Develop 5 lesson plans that provide students with an opportunity to practice the skill.
Select a skill—based on a rhetorical concept, ( Do not use multimedia presentations)—that is generalizable across genres (although the skill may play out differently within particular genres). This should be a skill that could be applied to a variety of types of writing.
2. Develop a name for the skill (if necessary).
3. Develop 5 lesson plans that provide students with an opportunity to practice the skill. As with the previous two lesson plans, this one should rely on fully developed lesson plans and environmental learning. Make sure these opportunities for practice cut across the several genres. In other words, the rhetorical skill you choose should be evident in several of the genres you developed earlier in this course. Each lesson plan must provide varied practice (because the genres vary and how the skill will play out within a genre will likely vary). Also make sure that the lesson plans involve a variety of techniques for teaching for transfer (such as bridging and metacognition).
4. Use theories of writing and transfer, explain how your lesson plans develop the relationship between conceptual knowledge, practice, metacognition, and learning writing. To do so, reflect on the following (1,500 words):
a. Why did you choose the skill you chose, and how does it change across genres?
b. In what ways do your lesson plans emphasize teaching for transfer?
c. Why did you choose the techniques for teaching for transfer that you included (perhaps over other techniques)?
d. In what way will those techniques for teaching for transfer lead to a learner’s ability to adapt the skill to other contexts? Think about the extent to which a learner may develop conceptual knowledge, have opportunities for varied practice, and think metacognitively.)
e. To what extent do you think your learners, after having experienced these lesson plans, be able to adapt the skill to other contexts? Why?
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