● Learning Objectives Directly Addressed:
○ Teach students grammar “in the context of writing and reading” as a rhetorical tool rather than in isolation as a remedial tool.
○ Write a number of classroom-based examples and artifacts
○ Create subject area specific writing strategies for classroom use
○ Become familiar with the use of a variety of digital tools for use in classroom
compositions
For this assignment you will compose a learning segment for your content area that is rooted in critical inquiry and clearly incorporates writing into the instruction & assessment of the lesson. As a part of this lesson, you will also write a reflection (or rationale) describing and explaining the choices you made and course content that supports them.
ASSIGNMENT DETAILS:
Create an inquiry-based learning segment/lesson that incorporates writing (short or long tasks) into the process/plan. This learning segment will be a minimum of one 90-minute block or two 42-minute periods, depending on your current or imagined school schedule. This learning segment should also:
● Be on any topic within your discipline
● Be student-centered and student-driven
● Include true inquiry
● Include connections to NYS (or equivalent) writing standards:NYS Next Generation Learning Standards, EngageNY, or NYS CCSS
I will provide you with a lesson planning template (see attached) for you to use to develop your lesson, but if you have a template being used by your specific school or one that you are comfortable with, please feel free to utilize that instead. The only caveat is that you MUST make sure to include ALL the information that is requested as a part of my template. (i.e.: if your template does not ask you to describe the lesson step-by-step as if you were presenting it to students – as mine does – you must also include this narration.)
Write a reflection/explanation describing what teachers and students will do and provide a thoughtful research-based rationale for your choices. This piece will be a narrative of what you’d be doing if teaching the lesson and more importantly why these choices work. Please try to incorporate potential problem areas too; as you reflect, try to think ahead about how you will navigate those spaces. You must include citationsto course readings as part of this composition, but feel free to cite outside readings as necessary.
Questions to consider for your rationale:
● What do you want the students to get out of your lesson?
● Why do you think your activity would be valuable to students?
● How will it meet your objectives?
● How does it differ from a more traditional approach to the subject matter?
● What are some of the issues involved that might arise?
● How will you address those issues?
NYS Next Generation Learning Standards● Learning Objectives Directly Addressed:
○ Teach students grammar “in the context of writing and reading” as a rhetorical tool rather than in isolation as a remedial tool.
○ Write a number of classroom-based examples and artifacts
○ Create subject area specific writing strategies for classroom use
○ Become familiar with the use of a variety of digital tools for use in classroom
compositions
For this assignment you will compose a learning segment for your content area that is rooted in critical inquiry and clearly incorporates writing into the instruction & assessment of the lesson. As a part of this lesson, you will also write a reflection (or rationale) describing and explaining the choices you made and course content that supports them.
ASSIGNMENT DETAILS:
Create an inquiry-based learning segment/lesson that incorporates writing (short or long tasks) into the process/plan. This learning segment will be a minimum of one 90-minute block or two 42-minute periods, depending on your current or imagined school schedule. This learning segment should also:
● Be on any topic within your discipline
● Be student-centered and student-driven
● Include true inquiry
● Include connections to NYS (or equivalent) writing standards:NYS Next Generation Learning Standards, EngageNY, or NYS CCSS
I will provide you with a lesson planning template (see attached) for you to use to develop your lesson, but if you have a template being used by your specific school or one that you are comfortable with, please feel free to utilize that instead. The only caveat is that you MUST make sure to include ALL the information that is requested as a part of my template. (i.e.: if your template does not ask you to describe the lesson step-by-step as if you were presenting it to students – as mine does – you must also include this narration.)
Write a reflection/explanation describing what teachers and students will do and provide a thoughtful research-based rationale for your choices. This piece will be a narrative of what you’d be doing if teaching the lesson and more importantly why these choices work. Please try to incorporate potential problem areas too; as you reflect, try to think ahead about how you will navigate those spaces. You must include citationsto course readings as part of this composition, but feel free to cite outside readings as necessary.
Questions to consider for your rationale:
● What do you want the students to get out of your lesson?
● Why do you think your activity would be valuable to students?
● How will it meet your objectives?
● How does it differ from a more traditional approach to the subject matter?
● What are some of the issues involved that might arise?
● How will you address those issues?
NYS Next Generation Learning Standards