Assignments


 * W 8/31 || ===**The Teacher as Reader:** Choose Young Adult elective texts/ reading groups ===

**Review Preliminary Unit Assignment**
||  || From **http://dynologopedia.wikispaces.com/** **Request Access** **Reading:** Bomer, Chap 1 Young adult text selectio**n** **Read and respond:** “The Teacher,” by Tom Romano **In class: Interview a classmate using Fig 2.2, 2.3, 2.4 (Bomer)** ||  || **Reading:** Bomer, Chap 2 Complete young adult text selection **Writing: Book Rationale -** Briefly explain something students might learn **about reading** from your YA book that they would not get from other books (1-2 pages) **Read and Respond:** “Butterflies**”** ||  || **Reading:** Bomer, Chap 3 Describe how a short story and a poem connect with your novel **Read and Respond: :** “M. Degas Teachers Art and Science” ||  || **Reading:** Bomer, Chap 4 **Theme – Big Idea (Burke) on wiki** Writing: Submit the Theme Matrix (outline) **Read and respond:** “Field Trip” or “Theme or English B”  ||   || Read: Bomer, Chap 5 Readers’ Stance **Writing:** Unit Rationale/ Ten Lessons (narrative format) ||  || **Reading:** Bomer, Chap 6 **Look over** the HSCE (Michigan standards) and Common Core Standards **Read and Respond:** “Getting the Interpretation Right"  ||   || **Read:** Bomer, Chap 7  **Writing:** Content Expectations, Common Core Standards and assessments for  **Preliminary Unit Plan** ||   || **Read:** “Society and Solitude”  In class, identify words that **require study**  Proposal Form for “Intextual Unit Proposal”   ||   || Jigsaw Groups: Bring 4-5 copies, depending on number of groups  Two groups share their unit plans ||   || Read: Bomer, Chap 13  **Jigsaw Groups:** Two groups share unit plans for one young adult novel ||   || Read: “Metacognitive Example”  **Jigsaw Groups:** Two groups share unit plans for one young adult novel ||   || **Writing: Intertextual Unit Proposal**   ||   || Read: Bomer, Chapter 8
 * W 9/7 || **Structures for Literacy**
 * M 9/12 || **Appreciating Literacy**
 * W 9/14 || **What is academic literacy?**
 * M 9/19 || **What is “difficulty” in reading?**
 * W 9/21 || **What is reading comprehension?**
 * M 9/26 || **What is “intertextuality”?**
 * W 9/28 || **How do we make reading visible?**
 * M 10/3 || **How do we integrate reading and word study?**
 * W 10/5 || **Preliminary Unit Due**
 * M 10/10 || **What is Genre Study?**
 * W 10/12 || **How Can Reading/ Writing Workshop be Structured?**
 * M 10/17 || **Elements of the Summative Unit**
 * W 10/19 || **What is literary conversation?**

||  || “My Name” activity
 * M 10/24 || **What is Integration?** Integration of Reading, Writing and Speaking.

**Writing**: **Unit Rationale**

**Reading:** Scanning for inter-textual materials for unit ||  || Rhetorical Punctuation **Writing**: **Submit First Ten Lessons** (structured format) **Reading:** Scanning for inter-textual materials for unit ||  || **The Common Core State Standards** Review HSCE and Common Core Readiness Standards on Literature ||  ||
 * W 10/26 || **What is Integration?** Integration of Writing and Punctuation
 * M 10/31 || **Standards Left Behind: Comparing the Michigan HSCE and**
 * W 11/2 || What is Integration? Integration of Dialect in Writing

**Read** Bomer, Chap 9 - Answer one of the questions posted on the wiki **Writing:** a summative assessment and related formative assessment ||  ||
 * M 11/7

T 11/8 || **Unit Conferences: Pray-Harrold 614P**

**Unit Conferences: Pray-Harrold 614P** ||  || The Teacher Research Proposal Review: Bomer, Chapter 9
 * W 11/9 || **How does writing expand literary conversation?**

What are the purposes for writing about literature? ||  || The Common Core Standards: Virtual Conference ||   || Bring in an artifact of your literacy: a book, a composition, a photograph Read and Respond: Teacher as Reader Questions ||  || Bring in Teaching Artifacts: unit plan, preliminary unit plan, projects or assessments you designed. **Read and respond**: What do these artifacts reveal about my beliefs about adolescent literacy? ||  || Bring in artifacts of professional inquiry, e.g. conference review, writing about student writing, etc. **Read and respond**: What do these say about my goals for professional inquiry? **Writing**- Submit Teacher Research Project ||  || **Writing: In-class drafting of Reflective Letter for Portfolio** ||  || **Professional Connections** (introducing organizations/ conferences) ||  || **Portfolios Returned (hopefully)** **Student Teachers’ Panel** ||  ||
 * M 11/14 || **Summative Unit Due**
 * W 11/16 || **The Portfolio: My Literacy**
 * M 11/21 || **NCTE Convention, Chicago, IL - No class** ||  ||
 * M 11/28 || **The Portfolio: My Students’ Literacy**
 * W 11/30 || **The Portfolio: My Professional Development**
 * M 12/5 || **Read “The Portfolio”** (on wiki)
 * W 12/7 || **Reflective Letters**: Peer Response ||  ||
 * M 12/12 || **Portfolio Due**
 * W 12/14 || 9:00 a.m. Exam Scheduled