Kelly Gallagher & Penny Kittle help with moving to online

Calendar

Course calendar can be found above and HERE. But you might refer instead to our Weekly Task Support page HERE

G+ Community

We will share some of our work in a Google+ Community. We will write responses to readings, upload images, respond to each other’s ideas, and share links here.

Assignments

Assignments

Assignments

  • Projects (Unit Plan & Portfolio): 40% of grade
  • Presentations (YA Novel and Professional Book): 20% of grade
  • Doing Things Together (Reading, Writing, Annotating): 40% of grade

Reading & Discussions (8@10 points/80 points)

various due dates

We’ll write about the things we’re reading and thinking about. You can find prompts here that I hope are generative for your responses. You’ll post these in our shared G+ community, typically by midnight on Wednesdays so we can use the responses to guide our class conversations on Thursdays.

  • Here is a video “how to” for joining (from another class, but same idea).
  • *NOTE: You need to be logged in to your Chico State portal/Google Drive to join our G+ community. Once you’re logged in to your portal (not before), click here. If you get an error, then it is likely that your browser thinks you’re using a different gmail account. You may need to log out to the other gmail account or use a different browser (Firefox, Safari, Chrome, etc).
  • Once you’ve joined, you’ll want to change your notification preferences so you don’t get an email every time one of us posts on the G+ community (it’s great to get these as the faculty, but not sure you’ll want them). Link to quick video how to for turning off notifications.

Book in a Box Annotation (20 points)

dates vary

Each week, four of you will take a copy home and read selections from You Are No Longer in Trouble (Kim will provide you with a copy of the book). You will annotate the book and leave us some sort of artifact for the next set of readers: you could imagine a lesson plan that might stem from the book, write a review, draw a mind map, create a visual representation or drawing of some kind, share a link (on a post-it) to a YouTube video with a vlog about the book, or even create a kind of pop-up book inside. Ultimately, I would think of these artifacts as a “gift” that you leave for the next set of readers: the artifacts are a reification of the ideas.

The author, Nicole Stellon O’Donnell, is visiting our class on March 26. I hope we can also all join Writer’s Voice that night after class too to hear her read.

For the final class, we could think about arranging our artifacts in some intentional way…


Presentation & Activity for YA Novel (teams) (25 points)

March 5 or 12

You’ll read a newer YA novel with a partner or small group and then create an activity for the class to do based on your book. We’ll negotiate the plans for this together, but the goal is to try out the creation of an activity to scaffold your unit plan work. Your group will plan an activity for approximately 30 minutes of class time.

  • Aristotle and Dante Discover the Secrets of the Universe: Roy, Mireya, Alisha
  • I Am Not Your Perfect Mexican Daughter: Iliannah, Vall, Mari, Jewel
  • Inside Out & Back Again: Ashlyn, Andrew, Brianna, Dorothy, Reagan, Regan, Aaron
  • Mary’s Monster:
    • Group 1: Morgan, Kaitlin, Hayden, Virginia, Alyce
    • Group 2: Joseph, Amy, Courtney, Luis
  • Pride: Jazelle, Ellie, Chloe, Sara, Brenna, Odalis
  • The Girl Who Fell from the Sky: Athena, Rosie, Pengcheng
  • TBA elementary choice: Sophia, José

  • Professional Book (team) (25 points)

You’ll read a professional book in a small group. We’ll negotiate the plans for this together, but the goal is to incorporate the ideas from the professional books into the revisions of your unit plan. Some options for how to work with this now that we are online:

  • Option 1 (due April 26th in G+): Write a book review that also shares how the ideas will influence your teaching. Some prompts that might help:
    • Give us an overall summary of the book: who is the author(s)? what should we know about the author(s)? how is the book organized? what ideas are included? is the book successful in supporting teachers? How so or what is missing? What are your favorite take-aways from the book?
    • Then, think through how you could use the ideas to either revise your Unit Plan OR how the book helps you to think through a teaching career. In other words, what use can you make of this professional book? Would you recommend it to us?
    • Expect this to be 1-2 pages (you can compose in Google and link to the doc in G+ or compose in Word and paste to G+ or simply write review in a G+ post)
  • Option 2: Meet in book group via Zoom on 4/23 at 5:00pm and talk through ideas, including how you would use the text to revise Unit Plan or in your future classroom.

You don’t all have to agree on the same plan from the choices above. We could reconfigure groups based on your choices for how you want to work with the text.

  • Adolescent Literacy: Turning Promise Into Practice:
    • Group 1: Virginia, Chloe, Roy, Kaitlin, Hayden
    • Group 2: Iliannah, Ellie, Athena, Ashlyn, Alyce
  • Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts:
    • Group 1: Amy, Brenna, Joseph, Rosie, Courtney, Morgan
    • Group 2: Luis, Mireya, Andrew, Sara, Pengcheng, Aaron
  • About the Authors: Writing Workshop With Our Youngest Writers
    • José and Sophia
  • Cultivating Racial and Linguistic Diversity in Literacy Teacher Education:
    • Group 1: Alisha, Mari, Regan, Odalis, Vall
    • Group 2: Jewel, Dorothy, Jazelle, Reagan, Brianna

Integrated Unit Plan (75 points)

Full draft due March 26; Final due at our final exam time

Since this assignment is fairly complex, please see the following link with lots of information HERE.<–I would read these instructions early and often. 😉

Resources here too

As part of our prep for this work, we’ll complete a portion for early feedback by designing a writing assignment for a peer to try out. Your writing assignment is due on April 9 and your attempt at a peer’s assignment is due on April 16. In other words, you’ll have a partner: you will each create a writing assignment; you’ll then try out each other’s assignment and give the “teacher” feedback on how it went for you as the “student.”


 

Portfolio (25 points)

due at final exam time

Synthesis Portfolio Project <– see link for more information

This semester-long project requires you to compile an online portfolio that synthesizes your work in the major, representing you as a competent practitioner of English studies. It will include your work from this class, as well as selections from prior classes that represent literature, language, and composition.

  • Along with my assessment of your portfolio for class, you may optionally submit your portfolio for assessment by a panel of English Department faculty to earn Subject Matter Competency (SMC). SMC is a state-defined requirement for anyone seeking a teaching credential in California.
    • Important: SMC evaluation is done only once per year. If you choose not to submit your portfolio, you will need to wait until the next time ENGL 534 is offered to submit a portfolio for review. If you require SMC verification between these windows of opportunity, you will be required to take and pass the CSET. As Dr. Peter Kittle, your English Ed advisor says, “You have been warned!”