Unit+1

**Monday, January 12:**
Read Unit Overview and Critical Inquiry Assignment. Bring questions.
 * Due:**

• Truman Show Excerpt and introduce The Giver. • Introduce Critical Inquiry Assignment and Syllabus: Questions • Forming dialogic, recursive Critical Inquiry questions
 * In class:**

• Reviewing course materials and preparing Critical Inquiry Assignment for Wednesday, 1/21 • Be finished reading The Giver by Wednesday, 1/21 • Preparation complete for Socratic Seminar in-class on 1/26
 * To Do:**


 * Socratic Seminar Preparation document**

**Wednesday, January 14**

 * NO CLASS: Independent Study**

**Monday, January 19**

 * NO CLASS: MLK DAY OBSERVED**

**Wednesday, January 21**
• Be finished reading The Giver • Be finished perusing course materials and preparing Part I of the Critical Inquiry Portfolio assignment. Due in-class.
 * Due:**

• Introductions, Getting Acquainted, and Q/A time • CIP small group share
 * In class:**
 * PART ONE**
 * **What kinds of questions are you asking about your context of placement?**
 * **Why? What makes those fitting questions?**
 * **As you perused the course resources, what did you find that might aid you in your investigations? How?**
 * **As you perused the course resources, what did you NOT find that might aid you in your investigations? What additional resources do you see yourself needing?**

Preparing for the Mentor-Senior Agreement Form II:
 * PART TWO

What types of research/teaching tasks will support your Critical Inquiry Questions?**
 * **Community, School, Classroom, Student (Critical Inquiry Tasks)**
 * **Writing Sequence**
 * **Multicultural Lit Mini-Unit**
 * **Multi-Genre Research Unit**

Socratic Seminar Preparation Read Morrell: http://www.amazon.com/Linking-Literacy-Popular-Culture-Connections/dp/1929024703/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1232820651&sr=8-1 EVERYONE READS: identify three points or quotes you'd like to bring up in discussion. [| morrell_3.pdf]
 * To Do:**

EVERYONE READS ONE OF THE FOLLOWING: prepare questions and/or observations you can share with others who have not read this chapter. Group 1 [| morrell_4.pdf]

Group 2 [| morrell_5.pdf]

Group 3 [| morrell_6.pdf]

Group 4 [| morrell_7.pdf]

**Monday, January 26**
• Preparations for Socratic Seminar - Two Morrell chapters > 1. In your groups, discuss the connections you made in your freewrite. How does this connect to your interpretations of Morrell (both chapters). How do you (not) see using this in your own teaching? Why? > 2. In your new groups, share what you gleaned from the second chapter you read. What highlights from this chapter might your peers find useful for their teaching? Why?**// Breakfast/Break
 * Due:**
 * In class:**
 * "[|The Simpsons]" and satire.
 * ===Freewrite: Bringing students’ popular culture and “school texts” into dialogue. What connections can you make between the use of "The Simpsons" in this context and your reading of Morrell? How does satire push us to "see beyond?" Reflect on how this might connect with //The Giver// and "The Truman Show" as satire on our own society.===
 * //**Jigsaw:
 * Socratic Seminar
 * Introduce planning backwards for the Multi-Genre Research Unit

Begin Critical Inquiry Task 1 Placement Agreement Form Smagorinsky Ch. 1 and 4 McCann et al, Preface Prep for Soc Sem Part II - informal, but something concrete
 * To Do:**

**Wednesday, January 28**
Smagorinsky Ch. 1 and 4 McCann et al, Preface Prep for Soc Sem Part II - informal, but something concrete Smagorinsky 8, 5-6 (in this order) print out email attachments: writing unit and example curricular unit
 * Due:**
 * In class:**
 * Socratic Seminar: Moving from the "what" to the "how"...
 * Final Truman Show Excerpt: Shifting the gaze from self as teacher to students in our classes
 * Revisiting the Concept Maps
 * To Do:**


 * Lyrics to Pink Floyd's Another Brick in the Wall pt.2

Another Brick in the Wall Part 2 (Waters)** We don't need no education We dont need no thought control No dark sarcasm in the classroom Teachers leave them kids alone Hey! Teachers! Leave them kids alone! All in all it's just another brick in the wall. All in all you're just another brick in the wall.

We don't need no education We dont need no thought control No dark sarcasm in the classroom Teachers leave them kids alone Hey! Teachers! Leave us kids alone! All in all it's just another brick in the wall. All in all you're just another brick in the wall. "Wrong, Do it again!" "If you don't eat yer meat, you can't have any pudding. How can you have any pudding if you don't eat yer meat?" "You! Yes, you behind the bikesheds, stand still laddy!"