Unit+2

Unit 2: Teachers as Writers: Planning Writing Sequences

 * Unit 2 Overview** (for specific and updated daily plans, see below)


 * Unit 2 Writing Sequence Assignment (Draft)**

=Days-at-a-Glance:=

Monday 2/2:
Placement Agreement Form Smagorinsky 8, 5-6 (in this order) print out email attachments: writing unit and example curricular unit (//Bring Smagorinsky and printed attachments to class//)
 * Due:**

Placement Agreement Form CIP Groups Unit Planning Bringing... ...into conversation with emailed...
 * In class:**
 * Conceptual unit design. Crafting quality writing assessments.**
 * Introduce unit and writing sequence assignment.
 * Discuss conceptual units.
 * Brainstorm unit goals and skills to be taught.
 * Critical Inquiry Projects and consider teaching contexts in the planning process.
 * Smagorinsky Ch. 1 and 4
 * McCann et al, Preface
 * Smagorinsky 8, 5-6 (in this order)
 * writing unit and example curricular unit

Read Hillocks 1 Read McCann 4 CIP Task 1
 * To Do:**

Wednesday 2/4:
Read Hillocks 1 McCann et al 4 Begin drafting writing unit
 * Due:**

Last call for Placement Agreement Forms! Finish CIP groupings Writing sequence/unit questions - placement connections
 * In-class:**

Workshop writing sequence Field/Answer questions regarding writing sequence assignment
 * primacy of context
 * difficult conversations with mentors
 * emphasis on daily plans and details //within the context of a conceptual unit//

Conduct a task analysis. Examine models (narrative, argumentative essay, etc.) to identify discourse resources that writers use. What procedural knowledge do students need to experience success with these different genres of writing? Continue drafting writing sequence, bringing lessons and activities (Smagorinsky, pp. 114-115) in conversation with big picture unit goals
 * Planning writing instruction. Task analysis.**

Obtain a writing sample from your placement classroom. CIP Task 1 Read Hillocks Ch. 3 McCann et al Ch. 5 Revise your unit overview according to the task analysis we did in class as well as whatever you learned in your CIP Investigation that is relevant. Call this Revision 2 (or whatever you are on), and be sure to save your previous draft separately.
 * To Do:**

Monday 2/9:
CIP Task: Investigation 1 Read Hillocks 3 Read McCann et al 5
 * Due:**

Free Write: Discuss CIP Task 1 Investigation: Connections to the Process Portfolio...How to Organize all this!!! (Final Exam...see description)
 * In class:**
 * If you have not, add your group member's name AT THE TOP of your group site...just to help me and others know who you are.
 * Reminder: Wiki is a PUBLIC space...are you breaking any confidentiality agreements posting there?
 * Late Policy reminder
 * 1) How did your group CIP posting plan work out?
 * 2) Relationship between CIP Investigation 1 and your writing sequence.
 * 3) Relationship between this class (and its projects) and 313 (or other classes) and the Special Education Lab.
 * 1) Share your findings.
 * 2) Add to the Task Analysis list you started last Wednesday in class.

Unit 2 Writing Sequence Assignment (Draft)


 * DUE: EMAIL __DRAFT__ TO KELLY BY SATURDAY, 2/14, at 5 PM**

Assessing where students are. Characteristics of a process approach to writing instruction. Invent ways to gather benchmark data about students’ skills. Using writing sample(s) from your placement classroom, conduct a Student Work Analysis. Revise the list started with the Tasks Analysis Assignment. SAVE AS DRAFT 3 (or whatever draft you are on...)

Mentor-Senior Meeting (EL High, 4:15)

Read: Smagorinsky 2 McCann et al 3 Hillocks 4-9:
 * To Do:**
 * Armock-Ferguson: Hillocks 4
 * Gaulier-Hedrick: Hillocks 5
 * Homant-Light: Hillocks 6
 * Lund-Nagi: Hillocks 7
 * Pawelski-Saidoo: Hillocks 8
 * Salzeider-Whiting: Hillocks 9

Wednesday 2/11:
Read: Smagorinsky 2 McCann et al 3 Assigned above, Hillocks 4-9
 * Due:**

Anne Heintz workshop
 * In class:**

Planning activities to scaffold student learning. Building procedural knowledge. Dialogic writing instruction.
 * 5 groups: each Hillocks chapter represented in each group
 * What characteristics does Hillocks advocate in effective lessons?
 * Plan a “Hillocksian” lesson together.
 * SMALL GROUPS

1) Pick one (or look across all) "Hillocksian" lesson. Identify what makes these lessons pedagogical? What do they teach?

2) Identify overarching goals, themes, essential questions these pedagogical characteristics might connect to at the unit level.**

Class Discussion: How might this work inform your work with the writing sequence?

Writing Sequence drafting Read Friere Read Newkirk [| 5 Newkirk_Pop_culture_and_writing.pdf]
 * To Do:**
 * DUE: EMAIL DRAFT TO KELLY BY SATURDAY, 2/14, at 5 PM**

Monday 2/16:

 * Due:

In class:** //**Quick Write: In drafting your writing sequence, what 1 or 2 things really stood out for you? Also, what would be helpful for me to know before reading your drafts?**//

Digital composition and/or multi-genre writing. Danielle DeVoss; Digital composition: Writing as Argument Workshop

Wikipost: At the top of this page, please hit the "Discussion" tab, and RESPOND to the thread I began. I have created a prompt, and everyone can just hit "reply to" my post. This way we will have everything on one page. Please respond by Tuesday, 2/17, at 5 pm. Read Hillocks 2 Smagorinsky 12-13 peruse Weaver text Bring writing rubric from placement
 * To Do:**

Wednesday 2/18:
Read Hillocks 2 Smagorinsky 12-13 peruse Weaver text Bring writing rubric from placement
 * Due:**

Christine Dawson workshop Developing criteria for judging students’ work. Consider grammar instruction. Discuss grammar instruction.
 * In class:**

Touching base: Writing Sequence, CIP Task 2, MC Lit selection and groups

REMINDERS: CIP TASK 2 DUE 3/4 GET MULTICULTURAL LIT TEXT Drafting/workshopping Writing Sequence Read Smagorinsky 7 [| Kohn - Trouble with Rubrics.pdf]
 * To Do:**

[| Spandel - Defense of Rubrics.pdf]

Monday 2/23:
Read Smagorinsky 7 Draft of unit [| Kohn - Trouble with Rubrics.pdf]
 * Due:**

[| Spandel - Defense of Rubrics.pdf]

Workshop writing units digitally. One-on-one writing conferences with Kelly 9-1.
 * In class:**

Read Hillocks 10-11 Writing Units Bring all parts/drafts of Writing Sequence work Print and bring to class:
 * To Do:**

Wednesday 2/25:
Read Hillocks 10-11 Writing Sequence due 2/28 Bring all parts/drafts of Writing Sequence work Print and bring to class:
 * Due:**

Sarah Rohlf's workshop Using assessment to revise instruction. Evaluating the impact of teaching. Discuss recursivity of lesson planning – teaching as the writing process.
 * In class:**

Dialogic rubric development.
 * Discuss criteria and rubrics...what are you using in your placement?**

Discuss recursivity in writing/planning the Writing Sequence (Need: drafts, placement rubric, questions)

Form MC lit texts and form PLCs (professional learning communities)

Writing Sequence due 2/28 CIP Task 2 due Wednesday 3/4 Get MC LIT text Bring print out of compiled peer edit. Bring what you need to finish your reflection. Bring the assessment rubric from your placement.
 * To Do:**