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Culminating assignment

Students will choose an issue that affects a group of people, possibly people in their community (school, neighborhood, city, region, state, etc.) about which they could speak out. Students will plan, support, structure, and deliver a 4-5 minute extemporaneous speech to their peers on that issue in order to inspire change in their audience's beliefs or actions.

Instructional design of the unit

The structure of this English language arts (ELA) unit is made up of purposely sequenced/scaffolded Design Features (Bartholomae&Petrosky, 1986, 2002; Petrosky, 2006) which apprentice students to patterned, cyclical habits of thinking for the individual texts they study and for their studies across multiple texts. In Lesson 1, the teacher will introduce students to this unit's architecture, which graphically displays the specific work for each design feature as well as the overall sequence of work that they will do.

The unit's key design features:

  • a nominal theme or a genre study that focuses a unit of study on big ideas (e.g., Miseducation or Writing and Identity) reaching across all of the texts in the unit
  • purposely sequenced rigorous texts appropriate for the students, the nominal theme, and for inquiry studies
  • overarching questions that present the big ideas as inquiry questions to reach across and connect all of the texts under study (including the students' writing);
  • content that students will learn about while developing their habits of thinking as readers, writers, speakers in literary inquiry and reasoning
  • comprehension/sorting questions that allow students to get the gist of a text while sorting out characters, settings, flow of events or ideas
  • identifying difficulty tasks that ask students to locate and reread difficult passages to explain and work to untangle the difficulty
  • identifying significance tasks that ask students to reread to locate significant moments in a text and to explain why those moments are significant to the text
  • guiding questions to pose interpretive tasks for rereadings that take students deeply into discussions of and writings about the individual texts
  • writing tasks to invite students to write about texts and to write like the texts (both in the style of the selection and in imitation of an author's sentences and grammatical structures)
  • step back tasks regularly placed after key pieces of work (e.g., comprehension questions, identifying difficulty, identifying significance, and so on) that ask students to study their learning by analyzing what they learned and how they learned
  • retrospective assignments for capstone work with each text that encourages students' to do two things: (1) rethink/revise papers on the unit's big ideas or overarching questions as they progress through the unit and (2) revisit their studies of their learning by analyzing what they learned and how they learned
  • formative and summative assessments that focus on the habits of thinking and big ideas students studied and used in the unit

The unit's pedagogical rituals and routines

Many of the tasks represented in the Design Features require rereadings, as a key strategy for dealing with difficult texts, of the text or passages for particular purposes or with particular questions in mind. We suggest that students apprentice to the lesson tasks by using the unit's embedded rituals and routines. These rituals and routines, derived from research on cognitive apprenticeship, are designed to engage all students as learners in collaborative problem solving, promote writing to learn, make thinking visible, provide routines for note-taking and tracking learning, establish text-based norms for interpretive discussions and writings, and establish metacognitive reflection and articulation as a regular pattern in learning. These cyclical apprenticeship rituals and routines build community when used with authentic tasks through collaboration, coaching, the sharing of solutions, multiple occasions for practice, and the articulation of reflections (Brown, Collins,&Duguid, 1989). The key English language arts pedagogical routines that support students' learning are:

Questions & Answers

how does Neisseria cause meningitis
Nyibol Reply
what is microbiologist
Muhammad Reply
what is errata
Muhammad
is the branch of biology that deals with the study of microorganisms.
Ntefuni Reply
What is microbiology
Mercy Reply
studies of microbes
Louisiaste
when we takee the specimen which lumbar,spin,
Ziyad Reply
How bacteria create energy to survive?
Muhamad Reply
Bacteria doesn't produce energy they are dependent upon their substrate in case of lack of nutrients they are able to make spores which helps them to sustain in harsh environments
_Adnan
But not all bacteria make spores, l mean Eukaryotic cells have Mitochondria which acts as powerhouse for them, since bacteria don't have it, what is the substitution for it?
Muhamad
they make spores
Louisiaste
what is sporadic nd endemic, epidemic
Aminu Reply
the significance of food webs for disease transmission
Abreham
food webs brings about an infection as an individual depends on number of diseased foods or carriers dully.
Mark
explain assimilatory nitrate reduction
Esinniobiwa Reply
Assimilatory nitrate reduction is a process that occurs in some microorganisms, such as bacteria and archaea, in which nitrate (NO3-) is reduced to nitrite (NO2-), and then further reduced to ammonia (NH3).
Elkana
This process is called assimilatory nitrate reduction because the nitrogen that is produced is incorporated in the cells of microorganisms where it can be used in the synthesis of amino acids and other nitrogen products
Elkana
Examples of thermophilic organisms
Shu Reply
Give Examples of thermophilic organisms
Shu
advantages of normal Flora to the host
Micheal Reply
Prevent foreign microbes to the host
Abubakar
they provide healthier benefits to their hosts
ayesha
They are friends to host only when Host immune system is strong and become enemies when the host immune system is weakened . very bad relationship!
Mark
what is cell
faisal Reply
cell is the smallest unit of life
Fauziya
cell is the smallest unit of life
Akanni
ok
Innocent
cell is the structural and functional unit of life
Hasan
is the fundamental units of Life
Musa
what are emergency diseases
Micheal Reply
There are nothing like emergency disease but there are some common medical emergency which can occur simultaneously like Bleeding,heart attack,Breathing difficulties,severe pain heart stock.Hope you will get my point .Have a nice day ❣️
_Adnan
define infection ,prevention and control
Innocent
I think infection prevention and control is the avoidance of all things we do that gives out break of infections and promotion of health practices that promote life
Lubega
Heyy Lubega hussein where are u from?
_Adnan
en français
Adama
which site have a normal flora
ESTHER Reply
Many sites of the body have it Skin Nasal cavity Oral cavity Gastro intestinal tract
Safaa
skin
Asiina
skin,Oral,Nasal,GIt
Sadik
How can Commensal can Bacteria change into pathogen?
Sadik
How can Commensal Bacteria change into pathogen?
Sadik
all
Tesfaye
by fussion
Asiina
what are the advantages of normal Flora to the host
Micheal
what are the ways of control and prevention of nosocomial infection in the hospital
Micheal
what is inflammation
Shelly Reply
part of a tissue or an organ being wounded or bruised.
Wilfred
what term is used to name and classify microorganisms?
Micheal Reply
Binomial nomenclature
adeolu
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Source:  OpenStax, Selected lessons in persuasion. OpenStax CNX. Apr 07, 2008 Download for free at http://cnx.org/content/col10520/1.2
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