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SCHOOL OF ARTS AND SCIENCES, SUNY CORTLAND
308: Mondays & Wednesdays, Old Main, Room G-17, 3:00 4:15 pm
309: Mondays, Old Main, Room G-16, 1:50 2:40pm
Professor Sarah R. Hobson
sarah.hobson@cortland.edu
Office Phone: 607-753-2230
Office Hours: Old Main: 115C
Mondays
10:30 1:00 pm, 4:20-5:30pm
Tuesdays, 2-4pm
Wednesdays, 4:20-5pm
by appointment, or other days, by appointment
FALL 2015
MONDAY, AUGUST 31
Assignment for
Wed., Aug. 27:
-Read assigned
chapter/s for your
group. Come up with 12 page group handout
(10 copies) attending to
focus questions (listed
on Sept. 2) relevant to
your group to pass out
to class.
-Work on defining:
Identities, discourses,
language, basic
definitions for literacy.
Work on defining how
we use language and
literacy to construct and
enact identities.
-Be ready to present
your groups reading,
keeping focus questions
in mind.
-Read about teaching
vocabulary and take
notes on language
teaching strategies
teachers can use.
-Read and complete
grammar exercises.
In class:
-Exploring the relationship between language, literacy, and identity.
-Inquiry into sentence structure, noun phrases, prepositions, phrases.
-Introduction to argumentative writing assignment.
-Introduction to Literacy Autobiography.
FOCUS QUESTIONS
1. What is identity?
2. How is identity connected to reading and writing?
3. How is identity connected to language acquisition?
CORE READINGS
PAGES
Gee, P. & Hayes, E. (2011). Language and Learning in the Digital Age, (Chapters 1-
FALL 2015
21
18
18
29
WEEK
1
WED, SEPTEMBER 2
Identity as it connects to language,
discourses, and literacy
23
In Class:
-Conceptualizing identities and how we use language to build and enact identities.
-Conceptualizing language and how language functions in different social contexts.
-Conceptualizing discourses and the relationships between discourses and identities.
-Conceptualizing literacy.
-Connecting identities to language, discourses, and literacy.
-Review sentence structure, noun phrases (adjectives, prepositions, phrases, pronouns).
FOCUS QUESTIONS
Identity as it connects to language, discourses, and literacy:
1. What are some of the properties of language?
2. What is identity?
3. How do we use language to build identities?
4. What are discourses, small and big?
5. How do we use language to construct and/or enact discourses and identities?
6. What is literacy and how does literacy connect to language and identity?
7. What is discourse analysis?
8. How can we use discourse analysis to study student talk and writing in their
classrooms?
PAGES
10
FALL 2015
WEEK
2
25
FALL 2015
In Class:
-Review basic sentence structure + noun phrases
-Quiz
-Creating literacy policy timeline
-Defining range of literacy frameworks/principles
-Connecting literacy frameworks/policies to social/political implications
-Connecting NCLB and Common Core State Standards to literacy policy history
FOCUS QUESTIONS
1. What are some of the different conceptions of literacy and where do they
come from?
2. How did NCLB come to be legislated?
3. What are the various facets of NCLB and how do these facets impact schools,
teachers, and students?
4. What are the Common Core State Standards, where do they come from, who
wrote them, and what are they intended to do for schools, teachers, and
students?
5. Why and how do the Common Core stress informational texts?
6. What are arguments scholars from Language Arts provide for or against
NCLB or the way it has been implemented?
7. What suggestions do scholars from Language Arts have for how NCLB could
be improved?
8. What are arguments for or against Common Core State Standards and how
they could be better improved or implemented?
9. In what ways is using the Common Core State Standards aligned with critical
literacy?
10. What are the local and digital literacies and learning needs of adolescents
according to these writers?
11. In what ways do the Common Core State Standards account for these
literacies and learning needs?
12. What questions do these articles raise for you about the field of education you
are heading into?
CORE READINGS
Barton, D. & Hamilton, M. (2000). Literacy as social practice. In Barton, D.,
Hamilton, M., & Ivanic, R. (Eds.), Situated Literacies: Reading and Writing in
Context (Chapter 1, pp. 7-15). London: Routledge.
Christensen, L. (2000). Introduction (pp. vi-viii) and Chapter 1: Building Community
out of Chaos (pp. 1-38), Reading, writing, and rising up: Teaching about social
PAGES
8
37
FALL 2015
justice and the power of the written word. Milwaukee, WI: Rethinking Schools.
Christensen, L. (1999). Critical literacy: Teaching reading, writing and outrage. In C.
Edelsky (Ed.), Making justice our project: Teacher working towards critical whole
language practice (pp. 53-67). Urbana, IL: NCTE.
Rymes, B. (2009). Classroom discourse analysis. (Chapters 2, pp. 19-50). New
Jersey: Hampton Press, Inc.
14
31
Grammar Exercises
Gina Hogan, Building Better Grammar, Chapters 2 & 3 (pp. 26-79). The Second
Building Block: Verbs./The Third Building Block Subject-Verb Agreement/Tricky
Situations in Subject-Verb Agreement (Read, study, and do all exercises)
Review participles and participial phrases in class Google drive folder. Do exercises.
WEEK
3
MONDAY, SEPTEMBER 14
Continuation of Literacy Policies and
Dimensions of Literacy Frameworks
In-depth Grammar Review of Subjects,
Verbs, Agreement, Noun Phrases
54
Assignment:
Literacy Autobiography
due Wed., Sept. 16
Please read and take notes
about teaching vocabulary
In Class:
-In depth grammar review subjects, verbs/tenses, agreement, noun phrases, participles,
prepositions
-Expanding our vocabularyverbs, nouns, morphemes, inflection, derivation
-Continuation of Literacy Policy Discussion
FOCUS QUESTIONS
1. What are some of the different conceptions of literacy and where do they
come from?
2. What are the Common Core State Standards, where do they come from, who
wrote them, and what are they intended to do for schools, teachers, and
students?
3. What is NCLB, where does it come from, what literacy frameworks inform its
creation, and what are the implications of those frameworks for students,
teachers, and schools?
CORE READINGS
Vasquez, A., Hansen, A. & Smith, P. (2010). Teaching language arts to
English Language Learners. (Chapter 3.6, pp. 123-135). New York:
Routledge.
Graves, M., August, D., & Mancilla-Martinez, J. (2013). Teaching vocabulary
to English Language Learners. (Chapter 4: Teaching individual words, pp. 4872). New York: Teachers College Press.
PAGES
12
24
FALL 2015
WEEK
3
WEDNESDAY, SEPTEMBER 16
Literacy Autobiographies
In Class:
-Experiencing a read around.
-Reviewing verb tense and subject-verb agreement, strong subjects and verbs.
-Applying sentence learning about strong subjects and verbs to peer editing.
FOCUS QUESTIONS
1. How did literacy policies and frameworks influence our identities as
adolescents?
2. How did literacy policies and frameworks influence the lives of our peers in
middle and high school?
3. Whom did the literacy policies and frameworks of our adolescence privilege
and in what ways?
4. What are we learning about teaching grammar within the context of writing?
5. What are we learning about designing productive group and peer led feedback
on student writing?
CORE READINGS
Rymes, B. (2009). Classroom discourse analysis. (Chapter 3: Getting to Talk
I: Recording and Viewing, pp. 51-78). New Jersey: Hampton Press, Inc.
Gee, J. (2005). An introduction to discourse analysis: theory and method.
(Chapter 3, pp. 20-34). London: Routledge.
Janks, H. (2014). Doing Critical Literacy, (Section 1, pp. 1-12). New York:
Routledge.
Janks, H. (2014). Doing Critical Literacy, (Section 5: Critical Visual Literacy,
pp. 83-100). New York: Routledge.
PAGES
27
14
11
18
8
17
FALL 2015
WEEK
4
MONDAY,
SEPTEMBER 21
Texts as Design
Pedagogy as Design
Adolescent Design
Literacies
Assignment:
Please read and define all terms and take notes
on adolescent literacies and the components of
pedagogical designs that privilege texts as
designs, and that engage adolescents as critical
readers and writers of texts
Please prepare a handout with your partner for
the assigned reading to you.
Please read and take notes on one of the
literacy autobiographies, reflecting on what
social/institutional frameworks for literacy
contributed to the identity options of the
adolescent featured.
In Class:
-review verb tenses, agreement, participial phrases
-view and describe a digital text
-discuss principles of design
-apply principles of design to digital text
-define discourses and apply to interpretation of digital texts
FOCUS QUESTIONS
1. What does it mean that texts are designs?
2. In what ways are adolescents already designing texts and for what kinds of
purposes?
3. What is pedagogy and pedagogical design?
4. What are the various components (texts, questions, arrangement of desks, etc.)
to designing learning opportunities for adolescents?
5. What kinds of identities are possible for adolescents in the midst of different
kinds of literacy frameworks and designs?
CORE READINGS
Dimitriadis, G. (2008). Studying Urban Youth Culture (pp. 13-17). NY: Peter Lang.
Nakkula, M. & Toshalis, E. (2006). Preface (ix-xiii) and Chapter 1: The construction
of adolescence (pp. 1-15), Understanding youth: Adolescent development for
educators. Cambridge, MA: Harvard Education Press.
PAGES
4
14
Please Read the assigned reading to you and your partner in class and
bring a one page handout for your peers summarizing the argument of
the article, the adolescent literacies featured, and the social implications
of those literacies.
1. Blackburn, M. (2005). Agency in borderland discourses: Examining language use
in a community center with Black queer youth. Teachers College Record 107(1), 89113.
2. Ito, M. (2008). Participatory learning in a networked society: Lessons from the
Digital Youth Project. Presentation for the 2008 Annual Meeting of the American
Educational Research Association Presidential Session. Retrieved August 15, 2008
24
8
FALL 2015
from http://www.itofisher.com/mito/publications/participatory_l.html
3. Black, R. (2009). Online fan fiction, global identities, and imagination. Research
in the Teaching of English, 43(4), 397-425.
4. Ginwright, (2008). Collective radical imagination: Youth Participatory Action
Research and the art of emancipatory knowledge. In J. Cammarota & M. Fine (Eds.),
(pp. 13-22). New York: Routledge.
5. Guajardo, M, Guajardo, F., & Carmen Casaperalta, E. (2008). Transformative
education: Chronicling a pedagogy for social change. Anthropology &
Education Quarterly, 39(1), 3-22.
28
9
19
WEEK
4
WEDNESDAY,
SEPTEMBER 23
Co-Authored
Instructional
Design
26
30
3
In Class:
- review verb tenses, agreement, participial phrases, absolute phrases, appositives
- discussion about how adolescents are designing texts and contexts with their languages
and literacies?
- discussion about how teachers and schools are designing identities for adolescents
through their pedagogical designs
- defining terms from Nakkula & Toshalis, inquiry into co-authored design
- sharing excerpts from Lit Autobiographies, the design of our identities
FOCUS QUESTIONS
1. How are adolescents designing texts and contexts with their languages and
literacies?
2. What kinds of identities are possible for adolescents in the midst of different
kinds of literacy frameworks and designs?
3. What does it mean to design instruction that is co-authored with adolescents?
CORE READINGS
Rymes ,B. (2009). Classroom Discourse Analysis, (chapter 6: Analyzing
Contextualization Resources, pp. 135-162.). New Jersey: Hampton Press, Inc.
Freeman, D. & Y. Freeman (2011). Between Worlds: Access to Second Language
Acquisition, (Chapter 1, pp. 1-21). Who are our English Language Learners? Pick
one to present: Eugenia, Mony, Salvador, Sharma, Farrah, Osman, Tou, (Jose, Luis,
PAGES
27
20
FALL 2015
30
38
35
WEEK
5
MONDAY,
SEPTEMBER 28
English Language
Learners and the
Teaching of Writing
Assignment Due:
Literacy Autobiography Revision Part I Due
Wednesday, September 30, 2015.
Please read your assigned article(s) and take
notes, and create a handout for your
classmates.
In Class:
-Discuss characteristics of ELLs
-Discuss theories of language acquisition
-Discuss different kinds of programs available
-Filling in chapter notes and post-its to share what we each documented
-Reviewing phrases.
FOCUS QUESTIONS
1. Who are our English Language learners?
2. What are some of the characteristics of English Language learners in regard to the
range of experiences they have had in families and schools in their countries and
from their schools and families in America?
3. What kinds of understandings of writing do these language learners bring with
them to school?
4. What are some theories of how English Language Learners Acquire Language?
5. What are their teachers teaching them about writing that disconnects with them?
6. What kind of writing instruction would better prepare them for college and for life
and would build on their languages, literacies, questions, and purposes?
7. What kinds of English Language Learning programs are currently available in
schools in America?
8. Which programs have the most success, why, and how?
10
FALL 2015
CORE READINGS
PAGES
19
19
19
14
15
27
WEEK
5
WEDNESDAY,
SEPTEMBER 30
English Language
Learners and the
Teaching of Writing
Assignment Due:
Literacy Autobiography Revised
Read packet on argumentative writing
Collect a series of articles
Read assigned readings and take notes
Bring a sample of student writing, preferably
argumentative writing, to class for Monday,
October 5, 2015.
In Class:
-Define multiliteracies
-Name your literacies/Name the multiliteracies of adolescents
-Grammar quiz phrases: prepositional, participial, appositive, and absolute
-Discuss cultural disconnects around writing in the classroom
-Discuss what co-construction around language learning entails
-Discuss strategies teachers can use to foster co-constructed learning
-Discuss understandings of writing they bring
FOCUS QUESTIONS
1. What is cultural competence?
2. What does it mean to co-author language with adolescents?
3. Why is co-authoring instruction essential for teachers and students to gain cultural
competence with each other?
11
FALL 2015
4. What are some teaching strategies that help adolescents acquire language and
cultural competence?
5. Why is collaborative learning key?
6. What is multiliteracies?
7. What are the multiliterate practices of adolescents and how do they connect with
the multiple cultural contexts they occupy?
CORE READINGS
PAGES
23
19
26
12
12
MONDAY,
OCTOBER 5
Argumentative
Writing
FOCUS QUESTIONS
1. What does it mean to write argumentatively?
2. Where do you see writers constructing arguments? In what kinds of places and
genres?
3. What does argumentative writing do for the world?
In Class:
-Conceptualizing purposes of argumentative writing
-Discussing how various teachers go about teaching argumentative writing
12
FALL 2015
CORE READINGS
PAGES
Collect and read your own text set and begin to fill out packet for each article.
Writing Assignment: Find, highlight, and name nouns, pronouns, verbs, adjectives,
and adverbs in one article. Look for patterns in types of nouns, pronouns, verbs, etc.
Underline and label different kinds of phrases in your articles. Describe how the
parts of speech and the phrases are being used to describe, to position, to
characterize, to formulate a discourse, etc. Speak specifically to how the writer is
using grammar to make certain kinds of claims, to develop discourses with those
claims, and to characterize the evidence provided.
WEEK
6
WEDNESDAY,
OCTOBER 7
Argumentative
Writing
Assignment:
Please read Edmiston and take careful notes,
identifying key concepts like dialogic inquiry,
answerability, double-consciousness,
ethical imaginations, and dialogizing
discourses, both quoting the text and putting
these concepts in your own words. Please note
the steps Edmiston follows to help students
interrogate literature. Please do the same with
Gee and with Rymes.
In Class:
-Review gerund and infinitive phrases
-Code stakeholders, claims, evidence, warrants, interests for a second writer
-Code parts of speech and phrases
-Compare/contrast/identify opposite stakeholders, counter-claims, evidence, warrants,
interests, discourses
FOCUS QUESTIONS
1. How does locating stakeholders, claims, evidence, warrants, and interests help us identify
the arguments writers are making/discourses they are constructing or recreating?
2. How can identifying stakeholders, claims, evidence, warrants, and interests help us better
understand the organization of paragraphs and the larger conversations each of the writers
are drawing upon?
CORE READINGS
Edmiston, B. (1998) Drama as inquiry: Students and teachers as co-researchers. In
J.D. Wilhelm & B. Edmiston (Eds.), Imagining to learn: Inquiry, ethics, and
integration through drama (pp. 103-137). Portsmouth, NH: Heinemann.
Gee, J. (2005). An introduction to discourse analysis: theory and method. (Chapters
4-6, pp. 35-94). Routledge: London.
Rymes, B. (2009). Classroom discourse analysis. (Chapter 7: Analyzing narrative
resources, pp. 135-162). New Jersey: Hampton Press, Inc.
PAGES
35
59
27
13
FALL 2015
WEEK
7
MONDAY, OCTOBER 12
Conceptualizing
Critical Writing through
Dramatic Dialogic Inquiry
25
In Class:
-Organizing protocol for dramatic dialogic inquiry
-Mimicking the language choices of different stakeholders
-Reflecting on the different discourses concerning the issue and how different
stakeholders use their evidence and claims to support these different discourses
-Expanding understandings of language/vocabulary using context clues
-Brainstorm of SWBAT objectives/rubric for cumulative activity: drama protocol, textual
analysis, vocabulary acquisition, acquisition of knowledge about claims, counter claims,
types of evidence, warrants, discourses, personal interests
FOCUS QUESTIONS
1. How can performing different stakeholder perspectives, evidence, and claims help
us identify the discourses in articles/the arguments writers are making?
2. How can performing texts enable language acquisition?
3. What is critical writing?
4. How can performing texts facilitate critical writing?
CORE READINGS
Hicks, T. (2013). Crafting Digital Writing: Composing Texts Across Media and
Genres (Chapter 4: Crafting Presentations, pp. 61-86).
PAGES
25
14
FALL 2015
WEEK
7
WEDNESDAY,
OCTOBER 14
Outlining
Argumentative
Writing
27
Assignment
-Drawing from your reading of Hicks and Rew,
turn your written outline into a multimodal
outline
-Come ready Monday, Oct. 21, 2015 to present
your argument and an overview of your paper
through a Prezi or a Power Point-please time
your presentation to 5 minutes.
-Prepare for Adjective/Adverb/Noun clause quiz
Mon, October, 26, 2015
In Class:
-Review and fill in rubric for cumulative activity: dramatic analysis
-Work on outlining our arguments
-Review Prezi and Power Point
-Review adverb and adjective clauses
FOCUS QUESTIONS
1. How does outlining help writers organize their arguments?
2. How does multimodal outlining and presenting help writers strengthen their
writing?
3. What does real revision entail?
CORE READINGS
PAGES
WEEK
8
WEDNESDAY,
OCTOBER 21
Presenting Writing
19
29
In Class:
-Presenting our outlines multimodally
15
FALL 2015
FOCUS QUESTIONS
CORE READINGS
PAGES
WEEK
9
MON, OCTOBER 26
Argumentative
Introductions and
Coherence
15
38
26
45
Grammar Quiz:
Adverbs, Adjective clauses,
types of sentences
Assignments for Wed.
-Come to class Wednesday,
October 28 with at least one
body paragraph, written in 2
different ways
-Draft rubric for
introductions, thesis
statements
-Complete assessment of
student introductions
-Read about how to assign
emphasis in writing
paragraphs
In Class:
-Grammar quiz: Adjective, adverb clauses
-Review what it means to write with coherence
-Review how Christensen and Erben scaffold writing instruction with students
-Identify rubric categories for introductions
-Descriptive review of student argumentative writing introductions; identify strengths and
weaknesses in each rubric category
-Code model introductions from our text sets
-Peer edit our own introductions, attentive to building coherence through sentence variety
FOCUS QUESTIONS
16
FALL 2015
enough engaging context to articulate and connect our argument to our intended
readers?
How does sentence variety support our introductions?
How do effective teachers approach editing conferences with adolescents?
CORE READINGS
PAGES
WEEK
9
WEDNESDAY, OCTOBER 28
Argumentative
Body Paragraphs
17
16
Assignment:
-Write two more body
paragraphs
-Read about controlling
rhythm in writing
-Read about how Kittle and
Christensen teach and
evaluate grammar within the
context of writing
-Fill in rubric for body
paragraphs considering what
students will be able to do in
order to write well organized,
coherent body paragraphs
with controlled rhythm,
varied sentence structure,
and carefully assigned
emphasis
In Class:
-Review rubrics for introductions, thesis statements
-Come up with categories for rubrics for body paragraphs
-Define what it means to assign emphasis
-Assess one student body paragraph for strengths, weaknesses in regard to rubric
categories
-Practice editing sentences/paragraphs to assign emphasis
-Code model body paragraphs
-Peer edit your paragraphs
FOCUS QUESTIONS
CORE READINGS
Glaser, J. (2010). Practical ways to improve your writing. (Chapter 10: Controlling
PAGES
14
17
FALL 2015
WEEK
10
15
12
In Class:
-Review noun clauses
-Review exercises on controlling rhythm
-Assess student body paragraphs in regard to rubric categories and controlling rhythm
-Code model body paragraphs for how the writers control rhythm
-Peer edit your body paragraphs
-Reflect on how Kittle teaches grammar and punctuation
FOCUS QUESTIONS
CORE READINGS
Rew, L. J. (1999). Editing for writers. (Chapter 13: Building effective sentences, pp.
209-226). New Jersey: Prentice Hall.
Hogan, G. (2013). Building better grammar. (Chapter 9: The ninth building block:
Using modifiers correctly, pp. 182-191). Wadsworth Cengage Learning: MA.
Gallagher, K. (2011). Write like this. (Chapter 8: Polishing the paper, pp. 203-222).
New Hampshire: Stenhouse Publishers.
Weaver, C. (1998). Lessons to Share on Teaching Grammar in Context. (Chapter 9:
Developing Correctness in Student Writing: Alternatives to Error Hunting, by Lois
Matz Rosen, pp. 137-154). NH: Boynton/Cook Publishers, Inc.
PAGES
17
9
19
16
18
FALL 2015
WEEK
10
November 9, 2015
-Complete draft of Argumentative
paper due Monday, Nov. 9, 2015.
-Come up with learning objectives for
everything students will be able to do:
SWBAT in order to identify and
correct dangling modifiers
In Class:
-Review conclusion rubric categories.
-Review exercises on dangling modifiers.
-Assess student conclusions in regard to rubric categories and editing
categories.
-Peer edit conclusions.
FOCUS QUESTIONS
CORE READINGS
PAGES
WEEK
11
MONDAY, NOVEMBER 9
Punctuation
13
13
18
14
Assignment: Argumentative
Paper Due
Read and take notes
In Class:
-Review noun clauses
-Quiz noun clauses
-Modeled editing for punctuation
-Modeled editing for fragments and run-ons
19
FALL 2015
FOCUS QUESTIONS
CORE READINGS
Glaser, J. (2010). Practical ways to improve your writing. (Chapter 3: Two
common problems: Overwriting and underwriting, pp. 39-55). Oxford: Oxford
University Press, Inc.
Hogan, G. (2013). Building better grammar. (Chapter 10: The tenth building block:
Parallellism, pp. 192-203). Wadsworth Cengage Learning: MA.
Lanham, R. (2000). Revising business prose (Chapter 1: Whos Kicking Who? Pp.
1-29). Boston: Allyn & Bacon.
WEEK
11
PAGES
16
11
28
In Class:
-Review parallel structure
-Review tightening sentences
-Modeled editing for parallel structure and sentence tightening
-Peer edit for parallel structure, tightening, combining
FOCUS QUESTIONS
CORE READINGS
Lanham, R. (2000). Revising business prose (Chapter 2: Sentence Shapes, pp. 2961). Boston: Allyn & Bacon.
Kittle, P. (2008). Write beside them. (Chapter 12: Leading students to reflection
and independence, pp. 208-233). New Hampshire: Heineman.
Vasquez, A., Hansen, A. & Smith, P. (2010). Teaching language arts to English
Language Learners. (Chapter 3.5: Grammar, pp. 112-122). New York: Routledge.
Weaver, C. (1998). Lessons to Share on Teaching Grammar in Context. (Chapter
11: Sentence Composing: Notes on a New Rhetoric, by Don Killgallon, pp. 169183). NH: Boynton/Cook Publishers, Inc.
PAGES
33
25
10
4
20
FALL 2015
WEEK
12
MONDAY, NOVEMBER 16
Sentence Tightening and
combining
In Class:
-Review noun clauses
-Quiz noun clauses
-Modeled editing for punctuation
-Modeled editing for fragments and run-ons
-Peer edit for emphasis, rhythm, punctuation, fragments, run-ons
-Review how Kittle helps students self-assess their own work as they write
and in a final portfolio
FOCUS QUESTIONS
CORE READINGS
PAGES
33
21
FALL 2015
argumentative
-Come to class with the writing
assignment description the students
were following
-Come to class with one lesson plan
completed
In Class:
-Create long and short-term learning objectives from rubric
-Discuss and record sequencing of grammar instruction
-Go over lesson plan template
-Decide focus of teaching for 3 lesson plans
FOCUS QUESTIONS
CORE READINGS
PAGES
WEEK
13
MONDAY, NOVEMBER 23
8
21
22
FALL 2015
of writing)
-Read and take notes on readings
In Class:
-Take notes on adolescent writing, attending to categories on rubric or that
come up
-Discussion of what work adolescents were able to do with this assignment
-Discussion of how to improve upon the assignment
-Discussion of how to write a writing assignment and assessment
-Work on objectives
-Answer questions about lesson planning
FOCUS QUESTIONS
CORE READINGS
PAGES
Wiley, M. (2000, September). The popularity of formulaic writing (and why we need
to resist). English Journal, 90(1), 61-67.
Kohn, A. (2006, March). The trouble with rubrics. English Journal. 95(4),
12-15.
WEEK
14
6
3
In Class:
-Do a descriptive review of one students rubric
-Discuss the possibilities and challenges of rubrics
-Review lesson plans and lesson plan templates
-Reflect on why we write lesson plans and what lesson plans can do for us
-Time in class to work on revising lesson plans
-Time in class to share and work on writing assignment descriptions
FOCUS QUESTIONS
What reading strategies are you building into your lesson plans?
What learning of new words in context are you building into your
lesson plans?
What learning about sentence structure, grammar, and paragraphs are
you building into each lesson plan?
What assessments are you building into each lesson plan?
What writing practices are you building into each lesson plan?
CORE READINGS
Elbow, P. (1993, February). Ranking, evaluating, and liking: Sorting out three forms
of judgment. College English, 55(2), 187-206.
PAGES
19
23
FALL 2015
WEEK
14
In Class:
-Review lesson plans
-Review how (short term and long-term) assessments are embedded within
lesson planning each day
-Review the reading strategies students are learning to decode words and
meanings
-Review how and where students are self-evaluating and assessing their
writing
-Come up with concept maps to support student language learning
FOCUS QUESTIONS
What kinds of formal, informal, self and teacher assessments are you
building into each lesson plan?
What writing practices are you building into each lesson plan?
WEEK
15
MONDAY, DECEMBER 7
Unit Plan Due
Assignment due
-Unit plan due in class with all
elements in place (texts, essential
questions, learning objectives, reading
strategies, grammar and vocabulary
instruction, cumulative research
activity, writing instruction,
evaluation and assessment)
WEEK
15
WEEK
16
MONDAY, DECEMBER 14
24
FALL 2015
25