418+Module+8+Sp2012


 * //This module is due March 26. Please bring to class a hard copy of your reading assignments you created for module 5 and the writing assignment you created for this module. You will have an opportunity to share your assignments with other class members.//**


 * // 1. Holler If You Hear Me //**


 * Before you read:** Think about common images and perceptions of "gangbangers," "at risk youth," and "juvenile delinquents." What sort of literacy is associated with this "crowd"?


 * As you're reading**, (pages 135-154) pay particular attention to moments in the story that teach your something about the power of writing. Also, pay attention to moments in the chapter that surprise you in provocative ways.


 * After reading, please respond to the following prompts on the discussion boards.** Note: This time, we are going to experiment with flexible groups. I have started three discussions. __You can choose to join whatever group is available; however, once a group has six participants, it's closed to newcomers.__ Post your responses and respond to at least one other person.
 * What did you learn about the power of writing from this chapter?
 * What surprised you from this chapter? Why?


 * 2. Designing a Writing Task **

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.")

A. For each task, please respond to the following prompts in about one page for each writing activity. This is intended to be a clear description of the task and your rationale for your decision based on your professional knowledge. 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 you scaffold the process for your students? 6. How will the writing be assessed?

B. 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.)

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

Create a new googledoc for this project named "yourlastname_writing assignment_sp2012" and share it with me.


 * Grading criteria:**
 * Assignments include a clear and compelling rationale which considers why //students// might buy into the tasks
 * Assignments include a clear description of how you plan to support students in pre-writing - brainstorming ideas and coming up with something to say.
 * Assignments include a clear specification of the audience for the writing.
 * Assignments include clear directions regarding the //process// of completing the writing task. The assignments also indicate how you as the teacher will support the process.
 * Assignments include a clear description of the assessment criteria.

**3. Reading Assignment -- Supporting Oral Academic Language**

 * Before you read: Think about examples of effective and less effective classroom discussions. What makes it difficult to organize high-quality academic discussions? What can a teacher do to facilitate great discussions?
 * Read Zwiers, chapters 5 and 6 - Using whatever method you prefer (highlighting, sticky notes, writing notes in the margins, etc.), mark passages from the text that seem particularly, important, interesting, or challenging. Be prepared to participate in small group discussions about these chapters. (You will be graded by your peers on the quality of your participation, so be well-prepared.)

4. Giving Feedback on ELL Writing
"Grade" the ELL writing samples you received in class. (If you were absent, here's the document.) Provide feedback on the paper that you would give if you were this student's teacher. If there's something else you would do -- e.g. have a one-on-one meeting with the student or teach a mini-lesson to the class based on errors, etc. -- write your plan in the margins or on a sticky-note you attach to the text. Aim for spending only 10-15 minutes per essay.