418+Module+5

//Holler If You Hear Me//
Anticipated Time: 45 minutes
 * **Instructional Strategy** - Read //50 Routines//, pp. 31-33. (You really will need to read this in order to understand your post-reading task!)
 * **Before you read:** This passage from //Holler// is a story about the power of a story. It shows how a book can touch students' lives and act as a transformative mirror of their own experiences, reminding them that they aren't alone in the world. As you read, consider the power of reading/writing. After you read, you will write a "found poem."
 * **Reading assignment** - 60-77 - As you read, pay attention to aspects of the story that relates to literacy. You will need to select a passage (a paragraph up to a page or two) as inspiration for your found poem.
 * **Discussion** - Post to the discussion board above. There are two tasks: 1) share your found poem, 2) respond to the question.

Writing Across the Curriculum - The Foundation
Anticipated time - 1.5 hours (Respond to the questions on a separate document that you will upload to Blackboard.)

1. What types of writing typically happens in your discipline? Make a list. (Think beyond the classroom - e.g. what do mathematicians, biologists, coaches, historians, etc write?) 2. What types of writing typically happen in classrooms in your subject area? Make a list. 3. Since you're not the English teacher, how do you see your role in regards to teaching writing and having students write in your class? (a paragraph) 4. What excites you about having students write in your classes? (a paragraph) 5. What worries you about having students write in your classes? (a paragraph)

6. Read the following short articles. As you're reading pay attention to reasons why it might be worthwhile to have your students write.

http://www.nwp.org/cs/public/download/nwp_file/12090/Melinda_Cofield_El_Paso_Times.pdf?x-r=pcfile_d - Math teacher

http://www.nwp.org/cs/public/download/nwp_file/12211/Evangelina_Rogers_El_Paso_Times.pdf?x-r=pcfile_d - Writing consultant

http://www.nwp.org/cs/public/download/nwp_file/10526/genre_social_studies.pdf?x-r=pcfile_d - Social studies teacher

http://www.nwp.org/cs/public/print/resource/3658 - Science writing

7. Inspired by what you just read and your own ideas, make a list of reasons why you might choose to have students write in your future classes.

8. Read this link. Mark up sections that seem particularly useful to you. Also, jot down questions that arise. In class we will discuss these. http://www.ttms.org/PDFs/06%20Writing%20Across%20the%20Curriculum%20v001%20(Full).pdf

Designing a Writing Task
Anticipated time - 1.5 hours

Think about a lesson or unit you can imagine teaching. How could you incorporate writing into your instruction? Your task is to design two writing tasks to support learning of the content. One task should be a "writing to learn" task. This will be a less-formal task that helps students process and deepen their understanding of the content. (In the article above, this is referred to as "casual writing." The second task is a "writing to show learning" task. This will be a formal task that is designed to help students demonstrate their knowledge. (In the article, this is called "formal writing.")

For each task, please respond to the following prompts: 1. What is the task? 2. Why did you choose this task? 3. How does this task support content learning? 4. Who is the audience for the writing? 5. How will the writing be assessed? 6. Design a one-page handout for each task that you could give to students. The handout should explain the task and reason for doing it in student-friendly language. It should also include information about how the task will be graded. It might also include some examples or models and if applicable, the format (e.g. relevant charts, etc.)

Upload your work to Blackboard.

For more information about writing across the curriculum, browse this page -
http://gonzagateach.wikispaces.com/Writing+Assignments