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    YALit InstructionalDesignLITCIRC 12

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    sherrymi
    This document outlines an assignment for students to design literature instruction for 6th grade students based on gathering information about their interests and abilities. The process involves: 1) Surveying 6th grade students about their reading habits and interests. 2) Selecting books based on survey results for literature circles. 3) Meeting with student book groups to discuss their reading. 4) Designing imagined lesson plans incorporating two texts and addressing big questions and assessments.

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    YALit InstructionalDesignLITCIRC 12

    Uploaded by

    sherrymi
    344 views1 page
    This document outlines an assignment for students to design literature instruction for 6th grade students based on gathering information about their interests and abilities. The process involves: 1) Surveying 6th grade students about their reading habits and interests. 2) Selecting books based on survey results for literature circles. 3) Meeting with student book groups to discuss their reading. 4) Designing imagined lesson plans incorporating two texts and addressing big questions and assessments.

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    YALit.InstructionalDesignLITCIRC.12

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    This document outlines an assignment for students to design literature instruction for 6th grade students based on gathering information about their interests and abilities. The process involves: 1) Surveying 6th grade students about their reading habits and interests. 2) Selecting books based on survey results for literature circles. 3) Meeting with student book groups to discuss their reading. 4) Designing imagined lesson plans incorporating two texts and addressing big questions and assessments.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    344 views1 page

    YALit InstructionalDesignLITCIRC 12

    Uploaded by

    sherrymi
    This document outlines an assignment for students to design literature instruction for 6th grade students based on gathering information about their interests and abilities. The process involves: 1) Surveying 6th grade students about their reading habits and interests. 2) Selecting books based on survey results for literature circles. 3) Meeting with student book groups to discuss their reading. 4) Designing imagined lesson plans incorporating two texts and addressing big questions and assessments.

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    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Sherry YALit12

    Option 3: INSIDERS Literature Circles Alternative


    Purpose
    To practice techniques for learning from your students how to teach them better. To practice designing instruction based on students interests and abilities. Big Question: What literature should be taught to young adults? Why? How?

    Process
    1. Researching Young Adults We will be collaborating with 6th grade English teachers and their students. Over the course of the semester, we will gather information about students in order to A) learn about their literacy practices and B) design an instructional sequence based on their interests and strengths (see step 4). As a class we will o Design questions for students about their reading/writing habits and interests o Analyze the results of this survey 2. Selecting books based on research: Once we have the survey results, you will be assigned to a group of 4-5 students from one of Mrs. Hintzs classes. Then, you will use the survey results and online resources like Novelis K-8 and the Young Adult Library Services Association (YALSA) website to select ~4 book options for your group. 3. Corresponding with book groups (Literature Circles) You and your students will meet several times in a routine called Literature Circles. This routine will allow your students to choose one of the books you selected, to set a reading schedule, and to take turns playing roles that allow for discussion with you and each other as they read the book. Your job here is not to be teacherly and give assignments, but to engage students in real dialogue about their reading experience. 4. Designing instruction based on your experience: Towards the end of the semester, you will create plans for a series of imagined lessons with these students. This sequence must include at least two texts (not ones weve used in class) as well as the following parts: o Rationale Which text(s) will you address with these students, and why? o Big Question(s) What organizing inquiry will shape your lessons, and why? o Assessment(s) What tasks would provide evidence of learning? o Plans How will you break down the Big Question into objectives to address through activities?

    Assessment
    Criterion Process All parts completed fully and on-time in professional manner Purpose Thoroughly, clearly interprets steps 1 & 2 into exchanges and lessons Audience Uses steps 1 & 2 to design lessons suited to children Genre Uses techniques and conventions of the genre suited to the task Engagement demonstrates self-awareness and willingness to take risks 4.0 3.0 2.0 1.0

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