Rationale+Breakdown

Group: If possible, please cite sources here that influenced you lesson plans** Group: if possible, please post the SSSs that you satisfy with your lesson plans**
 * Rationale Expectations:
 * Demonstrate these FEAPs and ESOL competencies

3.3: knows where to find resources for professional development 4.2: designs activities that develop all students' critical thinking 8.1: knows and understands subject matter sufficient to meet state and national standards 10.1: knows principles for developing effective lesson plans that meet students' diverse needs 10.2: ?

11: apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing 13: evaluate, design and employ instructional methods and techniques appropriate to language as a social phenomenon 16: design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom


 * Grading Expectations:**
 * 1) insightful
 * 2) displays novel thinking
 * 3) extends what has been learned through course
 * 4) connects with multiple courses
 * 5) provides justification through multiple cited sources for: validity of unit, approach, choice of texts, assessment plan, why unit should be part of curriculum
 * 6) informed by coursework and references- not by personal experience!!!
 * 7) draws on grade-level expectations (SSS, FLDOE) to justify unit and learning expectations
 * 8) discuss how pedagogy used in unit relates to effective practices in ELA
 * 9) unit purpose, learning goals and objectives, formative and summative assessment all clearly aligned
 * 10) tie the whole unit together- let her know what we're doing
 * Assignment Outline:**

//**Rationale:**// **An introduction to the unit complete with a rationale paper (7 page max) that explains**
 * 1) **Why this unit should be taught to adolescents**
 * 2) **What big ideas the unit will support. How will you organize the Unit? Why? (See Chapter 3 in** //**TLA**//**)**
 * 3) **How learning expectations are related to grade-level expectations (see FLDOE Website or SSS), a plan for introducing the unit and its concepts on the first day (this is what you will present in class).**
 * 4) **How this unit is connected to developing skills of reading literature (Langer,** //**TLA**//**, Jago, Rabinowitz, Vygotsky, Teaching Methods—Overt instruction, situated practice, critical framing, etc)**
 * 5) **How this unit and your instructional plans are related to effective teaching of reading and writing.**


 * Creating the Rationale section of the CUP**
 * **What type of instructional unit will you plan? (Why? How will you deal with the weaknesses of this approach?)**
 * **What literacy practices will you support, teach, develop? (why)**
 * **What opportunities for generative thinking will you provide in your lessons? (refer to specific examples in the individual units)**
 * **What will be the content of Overt Instruction? (Why?)** //**Remember that OI includes facilitating learning and literacy practices.**//
 * **What will be the nature of Situated Practice? (connections between students' existing understandings and academic skills and practices)**


 * Five Techniques (Moves) the teacher must consider: (How are you addressing these moves and teaching responsibilities in the different lessons? Remember that the sequencing of activities should be part of your group conversation. You should be able to explain why the order of lessons, the choice of texts, the nature of activities, the forms of assessment all converge to make your unit a powerful, professional document.)**
 * 1) **Selecting and sequencing**
 * 2) **Immersing and facilitating**
 * 3) **Modeling**
 * 4) **Orienting**
 * 5) **Facilitating**

11th grade
 * Some Thoughts on Our "Student" Context:

What level are we teaching? I think we should say Regular (not honors or AP) because the text contains mature themes but is not overall difficult in terms of reading itself- I think we should specify this so that we can refer to it in our accommodations. Also, I think we need to clarify soon which skills the students already have:

Also, what is the title of our course? Is it simply English? Is it simply Literature? Is it American Literature?

Consider possible array of needs, experiences, abilities **

Go to this link for Technology Resources for Special Needs Students! Scroll to the very bottom of the page (last heading) http://www.teachingliterature.org/teachingliterature/chapter3/links.htm

Be sure to include: accommodations for students who might be offended or disturbed by some of the content of the book as a whole Also discuss the potential resource/research center and class glossary?

I think we should do notebook checks!

FL DOE STANDARDS FOR ENGLISH III The content should include, but not be limited to, the following: - using the reading process to construct meaning using technical, informative, and imaginative texts - using writing processes for various purposes with attention to style and format - using the research process and individual inquiry to locate, analyze, and evaluate information - using effective listening, speaking, and viewing strategies in informal and formal situations - understanding the power of language as it impacts readers, writers, listeners, viewers, and speakers - understanding and analyzing literary texts - responding critically and aesthetically to literature

Special note: The emphasis should be on the works of American authors; however literature representative of other cultures may be used to support integrated studies and multicultural emphases.

Link for FLDOE standards []