Course+Schedule


 * This Course Schedule is open to change depending upon the needs of the class. It is a general plan for the course. Deviations may be announced to the class as necessary. **

Aug. 13 || What's this course all about?
 * || ==Date== || ==Essential Question== || ==Come to class having read== || ==Assignment Due== ||
 * || Tuesday
 * || Tuesday

Introduction to Course Overview of Assignments The Writing Workshop Show "mentor" blogs || []

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[] || # Establish a writing space (blog, or wiki).
 * 1) Blog Post #1: Begin your literacy narrative

Prompts for Literacy Narrative:

What kind of reading and writing and speaking activities did you do after school? For church? For play? Did you keep a diary? Write plays or stories? Write letters? Frequent chat rooms online? Write fan fiction?

Do you remember any of your teachers and the role they played in your literacy activities—either positive or negative? Can you tell us any stories?

Do you remember any of the writing tasks you did? Any assignments? Can you tell us any stories? ||
 * || Tuesday, Aug. 20 || Who am I as a teacher of writing?

Where do these beliefs come from? || Chapter 1 in Hicks,T. //Crafting Digital Writing.//

Chapter 1 in Smagorinsky, et al. //The Dynamics of Writing Instruction//

Chapter 1 and Chapter 2 in Beach, Thein and Webb, //Teaching to Exceed the ELA Common Core// || **Blog Post (**** Due Sunday by midnight). ** Respond/grapple with readings. Be sure to include a title, images, and hyperlinks in your post.

Begin thinking about which student you'd like to observe and interview for your Case Study project. || Aug. 27 || What does it mean to be a writer in the 21st century?
 * || Tuesday,

Who are the students I’ll be teaching? ||



The Connected Learning Report is 100 pages long. Be sure to read pgs. 4-10 plus at least 2 of the case studies.

Jenkins, H. Blog on Participatory Culture

Chapter 3, Beach, Thein and Webb, //Teaching to Exceed the ELA Common Core// || **Blog Post (****Due Sunday by midnight).** Connect the readings with what you see (or don’t see) happening in your field experiences. What are you noticing about how writing is taught in your practicum setting? What approaches to writing instruction does your MT use?


 * Comment on your blog buddies' posts.

Sept. 3 || How do I build a community of writers?
 * Complete interview #1 for Case Study Project. Put on blog before class on Tuesday. ||
 * || Tuesday,

How does a writing workshop approach differ from traditional writing classrooms? || Chapter 3 in Hicks, // Crafting Digital Writing //

Smagorinsky, //The Dynamics of Writing Instruction,// Ch. 2

Read Wood (2006) PDF

Read Ralph Fletcher's "Craft Lessons" PDF Blog post: Respond/grapple with readings with a focus on how your planned mini-lesson fits within the concept of a writing workshop.
 * [|Details]
 * [[file:writinginthe21stcentury/Craft Lessons.pdf|Download]]
 * 2 MB || **Blog Post (****Due Sunday by midnight).**


 * Comment on your blog buddies' posts.

Mini-lesson presentations today in class!

Resources for mini-lessons:

Craft Lessons PDF

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 * || **Tuesday, Sept. 10** || How do I assess student writing? || [[file:Hicks_Assesssing writing.pdf]]

|| **Blog Post (****Due Sunday by midnight).** Blog post: Respond/grapple with readings. Include a discussion of how writing is assessed in the classrooms you are in. What do students do with the assessments?


 * Comment on your blog buddies' posts.

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 * Complete interview #2 for Case Study Project ||
 * || Tuesday, Sept. 17 || How do I conduct effective student writing conferences?

Running records

Role playing teacher/student conferences ||

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 * Model Case Study Paper

Young, C. (2008). // Strategic writing conferences: Conversations that move writers forward //. Heinemann: Portsmouth, NH. || **Blog Post (****Due Sunday by midnight).**
 * 1 paragraph on the readings**


 * 1/2 page for your rough outline**


 * Comment on your blog buddies' posts. ||
 * || Tuesday, Sept. 24 || How do I draw conclusions from the data I've collected?

-Peer and teacher writing conferences

Claims, Evidence, and Warrants || No new Readings Due. You are expected to be re-reading some of our previous readings to use in your Case Study. || No Blog Post Due this week! -Work on writing a really good, fully-fleshed out 2nd draft of your Case Study Paper. ||
 * || October 1st || Go over Group Lesson Plan Assignment

-Sign up for group lesson plans.

-Time to work on group lesson plans || Appendix A and Appendix B in Hicks' // Crafting Digital Writing // || Case Study Assignment Due. Please bring a hard copy with rubric stapled to the back of your paper. || Teaching Fictional Narratives 1. Jill 2. Christy 3. Madison
 * || October 8th || Group 1 Presentation:

Group 2 Presentation: Teaching Personal narrative 1. Anna Clay 2. Jin 3. Meghan || Smagorinsky, //The Dynamics of Writing Instruction// Chapters 3 and 4

Fletcher, R. & Portalupi, J. (1998). //Craft lessons:// 5-8, pages 75-110 (wiki)

|| Work on group presentations. (Read the Smagorinsky chapters for your group's genre presentation, as well as Fletcher's craft lessons. These will help you plan your presentation). || October 15 || Group 3 Presentation Teaching Poetry 1.Chelsea 2. Heather 3. Allyson
 * || Tuesday,

Group 4 presentation: Teaching argumentation essays 1, Caki 2. Callie 3. Stephanie || ||  || 22 || Group 5 Presentation: Teaching Comparison and Contrast Essays 1. Courtney 2. Peyton 3. Emily M. 4. Zack
 * || Tuesday, October

Group 6 presentation: Teaching Extended Definition Essays 1. Eric 2. Lauren 3. Mairah || Read "The Best Writing Teachers are Writers Themselves" by Cindy O'Donnell-Allen [] Read "How to Write an Outline" [] || **Blog Post Entry:** First, complete the assigned readings for this week! Then, choose one paragraph from your Case Study Paper that would benefit from careful revision. Be sure to spend time carefully crafting the paragraph. Include thoughtful topic sentences, introduce any quotations you use, use warrants, etc. Put both your original paragraph and your revised paragraph up on your blog.

In your blog post, reflect on the revision process: What lessons do you take away from your revision exercise on your paragraph and your readings of Cindy O'Donnell-Allen's piece, and the "How to Write an Outline" blog post? || 1.Zack 2. Brenna 3. Victoria 4. Emily B. || Chapters 7 and 8 in Smagorinsky et al., //The Dynamics of Writing Instruction//
 * || Oct.29 || Group 7 presentation: Teaching Research Papers

//Revisiting literacy narrative for argumentative kernels.// //Writing workshop.// || Looking at the Common Core on speaking and listening: [] (see pg. 74).

[|http://ed.ted.com/on/p04GkF0j#review]

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 * || Nov 5 || What does multimodal composition look like?

. || Read Approaches to Visual Rhetoric [|Approaches to Visual Rhetoric] (viz.) [] Read Chapter 9 in Smagorinsky et al., The Dynamics of Writing Instruction Read Chapter 6 in Hicks
 * Note: Please read all the links in the visual theory section:

Transforming an argument into a multimodal composition || Write a blog post synthesizing the readings. Include at least 2 paragraphs in which you reflect on how the readings are affecting the way you are thinking about your digital literacy narrative. ||
 * || Nov. 11-15 || No Class || Multi-day teach in schools || Work on digital literacy narrative ||
 * || Nov. 19 || Last day of class || Presentations || Present digital literacy narratives + present handout on the close study of language ||
 * || Nov. 26 || No Class || Thanksgiving Holiday ||  ||
 * || Dec.9-11 || Portfolio Defenses ||  ||   ||

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