So, obviously we haven’t finalized our papers that go along with our units, but I want to contextualize some things first before you read through that. As I’ve said before this is from a Native American / Alaska Native lit course I’ve sort of worked on a bit here and there. This unit is from within the course – it’s not the beginning and it’s not the end, either. By this point in the course I am assuming that students have the skills they need to do what I’m asking of them. That is, they don’t really need to spend a lot of time going over writing skills (etc.) because the analytical skills needed would have already been covered. Hopefully.
Anyway, so, the biggest challenge so far has been in organizing “units.’ I’m used to drawing up daily lessons that go along with units, but obviously, daily lessons are kind of not very useful in an online class. So, I’ve taken a page from Owen’s book and done this in weekly units where students just have a set number of things they have to do in a week. Seems like a better way to do things. Ideally it would be great if you could do this as just one big unit that students did over the course of, say, a few weeks, but we all know we can’t always (often, or, ever) trust students with something like that.
Originally I wanted to create units that covered every region in Alaska, but my talk with Lexie last week convinced me that this wasn’t really a great plan. Too much to cover without being a specialist. Instead, this is kind of choose-your-own and it leads students towards resources. Assessment wise, English is pretty easy – I’ve got detailed rubrics that are easy to adapt. I haven’t done that yet because I’m not sure if the well-known 6+1 traits rubrics meet all three aspects of Information Fluency. I’m fairly certain they do, but they certainly feel a lot more summative than formative. There’s always that implication that once an essay is graded it’s done. Once a speech is given, it’s done. I’m not sure how to incorporate continuous feedback here. I haven’t included any rubrics for that reason…if anybody has some suggestions on that front (assessment cycles + speech assessments), I’d be most appreciative.
Also, note: for the final version I’ll probably link to articles/readings instead. I chose books that I expect most high schools in Alaska will have access to, but scans would be better.