CRITICAL COMPONENTS!
What are those instructional components that support the critical thinking necessary for the rigor inherent both in our TEKS and specifically on STAAR? Below are those components I am focusing on, along with the reflective questions that drive each:
· Moving to Independence—What am I doing instructionally that scaffolds my students to independently interact with and critically think/respond to genres and those concepts embedded within those genres?
· Developing Critical Readers/Thinkers—Do I have processes embedded in my instruction where my students are moving from knowledge/comprehension to analysis and synthesis on concepts being taught? How?
· Reflective Practice—How can I know what my students have learned and at what level are they able to think/respond/evidence their learning?
· Moving to Independence—What am I doing instructionally that scaffolds my students to independently interact with and critically think/respond to genres and those concepts embedded within those genres?
· Developing Critical Readers/Thinkers—Do I have processes embedded in my instruction where my students are moving from knowledge/comprehension to analysis and synthesis on concepts being taught? How?
· Reflective Practice—How can I know what my students have learned and at what level are they able to think/respond/evidence their learning?
Genre Workstations |
"Taking It Further..."Take it Further! 1. Look over the paragraphs that you identified as containing propaganda. 2. Choose two examples that contained propaganda and complete the following reflection for each: · Was the propaganda effective? Did the author use the most effective Propaganda technique? Explain. (You may choose to review a few propaganda techniques listed below) 3. Choose one example that Did not contain propaganda. Revise by adding the most effective propaganda technique. Explain what you used and why. |
Genre Cubes |