Mini-Task

1. Read the task prompt with your group members. Then, underline all of the actions (or verbs) the task prompt is asking you to do and record them in the "Do" column of the "Do What Chart" on your handout. Next, underline the direct objects the verbs are referencing and record them in the "What" section of the chart.

2. Restate the task prompt in your own words in the "Write About It" section of your handout. Be sure to include all elements of the task.

3. Share your writing with a partner. Use the checklist to provide and receive feedback. Lastly, complete the "Exit Slip" portion of the handout in which you rewrite the task prompt in your own words making revisions based on the feedback you received. 

Level 1: Students identify elements of the task prompt and paraphrase the task prompt using some appropriate transition words to indicate the order. Students make a few revisions to their work after receiving feedback.

Level 2: Students identify all elements of the task prompt and accurately paraphrase the task prompt using appropriate transition words to indicate the order. Students make revisions to their work after receiving feedback.

Level 3: Students identify all elements of the task prompt and accurately paraphrase the task prompt using appropriate transition words to indicate the order. Students make thoughtful revisions to their work after receiving feedback.

The goal of this lesson is to teach students how to process task demands through specific analysis of a task prompt. Students are asked to identify the verbs and direct objects in a task prompt and then restate the prompt in their own words. Finally, students share their work with a peer for feedback and revise their writing. This lesson assumes that students have been taught how to use transition words and engage in a peer edit writing activity.

The student will:

1. Work with his/her discussion group to underline and identify all of the actions that the task is asking them to do (i.e. the verbs in the task).
2. Participate in class discussion to share the verbs and respond to the question "_____ (insert verb) what?" (i.e. to identify the direct objects).
3. Complete a "Do What Chart."
4. Restate the task using his/her own words in the "Write About It" section of the handout.
5. Share his/her paraphrased task with a partner.
6. Use a checklist to provide and receive feedback.
7. Complete the "Exit Slip" portion of the handout in which he/she rewrites the task in his/her own words making revisions based on the peer feedback.

The teacher will:

1. Assign students to cooperative groups of 4 students.
2. Distribute the "Do What Chart" handout to students. Have students write the task prompt next to the word "Task" on their handout.
3. Direct students to read the task aloud in their group and identify/underline all the actions the task is asking them to do and record the underlined words in the "Do" column of the chart. 
4. For students brand new to task analysis, the teacher should model this process first and think aloud as they deconstruct the task demands.
5. Ask various group representatives to share one of the actions they identified. Some examples might include analyze, discuss, interpret, and argue.
6. Record the responses on the board/chart for all to see, and ask the question "________(insert verb student shared) what?" Record the latter for all to see and ask students to record the information on their charts.
7. Ask each group to number each "do what" in the order they will complete the necessary actions. NOTE: This activity is a great place to review/revisit transitions. Provide the students with a list of transitions or a set of transitions cards, and ask them which transitions they might use in their task analysis to ensure actions are stated in the proper sequence. This is also an opportunity for students to consider their strengths and weaknesses in terms of the task demand. Model how to reflect upon which actions in the task may be more or less challenging to complete. Think aloud about how this self-assessment may affect the order in which you complete the necessary actions in the task.
8. Ask each student to complete the "Write About It" section on the handout by using the completed do/what chart to restate the teaching task in his/her own words.
9. Ask students to exchange their versions of the task with a shoulder partner and check the response for accuracy by using the criteria listed on the handout. To identify shoulder partners, each student should be paired up with one person who is sitting next to him/her. (Students will consider the following questions: Does the response include all actions on the chart? Are the actions stated in a specific order? Did the student use transitions to indicate the order?)
10. Allow time for students to make revisions and complete the "Exit Slip" portion of the handout.
11. Ask one person from each group to share his/her restated task.