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Sherry TCSS’11

UPAGES - Unit Plan Genre Study

Purpose (

To(gain(a(flexible(sense(o f(the(possible(structure(s)( and(content(s)(of ( unit ( plan s ( Big$Question: ( What(are(the(characteristics(of(a(good(unit ( plan?( (

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Rationale (

“There’s(more( than( one( way( to( skin( a( cat.”( Formulas( oft en( oversimplify( because( they( don’t( allow( for( the( specificity( of ( particular( students( and( contexts.( Looking( at( several( (different)( examples( can( give( you( a( more( flexible( sense( of( how( something( works( in( various( situations.( It’s( like( crissG crossing( a( landscape( in(order(to(get(a(sense(of(the(terrain,(rather(than(always(taking(the(same( path.(By(looking(in(depth(at(several(different( unit ( plans,(you( will(have(a(better(sense( of(possibilities(for(this( genre,(or(type(of(composition . (

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Assignment (

genre ,(or(type(of(composition . ( ( Assignment ( 1. Look(at(five( sample( unit ( plans(on(the(website(
genre ,(or(type(of(composition . ( ( Assignment ( 1. Look(at(five( sample( unit ( plans(on(the(website(

1. Look(at(five( sample( unit ( plans(on(the(website( below:( ( Peter(Smagorinsky’s(Virtual(Library(of(Instructional(Units:( http://www.coe.uga.edu/~smago/VirtualLibrary/index.html ( Choose(three(plans(that(seem(both(high G quality(and(significantly(different(to(you. (

2. Why(did(you(choose(these(three?((

3. Of(the(three(unit ( plans,(which(do(you(like(the(best?(Why?((

4. Pick(one(of(the(unit ( plans(and(tell(what(you(would(change(or(add(and(why.((

5. What(structural(characteristics(do(all(three( have(in(common?(How(are(they(different?((

6. What(accounts(for(these(similarities?(Differences?((

7. Develop(a(list(of(criteria(you(would(use(to(evaluate(the(structure(of(unit(plans;(for(example,(in(a( category(called(“Organization,”(you(might(list(“Coherence”(to(suggest(that(the(lessons(should( work(together(towards(common(goal(s).( (

8. Looking(at(the(three(plans(you(chose,(what(attitudes(does(each(imply(about:((

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What(constitutes(the(curriculum(of(English(Language(Arts?((

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What(makes(good(instructional(practices( in(English(Language(Arts?((

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What(English(Language(Arts(students(are/should(be(capable(of?((

9. What(do(you(notice(as(you(compare(the(attitudes(represented(in(these(three(plans?((

10. With(which((if(any)(of(the(implied(attitudes(in(these(plans(do(you(agree/disagree(and(why?(

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