Unit 7:
Phases 4 and 5 -
Re-reading the Text to Produce New
Discourses
-a sentence-based grammar exercise, reviewing how the information comprehended is expressed in sentence form
-an oral-aural exercise building on this information and sentence structure
-an informal written exercise, usually asking for connected paragraph-length writing, developing out of the information and sentence structure practiced orally.
For students at higher grade levels, add:
-a formal oral exercise (changing register to focus on language acts that are socially more complex, as well as age-appropriate; e.g., a formal debate position, or a coherent explanation of a task or problem, where younger students simply discussed points of view more randomly)
-a formal writing exercise of paragraph length (e.g., a letter to a person of respect).
2) For students at upper grade levels, add:
-a long-genre aural-oral exercise (e.g. a full formal oral presentation, on the basis of which other students take notes)
-a long-genre written exercise in an informal genre (e.g., writing a script, a dialogue, a story, of a page or more in length)
-a long-genre written exercise in a formal or socially complex genre (e.g., an essay, a formal letter, a petition designed to persuade, or a comparison of the chosen text with another source -- an exercise of a page or more in length).
3) Comment on how the short-production exercise sequence you designed meet Standard(s), in terms of the curricular goals you set in the final exercise for Unit 3.
4) Follow-up: assume that the students will be returning to this text at their next level of study. Design a set of reading exercises for the next level, and describe how they fill the same Standard(s) as the other level, or a different set more appropriate for that succeeding level.