Boys and Girls Literacy

BOYS AND GIRLS LITERACYResource Writing Project

PRAYER FOR WRITERSGod of wisdom, please bless us with creative energy so that we may develop projects that ennoble all learning. Grace us with vision so that we may understand the needs of students for whom we write. As we begin this curriculum project, help us to work together as colleagues and as sharers in the truth.

Spirit of God inspire our minds so that we may recognize the diversity of abilities and learning styles of our students and in turn may create programs that respect these realities. Remind us often that these students reflect your image and likeness.

If we lose our sense of purpose give us new dreams and a sense of direction that will help us gain perspective. Strengthen us to accept our personal limitations and to be open to the diversity of perspectives that others can offer. Above all, God of Wisdom, help us to achieve a common purpose and to work for the good of the students so that they may achieve success.

Amen

• Part 1: Minds On• Inquiry Learning• 3 Part Lesson

• Part 2: Action• Resource

Selection Process• Part 3:

Consolidation• Next Steps

WELCOME AND INTRODUCTIONS

PROJECT SCOPE1. Each writer will take their selected text through

the Resource Selection Process and then,2. Create an Inquiry-based unit of study using the 3

Part Lesson framework. Include introductory and/or contextualizing activities

Activities can be based on: Themes or Sensitive Issues in the book Political, Religious, and/or Philosophical perspectives Current World issues

Activities can: Incorporate Literacy Skills Differentiated Instruction Differentiated assessments for and as learning Assessments of learning

INQUIRY-BASED LEARNINGInquiry-based instruction is a student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework. Inquiry-Based instruction complements traditional instruction by providing a vehicle for extending and applying the learning of students in a way that connects with their interests within a broader thematic framework. Students acquire and analyze information, develop and support propositions, provide solutions, and design technology and arts products that demonstrate their thinking and make their learning visible.

DEVELOPING YOUR INQUIRY QUESTION(S)

1. Is it personally relevant to you and socially significant? Are you truly interested in the question?

2. Is it researchable? 3. Is it big enough to find information and

small enough to be manageable?4. Is it an issue that can be argued for or

against?

A 3 PART UNIT PLAN

Differentiated Instruction

Infusion of Literacy Scaffolding

Knowing the Learner

Assessment and Evaluation

INFUSING LITERACY…HOW??

Who is my audience? What is my focus:

Reading? Informational, Narrative,

Graphical? Writing?

Short Responses, Expressing an Opinion, Objective Writing?

Skills: Identifying Main Ideas? Making Inferences? Summarizing?

Avoid using simple

question and answer

methods. Engage

students during

reading.

RESOURCE SELECTION PROCESSBIG IDEAS

RESOURCE CONTAINING SENSITIVE OR CONTROVERSIAL MATERIALS

SAMPLE RESOURCE SELECTION PROCESS

NEXT STEPS… You will now have time to work on planning

out you’re the unit for your resource, applying some of the ideas communicated today.

Next Writing Session: Wednesday May 9th Consider for next time:

English Expectations Differentiating Instruction Assessment

(for and as learning) Evaluation