New York University
Department of Teaching and Learning
LITC-UG.1177
LITC-GE.2002
Language and Literacy in the Upper Grades
Spring 2015
Instructors: Dr. Katherine Stahl
239 Greene St.
Office:
East Building-504
Office Phone: 212.998.5204; Cell-217.721.1100
Office Hours:
Tuesday 10:00am – 4:00pm and by
appointment
E-mail: [email protected]
Tuesdays
6:45 – 8:25pm
Class: Georgiou Library
East Building 5th floor
Course Overview
This course examines the basic theories, issues, methods, and materials for a developmental K6 language arts program. It emphasizes language arts (including reading, as well as writing,
speaking and listening) as tools for learning across the curriculum. It addresses cultural
diversity in language arts instruction, with emphasis on linguistic diversity. This is the second
in a two-part course series. This course will focus on theories of reading instruction, vocabulary
development, comprehension, and content literacy.
Course Objectives
The activities in this course will enable you to:
Develop and articulate a theoretical-based philosophy of literacy development and
instruction.
Develop an understanding of the influence of linguistic and cultural diversity on the
development of language and literacy.
Use a variety of assessments to inform instruction of comprehension, and vocabulary.
Develop teaching goals that provide for a balanced language arts program.
Acquire knowledge of and practice in a wide range of methods for teaching ALL students
reading, writing, listening, and speaking for a variety of purposes.
Develop reflective practice.
Course Texts
Required Texts:
Gunning, T. G. (2013). Creating Literacy Instruction for All Children (8th Ed.). Upper
Saddle River, NJ: Pearson Education.
Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. (2008). Words their way: Word
study for phonics, vocabulary and spelling instruction (4th Ed). Upper Saddle River, NJ:
Pearson Education.
McKenna M. C. and Stahl. K. A. D. (2009). Assessment for Reading Instruction, 2nd ed. NY:
Guilford.
Additional Assigned Articles, Book Chapters and Internet Resources
BOOK CLUB---DO NOT PURCHASE UNTIL AFTER JAN. 27th
Ripley, A. (2014). The smartest kids in the world and how they got that way. New York,
NY: Simon & Schuster.
Howard, T. C. (2010). Why race ad culture matter in American schools. New York, NY:
Teachers College Press.
Optional Texts for Choice Reading:
Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2007). Powerful Writing
Strategies for All Students (1st ed.). Paul H Brookes Pub Co.
Daniels, H. & Zemelman, S. (2004). Subjects Matter: Every teachers guide to content area
instruction. Heinemann.
Daniels, H. (2002). Literature Circles. Heinemann.
Course Policies
Communication
Information and communication related to this class will be distributed via e-mail and the
course NYUClasses site. It is important that everyone check their e-mail and the
NYUClasses site for course related information on a regular basis.
Collaboration is a key skill required in the teaching profession. This class requires you to
work together collaboratively with your peers for most projects. Being a responsible team
member, setting goals and boundaries, sharing control/decision-making, and
communication are learned skills that our assignments will nurture. These skills and your
knowledge of reading are important keys to your success, effectiveness and happiness as a
teacher.
Integrity
Please note: All work turned in for this course must be ORIGINAL. When in doubt, cite a reference.
Adherence to the Academic Code of Integrity for All Students is expected. See
http://steinhardt.nyu.edu/dcc/undergraduate/Statement_On_Academic_Integrity.php. Penalties for
lack of adherence to the code will be enforced. Formal proceedings will be filed.
Attendance
Attendance at all class sessions is required. No points will be deducted for the first
unexcused absence. I will deduct 2 points from your grade for each additional unexcused
absence. If you are late it is your responsibility to make sure that the attendance record has
been adjusted. If extenuating circumstances require additional absences you need to make
special arrangements. In these approved cases, you will be responsible for writing a 5-page
paper that includes a minimum of 3 empirical articles in addition to the assigned reading on
the topic of the evening. While there is no way to “make-up” the knowledge from the
discussion and activities of a missed class, this is an attempt to help you acquire knowledge
about the topic.
Accommodations
Students with physical or learning disabilities are required to register with the Moses
Center for Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are
required to present a letter from the Center to the instructor at the start of the semester in
order to be considered for appropriate accommodation.
Assignments and Grading
This is an intense course designed to give you a toolbox for teaching literacy to a diverse
group of students in grades 2-6. As such, the workload for this course is heavy.
The following table provides a brief overview of the assignments and the grading policy.
More complete project descriptions and evaluation scoring rubrics can be found at the end
of this syllabus.
All assignments must be done using a word processing program. General writing
standards, in addition to standards for specific assignments, will be considered in each
evaluation. Assignment dates are found on the class schedule.
**All assignments must be submitted as hard copies on the due date. Occasionally, if this is
not possible, students should submit an electronic copy to show good faith and then submit
a hard copy as soon as possible.
Assignment
Points
IRA
Standards
1
2
3
4
5
6
Classroom Observation – A 1-2 page written reflection addressing
literacy instruction in your assigned classroom. Begin with a
discussion of class organization, literacy model (workshop, basal),
and classroom management system. Then address how the classroom
teacher differentiates instruction to meet the academic and linguistic
diversity of the students in the following areas: word study, fluency,
conceptual vocabulary, comprehension, writing processes, and
content literacy.
Multicultural Literature Activity
Book Club Discussion Leader- Prepare a summary sheet describing
the discussion format, prepare any necessary materials for the
discussion, and facilitate your book club discussion adhering to the
assigned format. [;-) Be the teacher.]
Application Lesson- Lesson plans and brief reflections of literacy
teaching practices applied with a single student or small group of
students. You must choose from techniques addressed in class, text,
or other approved sources. (1) + Vocabulary
+ Do teach the vocabulary lesson in your field placement.
Intermediate Student Profile- An in-depth observation, assessment,
and analysis of one child
Integrated Content Unit
10
1, 5
20
5
2, 4
2, 5
10
2, 4
25
3
30
2, 4
Total Points Possible =100
Grading Scale
A+
X
B+ 88-89
A 92-100
B
82-87
A- 90-91
B- 80-81
C+ 78-79
C
72-77
C- 70-71
D+ 68-69
D 60-67
DX
Course Schedule
Topic
Reading Due
Viewings & website
explorations
Assignments
Due
1
1.27
Topic
Reading Due
Overview
and
Course
Intro
Gunning Ch. 11Reading Approaches
M&S Ch. 9-Affective
Factors with Older
Readers
#Bring basal
anticipation guide
2
2.3
Critical
Literacy
Gunning Ch. 10 to
p. 448
Emmitt & Wilson
(NYUC)
Critical Literacy –
Grade 1
3
2.10
Comprehe
sion
Theory &
Assessme
nt
Gunning Ch. 7
4
2.17
**Each
book club
plans
reading
assignmen
ts and
facilitators.
Reading
Comprehe
nsion
(Strategies
)
M&S Ch. 7
IES Early
Comprehension
Guide (NYUC)
Duke, Pearson, &
Billman (NYUC)
M&S Ch. 8
Stahl: Olds Chapter
(NYUC)
Assignments
Viewings & website
Due
explorations
Pedro Noguera-Equity Download
http://www.youtube.co
ELA
m/watch?v=WizJD7B
Common
0leo
Core
Standards
Appendix
A & Supp.
Appendix
B
Appendix
C
Garfield
Pedro Noguera—Ted
Attitude
talk
Inventory of
http://www.youtub Child
e.com/watch?v=u
SehZPz2NoY
David Pearson: CCSS Classroom
and Comprehension
Observation
http://www.youtube.co Due
m/watch?v=V5sl3cMh
jUk
Anchor vs. Grade
level standards
http://www.youtube.co
m/watch?v=5QwNNrH
E0EU
Elem.
WTW
Test
Topic
5
2.24
6
3.3
7
3.10
Reading
Comprehe
nsion
(Discussio
n)
*Book Club
– Fishbowl
Conversati
on &
Student
Evaluation
s
Content
Literacy &
Text
Structure
ReadingWriting
Conn.
*Instruction
al
conversati
on with
response
journals
Spring
Break
Reading Due
Instructional
Conversation
(NYUC)
Maloch –
Scaffolding Student
Change (NYUC)
Gunning Ch. 8 &
Ch. 9
Gunning Ch. 12
Cervetti Article
(NYUC)
Viewings & website
explorations
Fishbowl Video
(NYUC)
EngageNY
http://www.engage
ny.org/resource/cl
ose-readingstrategies-withinformational-textby-expeditionarylearning
ELA Test Guide
for Your Grade
Assignments
Due
Multicultural
Literature
Activity Due
Integrated
Content
Unit
Outline
Due
Integrated
Content Unit
Conference
Expository
IRI
Writing
Rubric/Response
rubrics
CCSS App. C
8
3.24
Instruct.
Gunning Ch. 12
Materials
www.lexile.com
*Anticipatio
n Guide
CCSS App. A & App. B
9
3.31
Vocabulary
Intro
Gunning Ch. 6
“Put Reading First”Voc. Section
Writing
Sample
(Studen
t
Profile
)
The Birth of A Word
Topic
10
4.7
Vocabulary
Teaching
*Reciproca
l Teaching
Reading Due
WTW Ch. 8
Vocabulary
Instructional
Activities
Nagy: Words as
Tools-Academic
Vocabulary (NYUC)
11
4.14
Vocabulary
Assessme
nt
12
4.21
13
4.28
Multiple
Folder on NYUClasses
Sources &
Hypertext
*Double
Entry
Journal
Kids Who
Folder on
Need More NYUClasses
and
Different
14
5.5
Share
Units
Stahl & Bravo: Voc.
Assess. (NYUC)
Viewings & website
explorations
77seconds: What
Makes a Text
Complex?
http://www.textproject.
org/professionaldevelopment/webinar
s/77-sec-on-textcomplexity-whatmakes-a-textcomplex-/
Possible Sentences
Video (NYUC)
http://www.youtube.co
m/watch?v=onIazcK3ho
Assignments
Due
Student
Profile Due
http://www.youtube.co Vocabulary
m/watch?v=qUHC8x
Lesson Plan
Wg_9Y
Due
http://www.youtube.co
m/watch?v=5HU80Ax
mP-U
http://www.youtube.co
m/watch?v=lVGbz4Eq
yGs
Integrated
Content
Units Due
Assignment #1: Classroom Observation
Due February 10, 2015
Attach EdTPA “Elementary Literacy Context for Learning” Worksheet (Childhood EdTPA
pp. 48-49).
Observe literacy instruction over the course of a few days in your field placement. Be sure
to watch for and include the following information in your write up. However, create a
cohesive story. This list of bullets should not necessarily be all that you include or dictate
your organizational structure.
EdTPA Planning: 2a and 2b
Classroom organization
Prevalent literacy model (See Gunning, Ch. 11)
Classroom management systems
Differentiation of instruction---Be Specific
EdTPA Planning: 3a, 3b, 3c
For diversity of cultural and linguistic concepts
Integration of content area literacy
* There is no such thing as a perfect classroom. Your field experiences will present you with
a range of approaches and levels of expertise. Your role for this assignment is not to be
judgmental as much as conduct an HONEST appraisal of the literacy instruction being
conducted in your classroom. This observation will set the stage for determining what
teaching strategies you can learn from your cooperating teacher and what teaching
strategies you will need to learn from books, videos and other experts. (For example, your
teacher may be an expert with classroom management, but may have limited knowledge
about how to teach literacy or how to diagnose reading difficulties. That’s okay. With
modern technology, we can work around it.)
Assignment #1: Classroom Observation Rubric
Due February 24, 2015
Name__________________________
Element
ATTACH Childhood EdTPA “Elementary Literacy
Context for Learning” Pages 48-49
Observations are explicitly related to the class
organization, prevalent literacy model, and
classroom management system observed or derived
based on conversations with the teacher.
Total Score ____ /5
Possible
Points
1
Observations include specific references to the
differentiation of instruction for academic diversity
in word study, fluency, conceptual vocabulary,
comprehension and writing processes.
1
Observations include specific references to the
differentiation of instruction for linguistic and/or
cultural diversity in word study, fluency,
conceptual vocabulary, comprehension and writing
processes.
1
Observations include specific references to the
instruction of disciplinary literacy or content
literacy.
1
The paper demonstrates evidence of proofreading
and appropriate use of the mechanics of writing.
1
Actual
Points
Comments
Assignment #2: Multicultural Literature Activity
Due February 24, 2015
Work with 2 other people. Select 2 Cinderella books.
(See-http://www.acs.ucalgary.ca/~dkbrown/cinderella.html)
Describe how you would use culturally relevant teaching practices with each book. These are to
be conducted as teacher read-alouds. This should be designed with fourth grade students in
mind.
1. How does each book reflect a particular cultural community? (1 point)
2. How might each be a vehicle for helping your students view texts in critical ways? Please
make specific reference to how use this text to teach critical literacy as defined in the
Emmit & Wilson article on our Blackboard site. (1 point)
3. Identify 3 literary objectives based on the CCS. Identify at least 1 objective related to
critical literacy. Create2 objectives based on 2 NYS Social Studies Framework (4/29/14).
(3 points)
4. Plan 3-5 lessons for both books that will enable the students to achieve your objectives.
Some activities should be for a single book, other activities should require a synthesis of
both books. (12 points)
5. Assessment- Identify how each objective will be assessed. This duplicates what is found
in activities. It simply specifies it by objective, because activities may be designed to
achieve multiple objectives. (3 points)
Activity
Materials
Objective(s)
Procedure
Assessment
ASAP---Please conference with your cooperating teacher or your school’s reading specialist
before planning this unit. You need to look at the sample New York ELA Test Guides for Grades
3, 4, and 5 and the Released Questions With Annotations. Your objectives and activities should
be designed to prepare students for the kind of thinking, planning, and writing required to be
successful on their state tests. Likely literary objectives would involve genre characteristics,
theme, and character analysis. Do not select ALL standards. You will probably find that anchor
standards CCSS 2, 3, 6 and 9 have the most relevance to this assignment. Be focused.
Assignment #2: Multicultural Literature Activity Rubric
Due February 24, 2015
Name__________________________
Total Score ____ /20
Central Focus ___________________________________________ Language Function_______________________________________
Element
Description of how each book chosen reflects a particular
community
A discussion of how each book might be a vehicle for helping your
students view texts in critical ways.
Please make specific reference to how to use each text to teach
critical literacy as defined in the Emmit & Wilson article on our
Blackboard site.
Possible
Points
1
1
Identify and include:
3 literary objectives. (At lease one of these objectives should
be related to critical literacy)
Identify 3 disciplinary objectives.
Please use ABCD format when writing objectives.
Lessons planned for both books (approximately 5-8 lessons) that
will enable the students to achieve your objectives. Some activities
included for a single book, other activities require a synthesis of
both books.
3
Includes a separate section listing all of the ways each objective will
be assessed.
(This information is copied from each lesson plan and organized by
objective. Because some lessons will be designed to address more
than one objective – each objective will have more than one
assessment)
3
12
Actual
Points
Comments
Assignment #3: Book Club Discussion Leader
For your assigned week, you will be the facilitator of a discussion with your book club on
the agreed upon chapters. You will be using one of the facilitation techniques described
briefly in class (the specific technique will depend upon the day you are assigned to
facilitate). It will be necessary for you to do further research in order to be fully prepared to
facilitate the discussion.
As part of your work include a written summary sheet of the facilitation technique TO BE
SHARED WITH YOUR GROUP MATES. The write up should include a purpose/rationale
for the technique, the procedure to follow and references for learning more.
Prepare your discussion and any accompanying materials needed. Submit the summary
sheet and any supporting materials you’ve prepared on the night you facilitate the
discussion.
Assignment #3: Book Club Discussion Leader
Name__________________________
Element
Written summary sheet with clearly described purpose,
procedure and references for further learning
Total Score ____ /5
Possible
Points
3
Prepared to facilitate a rich and complex discussion of the text
1
Adherence to prescribed procedures of facilitation technique
1
Actual
Points
Comments
Assignment #4: Application Lessons
Vocabulary Lesson Plan Format
Name_______________________________
Due: April 21, 2015
Date of Lesson_____________
Gr._______
Activity/Instructional Technique/Source___________________________________________
Context________________________________________________________________
Materials:
CCLS and Student Learning Objectives: (What should the students be able to DO at the end of
the lesson? Please adhere to the Audience Behavior Conditions Degree format. The student will
observable/measurable behavior in context/conditions to numerical mastery standard.) Be
sure to include the vocabulary that you expect students to learn.
Justify your vocabulary selection and justify your instructional activity.
Set/Lesson Purpose:
(Describe what you will say to establish a purpose for learning and to activate prior
knowledge/experience. You should tell the students what they will be learning, why it is
important and how it connects to previous learning or personal knowledge. I expect to see the
exact words you will say to the students. There may also be an opening “hook.” But the set
should always be stated.)
Implementation Procedures:
(Give a thorough, explicit explanation of what you will be saying and doing. This should look a
lot like a script. Give a brief explanation of what the child will do. Attach a copy of any activity
sheets you will be using in the lesson. Finally, describe the comprehensive plan for providing
multiple exposures to the words and how this lesson fits into that larger plan.)
Assessment of Student Learning:
(How do you know the child has achieved the learning objectives? What evidence do you have
that the child knows more than s/he did before your lesson?)
Reflection and Response: (Write 1-2 paragraphs for each response below. Address: your
personal thoughts and feelings, student response to the lesson, appropriateness of materials
and activity, issues of logistics and management.)
What went wellWhat I might do differently-
Assignment #4: Application Lesson
Lesson #1 Vocabulary
Due April 21, 2015
Name__________________________
Element
Student Learning Objectives: (What should the students be able
to DO at the end of the lesson? Please adhere to the Audience
Behavior Conditions Degree (ABCD) format. The student will
observable/measurable behavior in context/conditions to
numerical mastery standard.) Be sure to include the vocabulary that
you expect students to learn.
Justify your vocabulary selection and justify your instructional
activity.
Set: (Describe what you will say to establish a purpose for learning
and to activate prior knowledge/experience. You should tell the
students what they will be learning, why it is important and how it
connects to previous learning or personal knowledge. I expect to
see the exact words you will say to the students. There may also be
an opening “hook.” But the set should always be stated.)
Implementation Procedures:
(Give a thorough, explicit explanation of what you will be saying and
doing. This should look a lot like a script. Give a brief explanation of
what the child will do. Attach a copy of any activity sheets you will
be using in the lesson. Finally, describe the comprehensive plan for
providing multiple exposures to the words and how this lesson fits
into that larger plan.)
Assessment of Student Learning: (How do you know the child has
achieved the learning objectives? What evidence do you have that
the child knows more than s/he did before your lesson?)
Reflection and Response: (Write 1-2 paragraphs for each
response below. Address: your personal thoughts and feelings,
student response to the lesson, appropriateness of materials and
activity, issues of logistics and management.)
Total Score ____ /10
Possible
Points
1
1
2
4
1
1
Actual
Points
Comments
Assignment #5: Intermediate Student Profile Rubric
Description
The student profile is an in-depth study of one student in your placement. You will observe
the student in class, assess the student’s reading and writing capabilities and then present
instructional recommendations to support this student’s literacy learning.
Please be reminded that the profile is a formal product. Please use a fairly formal objective
tone. EDIT carefully. Be honest, but choose language to describe the child that is professional.
Write a 1-2 page introduction about your child.
o Who is s/he? Tell a little about the selection of the child. If s/he was
recommended by teacher, share those comments. Tell about your informal
observations of the child during literacy instruction and during the assessment
tasks. What about the child’s response in other subject areas that you have been
able to observe? Are his interactions during those times the same or different to
the response to literacy activities? How does he view himself as a reader and
writer? (3 points)
Assessments selected and justifiedo List each assessment, describe the purpose of each assessment and what it
contributes to the literacy portrait.
Scored assessments with analysis of eacho Attach each assessment, the scoring of the assessment, and a brief analysis of
what you learned about the child from that task. Do this for each assessment. Be
sure to include references to the developmental stages and tendencies.
o Include: Words Their Way Inventory; one expository IRI passage with wcpm,
prosody rating, retelling and prompted recall (discuss each separately); one
writing passage with rubric; interview of your choice (reading awareness,
textbook, motivation, attitude) You may also include a student interest inventory
in addition to the required tasks if time allows. (10 points)
General Analysis (2-3 pages)- What patterns did you observe across all the measures?
Use the evidence to paint a literacy portrait of your child. (7 points)
o What are his literacy strengths? What useful strategies are in place at the word
level and the passage level? What are your student’s affective strengths? (2)
o What are his literacy weaknesses? What was difficult or confusing for the child at
the word level and text level? What are your student’s affective challenges? (2)
o What are your recommendations for instruction? What does the evidence
indicate should be the instructional focus for the child? (3)
.
Assignment #5: Intermediate Student Profile Rubric
Due April 14, 2015
Name__________________________
Element
1-2 page introduction to the student
Who is s/he? Tell a little about the selection of the child. If s/he was
recommended by teacher, share those comments. Tell about your informal
observations of the child during literacy instruction and during the
assessment tasks. What about the child’s response in other subject areas that
you have been able to observe? Are his interactions during those times the
same or different to the response to literacy activities? How does he view
himself as a reader and writer?
Assessments Selected and Justified
List each assessment, describe the purpose of each assessment and
what it contributes to the literacy portrait.
Scored Assessments with Analysis
Attach each assessment, the scoring of the assessment, and a brief
analysis of what you learned about the child from that task. Do this for
each assessment. Be sure to include references to the developmental
stages and tendencies.
General Analysis
What patterns did you observe across all the measures? Assemble the
evidence to paint a literacy portrait of your child.
What are his/her literacy strengths? What useful strategies are in
place at the word level and the passage level? (Be sure to reference the
child’s use of cueing systems.) (2 points)
What are his/her literacy weaknesses? What was difficult or confusing
for the child at the word level and text level? (2 points)
What are your recommendations for instruction? What does the
evidence indicate should be the instructional focus for the child? (3
points)
Total Score ____ /20
Possible
Points
3
2
8
7
Actual
Points
Comments
Assignment #6: Integrated Content Unit
Description
The goal of an integrated content unit is to plan instruction across multiple subject areas
(literacy, social studies, science, math, the arts) that centers around a theme, idea, concept or
instructional strand. To that end, the unit will be a lengthy document that should account
for all instruction delivered in a classroom for the duration of the unit.
Your design challenge: To create an integrated content unit around a theme that is
addressed in the New York State Standards for social studies, science or literacy.
Parameters:
- Work with a partner
- Choose a theme or topic from social studies, science or literacy standards
- All activities and lessons must have instructional merit and tie to standards/goals
(i.e. you can’t do a unit on “Apples” and make one of your lessons coloring in
pictures of apples)
- Technology must be integrated into your unit
o This includes but is not limited to:
Social media (twitter, scoop.it)
Publishing options (blogs, wikis, websites, podcasts, animoto)
- A variety of texts should be included – books, magazines, blogs, graphic novels,
feature articles, videos…
- A variety of texts should be produced by students in all subject areas– printed text,
booklets, articles, infographics, photo essays, podcasts…
Unit Guidelines:
- The unit should cover 2-4 weeks of instruction
- Include:
o Goals/Objectives from State Standards (and/or Common Core Standards)
o Annotated list of literature to be used
Core/Common Texts (1-2)
Additional texts (minimum 20)
o Clear overview that provides a unit at a glance
o Specific lessons, goals, activities and assessments for every day
o Two comprehension lessons (written in Assignment 4)
Your end product should be carefully organized for clarity and ease of use. The goal is for
you to create a product that you could show during a job interview and that you can
implement in your classroom. Please refer to the example units posted in blackboard under
the assignments tab for ideas on how to organize and present the unit.
At the end of the semester everyone will make their units available to their classmates to
use in their future classrooms.
See rubric on the next page for additional parameters.
Assignment #6: Integrated Content Unit
Due May 5, 2015
Name__________________________
Element
Goals
a. Identify four or five broad literacy goals.
b. Identify three to five content objectives.
c. Identify a few skills or strategies.
Literature Selection
Choose 1 or 2 grade level texts as a common text or core texts to be read
by everyone. In the upper grades this could be replaced by a single
chapter book.
Create an annotated bibliography of a minimum of 20 other books
related to your theme. Please include the reading level of each text and
how it will be used: student self-selected choice reading, guided reading,
teacher read aloud, book club, research resource or some other choice.
Consider accommodations for a range of abilities and cultural-linguistic
diversity.
Total Score ____ /30
Possible
Points
3
5
Detailed description of each activity
Identify goal, briefly describe the procedures, accommodations,
and describe the evaluation/assessment. (8)
Two Companion Comprehension Strategy Lessons (2)
Technology integration (2)
12
Assessments
a. Describe how each goal will be assessed.
a. Rubrics
5
Weekly Lesson Plans
5
Actual
Points
Comments
Name __________________
VIDEO GUIDE IDEA SHEET
Video:
A-HA
________________________________________________________________
A-HA
________________________________________________________________
A-HA
________________________________________________________________