Planning Part 1: The Educator as Provocateur: Six Language Arts Skills (1 page maximum) – use template provided
- Read Fatty Legs – Christy Jordan- Fenton & Margaret Pokiak-Fenton
- Review the big ideas (themes/critical topics) presented in the novel Fatty Legs
- Choose one big idea as an area of focus for your class and provide a rationale for this focus
- Find a media text that illustrates your big idea/theme/critical topic and provide a link to the text and a rationale for the choice of text based on credible resources
Info about Media Texts (A few questions have come up about ‘media texts’. The following resources may be helpful:
- Language Arts Curriculum Overview p. 13-14
- Language Arts Media Literacy Strands by grade
- Guide to Effective Instruction Junior Literacy, 4,5,6 vol#7 Media Literacy
- General information and examples throughout guide
- Media Triangle p. 38
- Rubric example using Language Arts Categories of Achievement pp. 83-84
- Bainbridge Text (multi-literacies, media references0
- 8 – 9 paragraphs #3, 4, 5
- 28
- Research and identify both teacher and student roles in the inquiry process
| Planning with Critical Literacy and Inquiry in Mind – Part 1 (1 Page Maximum) | |||
Educator as Provocateur
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Big Ideas/Themes 1. 2. 3. (Bold focus Big Idea/Theme) Rationale for Focus |
Link to Media Connection Rationale for Choice |
Teacher Role See attachment Student Role See attachment |
Planning Part 2: Analyze the Text: (1 Page ) – 1 page will be like two pages due to the template.
- Use Jerome Harste and Vivian Vasquez Four Dimensions of Critical Literacy Framework to analyze the media item chosen above. Use the following chart to analyze your media item.
| Critical Literacy Skills (Include a picture of your media item or a link.) |
Media Item Analysis | Connections to Curriculum and Ministry Resources |
| Disrupt the common place. Identify biases, stereotypes and assumptions. |
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| Consider multiple viewpoints. Whose voice is present? Whose voice is missing? Connect with Language Arts Curriculum Expectations 1.9- Point of View |
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| Focus on the socio-political. What is the author’s message? How is language used to persuade? What is the agenda? |
Use curriculum and resources | |
| Take Action How can you promote social justice and/or to improve the situation. What can you do personally to make a difference? |
Practice: Part 1 – Asking Questions and Creating Rich Tasks: (2 page maximum)
Asking Effective Questions and Creating Rich Inquiry-Based Tasks:
- Using the Ministry Monograph Asking Effective Questions and the Q-Chart, generate a variety of questions you could use to ignite student thinking and engagement during class discussion on your media item.
- Design three inquiry questions that foster student curiosity. These questions are to be the basis for creating three independent activities.
- Create three rich tasks that integrate multiple language arts skills and deepen students understanding of the big idea of your media item.
| Practice with Critical Literacy and Inquiry in Mind – Part 1 – 1 page (2 Page Maximum) Inquiry Questions |
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Asking Effective Questions and Creating Rich Tasks
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Variety of questions to ignite student thinking and engagement | Three Inquiry Questions 1. 2. 3. |
| Three Rich Tasks 1. 2. 3. |
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Practice: Part 2 – Creating a Unit Overview, Lesson Sequence and Assessment Plan: (2 pages 3 page maximum)- Template to use- is in a attached file – must relate around your theme/ media text
| Practice with Critical Literacy and Inquiry in Mind – Part 2 – 2 pages (3 Page Maximum) | |
| Planning a Language Arts Lesson Sequence Using Novels, Inquiry and Critical Literacy | See supplementary Backward Design planning template. Attached file uploaded |
Planning a Junior Language Arts Lesson Sequence Using Critical Literacy and Inquiry
- An additional template is provided for planning a lesson sequence.
Practice: Part 3 – Assessment and Documentation of Learning: 2 pages (3 page maximum)
Documentation of Inquiry Process and Learning:
- Describe how would you document learning during an inquiry project. Be explicit and reference supporting documents (eg. Guides to Effective Instruction, Growing Success, etc.)
- Explain why you have chosen to document in this manner (defend your instructional decisions). How could students document their learning process through the Literature circle/novel study/inquiry process? Keep assessment ‘for’, ‘as’ and ‘of’ in mind. Include documentation examples and explanation.
Template format
| Practice with Critical Literacy and Inquiry in Mind – Part 3 (3 Page Maximum) | |
Assessment and Documentation of Inquiry Process and Learning
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– Include picture – Include rubrics you design or use (reference) – 2 stars and a wish – Explain why you are using that form of assessment |
Practice: Part 4 – Professional Reflective Practice: (1 page maximum)
The focus for the professional reflective practice piece is to identify, explain and justify the instructional decisions made throughout the planning of this lesson sequence ensuring that credible references are cited.
Educator as Reflective Practitioner
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Provide a one page summary |
One Page Defense of Instructional Decisions