PLANNING THE WHOLE COURSE

Overarching Concepts

Planning Backward

Overarching Concepts

Assessments

Considerations in Curriculum Development

Types of Overarching Concepts

Theme

Strategy

Stance

Aesthetic Awareness

Theme: Negotiating Thresholds (Transitions)

Coming of AgeConflict with AuthorityGangs, Cliques, and Peer PressureDiscrimination Shakespeare (Heroic Journey) Julius CaesarWriting WorkshopReading Workshop

Examples of Strategy as OC

Understanding Narrative Perspective

Cultural Modeling

Dramatic Images

Examples of Stance as OC

Critical literacy

Self-determination

Multicultural awareness

Examples of Aesthetic Awareness

Beauty

Truth,

Goodness

See Howard Gardner

Assessing Students for the Course

Process Portfolio Extended Definition of Good Literature Multimedia Project Analytic Essay Assessment Developed by Students

Parts of a Conceptual Unit

1. Rationale

http://www.ncte.org/action/anti-censorship/rationales

http://www.ncte.org/action/anti-censorship/rationales

Rationale, Cont.

Teacher should write persuasive essay that explains why something is being taught

Should consider community, students, topics, concepts, textsCreates defense if challengedExamples of Rationales Psychology or human development Cultural significance Literary significance Civic awareness Current social problems Preparation for future needs Alignment with professional teaching standards

What to Include in a Rationale

ConceptsReasonsTypes of Justification For each justification:Claims for relevanceWithin each claim: warrants that explain ways the evidence

supports the claimCounterargumentsRebuttalRationale for each text that students will readThe better prepared for challenges, the more likely teacher

will teach the way s/he wants (p. 146-147)

Parts of the Conceptual Unit, Cont.

2. InventoryIntroductory Activities: Gateway to the Unit

Concepts Writing About Personal Experiences Opinionnaire/Survey Scenarios/Case Studies Writing about Related Problems Other introductory activities?

Coming of Age Unit Example

Materials (poems, short stories, novel--diversity)

Unit Goals— In-Process (Response Log, Student-Generated

Discussion)

Culminating (Personal Narrative, Literary Analysis, Multimedia Project)

Parts of the Conceptual Unit, Cont.

3. Goals: In line with Assessments

Conventional assessments— extended definition, literary analysis, argumentation, research report

Goals/Assessments, cont.

Alternative assessments— exploratory thinking and writing, portfolios, journals (personal journal, reading log, dialogue

journal), rough drafts, asking questions, book clubs and literature circles.

Goals/Assessments, cont.

Narrative Knowing— personal narrative, retelling literary narratives

Connected knowing— collaborative learning, affective response, exploratory learning opportunities

More Goals/Assessments

Multimedia or multigenre productionsUnconventional genres:

book or film review, guide book, letter to the editor, children's book, creative writing

Parts of the Conceptual Unit, Cont.

4. Assessment:

Assessment

Evaluation

Grading

Parts of the Conceptual Unit, Cont.

5. Lessons: http://www.eiu.edu/ceps/teached/STGHandbook078x11.pdf

http://www.eiu.edu/ceps/teached/STGHandbook078x11.pdf

6. Activities 7. Discussion 8. Texts 9. Tools 10. Composing

Types of Conceptual Units

1. Theme 

2. Period 

3. Movement 

4. Region 

5. Genre 

6. Works by a Single Author 

7. Learning a Key Strategy