ADVANCED METHODS ENGLISH/ LANGUAGE ARTS/ READING EDC 370S, FALL 2019 SZB 334 TUESDAYS 1-4 Instructor: Allison Skerrett Email: [email protected] Phone: (512).232.4883 Office Location and Hours: SZB 334A, by appointment
Teaching Assistant: Randi Beth Brady Teaching Assistant/Field Supervisor: Lori Van Dike Email: [email protected] Office Hours: SZB 334D, by appointment Office Hours: SZB 334H, by appointment Email: [email protected] Phone: (478).250.5660 Phone: (281).705.3721
Course Overview & Objectives
Welcome to your advanced methods course! This past summer you had your first opportunity to work with students while beginning to think about what it means to teach literacy in an “urban” classroom. This course will be a space for us to continue that work examining, reflecting on, and defining our teaching practice.
This course was designed for you, members of the undergraduate University of Texas Urban Teachers secondary English certification program. It was built using several underlying principles: that teaching and learning have sociopolitical dimensions; that our work as educators is informed by theory, empirical research, and knowledge of our own practice; and that learning is social and recursive.
Throughout the semester you will explore the theoretical background and practical applications of different approaches to teaching English Language Arts in a secondary context, including teaching reading. You will learn about, develop, implement, analyze, and revise curriculum and instruction that are informed by research, theory, and best practices for teaching language arts. Each week in class and in your field placement you will be asked to be an involved participant in your own learning: engaging in class discussions, pursuing your own inquiries about teaching, and reflecting on your experiences. Together, we will work to articulate, refine, and revise your philosophies of teaching, along with your ideas about curriculum and instruction. I hope the knowledge, experiences, and relationships you build here will serve as a foundation for your future teaching careers.
Guiding Questions • What does an English Language Arts class look like? What could it look like? • How do we plan for teaching day-to-day and across units of study? • How do our beliefs about students, curriculum, and learning inform our practices? • What does it mean to be a reflective practitioner? • What kind of reading and writing teachers are we becoming? • How does our own reading and writing life inform and support our teaching? • What does it mean to be a struggling reader and/or writer?
Course Materials Canvas will be our online course platform (in addition to the course blog you developed over the summer). All assigned readings will be posted there. Please plan to have the week’s readings available in class, either by printing them and/or accessing them on an electronic device. Please bring a laptop or tablet to each class session. If you do not own one, you can borrow one for class use from the Learning and Technology Center (LTC) located on the 5th floor of Sanchez.
Required Texts (provided) Bomer, R. (2011). Building adolescent literacy in today’s English classrooms. Portsmouth, NH: Heinemann.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high- quality
EDC 370S – FALL 2019
units. Alexandria, VA: ASCD.
Texas Education Agency Dyslexia Handbook Available for download https://tea.texas.gov/academics/dyslexia/
Standards for Secondary English Language Arts • Texas Essential Knowledge and Skills (TEKS) http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html • National Council of Teachers of English (NCTE) http://www.ncte.org/standards/ncte- • Common Core State Standards (CCSS) http://www.corestandards.org/ELA-Literacy/
Course Requirements Reading, Responding, and Participating Most weeks, our course will have three main components: discussing professional and/or theoretical literature about teaching, participating in a reading workshop, and working collaboratively to reflect on and plan for our current and future teaching experiences (e.g., working on lesson or unit plans, sharing experiences from your teaching, watching and providing feedback on teaching videos, etc). Do come to class prepared to contribute to the learning of this community and to learn from it as well.
Reading Responses Please come to class having read and completed assignments thoroughly and thoughtfully. Responses to each assigned reading should be posted by 8:00 am Tuesday morning before every class meeting. These responses should reflect your active thinking about the readings and may include observations, questions, or connections to your own school experiences as a student or teacher, other readings or class discussions. These responses should not be a summary of the reading. For each reading, please also note at least one separate discussion point or question that you’d like to bring to class. While you do not need to do a full response for the chapters marked for revisiting, you should post a discussion point or question based on your review of the chapter and any new thinking you’ve done since originally reading and discussing the chapters.
Teaching Videos This assignment is based on three separate video recordings of lessons you teach at different points across the semester. You will select from your video-recording one or two episodes from this lesson (no more than 3-5 minutes total) that show important elements of the lesson that you want to reflect on and discuss with our class. You will show your video clips in class and lead a discussion of the teaching and learning issues you are highlighting. Your three videos should be spread across the semester as indicated by the due dates set below. Most students record with their laptops. If you need assistance with video-recording, I will arrange for a training session from the LTC. I strongly encourage you to video record each and every time you teach. This is because your teaching schedules can change unexpectedly resulting in your not being able to teach on a day that you had been scheduled to teach. Video recording all of your teaching is one way to ensure that you have as rich a data pool to draw from when it’s time to bring your teaching into our classroom for your further learning and development.
Autoethnographic Literacy Inquiry You will investigate and document literacy in your life across two weeks. This will include collecting some key artifacts that “tell” something important about your history or current identity and practices as a literate person. While conducting this inquiry, think of literacy as a broad set of modalities (e.g., oral and written language, visual images, gestures, sounds, multi-modal forms, etc.), technologies (pen, paper, digital tools), and practices (activities) that people employ to make meaning of the world around them, communicate and engage with others, and achieve diverse goals within and across different social contexts.
To keep track of your literacies, keep a literacy log or journal—writing in it at least once a day. List/describe your daily activities and identify where literacy “lives” in those activities. Take photos, video recordings, and use other digital tools if these make sense for you.
Make sure to identify 3-4 key artifacts of your literate life (or take photographs or video recordings of them if bringing in the actual artifact is not possible). For example, the artifact may be too large, such as a musical instrument, or you may want to represent an activity, such as a sport. Other examples of artifacts include: a book, song, or picture (from your childhood, adolescence, or current life), a screenshot of your Instagram page.
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Be prepared to share your insights and thinking around this experience in class on September 17th. Your discussion should provide an overview of your literate life for the class, organized in a way that makes sense to you. What did you learn about yourself through the process? What themes did you notice? What key artifacts are most representative of your literate life (feel free to bring these in, if possible, or to share images if you like)? How might this experience shape your thinking as a literacy instructor?
The objectives of this assignment include deepening your understanding of literacy as a social practice and building a classroom community in which we know each other as literate people. Yet another important objective is to consider how leading your own middle and high school students through such an activity might build literate community as well as provide you with valuable insights about how your curriculum and instruction can be responsive to and inclusive of your students’ literate strengths, interests, and learning needs.
Reader’s Notebook For a portion of our semester, you will be keeping a reader’s notebook to capture your thinking in response to a shared class text, as well as any independent reading. You should make at least 2 entries a week during this time (one of those times will be in class). Reading time during these weeks will begin with a minilesson followed by work time and share time. Your participation in reading work time may include independent reading, independent response in your reader’s notebook, or structured discussions. While much of this work will be done in class, you will also supplement our reading work time with additional reading or response time outside of class. Your notebook should show volume, variety, and a depth of thinking about reading and interpretation. At the end of our workshop time we will reflect on what you are learning about teaching reading
Field Observations/Teacher’s Notebook You are required to complete a minimum of 45 hours of fieldwork experiences this semester. As you have experienced already, your teaching journal is one of the most important spaces you have as a teacher. Not only is it a place to critically reflect on your own teaching and the way school is for you and for students, it’s also a place to jot down meaningful moments as they happen throughout the day, record questions you have, take notes about conversations you’ve had with students or teachers, and so on. This semester, while we’d imagine you might be using this tool in different ways across your field experiences, we’ll be looking to see that you have at least two entries each week that critically examine a specific observation from the classroom.
For each of these entries you should spend about 200 words describing the classroom experience and then list a few critical questions you have about the incident. You should end the entry with a reflection (about 300 words or so) that connects this noticing and your questions to educational literature you’ve read or other professional conversations or experiences you have had. You will submit your journal at the end of the semester. For further guidance as to how these entries may look, refer to the Classroom Observations Guidelines document.
Lesson Plans/Reflections You are required to teach a minimum of six lessons during your internship this semester. For at least three of these lessons, you will write a brief reflection piece of at least 350 words. This reflection should address: • Your thoughts and decision making as you planned for teaching. For example, did you plan alone? What resources did you use? How did you arrive at your learning objectives? • Your planning process, including questions, conflicts, exciting moments, challenges, and insights that arose for you. • The experience of teaching these lessons to your students. What happened? What did student engagement look like? What in-the-moment decisions did you make? What emotions did you experience? • What you learned about your students • More generally, what you learned about teaching or about yourself as a teacher. What do you want to take with you from this experience? Please be sure to include your final lesson plan along with your reflection within two days of teaching the lesson. We ask that your first lesson reflection correspond with your first lesson in the field. Due dates are provided on the syllabus, though you may turn these reflections in as you complete them.
Teaching Portfolio At the end of next semester, you will submit a teaching portfolio of your learning and growth across the program.
EDC 370S – FALL 2019 We’ll begin to add to that portfolio this semester. Several of the artifacts in this portfolio should serve as important professional documents as you move forward into your teaching career as you prepare for job interviews and conversations with colleagues about your philosophy of teaching English Language Arts. It will include:
Plan for a Unit of Study Across this semester you will complete a plan for a 4-6 week unit of study centered around the teaching of reading. This unit should provide us with a broader picture of what curriculum and instruction will look like in your future classroom. You should draw on your experiences in classrooms as well as the readings and discussions from this class to help you make decisions about this unit of study. More detailed descriptions of each component will be provided on Canvas, but basically the unit plan will include a rationale, a description of unit goals, a classroom inventory, a unit timeline, an assessment plan, and an example daily plan from the beginning, middle, and end of the unit. You will submit both a first and final draft of this unit plan of study.
Theory and Practice Reflection By the end of this course, you will have read a lot of educational literature and have had lots of different experiences with students and schools. This piece of writing asks you to step back and think about how you’re seeing theory and practice come together across your experiences. What are you learning from theoretical and practical literature? What are you learning from your experiences with students? How do your own experiences as a reader, writer, and student connect? What does literacy teaching mean in an English Language Arts and Reading classroom? When submitting this piece as part of your final portfolio, it will be between 1000 and 1500 words. Your work this semester can look more like an initial draft, as you begin reflecting across your experience with theory and practice this summer and fall.
Teaching Statement One of the culminating activities for this course will be to begin creating your Teaching Statement. To complete this writing, you will reflect on how your beliefs, assumptions, methods, and goals along with your reading of theory and experiences in classrooms come together in a connected and coherent way. Your teaching journal, lesson reflections, and reading responses from the summer and this fall will be valuable resources for you in writing this statement. You may choose to reflect on the following: What do you believe about learning, especially the learning that takes place in complex ELA classrooms? Why is teaching important to you? What types of experiences do you want your students to have? What kind of place do you want your classroom to be? Since this is a personal statement, we expect you would write in first-person. While you should continue to revise this statement as you continue on throughout your teaching, we also expect that you should think about a possible audience outside of just this course, including hiring principals or committees.
Course Grading Major Assignments Due Date(s) Points
30% Reading, Responding and Participating Ongoing 30 Teaching Videos 9/24; 10/22; 11/19 Teaching and Reflecting on Practice
25% Lesson Reflections 9/24, 10/15, 11/12 15 Teacher’s Notebook 11/26 10
Inquiring into Our Own Literacy Practices
15% Autoethnographic Literacy Inquiry 9/17 10 Reader’s Notebook 11/5 5
Teaching Portfolio
Reading Unit Plan 10/29; 11/19 20 30% Theory and Practice Reflection 12/3 5 Statement of Teaching 12/3 5
❖ Note: Due dates and times apply even if absent on the day an assignment is due. Assignments submitted on their due dates but after their due times will be marked down three percentage points. Assignments will be marked down an additional five percentage points for each day an assignment is late.
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Writing Expectations We expect that all work for this class will be done with thought, care, and thoroughness. This includes attention to citing sources and editing for language and formatting conventions. In addition, formal assignments will be graded according to the following criteria: • The degree to which the assignment has been completed and edited according to APA’s 6th edition style guide • Shows insight or thoughtfulness with respect to the topic, other course readings, and to classroom and other relevant experiences • Adheres to expectations of the assignment
Be careful and thorough citing any information used from published materials. Cite sources using APA format in your writing. For assistance, refer to these free online resources:
• https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list _basic_rules.html • https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citati ons_the_basics.html
Letter grades have the following meaning for this course: an “A” signifies work of excellent quality that demonstrates clarity of purpose, organization, and communication; substantive and original interpretation of course material. “A” level participation does not necessarily mean a large quantity of participation but does mean a student who consistently evidences having prepared well and thought deeply about the course material by offering insights and listening actively to others’ insights. A “B” signifies work that meets expectations; all aspects of an assignment are completed, but the work lacks some aspects of “A” work, containing, for instance, less substantive insights into and uses of course materials, less effective organization, or unclear organization and/or prose. In terms of class participation, a “B” signifies adequate but not consistently strong contributions and/or active listening in class. A “C” signifies incomplete and/or poorly constructed assignments that do not sufficiently draw on course materials for creative and analytic work and/or unclear/disorganized writing. A “C” for participation signifies repeated absences and/or lack of preparation (as demonstrated, for instance, by the quality of contributions to class discussions). ______Course Policies
Grading Scale A 93-100 C+ 77-79 A- 90-92 C 73-76 B+ 87-89 C- 70-72 B 83-86 D 60-69 B- 80-82 F 59-0
Attendance Because we have a very limited time together this semester, we need to take advantage of every class meeting. No unexcused absences are permitted in this course. One excused absence for the semester will not affect your course grade on the following conditions: (1) you inform me by email before your anticipated absence or as soon as possible afterward and (2) your absence is due to an emergency, illness, observance of a religious holiday, or funeral attendance. Each absence beyond one will lower your course grade by ¾ of a letter grade. Missing more than 3 class sessions will result in failing the course. Three tardies and/or early departures from class totals one absence.
Religious Holy Days: By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, I will give you an opportunity to complete the missed work within a reasonable time after the absence.
Digital Reading and Writing Tools While these are helpful tools and are necessary for our work at times, these devices should be used only as tools. We
EDC 370S – FALL 2019 have a lot of important work to do each time we meet. Please do not let your electronic devices distract you from the conversations and thinking going on in class. Your class participation grade may be negatively impacted if you are continually using email, social networking sites, browsing the internet, texting, and the like.
Deadlines Because so much of our work is important not only for ourselves but for our work with peers and students, it is essential for your work to be done promptly. All work is due at the beginning of our class (Tuesday, 1:00 pm) unless otherwise noted in the assignment description. Please keep in mind technological challenges such as data back-ups and electronic file conversion when considering deadlines. Work that is not turned in on time will lose the equivalent of one letter grade.
Scholastic Dishonesty/Academic Integrity Each student in the course is expected to abide by the University of Texas Honor Code: “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity.” This means that work you produce on assignments, tests and exams is all your own work. Scholastic Dishonesty includes, but is not limited to, cheating on a test, plagiarism, collusion, and falsifying academic records (General Information Bulletin, The University of Texas at Austin). Students who violate University rules on academic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on academic dishonesty will be strictly enforced. For further information, please visit the Student Conduct and Academic Integrity website at: http://deanofstudents.utexas.edu/conduct . Students with Disabilities The university is committed to creating an accessible and inclusive learning environment consistent with university policy and federal and state law. Please let me know if you experience any barriers to learning so I can work with you to ensure you have equal opportunity to participate fully in this course. If you are a student with a disability, or think you may have a disability, and need accommodations please contact Services for Students with Disabilities (SSD). Please refer to SSD’s website for contact and more information: http://diversity.utexas.edu/disability/. If you are already registered with SSD, please deliver your Accommodation Letter to me as early as possible in the semester so we can discuss your approved accommodations and needs in this course. University Resources for Students and Safety Information
CARE Counseling CARE is a program through the UT Counseling and Mental Health Center. It is common to need support when dealing with feelings and problems that seem beyond your control. CARE Counselors are available to help with a variety of issues that may serve as a barrier to your academic success. Your CARE Counselor in the College of Education is Danie White, LPC, LMFT. Her office is in the George I. Sanchez Building, SZB 212E. To schedule an appointment, call 512-232-6862 and ask to schedule a CARE appointment. If you leave a voice mail, please include your name, EID, and contact number. Walk-in hours are also available on Tuesdays and Fridays from 1 – 2 PM. You will check-in at the College of Education’s Student Division in SZB 216, and they will let Danie know you’re waiting. All services are confidential. None of your information will be shared without your written consent. Come by and see us, we are here to listen.
The Sanger Learning Center: All students are welcome to take advantage of Sanger Center’s classes and workshops, private learning specialist appointments, peer academic coaching, and tutoring for more than 70 courses in 15 different areas. For more information, please visit https://ugs.utexas.edu/slc
The University Writing Center: The University Writing Center offers free, individualized, expert help with writing for any UT student, by appointment or on a drop-in basis. Consultants help students develop strategies to improve their writing. The assistance we provide is intended to foster students’ resourcefulness and self-reliance. http://uwc.utexas.edu/
Student Emergency Services: http://deanofstudents.utexas.edu/emergency/ ITS: Need help with technology? http://www.utexas.edu/its/ Libraries: Need help searching for information? http://www.lib.utexas.edu/ Canvas: Help is available 24/7 @ https://utexas.instructure.com/courses/633028/pages/student-tutorials
EDC 370S – FALL 2019 BCAL: If you have concerns about the safety or behavior of fellow students, TAs or Professors, call BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous. If something doesn’t feel right – it probably isn’t. Trust your instincts and share your concerns. Evacuation Information: The following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/
Emergency Evacuation Policy Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside. Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. Students requiring assistance in evacuation shall inform me in writing during the first week of class. In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office.
Cross-Cutting Themes
The teacher preparation program at The University of Texas at Austin is committed to creating a society that is more just, caring, inclusive, and democratic through transformation of educational practices. Too often, universities and schools have engaged in racist and other oppressive practices that replicate and perpetuate the status quo in our society, rather than working against inequities. We believe there is a more powerful path. Following The University of Texas motto, "What starts here changes the world," we teach to change the world.
Schools, districts and universities are located within oppressive social, economic and political systems. Teachers must recognize the oppressive conditions that many families and communities experience related to their identities- racial, ethnic, linguistic, social class, religious, gender, sexual orientation, immigrant status, abilities, and other positions in society. At the same time, teachers must recognize the cultural and linguistic wealth that exists in these communities, along with their histories of resilience and resistance in the pursuit of justice. Understanding these critical perspectives on society, culture and schooling is critical for teachers' development and enactment of curricular and pedagogical knowledge across school subjects, such as reading, language arts, social studies, science and mathematics.
We practice vision, courage, and determination because these stances and practices require a lifelong commitment and ongoing, critical inquiries in our personal and professional lives. As teachers, we serve our students well by cultivating in them these same commitments and capacities.
As educators we are committed to educational change that allows us to enact our vision for teacher preparation. Identities, Values, and Practices serve as our guide, as we are always in process. While listed separately the themes are deeply connected, so to work on one is to work on many.
Cross-Cutting Theme Statement Creed Statements We are continuously examining how our I am self-aware. I recognize who I am Who We Are? identities1 sometimes afford us and who I am becoming in terms of my Identities privileges and other times, result in multiple identities. oppression. We recognize that our personal identities are deeply connected to our professional identities, and contribute to how we work with our students, communities, and colleagues. We research and inquire to better I am a learner. understand our students, curriculum, and I will grow my teaching into more teaching across school subjects2, and powerful practices and share them with our own dispositions and practices as others.
EDC 370S – FALL 2019 teachers. We continue to grow our professional identities to support our work of building inclusive and anti- oppressive classrooms, schools, and local and global communities.
What do we value? We value educational justice, I value courage and determination. Values inclusiveness and continuous learning, I will view all challenges that confront me and we are committed to being teachers as opportunities to grow and change. who take on the challenges and risks associated with teaching in service of these values.
We value the multiple cultures, I value learners’ differences as languages, knowledges, and experiences strengths. I will respect and engage with of our students and the communities we differences and will craft my teaching to work alongside, and we see these as build upon and sustain the abilities, essential to a healthy and productive cultures and languages my students bring society. to school. We value shared responsibility over I value shared responsibility. individual accountability within I will hold myself responsible for all my educational systems. As teachers, we are teaching and will share in this committed to working collaboratively responsibility with others to build a with our students, teacher colleagues, community that contributes to the growth families and communities in the pursuit and well-being of students. of our collective growth and well-being.
What do we practice? We continuously reflect on how our I practice reflection on action. I will Practice diverse perspectives and identities1 build humanizing practices and trusting matter when working with others, relationships through my ongoing critical including students, families, and reflection. colleagues. This continual reflection allows us to build trusting relationships and engage in humanizing practices.
We recognize students’ identities1 and I practice imaginative change. strengths and honor the resources they I will imagine the possibilities of a bring. We question the materials, student-centered curriculum that is curriculum, and instructional methods transformative for students and our that are in place. We continually adapt collective communities. and redesign our teaching practices in response to changing opportunities and demands in our transnational society. We dream of possibilities for students’ educational futures.
We will be the teachers who, working with families, communities and our colleagues, teach to change the world. 1 racial, ethnic, linguistic, religious, gender, sexual orientation, social class, immigrant status, abilities, and other positions in society 2 reading, language arts, social studies, science and mathematics anchored in critical perspectives on society, culture and schooling
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Course Outline (subject to change—please consult Canvas for the most up-to-date schedule)
Classes Instructional Focus Readings + Assignments 1. 9/3 Introductions and overview/Building a classroom community 2. 9/10 Classroom • Read Johnston et al. (2011) community and • Read Valencia (1997) culture/Beginning • Read Bomer (2017) lesson plans • Reading Response Due 3. 9/17 Reading • Revisit BALTEC Ch. 1-2, Read chapter 3 lives/Lesson plans • Reading Response due continued • Autoethnographic Literacy Inquiry due
4. 9/24 Introduction to • Read BALTEC Ch. 4 teaching reading • Read Mackey (2014) • Read Sciurba (2014) • Reading Response due • Lesson Reflection #1 due • Teaching Video #1 due 5. 10/1 Theoretical • Read Alvermann, Ch. 2, “Sociocultural Constructions of approaches to Adolescence and Young People’s Literacies” teaching reading • Read Rosenblatt (1982) • Read NCTE’S Statement on Adolescent Literacy Instruction: http://www2.ncte.org.ezproxy.lib.utexas.edu/statement/adolescentlite racy/ • (Optional) Eaglestone, Ch. 7 “The Author is Dead?” • Reading Response due 6. 10/8 Teaching standards • Revisit BALTEC chapter 5 for ELA/Intro. To • Texas Essential Knowledge and Skills for ELA. reading unit design • Read Wiggins and McTighe Modules A-B • Begin Texas Dyslexia handbook • Reading Response due 7. 10/15 Reading assessment/ • Read BALTEC chapters 6 and 7 Reading unit design • Read Wiggins and McTighe, Module C-D • Continue Texas Dyslexia Handbook • (Optional) NCTE’s statement on literacy assessment: http://www2.ncte.org.ezproxy.lib.utexas.edu/statement/assessmentfr amingst/ • Reading Response due • Lesson Reflection #2 due 8. 10/22 Reading • Finish Dyslexia handbook difficulties/Reading • Read Learned (2016) unit design • Read Elliott and Grigorenko (2014) • Read Wiggins and McTighe, Module E-F • Reading Response due (this RR counts as your completion of the dyslexia module) • Teaching Video #2 due 9. 10/29 Reading assessment • Read BALTEC, Ch. 9 and Ch. 16 revisited • Read Wiggins and McTighe, Modules G-H
EDC 370S – FALL 2019 • Reading Response Due • Reading Unit First Draft Due 10. 11/5 The role of • Revisit BALTEC, Chapter 8 conversation • Read Brett (2016) • (Optional) Hall (2016); Fecho et al. (2012) • Reading Response due • Reader’s Notebook Due 11. Multimodality and • Read BALTEC, Ch. 14 11/12 New Literacies in • Read Thomas and Stornaiuolo (2016) the reading • Read McCormick (2011) classroom • Optional: Price-Dennis and Carrion (2017); Welstek and Koontz (2018); Hasset and Schieble (2007) • Reading Response due • Lesson Reflection #3 Due 12. Critical Literacy • Read Borsheim-Black et al. (2014) 11/19 and the canon • Read McLaughlin and DeVoogd (2004) • (Optional) Nguyen (2018), Behrman (2006) • Reading Response due • Reading Unit Due • Teaching Video #3 Due 13. Lingering Questions • Read BALTEC Chapter 17 11/26 + Preparing the • Class selected reading teacher portfolio • Reading Response due • Teaching journal due 14. 12/3 The Politics of The • Read Bender-Slack (2010) Discipline + • Reading Response due Looking forward to • Teaching portfolio due next semester
EDC 370S – FALL 2019