Case Study Final Essay

Due, Wed. Dec. 9

Inquiry V is a compilation of each of the required components of your case study of your
school and observation classroom, including each of your field notes, reflections on each of your
observations, the lesson you taught and a reflection on that lesson, a detailed analysis of the
school, school district and their policies, language and literacy frameworks, analysis of the kinds
of literacy frameworks you observed in one classroom, the range of literacy events and practices
students encountered, the kinds of language they acquired and constructed, the kinds of
identities as readers, writers, researchers they constructed, and the kinds of relationships they
formed in this classroom with texts, with each other, with their teacher, and with the world.
Included will also be your reflections on how students experienced writing, the writing process,
grammar and language learning, and assessments. This is an opportunity to provide final
reflections on your own literacy, language, language acquisition, writing, and grammar,
assessment frameworks for your own practice. It is a chance to explain how your argumentative
unit plan, including grammar instruction aligns with your language acquisition and literacy
frameworks.
Please draw from your field notes and reflections to note patterns in the relationships
between literacy events and adolescent identity construction. Please draw copiously
from course readings, with a minimum of 10 cited readings (must be separate authors or
chapters from the same author) required.
For each set of literacy events, provide an analysis of the frameworks and practices and
the language learning opportunities as they related to the identities of adolescents (as
people, readers, writers, and researchers).
Please analyze the design of these literacy events including: larger purposes for learning,
framing questions, writing assignments, writing processes, writing assessments, types of
texts, types of participation structures, design of interaction with texts, arrangement of
people and space, sequences of talk, roles of students, relationships of students, literacy
practices, languages of students, language learning needs of students, engagement of
students, connections and disconnects.
Please identify the sources for the literacy frameworks in play-how the teachers
frameworks connect with broader school and district policies.
Please analyze the corresponding identities of adolescents as readers, writers,
researchers, and people within patterned events. Where did they engage and why? What
kinds of frameworks for literacy and language acquisition supported them as people, as
critical readers, as critical writers, and critical researchers? Please analyze the kinds of
relationships they formed with texts, with their peers, with the world, and with
themselves as thinkers, language users, communicators, and writers in response to
different kinds of literacy events.
Please provide a detailed analysis of student language learning in the context of various
patterns of literacy event instruction. Include an analysis of student learning regarding
vocabulary (morphemes, pre-fixes, suffixes), texts (genres, styles, literary devices,
rhetorical strategies, purposes, audiences), writing processes, and grammar.
Please provide a detailed analysis of the extent to which language instruction built upon
student home languages and literacies and cultures.
Drawing from course readings, your site, and this class, please provide a detailed description of
your language acquisition and literacy frameworks for teaching language: grammar in the
context of reading and writing. Please speak at length to what it means to position students to
read and interrogate textual representations they or others produce.

Please provide a detailed explanation of your unit plan and your scaffolding of student writing
and learning about grammar in the context of reading, writing, and speaking across your unit
plan. Please explain how each component of your unit plan design aligns with your theories of
language acquisition and literacy.
Please speak in particular to how each aspect of your argumentative unit plan design aligns with
your literacy and language acquisition frameworks and who you want to be as a teacher:
Your choice of essential questions
Your choice of a text set
Your design of a writing assignment
Your teaching of the writing process (research, annotating, outlining, presenting,
drafting, revising, editing, publishing)
Your design of writing evaluations and assessments
Your methods of providing feedback to students on their writing
o In conferences
o In written format
o In assessments such as rubrics, checklists, portfolios
o Your methods of helping students assess their own writing
o Your goals with the rubrics you design
Your design of instruction focused on writing in class
Your cumulative class activity for interrogating arguments
Your teaching of grammar and your specific sequencing of grammar
Your teaching of vocabulary in the context of reading and writing
Please double-space and write with 12 font, Times New Roman, 1 inch margins, 8 + pages
Here is what to include for your argumentative unit plan, each category placed in the
appropriate tab:
1. Argumentative Unit plan
a. All drafts of literacy autobiography with my comments
b. Memo for literacy autobiography
c. Final graded draft of argumentative writing with my comments
d. Optional revised final draft of argumentative writing with my comments included
and tracked edits or highlighted changes
e. *Writing assignment for argumentative writing
f. *Interview + Responding to student writing
g. *Grammatical analysis of articles
h. Vocabulary concept maps for articles
i. Teaching ideas for helping students deconstruct word form, function, meaning
j. *Cumulative Research Activity + rubric
k. *Power Point Presentation of argument
l. *Rubric for writing assignment
m. Peer editing-include exercises for every editing category
n. Sequence for grammar instruction
o. *Three grammar lesson plans that pertain to one or more specific writing needs
of students