Unit+3

//Weeks at a glance...//

 * Week 7, 10/6
 * Week 7, 10/8
 * Week 8, 10/13
 * Week 8, 10/15
 * Week 9, 10/20
 * Week 9, 10/22
 * Week 10, 10/27
 * Week 10, 10/29
 * Week 11, 11/3

//Unit 3 at a glance...//
=Unit 3 – Backward Design: Engaging Dramatic Literature= 

10/8
Announcements: posts, curriculum maps (by monday) Guest Speaker: Sarah Milarch //The Truman Show// and **Backwards Unit Planning**: 1) I used this movie to introduce a Romeo and Juliet unit with 9th graders...what's this about? What could i possibly have been thinking? **How do you think students experienced this?** 2) **How can this text help us to think about our experiences as interns?** (intern curve of proximal development) 3) **How can this movie help us think about creating a dialogic relationship with our diverse students?**

Placement Letter agreement Coffee Talk scheduling


 * Coffee Talk: TESOL/International Ed (12:20-12:45)**

Due:
1) Instead of a wiki post this week, use //The Truman Show//, Applebee's //Curriculum as Conversation,// Burke Ch. 10, and Wiggins and McTigue to think about the questions above. For Monday, pick one of Burke's modes (Ch. 9) or one of your own creative innovations to express your thinking. How do these texts challenge and support your thinking about a) the internship experience, b) unit planning and backwards design, and c) fostering dialogue in relationships with diverse students. Be prepared to share your artifact and discuss it in class on Monday.

2) Read Burke Ch. 10 and Wiggins and McTigue

//Other reminders//: Small group inquiry projects (on-going) Teaching Notebook artifact 2 (on-going) Placement Agreement Plan: Due 10/22 Internship paperwork: Due 10/31 

10/13 (Mid-term)
The Blue Sheets Sharing Truman Show artifacts

Burke – Chapter 10: Composing a Curriculum Discussion Leaders: Lund and Tekelly



Wiggins and McTigue - Backward Design Model of a backwards designed unit...Media Studies and Shakespeare Introduce Alternative Assessment Assignment and Groups


 * Tuesday, 10/14, 3 pm, Sparty's: English/Journalism Coffee Talk**

Due:
Teaching Notebook Artifact 2 - email by 5 pm Sunday Read SSF, pp. 117-143* Review R & J Prologue and Act I*
 * Note: Give special attention to the Prologue, Queen Mab Speech, and Masks/Dance scene

Those still needing to share artifacts: By Wednesday, I'd like you to pick a method of your choice for engaging your classmates in dialogue about the artifact your prepared for class today. This mode is entirely up to you. Ask yourself, how can I share this in a way that promotes dialogue that I and my classmates can learn from? This is due Wednesday. If you did discuss today, but not about your artifact, we'd love to hear about your work as well! Thanks, all, for making a dialogic environment happen!

K



10/15
Guest Speaker: Jim Garrett R&J Prologue and Act I; Shakespeare Set Free: Texts and Multiple Representations...movie clips and (another!) backwards planning handout Rationale and Self-Grading Template


 * Coffee Talk:** **Modes for Teaching Diverse Texts (12:20-12:45)**

Due:
Send progress report to Kelly by 5 pm Sunday:** 1) Identify self evaluation criteria; 2) How are you assessing whether or not you are accomplishing these goals?; 3) How are you currently doing, in relationship to these goals? What do you need to keep working on? How can I help and support you in accomplishing your goals?
 * Teaching Notebook Artifact 2 due by Sunday at 5 pm**
 * Read Gardner's Multiple Intelligences

//The more detailed list in red from the handout above that will apply to your assessment assignment, but can also be rethought for, for example, a mid-term progress report. Although tweaked, notice the parallel purposes...// • What is important TO YOU for people to see when they experience your product? Name these characteristics. (Before/during process) • How will you know when you, THE CREATOR, has accomplished these things? Describe what you will see, hear, notice, etc. Make these observable features. (Before/during process) • How well did you accomplish these things? What needs improvement? Name specific examples and connect to your grading criteria. (after completion of process) • Please give yourself a grade, including a brief explanation of the above.
 * Developing a self-assessment rubric**



10/20
Prologue, and Masks, and Multiple Representations Assessment Assignment Discussion and Workshop Placement/Lab/Seminar Discussion


 * Coffee Talk:** **Diverse Young Adult Literature (12:20-12:45)**
 * Coffee Talk: Linguistic Diversity (12:20-12:45)**,Tuesday, 10/21, 3 pm, Sparty's

10/22
Andrea Zellner: Google Doc Apps Gardner - Multiple Intelligences Discussion Leaders: Saidoo and Nagi

Hannah & Erica's Lesson Plans!


 * Coffee Talk: NCLB (12:15-12:40)**

Due:
Placement Agreement Plan 

10/27
Burke - Chapter 11: Measuring Student Progress Discussion Leaders: Salzeider and Hedrick Small Group Inquiry Workshop

R&J Act II, SSF, pp. 144-173 BRING a magazine that you and your classmates can cut up...as well as any other craft supplies you'd like. 
 * DUE: Small Group Inquiry Project Proposal, Annotated Bib**
 * To Do:**

10/29
Guest Speaker: Danielle DeVoss Bazmark clip R&J Act II, SSF, pp. 144-173 Masks and preparing for tableaux activity...revisiting multiple representations

Due:
Internship form to advising office by 10/31 R&J Act III, IV, V and SSF, pp. 173 - 200: Re-presenting a scene from Romeo and Juliet and Multiple Representations Tableaux activity - BRING YOUR MASK if appropriate 
 * To Do:**

11/3
Attendance reminder Assessment Workshop (til 11) Finish Mask/Share R&J Act III, IV, V and SSF, pp. 173 - 200: Re-presenting a scene from Romeo and Juliet and Multiple Representations Tableaux activity


 * DUE: Concept Map/Assessment Description/Reflections/Self-Rubric DRAFT**