Designing a Concept-Based Curriculum for English Language Arts

Meeting the Common Core With Intellectual Integrity, K–12
Lois A. Lanning - Educational Consultant, Connecticut
Corwin Teaching Essentials
Designing a Concept-Based Curriculum for English Language Arts
November 2012 | 176 pages | Corwin
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ISBN: 9781452284354
Available from January 0001
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ISBN: 9781452241975
Available from January 0001

Description

How to ensure your ELA teaching sticks

One thing we know for certain: the Common Core will become yet-another failed initiative unless our curriculum provides a clear, unambiguous picture of how to teach for understanding. The solution? A concept-based curriculum. Where can you learn how to create one? Designing a Concept-Based Curriculum in English Language Arts.

Fusing Lynn Erickson's groundbreaking curriculum model with implementation guidelines and sample units, this important new book will put you on the fast track to using concept-based curriculum in your school or district. Lanning shows you how to design a curriculum that:

  • Functions as a framework for lesson plans
  • Unites the efforts of ELA teachers district-wide
  • Addresses core standards while focusing on student understanding
  • Creates a ripple effect helping to align curriculum, assessments, and instruction

"Lois Lanning's new book is a clear, practical, insightful, game-changer for teachers who want to move beyond collections of facts or lists of standards to authentic, meaning-rich curriculum. I would have been a much better English/Language Arts teacher with these ideas clear in my thinking! And my students would have been much better served."
—Carol Ann Tomlinson, William Clay Parrish, Jr. Professor
Curry School of Education, University of Virginia

"Lanning's experience and wisdom allow her to see the Big Picture when it comes to teaching kids about the Big Ideas we want them all to grapple with in the course of their time in schools."
—Jim Burke, Author of The English Teacher's Companion

Contents

Foreword by H. Lynn Erickson

Foreword by H. Lynn Erickson

Preface

Preface

Acknowledgments

Acknowledgments

Part I. Preparing for Curriculum Design

  • 1. Curriculum Matters in Teaching and Learning
  • Curriculum as the Master Plan
  • What Is Concept-Based Curriculum?
  • 2. The Components of a Concept-Based English Language Arts Curriculum
  • Traditional Curriculum, Traditional Teaching
  • From Traditionally Designed Curriculum to Concept-Based Curriculum Design
  • The Relationship Between Knowledge and Process
  • Understanding the Two Structures
  • Support for These Structures
  • Providing a Road Map for Instruction
  • 3. Getting Started: Doing the Preliminary Work
  • Leading Curriculum Change
  • Assembling the Curriculum Leadership Team
  • Review of Concept-Based Curriculum
  • Summary

Part II. An Introduction to the Design Process

  • Assembling the Curriculum Writing Team
  • The Role of the Leadership Team
  • Unit Planning Pages
  • 4. Designing the Curriculum: Steps 1 and 2
  • Step 1: Creating a Unit Title
  • Step 2: Identifying a Conceptual Lens
  • Summary
  • 5. Designing the Curriculum: Step 3
  • Step 3: Creating the Unit Web
  • Summary
  • 6. Designing the Curriculum: Steps 4 and 5
  • Thinking and Understanding
  • Step 4: Writing Generalizations
  • Step 5: Writing Guiding Questions
  • 7. Designing the Curriculum: Steps 6 and 7
  • Step 6: Determining Critical Content
  • Step 7: Determining Key Skills
  • Summary of Steps 6 and 7
  • 8. Designing the Curriculum: Steps 8, 9, and 10
  • Step 8: Designing the Culminating Assessment
  • Step 9: Suggesting Learning Experiences
  • Step 10: Writing the Unit Overview

Part III. What a Concept-Based Curriculum Looks Like

  • 9. What Concept-Based English Language Arts Units Look Like
  • A Sample Elementary English Language Arts Unit
  • A Sample Middle School English Language Arts Unit
  • A Sample High School English Language Arts Unit
  • Summary
  • 10. Voices From the Field
  • References
  • Index

Description

How to ensure your ELA teaching sticks

One thing we know for certain: the Common Core will become yet-another failed initiative unless our curriculum provides a clear, unambiguous picture of how to teach for understanding. The solution? A concept-based curriculum. Where can you learn how to create one? Designing a Concept-Based Curriculum in English Language Arts.

Fusing Lynn Erickson's groundbreaking curriculum model with implementation guidelines and sample units, this important new book will put you on the fast track to using concept-based curriculum in your school or district. Lanning shows you how to design a curriculum that:

  • Functions as a framework for lesson plans
  • Unites the efforts of ELA teachers district-wide
  • Addresses core standards while focusing on student understanding
  • Creates a ripple effect helping to align curriculum, assessments, and instruction

"Lois Lanning's new book is a clear, practical, insightful, game-changer for teachers who want to move beyond collections of facts or lists of standards to authentic, meaning-rich curriculum. I would have been a much better English/Language Arts teacher with these ideas clear in my thinking! And my students would have been much better served."
—Carol Ann Tomlinson, William Clay Parrish, Jr. Professor
Curry School of Education, University of Virginia

"Lanning's experience and wisdom allow her to see the Big Picture when it comes to teaching kids about the Big Ideas we want them all to grapple with in the course of their time in schools."
—Jim Burke, Author of The English Teacher's Companion

Contents

Foreword by H. Lynn Erickson

Foreword by H. Lynn Erickson

Preface

Preface

Acknowledgments

Acknowledgments

Part I. Preparing for Curriculum Design

  • 1. Curriculum Matters in Teaching and Learning
  • Curriculum as the Master Plan
  • What Is Concept-Based Curriculum?
  • 2. The Components of a Concept-Based English Language Arts Curriculum
  • Traditional Curriculum, Traditional Teaching
  • From Traditionally Designed Curriculum to Concept-Based Curriculum Design
  • The Relationship Between Knowledge and Process
  • Understanding the Two Structures
  • Support for These Structures
  • Providing a Road Map for Instruction
  • 3. Getting Started: Doing the Preliminary Work
  • Leading Curriculum Change
  • Assembling the Curriculum Leadership Team
  • Review of Concept-Based Curriculum
  • Summary

Part II. An Introduction to the Design Process

  • Assembling the Curriculum Writing Team
  • The Role of the Leadership Team
  • Unit Planning Pages
  • 4. Designing the Curriculum: Steps 1 and 2
  • Step 1: Creating a Unit Title
  • Step 2: Identifying a Conceptual Lens
  • Summary
  • 5. Designing the Curriculum: Step 3
  • Step 3: Creating the Unit Web
  • Summary
  • 6. Designing the Curriculum: Steps 4 and 5
  • Thinking and Understanding
  • Step 4: Writing Generalizations
  • Step 5: Writing Guiding Questions
  • 7. Designing the Curriculum: Steps 6 and 7
  • Step 6: Determining Critical Content
  • Step 7: Determining Key Skills
  • Summary of Steps 6 and 7
  • 8. Designing the Curriculum: Steps 8, 9, and 10
  • Step 8: Designing the Culminating Assessment
  • Step 9: Suggesting Learning Experiences
  • Step 10: Writing the Unit Overview

Part III. What a Concept-Based Curriculum Looks Like

  • 9. What Concept-Based English Language Arts Units Look Like
  • A Sample Elementary English Language Arts Unit
  • A Sample Middle School English Language Arts Unit
  • A Sample High School English Language Arts Unit
  • Summary
  • 10. Voices From the Field
  • References
  • Index
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Designing a Concept-Based Curriculum for English Language Arts

Meeting the Common Core With Intellectual Integrity, K–12

Lois A. Lanning
Cancel Print

November 2012 | 176 pages | Corwin

Format Published Date ISBN Price
Paperback 28/04/2023 9781452241975 $39.95
Lifetime 28/04/2023 9781452284354 $36.00

How to ensure your ELA teaching sticks

One thing we know for certain: the Common Core will become yet-another failed initiative unless our curriculum provides a clear, unambiguous picture of how to teach for understanding. The solution? A concept-based curriculum. Where can you learn how to create one? Designing a Concept-Based Curriculum in English Language Arts.

Fusing Lynn Erickson's groundbreaking curriculum model with implementation guidelines and sample units, this important new book will put you on the fast track to using concept-based curriculum in your school or district. Lanning shows you how to design a curriculum that:

  • Functions as a framework for lesson plans
  • Unites the efforts of ELA teachers district-wide
  • Addresses core standards while focusing on student understanding
  • Creates a ripple effect helping to align curriculum, assessments, and instruction

"Lois Lanning's new book is a clear, practical, insightful, game-changer for teachers who want to move beyond collections of facts or lists of standards to authentic, meaning-rich curriculum. I would have been a much better English/Language Arts teacher with these ideas clear in my thinking! And my students would have been much better served."
—Carol Ann Tomlinson, William Clay Parrish, Jr. Professor
Curry School of Education, University of Virginia

"Lanning's experience and wisdom allow her to see the Big Picture when it comes to teaching kids about the Big Ideas we want them all to grapple with in the course of their time in schools."
—Jim Burke, Author of The English Teacher's Companion


Table Of Contents:

  • Foreword by H. Lynn Erickson
  • Preface
  • Acknowledgments
  • Part I. Preparing for Curriculum Design
  • 1. Curriculum Matters in Teaching and Learning
  • Curriculum as the Master Plan
  • What Is Concept-Based Curriculum?
  • 2. The Components of a Concept-Based English Language Arts Curriculum
  • Traditional Curriculum, Traditional Teaching
  • From Traditionally Designed Curriculum to Concept-Based Curriculum Design
  • The Relationship Between Knowledge and Process
  • Understanding the Two Structures
  • Support for These Structures
  • Providing a Road Map for Instruction
  • 3. Getting Started: Doing the Preliminary Work
  • Leading Curriculum Change
  • Assembling the Curriculum Leadership Team
  • Review of Concept-Based Curriculum
  • Summary
  • Part II. An Introduction to the Design Process
  • Assembling the Curriculum Writing Team
  • The Role of the Leadership Team
  • Unit Planning Pages
  • 4. Designing the Curriculum: Steps 1 and 2
  • Step 1: Creating a Unit Title
  • Step 2: Identifying a Conceptual Lens
  • Summary
  • 5. Designing the Curriculum: Step 3
  • Step 3: Creating the Unit Web
  • Summary
  • 6. Designing the Curriculum: Steps 4 and 5
  • Thinking and Understanding
  • Step 4: Writing Generalizations
  • Step 5: Writing Guiding Questions
  • 7. Designing the Curriculum: Steps 6 and 7
  • Step 6: Determining Critical Content
  • Step 7: Determining Key Skills
  • Summary of Steps 6 and 7
  • 8. Designing the Curriculum: Steps 8, 9, and 10
  • Step 8: Designing the Culminating Assessment
  • Step 9: Suggesting Learning Experiences
  • Step 10: Writing the Unit Overview
  • Part III. What a Concept-Based Curriculum Looks Like
  • 9. What Concept-Based English Language Arts Units Look Like
  • A Sample Elementary English Language Arts Unit
  • A Sample Middle School English Language Arts Unit
  • A Sample High School English Language Arts Unit
  • Summary
  • 10. Voices From the Field
  • References
  • Index

Recent Product Reviews:

"Lois Lanning offers teachers a practical, principled approach to designing a curriculum that will engage and enrich even as it addresses the core skills kids need if they are to succeed in and after school. Her experience and wisdom allow her to see the Big Picture when it comes to teaching kids about the Big Ideas we want them all to grapple with in the course of their time in schools."
Jim Burke, author of What's the Big Idea …and The English Teacher's Companion
"Lanning makes concept-based ELA curriculum writing extremely comprehensible for curriculum leaders and writers. Curriculum leaders will be able to use this book as a resource to provide training to curriculum writing teams. Curriculum writers will gain the knowledge and confidence necessary to forge ahead in designing concept-based ELA curriculum for their districts. I can envision using this edition with curriculum writing leaders in a 'book study', as a prerequisite to curriculum work."
Rochelle DeMuccio, Coordinator, Language Arts and Reading, Half Hollow Hills Central School District, Dix Hills, NY

Recommendations