Unit+4

//Weeks at a glance...//

 * Week 11, 11/3
 * Week 11, 11/5
 * Week 12, 11/10
 * Week 12, 11/12
 * Week 13, 11/17
 * Week 13, 11/19
 * Week 14, 11/24 //**NO LAB THIS WEEK!!!**//
 * Week 14, 11/26 //**NO LAB THIS WEEK!!!**//
 * Week 15, 12/1
 * Week 15, 12/3
 * Week 16, 12/10 **EXAM TIME CHANGE:**10 am-12 pm

//Unit 4 at a glance...//
=Unit 4 – Engaging Adolescent Learners and Multi-genre Projects= 

11/5
Gere - Reading Kids Discussion Leaders: Coleman and Bunka Practice and perform tableaux

For Monday, read Burke, Chapter 14 and bring completed Assessment Assignment. See email for further details on number of copies, etc. We will workshop these in class. 
 * Due:**

11/10

 * Announcements: Teaching Notebook Showcase, 11/17**

Burke - Chapter 14: Integrating English Projects and Exhibitions Discussion Leaders: Parr and Terry

Assessment Assignment - BRING 2 ADDITIONAL COPIES OF YOUR SELF-ASSESSMENT GRADING RUBRIC TO CLASS You will self-assess (according to own rubric) Peers will assess (according to your rubric) 
 * DUE: Assessment Assignment Due**

11/12
STRATFORD 
 * Due:**
 * Post by Friday at 5 pm, Revised SGI Proposals and Bibs**

11/17
Kelly Hodges' visit Gonzales et al - Funds of Knowledge Discussion Leaders: Kenney and Menger 

11/19
Burke - Chapter 16: Success for All: Teaching Students with Special Needs Discussion Leaders: Engel and Homant



Burke - Chapter 18: Thoughts on Culture, Race, and Language Discussion Leaders: Krolikowski, Mamassian, Harkness

Week 14

 * //NO LAB THIS WEEK!//**

11/24
Stairs - Culturally Responsive Teaching Discussion Leaders: Stupica and Thompson
 * Due: Teaching Notebook Artifact 3 Showcase**



FOR FINAL EXAMS: You have engaged in many types of assessment (as a student, a peer, a teacher) this semester. As you put the finishing touches on your final exam presentation, consider what kind of feedback/assessment you would like from your peers and I before, during, and after your presentation. Options include:
 * Asking the class to read your lesson plan before the lesson, providing commentary in the margins during and after your lesson. How might this plan talk back to what occurred during the lesson, and vice versa.
 * Create a rubric for your classmates and I to complete during/after the presentation. What objectives/criteria did you set out to accomplish, and how might a rubric reflect those?
 * Lead a debriefing conversation, much like those we've done with the LAD assignment. Consider asking the questions BEFORE the lesson so that the audience can participate with specific foci in mind. How might the ways the audience would answer your question or two evolve over the course of the lesson.
 * You could have the group role play a specific audience type, then providing feedback from these diverse perspectives. Consider carefully who you planned this presentation for (Audience), what your purpose would be for any particular role play (Purpose), and how the ways in which you ask the audience to participate enriches the issues/content you are presenting (Form). What different sets of eyes might be helpful for you to see your lesson through?
 * Given the creativity I'm seeing in your Assessment Assignments, you probably have a gazillion other terrific ideas for self-assessment during your SGI presentation! Go with whatever makes pedagogical sense, given your planned workshop.

No need to turn in a proposal. I'd be happy to field ideas/feedback, if you'd like some input in planning your self-assessment (group or individual).

Each group has 15 minutes of debriefing time. I'd like some of this to be reserved for general, non-prestructured feedback, so as you plan for your self-assessment/feedback, consider what might 1) jumpstart the convo, 2) be something you could take home with you to reflect on later, 3) frame the conversation broadly while still providing for other aspects of your lesson to come up in the debriefing discussion. Your self-assessment/feedback process need not/should not take up the entire 15 minutes of debriefing. It's just one part. If your questions lead to an extended conversation, that's fine too. HAve fun, and be creative! (wow. if i could count the number of times i read that over the last weekend! ;)

11/26
No class Small Inquiry Group Workshop: Each small inquiry groups plans separate group work time.

12/1
DUE: Small group inquiry presentations 10:30-11:00 Linguistic Diversity 11-11:15 Debrief 11:15-11:45 TESOL/International Education 11:45-12 Debrief 

12/3
DUE: Small group inquiry presentations 10:30-11:00 Diverse Young Adult Literature 11-11:15 Debrief 11:15-11:45 Modes for Teaching Diverse Texts 11:45-12 Debrief 

Final Exam
DUE: Small group inquiry presentations 10:15-10:45 Journalism/English 10:45-11:00 Debrief 11:00-11:30 NCLB 11:30-11:45 Debrief 11:45-12 SIRS/Evals