unit from a full course
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Format and Features
Resource is Printable
Note: Correlations are embedded in the resource.
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Background from OER Project Review Team
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The Close Reading lessons are strong and engaging for students and the student work used as exemplars are helpful.
The end product is unclear
The lessons/activities are provided with a short narration, however, the narration is not enough information, especially for a first year teacher
Confusion around the purpose of the short grammar lessons and what the connection is to the rest of the unit
Students should be gathering evidence throughout their reading/viewing and be given the writing prompt at the beginning of the unit so they know what they are writing towards.
Provide step by step instructions-state where you check for understanding, state what is being assessed, provide more student examples.
Students work on "To Build a Fire" and learn about Jack London during this unit, which is 14 lessons. Each lesson would take about one 50 minute class period. While the progression of the lessons is easy to follow there are not specific connections, in either tasks or assessments, that specifically call out the standards students learn and practice. This lesson would need some work to align to the CCSS. Beginning teachers would struggle to use the resources in this unit as what is listed under resources usually consists of pictures of students completing a task. The resources list often does not contain an assessment or worksheet, which might be more helpful to teachers. The unit, while it has good ideas, does not appear to have been created with the CCSS in mind. Many of the lessons are more activities and there are not a lot of specific language from the standards in the unit.
Connection between media and literature is good - students are asked to compare a film depiction of To Build a Fire with the text of the story. This relates to standard number 7 (RL.8.7). There are both literary and informational texts - students read To Build a Fire and they also read some of London's letters to his publisher, which could be used as an Informational text.
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Lack of alignment to the CCSS - many of the lessons are more activities and there is not a lot of specific language from the standards.
The resource section for each lesson - many times the resources are pictures of students doing work and not something like a rubric, worksheet, or an in-depth explanation of the item the lesson discusses.
Assessments - the assessments do not have criteria that is aligned to the CCSS.
Clearly show how each standard is taught and assessed by having the language of the standards appear in the lesson and assessment.
Put resources that teachers could use to help students with the lessons.
The unit should create a rubric, or other assessment criteria, that teachers and students would use for the summative assessment.
Good resources and step by step lessons for new teachers. Best used by eighth grade or seventh grade, less experienced teachers.
The unit is well crafted, but can seem scripted.
Teachers at all levels of experience could use this materials with little or no clarification.
Complex text – Walden
Building independence for Close Reading - Soapstone, TPCASTT
Teacher usability - written in a journal-esque tone, with cautionary comments
Varied texts - short video clips embedded throughout