Details
Inquiry Units for English Language Arts
Inspiring Literacy Learning, Grades 6-12|
29,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 11.02.2020 |
| ISBN/EAN: | 9781475850390 |
| Sprache: | englisch |
| Anzahl Seiten: | 188 |
DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.
Beschreibungen
<span>Inquiry Units for English Language Arts </span>
<span>is an engaging and relevant collection of instructional units that delve into contemporary problems related to equity, justice, identity, freedom, and social reform. Designed by practicing classroom teachers, these units integrate reading, writing, speaking, and listening as modes of investigation in the Language Arts classroom. Each chapter provides specific guidance in planning, initiating, managing, and assessing a unit’s line of inquiry to ensure that students’ academic, social, and emotional growth are central to the classroom experience. The units in this book illustrate how guided inquiry prioritizes inductive learning by framing problems that require students to work collaboratively as they develop the critical thinking skills necessary to be active participants in a democracy.</span>
<span>is an engaging and relevant collection of instructional units that delve into contemporary problems related to equity, justice, identity, freedom, and social reform. Designed by practicing classroom teachers, these units integrate reading, writing, speaking, and listening as modes of investigation in the Language Arts classroom. Each chapter provides specific guidance in planning, initiating, managing, and assessing a unit’s line of inquiry to ensure that students’ academic, social, and emotional growth are central to the classroom experience. The units in this book illustrate how guided inquiry prioritizes inductive learning by framing problems that require students to work collaboratively as they develop the critical thinking skills necessary to be active participants in a democracy.</span>
<span>Inquiry Units for English Language Arts </span>
<span>includes examples of units of instruction for English language arts. They explore concepts that adolescents typically find consequential—identity, justice, response to authority, freedom, and equity. Readers can adapt the units immediately or use them as models for constructing their own inquiry-based units.</span>
<span>includes examples of units of instruction for English language arts. They explore concepts that adolescents typically find consequential—identity, justice, response to authority, freedom, and equity. Readers can adapt the units immediately or use them as models for constructing their own inquiry-based units.</span>
<p><span>Table of Contents</span><br><br></p>
<p><span>Foreword</span><br><br></p>
<p><span>Peter Smagorinsky, The University of Georgia</span><br><br></p>
<p><span>Chapter 1:</span><span>An Invitation to Inquiry for English Language Arts</span><br><br></p>
<p><span>Thomas M. McCann</span><br><br></p>
<p><span>Chapter 2:</span><span> An Inquiry into What It Means to Be Human</span><br><br></p>
<p><span>Jane Feeney Kade</span><br><br></p>
<p><span>Chapter 3:</span><span>An Inquiry into Atoning for Mistakes and Achieving Redemption</span><br><br></p>
<p><span>Gabrielle Caputo and Shannon McMullen</span><br><br></p>
<p><span>Chapter 4:</span><span> An Inquiry into Ethics and Rebellion</span><br><br></p>
<p><span>Dawn Forde and Thomas M. McCann</span><br><br></p>
<p><span>Chapter 5:</span><span> An Inquiry into Confronting Stereotypes and Prejudice</span><br><br></p>
<p><span>Chanelle M. Savich and Kristen M. Linneburger</span><br><br></p>
<p><span>Chapter 6:</span><span> An Inquiry into Equity and Democracy</span><br><br></p>
<p><span>Tamara Joffe-Notier</span><br><br></p>
<p><span>Chapter 7:</span><span> An Inquiry into Satire and Social Reform</span><br><br></p>
<p><span>Julianna Cucci, Zanfina Rrahmani Muja, and Laurie McGowan</span><br><br></p>
<p><span>Chapter 8:</span><span> Designing Units for Inquiry: Concluding Thoughts</span><br><br></p>
<p><span>Elizabeth A. Kahn</span><br><br></p>
<p><span>About the Editors</span><br><br></p>
<p><span>About the Contributors</span><br><br></p>
<p><span>Acknowledgements</span></p>
<p><span>Foreword</span><br><br></p>
<p><span>Peter Smagorinsky, The University of Georgia</span><br><br></p>
<p><span>Chapter 1:</span><span>An Invitation to Inquiry for English Language Arts</span><br><br></p>
<p><span>Thomas M. McCann</span><br><br></p>
<p><span>Chapter 2:</span><span> An Inquiry into What It Means to Be Human</span><br><br></p>
<p><span>Jane Feeney Kade</span><br><br></p>
<p><span>Chapter 3:</span><span>An Inquiry into Atoning for Mistakes and Achieving Redemption</span><br><br></p>
<p><span>Gabrielle Caputo and Shannon McMullen</span><br><br></p>
<p><span>Chapter 4:</span><span> An Inquiry into Ethics and Rebellion</span><br><br></p>
<p><span>Dawn Forde and Thomas M. McCann</span><br><br></p>
<p><span>Chapter 5:</span><span> An Inquiry into Confronting Stereotypes and Prejudice</span><br><br></p>
<p><span>Chanelle M. Savich and Kristen M. Linneburger</span><br><br></p>
<p><span>Chapter 6:</span><span> An Inquiry into Equity and Democracy</span><br><br></p>
<p><span>Tamara Joffe-Notier</span><br><br></p>
<p><span>Chapter 7:</span><span> An Inquiry into Satire and Social Reform</span><br><br></p>
<p><span>Julianna Cucci, Zanfina Rrahmani Muja, and Laurie McGowan</span><br><br></p>
<p><span>Chapter 8:</span><span> Designing Units for Inquiry: Concluding Thoughts</span><br><br></p>
<p><span>Elizabeth A. Kahn</span><br><br></p>
<p><span>About the Editors</span><br><br></p>
<p><span>About the Contributors</span><br><br></p>
<p><span>Acknowledgements</span></p>
<span>Dawn Forde</span>
<span> is a teacher at Adlai E. Stevenson High School and has been learning from her students for almost twenty years. She has presented at local, state, and national conferences, primarily focusing on inquiry and its effects on student engagement.</span>
<br>
<br>
<br>
<br>
<span>Andrew Bouque </span>
<span>teaches English at Adlai E. Stevenson High School in Lincolnshire, Illinois. In his twenty-one years in public high schools, he has worked to build classroom communities for students to find, develop, and refine their spoken voices and craft arguments that matter. </span>
<br>
<br>
<br>
<br>
<span>Elizabeth A. Kahn</span>
<span> taught English language arts for 36 years and served as English department chair; she now teaches in the English teacher education program at Northern Illinois University in DeKalb, Illinois. She has co-authored several books, including </span>
<span>Discussion Pathways to Literacy Learning </span>
<span>(NCTE 2018), </span>
<span>The Dynamics of Writing Instruction </span>
<span>(Heinemann 2010), and </span>
<span>Writing About Literature</span>
<span> (NCTE 1984 and 2009, updated edition).</span>
<br>
<br>
<br>
<br>
<span>Thomas M. McCann </span>
<span>is a professor of English at Northern Illinois University, where he contributes to the teacher licensure program. His books include </span>
<span>Transforming Talk into Text</span>
<span> and </span>
<span>Literacy and History in Action</span>
<span> (Teachers College Press) and the co-authored </span>
<span>Talking in Class </span>
<span>(NCTE, 2006), </span>
<span>The Dynamics of Writing Instruction</span>
<span> (Heinemann, 2010), and </span>
<span>Teaching Matters Most</span>
<span> (Corwin Press, 2012).</span>
<span> </span>
<br>
<br>
<br>
<br>
<span>Carolyn C. Walter</span>
<span> taught English students for thirty years at both public and private high schools and now supervises student teachers for Northern Illinois University. Ms. Walter is a regular presenter at national conferences and has co-authored </span>
<span>Designing and Sequencing Pre-Writing Activities</span>
<span> and </span>
<span>Writing about Literature</span>
<span>, and </span>
<span>Discussion Pathways to Literacy Learning</span>
<span>.</span>
<span> is a teacher at Adlai E. Stevenson High School and has been learning from her students for almost twenty years. She has presented at local, state, and national conferences, primarily focusing on inquiry and its effects on student engagement.</span>
<br>
<br>
<br>
<br>
<span>Andrew Bouque </span>
<span>teaches English at Adlai E. Stevenson High School in Lincolnshire, Illinois. In his twenty-one years in public high schools, he has worked to build classroom communities for students to find, develop, and refine their spoken voices and craft arguments that matter. </span>
<br>
<br>
<br>
<br>
<span>Elizabeth A. Kahn</span>
<span> taught English language arts for 36 years and served as English department chair; she now teaches in the English teacher education program at Northern Illinois University in DeKalb, Illinois. She has co-authored several books, including </span>
<span>Discussion Pathways to Literacy Learning </span>
<span>(NCTE 2018), </span>
<span>The Dynamics of Writing Instruction </span>
<span>(Heinemann 2010), and </span>
<span>Writing About Literature</span>
<span> (NCTE 1984 and 2009, updated edition).</span>
<br>
<br>
<br>
<br>
<span>Thomas M. McCann </span>
<span>is a professor of English at Northern Illinois University, where he contributes to the teacher licensure program. His books include </span>
<span>Transforming Talk into Text</span>
<span> and </span>
<span>Literacy and History in Action</span>
<span> (Teachers College Press) and the co-authored </span>
<span>Talking in Class </span>
<span>(NCTE, 2006), </span>
<span>The Dynamics of Writing Instruction</span>
<span> (Heinemann, 2010), and </span>
<span>Teaching Matters Most</span>
<span> (Corwin Press, 2012).</span>
<span> </span>
<br>
<br>
<br>
<br>
<span>Carolyn C. Walter</span>
<span> taught English students for thirty years at both public and private high schools and now supervises student teachers for Northern Illinois University. Ms. Walter is a regular presenter at national conferences and has co-authored </span>
<span>Designing and Sequencing Pre-Writing Activities</span>
<span> and </span>
<span>Writing about Literature</span>
<span>, and </span>
<span>Discussion Pathways to Literacy Learning</span>
<span>.</span>
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