This document outlines the 7 steps for planning a project-based unit anchored in literature (PUBLIT). The steps include: 1) generating an essential understanding from the text; 2) developing an essential question; 3) devising a culminating project; 4) breaking the project into skills-based tasks; 5) sequencing the tasks; 6) connecting the tasks to understandings and questions; and 7) scheduling the unit. Students are assigned to apply these steps to plan a PUBLIT unit based on one of their summer reading texts.
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
Curriculum integration and the naf curriculumNAFCareerAcads
This session will explain how to use the NAF curriculum as the foundation for curriculum
integration in your academy. Participants will learn what constitutes a good integration
project while practicing a sample curriculum mapping activity using NAF literacy
strategies. Participants will come away with tangible ideas for use during common
planning time while learning about the varying degrees of integration.
Teacher Belief Change through Technology IntegrationCynthia Sarver
Overview of Peggy A. Ertmer, "Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?" Educational Technology, Research & Development 53.4 (2005): 1042-1629
Curriculum integration and the naf curriculumNAFCareerAcads
This session will explain how to use the NAF curriculum as the foundation for curriculum
integration in your academy. Participants will learn what constitutes a good integration
project while practicing a sample curriculum mapping activity using NAF literacy
strategies. Participants will come away with tangible ideas for use during common
planning time while learning about the varying degrees of integration.
Teacher Belief Change through Technology IntegrationCynthia Sarver
Overview of Peggy A. Ertmer, "Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?" Educational Technology, Research & Development 53.4 (2005): 1042-1629
This week youve learned about various facets of sexual identity aTakishaPeck109
This week you've learned about various facets of sexual identity and the ways sexualties are informed by social institutions, cultural norms, and other forms of identity (e.g., gender norms, race/ethnicity, social class, religion, etc.) The film Moonlight provides us an opportunity to explore these connections as we watch the main character, Chiron, navigate his childhood and adolescence. (Before you begin, please make sure you have completed the readings, especially Kameron Copeland's film review.)
Note: The film is accessible from the library; just do a title search and follow the link to Swank digital media if the following link doesn't work:
https://digitalcampus.swankmp.net/udenver333780/watch/E83C519A1FB4E618?referrer=direct
In this four page paper, please answer the following question:
Writing Prompt:
· What does an intersectional analysis of Moonlight teach us about how gender, race and class shape Chiron's sexual identity (and his life in general?)
Note, your paper should include a clear, well-defined thesis statement (or argument) that answers this question. Your thesis should provide the organizing framework for your paper and be supported throughout with the readings, key terms, and thoughtful examples from the film.
Other questions that might help you create your argument/thesis/analysis: (Note, these are suggestions. You are not required to answer them!).
· What does this film tell us about the relationship between hegemonic masculinity and violence?
· What role does "family" (and its many iterations) play in Chiron's life?
· What does Chiron's life teach us about the ability (or lack thereof) for queer men of color to be "out"?
· This film received widespread critical acclaim and won the Oscar for "Best Picture of the Year" in 2017 for its thoughtful (yet arguably heartbreaking at times) portrayal of black queer masculinity. However, some argue that Hollywood needs more positive portrayals of LGBTQ+ stories that celebrate diverse queer and LGBGTQ+ people. Where do you think Moonlight fits in this debate?
Grading Requirements:
· Minimum of four (4) pages, double spaced
· Includes a thoughtful thesis that poses an argument; frames the paper; and is supported with the readings and examples from the film
· Engages with at least two (2) readings from Week 3 and at least one (1) reading from Week 2. (Remember to use parenthetical citations or footnotes...no works cited required)
· Avoids overusing direct citations and instead articulates the readings arguments by paraphrasing (and citing!)
· Thoughtfully answers above questions using evidence from film and texts to support insights/opinions/reflections Reflects college level writing standards (e.g., grammar, syntax, voice, spelling, etc).
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 se ...
UNSW Masters of Business and Technology Study Skills presentation given as a webinar. NOTE: An earlier version is also available as an open course on Blackboard CourseSites. Please note this PowerPoint version is not CCSA licensed. ZTo ask for permission to use or to issue a takedown notice please contact a.chambers@unsw.edu.au
Talk given at TaCoS 25, 15./16.05.2015, Munich. Aimed at computational linguists who have participated in beginners' programming classes or even given one themselves.
2. Two Types of EQs
Open: Challenges students Teachers pose Open EQs as
to think more deeply and a means of engaging
creatively about important students in thinking like
recurring and unsettled experts in the field. No
issues definitive answer expected.
Guiding: Guides student Teachers pose Guiding EQs
inquiry toward a deeper as a means of uncovering
understanding of a big idea. desired understandings.
Students construct meaning
as they wrestle with the
question.
3. Examples
Open
What is a true friend?
Guiding
What are the signs of a fair weather friend?
4. Further breakdown
Overarching
Point toward general, transferrable understandings
Topical
Related to the discipline
5. Topical or Overarching?
Is blood thicker than water?
To be or not to be?
“Frenemies”: Friends, enemies, both, or neither?
Should Frog have lied to Toad?
How do authors manipulate me to like or dislike a
character?
6.
7. Project-Based Unit Plan
Anchored in Literature
Unit Title/Guiding Question: Overarching & Open
Meant to promote debate, food for thought
Should be relevant to students’ interests or made
engaging to them
Based in principal theme of the novel (leads to EU)
8. Topical EQs in Project-Based Unit
Based in Literature (PUBLIT)
Topical EQs derive from skills needed to complete
the culminating project: Guiding EQs
For example, if I am writing a memoir about family
for my culminating project, topical EQs might be:
Why are memoirs interesting to read?
How do memoirists show narrators’ views of
characters (rather than tell us about them)?
How do memoirists organize their narratives?
9.
10. Steps to planning a PUBLIT
unit: EU EQ
STEP ONE
1. Generate the EU. Answer the question: why do
we read this text? What is the message or moral
that we walk away from this text with?
Essential Understanding
2. Turn EU into EQ . Remember EQs and EUs are
opposite sides of the same coin.
11. Devise a culminating
project
STEP TWO
1. Think about ways in which the theme or
overarching EQ/EU transfers beyond the literary
text (as it should).
Consider applications of the EU outside of
classroom – in local community (from school to
neighborhood to town/city; expand to national
context only if absolutely necessary).
Devise a project that addresses this local issue by
engaging students in using expressive literacies
(ie., speaking, writing, and/or composing).
12. Task Analysis
STEP THREE
Break down the culminating project into its component
pieces:
For example, if I’m planning to have students make video public
service announcements, component skills might include
1. Script-writing
2. Persuasion (how it’s done in film)
3. PSA genre study (elements of the PSA)
4. Identifying the purpose of message and linking it with
audience
5. Linking audience, purpose and tone; identifying how to
create tone in video
6. Filming and editing techniques
7. How to use editing software and camera
NOTE that all but #7 can be linked to ELA standards
13. Layer in ELA Standards
STEP FOUR
Attach corresponding ELA standard to culminating
project and to component parts
Make sure that each component is essentially
teachable in one 40 minute class period
For example, you wouldn’t teach “the essay” in one day,
so this would need to be broken down to components
teachable in one day:
Introductions
Conclusions
The thesis
Transitions
Etc.
14. Sequence
STEP FIVE
Place these component items in what you think is a
logical order so as to lead up to the culminating
project.
Make sure to include (at least) one day for
introducing the culminating project.
Don’t worry about “teaching the book” at the moment.
We will work that in in future “passes” at this plan.
Devote at most 3-4 weeks of lessons (i.e., 15-20
component pieces, meaning that you can’t teach
everything and should be willing to cut some stuff)
15. Layer in Topical Essential
Understandings & Questions
STEP SIX
For the final expressive literary product (i.e.,
culminating project), and for each day’s
component skill as possible, identify
corresponding:
A) Topical Understandings; and
B) Guiding Questions
16. Schedule
STEP SEVEN
Finally, commit the sequence (including EUs&EQs) that you developed
to a M-F calendar. Label weeks with “Week 1,” “Week 2,” etc.
Example:
• Week 1
• Monday
• Tuesday
• Etc.
Only one component skill per day!
Again, make sure that you have no more than 15 (i.e., 3 weeks worth
of) component skills represented at this point (We will use up more
days/weeks when we layering in the reading of anchor and ancillary texts).
17. Assignment
In a document divided into seven separate
sections corresponding to each of the seven steps,
show your work for the above for a PUBLIT that is
anchored in one of the summer reading texts.
Submit completed document online (to BB)
next Thursday, November 1
Also bring a hard copy to class with you for
workshopping in class