Assignments

__Readings/ Assignments:__ Due on the day listed below, except “Read and Respond,“ which will be completed in class. W 1/5 **The Teacher as Reader** **Teacher as Reader Response Journal:** Choose one “Reader” question Choose Young Adult elective texts/ reading groups

M 1/10 From **[|http://www.neologopedia.wikispaces.com]** **Request Access** **Teacher as Reader Response Journal:** Choose another “Reader” question **Reading:** Young adult text selection **Read and respond:** “The Teacher,” by Tom Romano

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W 1/12 **__Meta-cognitive Connections__: the Reading/Writing Workshop** **Reading:** Complete young adult text selection Read "Metacognitive Guide" and "Megacognitive Example **Teacher as Reader:** Explain your choice of “read aloud” passage (YA book #1)  **Read and Respond:** “M. Degas Teachers Art and Science”

M 1/17 Martin Luther King Day – **No class** **Teacher as Reader: Rationale -** Briefly explain something students might learn about reading from your YA book that they would not get from other books. **Reading:** King-Shaver, Chap 1, 2 Find an inter-textual connection with your YA reading (YA Book #2) **Read and Respond:** “Butterflies”

W 1/19 **__Conceptual Connections__: Theme Study** **Reading:** King-Shaver, Chap 3 & 5 **Teacher as Reader:** Share YA reading **Rationales** in groups. Identify challenging passages to read **Read and Respond:** “Shame” 

M 1/24 **__Conceptual Connections__: Archteypes** **Reading:** King-Shaver, Chap 7 **Writing:** Inter-textual Formative **Unit** Proposal See King-Shaver, Fig. 3.1 **Choose, read, and respond:** “Field Trip” or “Theme for English B” 

W 1/26 **__Textual Connections__: Genre and Author Study** **Reading:** King-Shaver, Chap 4 & 6
 * Reading Stances**

M 1/31 **Writing:** First ten lessons of **Preliminary Unit Plan**

W 2/2 **Writing:** Submit **Formative and Summative assessments for Unit.** In class: plan a language lesson

M 2/7 **The Teacher as Researcher** **Reading:** Elective Professional Book Four Groups around Formative Units: Cashore and Yang texts around theme, archetype, or genre.

W 2/9 **Reading:** Elective Professional Book **Writing**: Submit Complete “**Formative Unit Plan**” (Rationale, Content Expectations,10 lessons, Formative & Summative Assessments) **Jigsaw Groups:** Two groups share unit plans for one young adult novel

M 2/ 14 **Reading:** Elective Professional Book **Inquiry Groups**: Meeting to Generate Questions about your model Assign roles for group inquiry

W 2/16 **Reading:** Elective Professional Book **Inquiry Groups:** Bring annotation of journal article **Jigsaw Groups:** Two groups share unit plans for one young adult novel

M 2/21 **Reading:** Elective Professional Book **Summative Unit Proposal Due** See King-Shaver, Fig. 3.1 Prepare a demonstration lesson for your teaching model

W 2/23 **Reading:** Scanning for inter-textual materials for unit teaching model; **Each person submits notes from a teacher interview** **Inquiry Groups:** Final preparation for oral presentation on

M - W 2/28 – 3/6 **Winter Break – No class meetings**

M 3/7 **The Teacher as Curriculum Developer**

Inquiry Group Presentations: Reading /Writing Workshop
**Writing: Rationale** for Summative Unit Plan

W 3/9 **Inquiry Group Presentations: Theme Study** Haussamen, Chapter 1, 2

M 3/14 **Inquiry Group Presentations: Genre Study** **Reading:** Haussamen, Chapter 3 **Writing**: Submit **10 days of narrative lessons** for Individual Unit Plan

W 3/16 **Reading:** Haussamen, Chapter 4

M 3/21 **Read:** Integrating Grammar **Writing:** Structured Lesson (Grammar or vocabulary integrated with reading and writing)

W 3/23 **Writing: Draft of Inquiry Essay** **Peer response to drafts** **Review HSCE in E-Reserves: Brainstorm Summative Assessments**

M 3/28 **Writing: Final Draft of Inquiry Essay** **Language in Context:** Examine examples of integrated lessons

T 3/29 **Unit Plan Conferences: Hoyt 827** W 3/30 **Unit Plan Conferences: Hoyt 827**

M 4/4 **Unit Plans Due** **Read “The Portfolio”** (E-Reserves) **Requirements for the Teaching Portfolio**

W 4/6 **Read “The Portfolio”** (E-Reserves) **Writing: In-class drafting of Reflective Letter for Portfolio**

M 4/11 **Portfolio Due** Professional Connections (introducing organizations/ conferences)

W 4/13 11:30 a.m. Exam Scheduled **Portfolios Returned (hopefully)** **Student Teachers Panel**