English conventions and cohesion appropriate to grade level. Uses language and tone with some inaccurate, inappropriate, or uneven features.

 

Demonstrates a command of standard English conventions and cohesion, with few miscues, as appropriate to grade level. Includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt.

 

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few miscues, as appropriate to grade level. Includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt.

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 disciplinary 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.

                     
Literacy Design Collaborative BETA DRAFT July 2014

Author

Cathy A. Feldman, REACH Associates

Jody Pittock, REACH Associates

Content Collections

Loading
Please wait...

Insert Template

Information