1. PLANNING THE WHOLE COURSE Overarching Concepts

2. Planning Backward Overarching Concepts Assessments Considerations in Curriculum Development

3. Types of Overarching Concepts Theme Strategy Stance Aesthetic Awareness

4. Theme: Negotiating Thresholds (Transitions) Coming of Age Conflict with Authority Gangs, Cliques, and Peer Pressure Discrimination Shakespeare (Heroic Journey) Julius Caesar Writing Workshop Reading Workshop

5. Examples of Strategy as OC Understanding Narrative Perspective Cultural Modeling Dramatic Images

6. Examples of Stance as OC Critical literacy Self-determination Multicultural awareness

7. Examples of Aesthetic Awareness Beauty Truth, Goodness See Howard Gardner

8. Assessing Students for the Course Process Portfolio Extended Definition of Good Literature Multimedia Project Analytic Essay Assessment Developed by Students

9. Parts of a Conceptual Unit 1. Rationale http://www.ncte.org/action/anti- censorship/rationales http://www.ncte.org/action/anti- censorship/rationales http://www.ncte.org/action/anti- censorship/rationales

10. Rationale, Cont. Teacher should write persuasive essay that explains why something is being taught Should consider community, students, topics, concepts, texts Creates defense if challenged Examples of Rationales Psychology or human development Cultural significance Literary significance Civic awareness Current social problems Preparation for future needs Alignment with professional teaching standards

11. What to Include in a Rationale Concepts Reasons Types of Justification For each justification: Claims for relevance Within each claim: warrants that explain ways the evidence supports the claim Counterarguments Rebuttal Rationale for each text that students will read The better prepared for challenges, the more likely teacher will teach the way s/he wants (p. 146-147)

12. Parts of the Conceptual Unit, Cont. 2. Inventory Introductory Activities: Gateway to the Unit Concepts  Writing About Personal Experiences  Opinionnaire/Survey  Scenarios/Case Studies  Writing about Related Problems  Other introductory activities?

13. Coming of Age Unit Example Materials (poems, short stories, novel--diversity) Unit Goals—  In-Process (Response Log, Student-Generated Discussion)

14. Parts of the Conceptual Unit, Cont. 3. Goals: In line with Assessments Conventional assessments—  extended definition,  literary analysis,  argumentation,

15. 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.

16. Goals/Assessments, cont. Narrative Knowing—  personal narrative,  retelling literary narratives Connected knowing—  collaborative learning,  affective response,  exploratory learning opportunities

17. More Goals/Assessments Multimedia or multigenre productions Unconventional genres:  book or film review,  guide book,  letter to the editor,  children's book,  creative writing

18. Parts of the Conceptual Unit, Cont. 4. Assessment:  Assessment  Evaluation  Grading

19. 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

20. 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