Class+Agendas+-+418+-+Spring+2012

What are features of academic language in my subject area? How can I support students’ academic language development? || Zwiers, chapters 1-4 Mitchie, introductions xxi-xxix, chapter 1 || Module 1 || Mitchie, chapter 2 || Module 2 || What does it mean to engage students? || Faltis, chapters 1, 3 Samway & McKeon, chapters 1, 10 Mitchie, chapter 3 || Module 3 || Mitchie, chapter 4 || Module 4 ||
 * Class Session || Question || Reading || Assignments Due ||
 * January 23 || What is 21st century literacy? ||  ||   ||
 * January 30 || What is academic language?
 * February 6 || What does reading comprehension involve? How can I help my students make meaning from oral, written, and visual texts? How can I design an effective reading assignment in my subject area? || Zwiers, chapter 7
 * February 13 || Who are English Language Learners? What are my legal, ethical, and professional responsibilities towards ELLs in my classroom?
 * February 20 (No Class - President's Day) ||  || Samway & McKeon, 2, 6
 * February 27 -

ELC - Seminar 1 - (4:30 - 6:00) at ELC || How can I adapt my instruction to make it accessible to ELLs? How can I design instruction to simultaneously build language and content learning for the ELLs in my classes? || Faltis, choose __one__ chapter from section II (chapters 4-7) Samway & McKeon, chapters 3, 5 Mitchie, chapter 5 || Module 5 || Mitchie, chapter 6 || Module 6 || Introduction to Final Project || Faltis, chapter 8 Samway & McKeon, chapter 7 Mitchie, chapter 7 || Module 7 || Mitchie, chapter 8 || Module 8 || Mitchie, chapter 9 || Module 9 ||
 * March 5 - ELC - (4:30 - 6:00) - at RC - snacks) || What are the characteristics of "good" writing? How can I design and effectively assess a writing assignment in my content area? || Zwiers, chapter 8
 * March 12 (No class - Spring Break) ||  ||   ||   ||
 * March 19 - || How can I give helpful feedback to ELLs and assess them fairly?
 * March 26 || How can I help my students grapple with oral academic language? How can I engage students through discussions? || Zwiers, chapters 5, 6
 * April 2 || What are additional strategies to support students’ understanding and use of academic language? || Zwiers, chapters 9, 10
 * April 9 (No class - Easter) ||  || Schedule a time this week to conference about your TPA project (bring a draft - 70% finished) || Rough draft of TPA project ||
 * April 16 - Final TPA Project Due (4/16 - 4/18) - Anny at AERA - || Film: "The Class" || Mitchie, chapter 10 || Final TPA project ||
 * April 23 || To be determined || Mitchie, afterwords, p. 189-213 || Personal Commitments in Practice ||
 * April 30 (Beginning of prep week) || Review of Course ||  ||   ||
 * May 7 - Final Exam (8:00 - 10:00 pm) ||  ||   ||   ||

Final Project Information



 * Notes:**
 * You have the option of doing a __substantial revision__ of an existing lesson plan under the following conditions:
 * The revision must be substantial not just superficial
 * You need to submit the original plan by March 30 and get approval to use it.
 * For your final submissions, submit the original plan with revisions in a different color.
 * If you are submitting a video, you should give it to me on a flash-drive or CD. It must be one of the following format: .mov, .wmv, or .mp4

Deadlines:
 * Rough Draft (at least 50% complete) - Schedule a time to conference during the week of April 9th
 * April 16-19 - Final TPA project due (submit as a GoogleDoc)