Crossing the Rubricon

Here's how this works.

If you follow the hyperlinks in each Section you will land at the page in this blog that satisfies the rubric's requirement. Another feature to be aware of is how each of the particular entries in Section C link to literacy tenets as discussed in the course text book (Literacy in the Secondary English Classroom: Strategies for Teaching the Way Kids Learn), or during class. What you will see preceding each entry is a section in square brackets ([]) titled Making Connections hopefully that's what it will do.


Section A: Philosophy of Literacy Teaching and Learning (Value 10%)

Students will provide an articulation of their philosophy of literacy teaching and learning in an essay of approximately 300 - 500 words. This project will grow out of a reflective journal entry.

Section B: Reflective Journal (Value 20%)

Students will keep a journal in which they will reflect on teaching experiences, lessons and / or units they prepared and taught, and issues raised in the course. A minimum of four (4) entries will be expected. Sometimes topics will be assigned; other times students will choose their own topics. Generally, there will be an entry assigned in each week or as preparation for the next week. Student suggested topics are welcome.

Section C: Journal/Web search, Teaching and Learning Plans and Activities, Other (20%)

A minimum of four (4) entries will be expected. Some examples include:

· Two sample lesson plans which coordinate with topics discussed, with commentary, integrating technology an option
· One critique of an article from a professional journal plus annotations
· Other information deemed relevant by the student such as current and original rubrics and other instruments.
· Collection of teacher generated exemplars for students.
· Bibliographies and Web links to resources for English language arts teachers and students, with introductions/annotations.
· A video clip of your teaching, with commentary
Other