Term
Fall 2017
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Susan Manikowski
Abstract
The research question addressed by this project is: how can teachers embed self-regulation strategies into their writing curriculum for students who struggle to write independently? This project documents the author’s attempt at merging genre-based pedagogy borrowed from Systemic Functional Linguistics with Rebeca Oxford’s Strategic Self-Regulation (S2R) model of learning. The resulting instructional unit, developed with the guidance of Wiggin’s and McTighe’s Understanding by Design framework, teaches secondary students how to write in the genre of persuasion. Additionally, it systematically engages students with opportunities to practice cognitive, affective, and sociocultural-interactive strategies that researchers have found to be characteristic behaviors of effective language learners. The unit includes a unit overview with identified learning goals, a description of formative and summative assessments to be used as evidence of student learning, and a learning plan. It also includes detailed lesson plans for five lessons indented to be spread over a period of 22 days, and a summative assessment.
Project Type
Curriculum
Keywords
Curriculum, ESL/ ELLs, Writing
Recommended Citation
Hagenson, Peter, "Embedding Self-Regulation Strategy Instruction Into The Genre-Based Writing Curriculum" (2017). School of Education and Leadership Student Capstone Projects. 65.
https://digitalcommons.hamline.edu/hse_cp/65
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations