Content Area Reading 2019

By December 13 @ midnight, please submit your final draft via email

Option 1: (if teaching a lesson by December 3 is not an option)

For this assignment, you should analyze and adapt an existing lesson or short unit so that it will support students’ disciplinary literacy learning in your current (or anticipated) professional context. You will need to select a specific lesson or short unit on which to focus. The starting materials can be ones that you have designed/taught, or they can come from a curricular source or publisher.

Part A: Select a focal lesson/unit. Attach it (scanned pages are fine).

Part B: Analyze the lesson or unit to determine the extent to which it already supports disciplinary purposes and practices.  What will be most important to change in order to use this plan for disciplinary literacy teaching?  Why? Connect your analysis to class readings. Length: 1.5-2 pages.

Part C: Adapt your focal materials to create a new lesson or short unit for disciplinary literacy teaching. Incorporate: 

• Ways to engage students in disciplinary inquiry
  • What will students be investigating? 
  • How will they investigate it? 
  • What texts will they read and write? 
• Ways to support students’ success
  • How will you support students’ disciplinary reading and writing?
  • How will you support their disciplinary talk?
• Ways of assessing students’ learning
  • How will you gather information about what students are learning?
  • How will you gather information about how their disciplinary reading, writing, and reasoning is developing?

Part D:  Justify your changes.  Why have you made the specific decisions that you’ve made? How did you draw from and adapt the ideas in the class readings? What would you want to do next after this lesson/unit? Length: 2 pages. 

Part E: Works cited

Part 2: If teaching a Lesson by Dec 3 is possible

For this assignment, you should design a lesson or short unit so that it will support students’ disciplinary literacy learning in your current professional context. Then, try it out with your students and reflect on how it went. You should only select this option if you are able to complete a full cycle of lesson design, lesson enactment, and lesson reflection by December 3rd.

Part A: Design a lesson or short unit that will engage students in a disciplinary literacy within a disciplinary inquiry cycle.  Incorporate: 

• Ways to engage students in disciplinary inquiry
  • What will students be investigating? 
  • How will they investigate it? 
  • What texts will they read and write? 
• Ways to support students’ success
  • How will you support students’ disciplinary reading and writing?
  • How will you support their disciplinary talk?
• Ways of assessing students’ learning
  • How will you gather information about what students are learning?
  • How will you gather information about how their disciplinary reading, writing, and reasoning is developing?

Part B: Justify your lesson design. Why have you made the specific decisions that you’ve made? How did you draw from and adapt the ideas in the class readings? Length: 3 pages.

Part C: Enact the lesson or unit in your classroom.  Attach a sample of student work here (scanned documents are fine).

Part D: Reflect on how your lesson/unit went.  To what extent did students have opportunities to engage in a disciplinary inquiry cycle? How did you support their disciplinary literacy practices? What evidence do you have of student learning and engagement?  What would you do differently next time? What questions does this experience raise for you about disciplinary literacy teaching? Connect your analysis to class readings as helpful. Length: 1.5-2 pages.

Part E: Works cited

We will only be meeting on Tuesday this week.

Please bring a hard copy of Parts A, B, C, and D to class for peer review. See below for descriptions of Parts C and D.

Option 1: (if teaching a lesson by December 3 is not an option)

For this assignment, you should analyze and adapt an existing lesson or short unit so that it will support students’ disciplinary literacy learning in your current (or anticipated) professional context. You will need to select a specific lesson or short unit on which to focus. The starting materials can be ones that you have designed/taught, or they can come from a curricular source or publisher.

Part A: Select a focal lesson/unit. Attach it (scanned pages are fine).

Part B: Analyze the lesson or unit to determine the extent to which it already supports disciplinary purposes and practices.  What will be most important to change in order to use this plan for disciplinary literacy teaching?  Why? Connect your analysis to class readings. Length: 1.5-2 pages.

Part C: Adapt your focal materials to create a new lesson or short unit for disciplinary literacy teaching. Incorporate: 

• Ways to engage students in disciplinary inquiry
  • What will students be investigating? 
  • How will they investigate it? 
  • What texts will they read and write? 
• Ways to support students’ success
  • How will you support students’ disciplinary reading and writing?
  • How will you support their disciplinary talk?
• Ways of assessing students’ learning
  • How will you gather information about what students are learning?
  • How will you gather information about how their disciplinary reading, writing, and reasoning is developing?

Part D:  Justify your changes.  Why have you made the specific decisions that you’ve made? How did you draw from and adapt the ideas in the class readings? What would you want to do next after this lesson/unit? Length: 2 pages. 

Part E: Works cited

Part 2: If teaching a Lesson by Dec 3 is possible

For this assignment, you should design a lesson or short unit so that it will support students’ disciplinary literacy learning in your current professional context. Then, try it out with your students and reflect on how it went. You should only select this option if you are able to complete a full cycle of lesson design, lesson enactment, and lesson reflection by December 3rd.

Part A: Design a lesson or short unit that will engage students in a disciplinary literacy within a disciplinary inquiry cycle.  Incorporate: 

• Ways to engage students in disciplinary inquiry
  • What will students be investigating? 
  • How will they investigate it? 
  • What texts will they read and write? 
• Ways to support students’ success
  • How will you support students’ disciplinary reading and writing?
  • How will you support their disciplinary talk?
• Ways of assessing students’ learning
  • How will you gather information about what students are learning?
  • How will you gather information about how their disciplinary reading, writing, and reasoning is developing?

Part B: Justify your lesson design. Why have you made the specific decisions that you’ve made? How did you draw from and adapt the ideas in the class readings? Length: 3 pages.

Part C: Enact the lesson or unit in your classroom.  Attach a sample of student work here (scanned documents are fine).

Part D: Reflect on how your lesson/unit went.  To what extent did students have opportunities to engage in a disciplinary inquiry cycle? How did you support their disciplinary literacy practices? What evidence do you have of student learning and engagement?  What would you do differently next time? What questions does this experience raise for you about disciplinary literacy teaching? Connect your analysis to class readings as helpful. Length: 1.5-2 pages.

Part E: Works cited

No work required this week.

If you cannot resist, comment to this post with your favorite cat GIF

https://giphy.com/explore/cat

Research Projects will be Presented in-class both days this week.

Research Projects will be Presented in-class for the next four class sessions.

This week will be devoted to kickstarting your Lesson Plan Project. You must bring to class Parts A an B. See below for details.

Option 1 (if teaching a lesson by Dec 3 is not possible)

For this assignment, you should analyze and adapt an existing lesson or short unit so that it will support students’ disciplinary literacy learning in your current (or anticipated) professional context. You will need to select a specific lesson or short unit on which to focus. The starting materials can be ones that you have designed/taught, or they can come from a curricular source or publisher.

Part A: Select a focal lesson/unit. Attach it (scanned pages are fine).

Part B: Analyze the lesson or unit to determine the extent to which it already supports disciplinary purposes and practices.  What will be most important to change in order to use this plan for disciplinary literacy teaching?  Why? Connect your analysis to class readings. Length: 1.5-2 pages.

Option 2 (if teaching a lesson by December 3rd is possible)

For this assignment, you should design a lesson or short unit so that it will support students’ disciplinary literacy learning in your current professional context. Then, try it out with your students and reflect on how it went. You should only select this option if you are able to complete a full cycle of lesson design, lesson enactment, and lesson reflection by December 3rd.

Part A: Design a lesson or short unit that will engage students in a disciplinary literacy within a disciplinary inquiry cycle.  Incorporate: 

• Ways to engage students in disciplinary inquiry
  • What will students be investigating? 
  • How will they investigate it? 
  • What texts will they read and write? 
• Ways to support students’ success
  • How will you support students’ disciplinary reading and writing?
  • How will you support their disciplinary talk?
• Ways of assessing students’ learning
  • How will you gather information about what students are learning?
  • How will you gather information about how their disciplinary reading, writing, and reasoning is developing?

Part B: Justify your lesson design. Why have you made the specific decisions that you’ve made? How did you draw from and adapt the ideas in the class readings? Length: 3 pages.

This week we will be workshopping your data collection process. You will read Wolsey & Lapp (2017, ch. 9) focusing especially on the KWL graphic organizer on p. 196.

On Tuesday:

Bring to class:

1) an overview of the contents of your data, 

2) an especially important/ interesting excerpt from your data, and 

3) a schedule for the remainder of your data collection.

Be prepared to share with classmates how it addresses your research question.

On Thursday:

Bring to class a completed Hypothesis and data KWL (Wolsey & Lapp, pp. 196) 

Questions for Peer Review:

Is this data record well-organized and trustworthy?

Does it relate to the research question?

Does it contain interesting/ important findings?

What needs to be done in order for the researcher to complete the project well? 

How can I transfer items from the KWL chart to create an engaging presentation? 

What boxes do I need help with? 

Please respond to this post by October 24 @ 9:00AM with both a link to your 7th blog post as well as a link to the post where we can find your comment.

Guiding Questions:

How can I

(1) engage newcomers in my discipline in cycles of inquiry?

(2) Engineer and scaffold their success?

(3) Examine their words and ways with words?

(4) Evaluate their claims and ways with words? 

Use SpecificExamples or ideas.

Tuesday’s reading(s):

read an article (4) from the additional readings list AND watch a lesson from tedd.org or SHEG

Thursday:

your group will present your focal discipline graphic organizer.

EDIT: Instead of posting your final draft protocol to your blog, I would prefer you to email me a final draft copy (with track changes or major revisions highlighted).

See below for details from the syllabus.

Rough Draft Due October 15 (printed, in-class)

Revisions of draft due October 17 (printed, in-class)

Final Draft Due October 18 (on your blog)

Recommended length: 2-4 pages 

Description: Early on in the semester, you will map out a research protocol that will help you focus your data collection throughout your field experience. Your research protocol will include

1) a well-designed research question with a brief justification for why it’s important to you and how it’s helpful for teaching (1/2 page),

2) a description of your research site and your focal participants (de-identified) (1-2 pages),

3) a description of the amount and types of data you hope to collect (e.g., field notes from # of visits, # of interviews with # of participants, and type and # of classroom artifacts etc.) (1 page). 

Tuesday’s reading(s):

re-read Methods sections: Kirkland & Jackson (2009, pp. 281-284) and Skerrett 2014, pp. 238-241)

Questions for Peer Review:

Is this project 1) interesting, 2) useful for teaching, and 3) do-able? 

Is the writing of this protocol 1) clear, 2) trustworthy, and 3) engaging? 

For Tuesday you will bring a completed graphic organizer, based on the contents you find in your choice between the Kirkland & Jackson (2009) and Skerrett (2014) readings. This is IN ADDITION to the blog post.

Please comment on this post by October 10 @ 9:00AM with a link to your blog post as well as a link to the post where we can find your comment.

Guiding Questions for your blog post:

• These articles are within the discipline of educational research: how are they organized? What do you think is the purpose behind their organization? (i.e., why include a “Methods” section?”)
• How do the authors define literacy and why? Based on this definition, what do they observe in the classroom? 
• How might this examination of literacy inform your own observations in your field experiences? 

Define inquiry, kidwatching, and responsive teaching? How are they related to one another? 

What kind of “naturally occurring data” can you collect in your field experience?  

Tuesday’s reading(s):

• Kirkland, D. E., & Jackson, A. (2009). “We real cool”: Toward a theory of black masculine literacies. Reading Research Quarterly, 44(3), 278-297.

OR

• Skerrett, A. (2014). Religious literacies in a secular literacy classroom. Reading Research Quarterly, 49(2), 233-250.

Thursday’s reading(s):

Mills, H., & O’Keefe, T. (2011). Inquiry into assessment strategies: From kidwatching to responsive teaching. Talking Points 22(2), 2-8. retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/TP/0222-may2011/TP0222Inquiry.pdf