| Description |
1 online resource (233 p.) |
| Contents |
Intro -- Half Title -- Title Page -- Copyright Page -- Dedication -- Contents -- List of Figures -- List of Tables -- Acknowledgments -- Author Biographies -- Introduction -- Why Literature-Based Instructional Units? -- Mirrors, Windows, Sliding Glass Doors -- Empathy, Compassion, Resilience -- Storytelling for Social Justice Social Justice and Social Action -- A Practical Approach -- Using This Text -- Activity: Discovering Your Educational Beliefs -- References -- Section I: Approaching the Literature-Based Unit of Instruction -- 1. Rationales for Literature-Based Units of Instruction |
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Why Instructional Units? -- Why Thematic Units? -- Themes for ELA Units -- Texts for Units -- The Unit Plan Rationale -- Sample Unit Plan Rationales -- References -- 2. The Reader -- Teaching Anecdote by Angie -- A Focus on Reader Response -- Experiencing Louise Rosenblatt -- Things Can Get a Bit Prickly -- Building Envisionments -- What about Analysis? -- The Reading Response -- Principles of Reader Response Based Teaching -- Perils -- A Focus on Inquiry -- A Student-Centered Focus -- Active Learning and the Student-Centered Approach -- The Importance of Social Interaction |
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The Transactional Classroom -- Principles of Social Constructivist Teaching -- Perils -- Conclusion -- References -- 3. The Text -- Teaching Anecdote by Angie -- A Focus on Teaching Reading -- Steps to Introducing Reading Strategies -- Types of Reading in the ELA Classroom -- Questioning the Text -- Text Structures -- Principles of Teaching Reading -- Perils -- A Focus on the Standards -- Principles of Teaching with the Standards -- Perils -- A Focus on Close Reading -- Intertextuality -- Principles of Close Reading Instruction -- Perils -- Conclusion -- References -- 4. The World |
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Teaching Anecdote by Anete -- A Focus on Critical Literacy -- Historical Foundations of Critical Literacy -- Models of Critical Literacy Instruction -- Principles of Critical Literacy -- A Focus on Teaching for Social Justice -- Principles of Teaching for Social Justice -- A Focus on Anti-Racist Teaching -- Principles of Anti-Racist Teaching -- A Focus on Literary Theory -- Literary Criticism and Schools of Criticism -- Perils of Teaching from a Critical Perspective -- References -- Section II: Designing the Unit of Instruction |
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NCTE Standards for Initial Preparation of Teachers of Secondary English Language Arts, Grades 7-12 -- edTPA: Secondary English-Language Arts -- 5. Aims and Assessments for Literature-Based Units of Instruction -- Unit Goals -- Sample Goals for Free Will vs. Fate Unit -- Essential Questions -- Unit Objectives and Standards -- Unit Assessments -- Formative Assessments -- Summative Assessments -- Assessment Descriptions and Tools -- Considerations for Evaluation and Assessment in the ELA Classroom -- Aligning Assessments and Standards -- AZ ELA State Standards and How They Will Be Assessed |
| Notes |
Description based upon print version of record |
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Sample Assessments |
| Subject |
English language -- Study and teaching.
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English language -- Study and teaching -- United States
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Language arts.
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English language -- Study and teaching
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Language arts
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United States
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| Form |
Electronic book
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| Author |
Vásquez, Anete
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| ISBN |
9781000570878 |
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1000570878 |
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