Unit+4

Unit 4: Multi-Genre Research Unit
Assignment Description

Assignment Template

Rubric Draft 4.20.09

Monday 4/6:
Bring all CIP materials Bring Multigenre Research Unit assignment description
 * Due:**


 * In Class:**
 * MC Lit mini-unit review**
 * Identify and WRITE DOWN the most compelling things you learned from this unit.
 * Think across the MC mini-lit unit and the WS. How was planning for these two similar? different?
 * Jot these ideas down for yourself.
 * CIP compilation**
 * Organize/reorganize, shuffle your data in ways that help you re-see/re-visit/re-imagine what you are learning about your CIP question.
 * Identify themes that articulate what you want to say you learned about your CIP question.
 * Cite specific examples to demonstrate your points/claims (enough so that an outside reader can go to that part of your CIP to see evidence).
 * Start to think about how you want to organize your Critical Inquiry Portfolio. What form makes sense given your purpose and audience?
 * MG Research Unit Intro**


 * To Do:**
 * 1) **Wiki Post:** Pick one other MC Lit Unit OR Writing Sequence to review. Include comments on the role you see/could see explicit attention to references playing. Use specific examples to demonstrate your claims. Due Friday by 5 pm.
 * 2) **Read** Burke Ch. 10
 * 3) Continuing organizing, compiling, and reflecting on your CIP.

Wednesday, 4/8:

 * Due:**
 * 1) **Wiki Post:** Pick one other MC Lit Unit OR Writing Sequence to review. Include comments on the role you see/could see explicit attention to references playing. Use specific examples to demonstrate your claims. Due Friday by 5 pm.
 * 2) **Read** Burke Ch. 10
 * 3) Continuing organizing, Proxy-Connection: keep-alive Cache-Control: max-age=0 mpiling, and reflecting on your CIP.


 * In Class:**
 * Discuss Burke Ch. 10
 * //Planning for Inquiry...//Getting a Multigenre Research Unit started. Conceptual mapping. Backwards planning.
 * Identifying professional resources to aid your planning.

Wiki post due at 5 pm Friday Continue drafting your MG Research Unit Plan - prepare to share this and essential questions on Monday Smagorinsky Ch. 11, 12, 13, 14
 * To Do:**

Monday, 4/13:
Continue drafting your MG Research Unit Plan - prepare to share this and essential questions on Monday Smagorinsky Ch. 11, 12, 13, 14
 * Due:**

Share road maps, especially: essential questions, integration of multiliteracies and inquiry-based student experiences. Discuss Smagorinsky
 * In Class:**

Curricular Maps Culturally Responsive Dialogic Instruction Drama Poetry Writing Instruction Backward Planning Inquiry Scaffolding Writing Process Multicultural Literature Multiliteracies Critical Understand, question, challenge, transform Grammar instruction in context Teaching reading and teaching literature Recursive teaching Literature Circles
 * //Review Course Concepts//:**

What are multiliteracies and where do they fit in ELA? How do we use technology for pedagogical purposes? [|http://www.brainyflix.com/ videos/1476] [|http://www.brainyflix.com/ videos/1309] []
 * What's good?
 * Negotiate details of the unit assignment.
 * How do you envision using technology in your English classroom? Does a teacher need to be "tech savvy" to incorporate technology in his/her practice?
 * What is "literacy"? What are "multiliteracies"?
 * What is the difference between multimodal, multigenre, and multimedia?
 * Where/how do these skills/objectives fit in ELA?
 * Share student examples
 * Brainstorm pedagogical possibilities for these technologies - and begin brainstorming plans for your units.


 * **Mode/Platform** || **Affordances** || **Pedagogical Possibilities** || **ELA Objectives** || **Software/Tools** ||
 * **Wikis** ||  ||   ||   ||   ||
 * **Digital Stories** ||  ||   ||   ||   ||
 * **Blogs** ||  ||   ||   ||   ||
 * **Movies** ||  ||   ||   ||   ||
 * **Podcasts** ||  ||   ||   ||   ||
 * Add yours here ||  ||   ||   ||   ||
 * Discussion: How does/will the above help you plan pedagogically meaningful experiences for your students in the MG Res Unit?**
 * Discussion: How does/will the above help you plan pedagogically meaningful experiences for your students in the MG Res Unit?**

Unit drafting Read:[| TPACKCreativity_MishraKoehler.pdf] Romano Ch. 7 Romano Ch. 8
 * To Do:**

[|06.03 EJ Borsheim Petrone.pdf] Preparing key questions for feedback relating to scaffolding, planning to teach procedural knowledge of multiliteracies and inquiry

Wednesday 4/15:

 * Due:**
 * Read:[| TPACKCreativity_MishraKoehler.pdf]
 * [[file:Zemelman_Daniels.pdf]]
 * Romano Ch. 7
 * Romano Ch. 8
 * [|06.03 EJ Borsheim Petrone.pdf]

Preparing key questions for feedback relating to scaffolding, planning to teach procedural knowledge of multiliteracies and inquiry

Scaffolding Multiliteracies - workshopping this in YOUR UNITS in class
 * In Class:**

Jigsaw Part 1:
 * 1) How does this article scaffold 1) inquiry-based and 2) multiliteracies experiences for students?
 * 2) Bring this into conversation with the other articles.

Jigsaw Part 2:
 * 1) **Fill each other in on what the article discussion of your previous group. How did you answer the questions above?**
 * 2) **What are some of the challenges of planning for research? How do you plan for students to have inquiry-based experiences rather than simply exposure to research? REFER SPECIFICALLY TO YOUR PEDAGOGICAL POSSIBILITIES CHARTS TO DESCRIBE WHAT YOU ARE EXPERIMENTING WITH. How do these articles inform your planning?**

CIP Task 4 Due Monday
 * To Do:**

//Jigsaw prep:// Armock-Ferguson: McCann Ch. 14 Gaulier - Hedrick: Appleman, Ch. 8 Homant - Light: Lund - Nagi: Pawelski - Saidoo: Salzeider - Whiting:

Monday 4/20:
Jigsaw Prep
 * DUE: CIP Task: Investigation 4**

CIP Discussion Time (See Final Exam Outline for recap of questions discussed in class today.) Jigsaw (See Assignment Template for recap of questions discussed in class today, i.e. bolded questions in Discussion section.) Pedagogical Possibilities Chart revisited Final Exam Prep revisited
 * In Class:**

Complete a Unit Draft; use PP Chart to refine your planning Prepare 2-3 key questions that you'd like feedback on during the workshop.
 * To Do:**

Wednesday 4/22:
Completed Unit Draft; use PP Chart to refine your planning Prepare 2-3 key questions that you'd like feedback on during the workshop.
 * Due:**

__//**TE 408 TESOL Lab Professional Development Materials:**//__ Notes page: []
 * In Class:**
 * TESOL PD presentation and Q/A**

Evaluation Form:

Chapter 2 "Commitments in Practice" pdf


 * Peer Review Workshop for Unit Plans**
 * PART ONE: With a partner, take time to review each others' unit and respond to/discuss the questions you have prepared for today.
 * PART TWO: Make groups of 4. In partners, pick one plan (neither of yours) to review collaboratively. Discuss and comment on the following for your peer:
 * How does this unit scaffold "multies", and to what ends? Name at least one strength and weakness of the way this author currently scaffolds multies for students.
 * How does this unit scaffold inquiry-based experiences for students, and to what ends? Name at least one strength and weakness of the way this author currently scaffolds inquiry-based experiences for students.
 * Take a look at the Essential Questions for this unit, given what the author has planned, how well do the Essential Questions reflect that? Suggest ways for the author to refine the Essential Questions, specifically tying them, as well, to the two guiding objectives of engaging multies and inquiry-based experiences with students.
 * PART THREE: Do the same with the second (other) partner's piece.

Draft Revisions/Editing
 * To Do:**

Monday 4/27:
Updated Draft of Unit Plans
 * Due:**

Peer Review Workshop for Unit Plans
 * In Class:**
 * PART ONE: With a partner, take time to review each others' unit and respond to/discuss the questions you have prepared for today.
 * PART TWO: In groups of 3, use the rubric to 1) GRADE EACH COMPONENT (see below), and 2) provide specific, targeted feedback to applaud and improve this person's MG Res Unit. Provide AT LEAST TWO strengths of this unit and two suggestions for improvement.
 * Unit Overview, including Reference Lists
 * Summative Assessment Description handout for students
 * Calendar, including major due dates/workshops/etc. and 2-3 SWBATs per day
 * 3-4 daily lesson plans
 * Discussion section, addressing all 5 components

MG Research Unit Due Wednesday - In class publication sharing and commenting
 * To Do:**

Wednesday 4/29:

 * Due:**

**MG Research Unit Due - //no late work accepted; no revisions for a grade after this point//**
MG Research Unit publication sharing and commenting Self Assessment
 * In Class:**

Peer Assessment

Final Exam material and idea compilation
 * To Do:**

Monday 5/4:

 * Final Exam 10:00 am - 12:00 pm; CIP and course reflection writing session; CIP Due**
 * Due:

In Class:** Critical Reflective Essay Writing

Nothing!!! :) Sleep...and happy summer! I will contact you when you can pick up your Critical Inquiry Portfolios.
 * To Do:**