418+Agenda+-+5.5.16


 * Final Class Session**

1. Fishbowl Discussion - //Holler// (15-20 minutes) 2. Discuss //Zwiers// in discipline-specific groups (10-15 minutes) 3. Connect to 418 big ideas -- How would Zwiers and Michie answer these questions? Illustrate with specific evidence from the text. (partners) - (10-15 min)
 * Be prepared to share your responses with the whole class

4. Final Activity:
 * //Tools of the Trade// (Zwiers, p. 282-285)
 * Design a GoogleSlides slideshow to visually illustrate the six concepts - one slide per concept, no more than 5 words per slide, you create the images
 * Put the link to your slideshow on [|this page]

5. Course Evaluations

If you have time, read this great post by Greg Michie - http://www.huffingtonpost.com/gregory-michie/amy-winehouse-allen-ivers_b_7915524.html - "Amy Winehouse, Allen Iverson, and the Importance of Seeing our Students" by Greg Michie


 * 418 Essential Questions**
 * In what ways do language and literacy function to mark, include, and exclude people? Is "academic language" a social justice issue?
 * As teachers, how can we scaffold academic language, texts, and writing to provide equitable access to our discipline and discipline-specific ways of communicating?




 * We will be revisiting some guiding questions from the course and discuss a blog by Greg Michie.
 * DUE: //Holler,// chapters 9-10
 * o Come to class with 2 discussion questions and a passage you want to share.
 * DUE: Zwiers, chapter 9-10
 * o As you are reading, think about this question: “What does it mean in your discipline to “seriously smudge the line between assessment and instruction” as it relates to academic language development and content learning?”
 * o Come to class with 2 genuine discussion questions from chapters 9-10.