The following resources have been developed by the English/Language Arts College & Career Readiness Initiative members to be used in teacher education classes. These online lessons integrate the College & Career Readiness Standards (CCRS) and the Texas Essential Knowledge & Skills (TEKS). The instruction focuses on reading, writing, research, and instructional strategies for secondary teacher education candidates. Please note that lesson author contact information is included with the lessons. If you have any questions, feel free to contact the lesson author.
Response, Rhetorical Choice and Revision
Responding to Student Texts
This lesson models strategies for reading and responding to high school students’ writing so teacher candidates can both learn how to do this themselves and teach their students to be better readers of their peers’ writing while providing productive peer feedback.
Productive Peer Response
This 2-day l leads teacher candidates in a discussion about the benefits and challenges of engaging students in productive peer response, including the importance of giving students a specific framework for analyzing and responding to one another’s writing and modeling good feedback through whole class workshops.
Making Rhetorical Choices—Purpose, Audience, Genre
This lesson helps teacher candidates understand how to develop several potential projects (with different purposes, audiences, and genres) from one set of research.
Lesson: Revising Texts for Different Audiences
This lesson helps teacher candidates see how texts change when they are revised for different audiences and/or rewritten using different genres.
Analyzing Text, Modeling Prose and Formulating Topics
Toulmin Analysis and Super Bowl Commercials
This lesson helps teacher candidates recognize persuasive strategies identified as claim, data, and warrant, using the Toulmin Model and to analyze the visual/aural text using the strategies. These strategies can be used as scaffolding for analysis of persuasive texts.
The Believing and Doubting Games
This lesson helps teacher candidates engage in the believing and doubting game to analyze a persuasive text, to think critically about the claims and supports presented by the text, and to improve interpretation and evaluative reading.
Prose Modeling and The Way to Rainy Mountain
This lesson helps teacher candidates adapt their purpose, style, and organization strategies in response to unfamiliar and challenging tasks by using prose modeling.
From Topic to Question to Problem
This lesson helps teacher candidates formulate a complex research topic that will provide a foundation for conducting in-depth research by modeling the Topic-Question-Problem sequence.
Point of View, Rhetorical Technique and Document Design
Comprehending Point of View in Ambrose Bierce’s “An Occurrence at Owl Creek Bridge.”
This lesson models techniques used in various kinds of persuasive writing (reviews, editorials, opinion pieces), particularly the use of detail and point of view, and to encourage students to use similar or other rhetorical techniques in their own letter and essay writing.
Analyzing Rhetorical Techniques in Prose to Write Effective Summaries
This lesson models the rhetorical techniques of summarizing and condensing information in order to help students use similar rhetorical techniques in their essays.
Analyzing Visual Document Designs in Informational Text
This lesson helps teachers lead students through determining whether graphic information presented in a source is coherent and effective.
Managing Workflow and Teaching Summarization
Managing Work with Technology
This lesson introduces a technology management and organization system to teacher candidates.
Teaching Summarization as a Reading Comprehension Strategy
This lesson models a reading comprehension strategy, “Sum-it-Up,” so teacher candidates can incorporate strategy instruction in their work to help students meet college and career readiness standards.
Incorporating the English Language Proficiency Standards (ELPS)
Sample Assignment Plan and Assessment Rubric
This assignment is intended to help teacher candidates apply knowledge of the teaching of history and working with English language learners into their planning and instruction. Teacher candidates will design a 3-week unit in American or World History and a series of 3-5 consecutive lessons (5 instructional hours) to address the content goals appropriate to the course as well as the language/academic needs of ELL students (intermediate and advanced levels) who might be in the course.
Workshop Letters to Parents and Assessment Description Plus Rubric