Course Assignment Due Dates

(subject to change)

Return to EdSe 4215 index page

Big Dates:

March 10:  Proposal and Literature Review for Inquiry Projects

March 19:  Censorship Simulation

Apprenticeship: March 23-April 3; April 13-April 24 (some classes cancelled for increased attention to Apprenticeship and Related Projects)

April 7 and 9, and April 28 and 30- (sign up will occur) Adolescent Literature Project Presentations

May 5- Reading Inquiry Project due/ Overview of Apprenticeship mini-lessons using reading strategy and multiple perspectives

May 7- Adolescent Lit. Notecards due/ Reflective Tutoring Practicum Journal due.

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Week 1- Jan 20/22-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.  Choose your first book for literature circles and for your first notecard.

Thursday-

Week 2- Jan. 27/29- What readers bring to reading:  grapho-phonemic knowledge, semantic knowledge, syntactic knowledge

Tuesday

Thursday

Week 3- Feb. 3/5-Strategies for Comprehension; Tutoring Requirement starts (MN Lit. #8)

Tuesday

Thursday

Week 4-Feb. 10/12- 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. 17/19- Reader and Text Centered Responses to Literature;Effect of Socio-Historical and Socio-Cultural Context on the Reader; Discerning Fact/Opinion/Bias

Tuesday

 

Thursday

Week 6- Feb. 24/26- Teaching the Classics; Classroom Activities for Teaching Literature

Tuesday

-Read Appleman, Chapter 6- Come in ready to deconstruct

-Sign up for a project conference with your partner, have Project Proposal #2 ready for that conference.

-Do your gender research project.

-Begin planning a visual multi-media representation of your Literature Circle book.  See website for examples

http://blog.lib.umn.edu/mwright2/iroots/cat_kits_wilderness.html

http://blog.lib.umn.edu/mwright2/iroots/cat_emmett_till.html#058007

 

 

Thursday

Work on visual multi-media presentation for your Literature Circle book.

Read Beers 11 for your tutoring (see below).

Practicum journal- Report the results of your analysis of your tutee, using material on Beers page 24-28.  Include how you might use the material in Beers 11 (or not) with your tutee.  Make sure that you have, at least, done the interviews/ interest inventory and report what you have learned.

Week 7- March 3/5- Multi-Cultural Issues in Literature and Reading and The Politics of Reading:; -

Tuesday, March 3

 

Thursday, March 5

 

Week 8- March 10/12- Assessment of Reading

Tuesday, March 10

              -read the last third of your classic literature pick #3

              -Mid Term Exam

              -Literature review and proposal for Option 2, Inquiry Project

              You must have had a conference with me about first two items.  See: Option #2

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

Thursday, March 12

              -Practicum Journal- write about interest inventories and your tutee

              - Staying Fat for Sarah Burns, Chapters 1 and 2.  Make predictions about the end of the novel based on these two chapters

               -Come in with a plan for your Censorship Simulation partnership and interviews

               - Censorship Simulation will be held at 351 Bohannon

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SPRING BREAK (no classes on March 17/19)- work on literature projects, finish Staying Fat for Sarah Burns

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Week 9- March 24/26- Issues of Censorship and Multicultural Literature- Apprenticeship Week 1, both classes held

Tuesday-

2009 Revision

Thursday:  March 25

              Practicum Journal Entry

              Censorship Simulation- come to class we will proceed from there

              Bring in complete draft of one reading principle

              Return folders with a new article added; complete survey after simulation

Tuesday: March 31

              Complete draft of reading principles are due.

Practicum journal entry.  How might your tutee be affected by the social class into which she or he was born?  The rest of the students in your class?

Thursday: April 2- class canceled

 

Tuesday: April 7-presentations: Sarah and Tisha; Drew and Kayti;  Come with a poem that you would like to teach to your apprenticeship class.  We will construct a reading guide to provide scaffolding.  Also read “Ouchless Poetry” handout. 

Thursday: April 9-presentations:  Caitlin and Kristine; Allie and Sandy; Anders and Adam

 

Tuesday: April 14- presentations: Laura and Steph; Dan and Blake; Alyssa and Natalie

Bring in a critique of a Accelerated  Reader or another or another computer assisted reading program that you can find on line.  Be sure that your miscue analysis is complete.

 

April 16-23- class cancelled

 

Tuesday- April 28-presentations: Lauren and Kelsey; Jess and Emily.  Multi-media presentations are due for Literature Pick #2.

 

Thursday April 30- Final draft of reading principles are due.

 

Tuesday: April May 5- Celebration dinner in Knife River, meeting with student teachers, we will make pizza for them.  

 

Thursday:  May 7

Final Reflective Journal Questions- Final copy of note cards are due

 

 

2008

 

Week 10- March 31 only (Thursday class cancelled for Apprenticeship- Week 2)

Tuesday

Week 11- April 7/9 - Technology and Teaching Reading/ Literature-(No apprenticeship)

Tuesday

Thursday-  Literature Discussion in Apprenticeship

 

Week 12- April 14 (Thursday class cancelled for Apprenticeship- Week 3)

 

Tuesday

Week 13- April 21 and 23- both classes cancelled for Apprenticeship Week 4

Week 14- April 28- and 30

Tuesday-

Week 15- May 5/7 - 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 5.  

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- modified Tutee Journal and 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.