Module 4: Teaching in the Library

Module Objectives

  • Collaboratively design a lesson / unit plan.
  • Identify strategies for inclusion and differentiation.

Think

  • Module 17: Culturally Sustaining Pedagogy and Module 18: “Levelling Up” Your Instruction with the Banks Framework from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Create

Step Four: Plan Your Instructional Activities

Work with your collaborator to plan the instructional activities. If you can sit down together and share ideas, your work will be stronger for it. However, you can also work asynchronously in a shared document; or you can divide up the work and each work on your component parts. Whatever method you use to plan your instructional activities, you’ll want to include the full lesson / unit plan, not just the part you are responsible for.

Step Five: Differentiate and Include

While you are planning with your co-educator, consider the following:

  • Are there individual students that will need accommodations? What are their needs that must be accounted for?
  • What reading levels do you need to account for?
  • How will you ensure resources meet the wide needs of learners? Consider the reading level, modality, and representation across the resources you will utilize.
  • How will you ensure the resources you present include a wide range of perspectives?
  • What will you do to amplify learner voice and choice?
  • What culturally responsive pedagogical strategies will you employ?
  • Compile a list (or link to) the resources you will use in support of the learning activities.

Self-Assess

Use the project rubric (see Module 1) to evaluate your work up to this point. Not all components will be relevant at this stage.

Submit the following information to your instructor:

  • Attach a lesson / unit plan that roughs out what learners will do and includes formative assessment checkpoints.
  • Explain the rationale for the activities. How does each activity build on the previous one? How do they connect to standards / learning outcomes?
  • Provide an overview of how you will differentiate instruction and ensure that all learners are included equitable in the learning opportunities.

Share

In the Module 4 discussion forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

  • Brainstorm how you would transform the lesson described below at each level of the Banks framework: contributions, additive, transformation, and social action.
    • Content area standard: CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
    • Topic: Recent hurricanes (Harvey, Irma, & Maria)
    • Current Lesson (Level 0): Students read and compare two different news stories about the hurricanes from major news outlets.

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

  • How has my prior experience and personal values influenced my understanding of this topic?
  • What are other theories of this topic that might provide me with a different viewpoint?
  • How could my education colleagues support me or collaborate with me in learning more about this topic?
  • What new information did I learn? What questions do I have?
  • How could I apply this information to my practice?
  • If you disagree with the information presented, how so? Why?
  • What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

Continue the Project READY journal.