Candidate uses a variety of ways to assist students in creating and critiquing a wide range of print and nonprint texts for multiple purposes and help students understand the relationship between symbols and meaning.
During student teaching, I taught a unit on argument. Students learned persuasive techniques and created their own commercials for products they created in small groups. We then moved into the composition of argumentative essays. For the essay, students chose a topic of their choice. This essay required students to complete their own research. I spent about a day and a half teaching my students (8th graders) about the importance of critical analysis during research. Click below to see the PowerPoint I used to begin the lesson. This particular lesson focused on the use of online research:
Once the research stage was completed, students started to write their essays. To guide their writing, students analyzed several well-written argument essays. These essays served as their models. Students were taught to read as writers. I exposed students to 35 different argument pieces on a broad range of topics. Students chose their top 8 articles (after a brief introduction to all 35) and analyzed 4. Below is the link to the guide students used while analyzing the articles.
Separate from the argument unit, students also studied text features. I taught students the different features of print and nonprint sources. After learning about the different features, students completed a scavenger hunt where they searched through fiction and nonfiction print books, newspaper, textbooks, magazines, etc. They also searched online references and websites to note the different features used. I found this following articles very useful while I planned my unit on text features. The following link was adapted from the Information Literacy Guide is a great tool to use while teaching students how to critique and create print and nonprint texts.
Standard 3.2.5
Candidate uses a variety of ways to assist students in creating and critiquing a wide range of print and nonprint texts for multiple purposes and help students understand the relationship between symbols and meaning.
During student teaching, I taught a unit on argument. Students learned persuasive techniques and created their own commercials for products they created in small groups. We then moved into the composition of argumentative essays. For the essay, students chose a topic of their choice. This essay required students to complete their own research. I spent about a day and a half teaching my students (8th graders) about the importance of critical analysis during research. Click below to see the PowerPoint I used to begin the lesson. This particular lesson focused on the use of online research:
Once the research stage was completed, students started to write their essays. To guide their writing, students analyzed several well-written argument essays. These essays served as their models. Students were taught to read as writers. I exposed students to 35 different argument pieces on a broad range of topics. Students chose their top 8 articles (after a brief introduction to all 35) and analyzed 4. Below is the link to the guide students used while analyzing the articles.
Separate from the argument unit, students also studied text features. I taught students the different features of print and nonprint sources. After learning about the different features, students completed a scavenger hunt where they searched through fiction and nonfiction print books, newspaper, textbooks, magazines, etc. They also searched online references and websites to note the different features used. I found this following articles very useful while I planned my unit on text features. The following link was adapted from the Information Literacy Guide is a great tool to use while teaching students how to critique and create print and nonprint texts.