Course Deadlines

(subject to change)

Return to EdSe 4215 index page

Big Deadlines:

Censorship Simulation- March 20

Literature Review for Inquiry Projects: March 22

April 11/13 and the few weeks thereafter- (sign up will occur) Adolescent Literature Project Presentations

May 1- Reading Inquiry Project due/ Final draft of plan for progress and classroom mini-lessons on reading strategy and multiple perspectives

May 3- Adolescent Lit. Notecards due/ reflective tutoring practicum journal due.

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Week 1- Jan 16/18-Introduction to the Course, the Constructive Nature of Reading

Tuesday- First Class/go over syllabus- What the mind does while reading? Assign Beers Chapter Experts who will prepare chapter strategy activities for the rest of the class using a short piece of adolescent literature to be read by the class.

Thursday-

Week 2- Jan. 23/25-

Tuesday

Thursday

Week 3- Jan. 30/Feb. 1-Strategies for Comprehension; Tutoring Requirement starts (MN Lit. #8)

Tuesday

Thursday

Week 4-Feb. 6/8- Analysis and Interpretation of Text/ Student Response to Text/ Dense Questions: What value does literature have in the lives of adolescents? Readability and Cloze Assessments

Tuesday

Thursday

Week 5-Feb. 13/15- Reader and Text Centered Responses to Literature;Effect of Socio-Historical and Socio-Cultural Context on the Reader

Tuesday

Thursday

Week 6- Feb. 20/22- Teaching the Classics; Classroom Activities for Teaching Literature

Tuesday

Thursday

Week 7- Feb. 27/ March 1- Multi-Cultural Issues in Literature and Reading and The Politics of Reading:; -

Tuesday

Thursday

Week 8- March 6/8- Assessment of Reading

Tuesday

Thursday

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SPRING BREAK (no classes on March 13/15)- work on literature projects, finish Staying Fat for Sarah Burns

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Week 9- March 20/22- Issues of Censorship and Multicultural Literature

Tuesday-

Thursday

Week 10- March 27 only (March 29 class cancelled for Apprenticeship)

Tuesday

Week 11- April 3 only (April 5 class cancelled for apprenticeship)- Technology and Teaching Reading/ Literature

Tuesday

Week 12- April 10/12- Censorship-Literature Discussion in Master Teachers Classroom

Tuesday

Presentations:

Thursday

Presentations: ____________________________ and

__________________ and_________________________________.

Week 13- April 17; April 19 class cancelled

Tuesday

Presentations: ____________________,

Week 14- April 25- Discussion

Tuesday-

Week 15- May 1/3 - celebration dinner in Knife River, more presentations, meet with student teachers

Tuesday- final draft of your "A" paper or project is due; we fix dinner for the student teachers who are out student teaching (I provide food); they reciprocate by telling you how student teaching will be!

Final Reflective Journal Questions :

Thursday-Final items in reflective practicum journal due with the checklist completed, final version of note cards due on disk.

______________________, and ___________, and_______________.

 

Directions for Final Grade

Things to turn in, as soon as possible, before or on May 4 

Option One: Green Practicum Check Sheets with the journal/ or inquiry project report.   Green check sheets should be accompanied by a narrative about what you learned from tutoring (about reading and learning to read). You should complete about 2/3rds or more of the items on the check list. Make sure that you have the following: the plan for progress, the miscue analysis, and the  reading guide.

Option Two- the abstract for the Reading Inquiry Project.

Adolescent Literature Cards- email WORD versions to lmillerc@d.umn.edu

Reading Principles- email me the web address of your final draft

Final exam (based on learning styles, etc.).  See final exam on website- email to lmillerc@d.umn.edu, or leave in my mailbox.

http://www.d.umn.edu/~lmillerc/TeachingEnglishHomePage/5215/FinalExam-5215.html

Response Guidelines

(This document developed by the Institute for Writing and Thinking at Bard College will help you find ways to respond to the course readings.)

 

Here are some suggestions to help you think speculatively about your reading. You can use writing as a probe, or tool, to help you discover what you think about the text and this topic. (Do not feel compelled to cover each suggestion, using one or two strategies will be fine).

1. First impressions. Take some time to write down anything that comes to you in relation to the text--your initial reactions or responses. Don't try to puzzle them out--just free write. If the reading bores you, write that down. If you're intrigues by certain statements, if you're attracted to characters or issues or problems, write that down. Just write! Try to take at least five minutes to write something whenever you've finished an assignment, or when you've put your book down for a break.

2. Make connections with your own experience. What does the reading make you think of? Does it remind you of anything or anyone?

3. Make connections with other texts or concepts or events. Do you see any similarities between this material and other books you've read? Does it bring to mind other issues or contexts that are somehow related?

4. Ask yourself questions about the text: What perplexes you about some passage or some point that the writer is making? Try the beginning, "I wonder why...," or "I'm having trouble understanding how...," or It perplexes me that..."

5. Try agreeing with the writer. Think of all the things you can say to support his or her ideas.

6. Try arguing with the writer. On what points, or about what issues, do you disagree?

7. Jot down ideas, images, details that strike you. Speculate about them. Why are they there? What do they add? Why are they memorable? Do they have anything in common? Can you make an assertion about these details?

8 Identify the author's point of view, his or her attitude toward what he or she is saying. Ask yourself how this perspective or attitude shaped the way the writer presents the material, develops the thesis or main idea.