Designing a concept-based curriculum for English language arts : meeting the common core with intellectual integrity, K-12

著者

書誌事項

Designing a concept-based curriculum for English language arts : meeting the common core with intellectual integrity, K-12

Lois A. Lanning ; foreword by Lynn Erickson

Corwin, a SAGE Company, c2013

  • : pbk

大学図書館所蔵 件 / 全3件

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注記

Includes bibliographical references (p. 153-154) and index

内容説明・目次

内容説明

How to ensure your ELA teaching sticks One thing we know for certain: the Common Core will become yet-another failed initiative unless our curriculum provides a clear, unambiguous picture of how to teach for understanding. The solution? A concept-based curriculum. Where can you learn how to create one? Designing a Concept-Based Curriculum in English Language Arts. Fusing Lynn Erickson's groundbreaking curriculum model with implementation guidelines and sample units, this important new book will put you on the fast track to using concept-based curriculum in your school or district. Lanning shows you how to design a curriculum that: Functions as a framework for lesson plans Unites the efforts of ELA teachers district-wide Addresses core standards while focusing on student understanding Creates a ripple effect helping to align curriculum, assessments, and instruction "Lois Lanning's new book is a clear, practical, insightful, game-changer for teachers who want to move beyond collections of facts or lists of standards to authentic, meaning-rich curriculum. I would have been a much better English/Language Arts teacher with these ideas clear in my thinking! And my students would have been much better served." -Carol Ann Tomlinson, William Clay Parrish, Jr. Professor Curry School of Education, University of Virginia "Lanning's experience and wisdom allow her to see the Big Picture when it comes to teaching kids about the Big Ideas we want them all to grapple with in the course of their time in schools." -Jim Burke, Author of The English Teacher's Companion

目次

Foreword by H. Lynn Erickson Preface Acknowledgments Part I. Preparing for Curriculum Design 1. Curriculum Matters in Teaching and Learning Curriculum as the Master Plan What Is Concept-Based Curriculum? 2. The Components of a Concept-Based English Language Arts Curriculum Traditional Curriculum, Traditional Teaching From Traditionally Designed Curriculum to Concept-Based Curriculum Design The Relationship Between Knowledge and Process Understanding the Two Structures Support for These Structures Providing a Road Map for Instruction 3. Getting Started: Doing the Preliminary Work Leading Curriculum Change Assembling the Curriculum Leadership Team Review of Concept-Based Curriculum Summary Part II. An Introduction to the Design Process Assembling the Curriculum Writing Team The Role of the Leadership Team Unit Planning Pages 4. Designing the Curriculum: Steps 1 and 2 Step 1: Creating a Unit Title Step 2: Identifying a Conceptual Lens Summary 5. Designing the Curriculum: Step 3 Step 3: Creating the Unit Web Summary 6. Designing the Curriculum: Steps 4 and 5 Thinking and Understanding Step 4: Writing Generalizations Step 5: Writing Guiding Questions 7. Designing the Curriculum: Steps 6 and 7 Step 6: Determining Critical Content Step 7: Determining Key Skills Summary of Steps 6 and 7 8. Designing the Curriculum: Steps 8, 9, and 10 Step 8: Designing the Culminating Assessment Step 9: Suggesting Learning Experiences Step 10: Writing the Unit Overview Part III. What a Concept-Based Curriculum Looks Like 9. What Concept-Based English Language Arts Units Look Like A Sample Elementary English Language Arts Unit A Sample Middle School English Language Arts Unit A Sample High School English Language Arts Unit Summary 10. Voices From the Field References Index

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