W 5:30-8, PAF
309
Teaching
Lives: English and the Language Arts in
the Secondary Classroom
“Real
teaching leaves a mark.”
Chalk,
directed by Mike Akel
CONTACT
Dr. A. Insenga
Office number: TLC
2245
Office hours: TR
3-5 and W 4-5:15 and by scheduled appointment
Office phone:
678-839-4864
Website: http://www.westga.edu/~ainsenga/
E-mail: ainsenga@westga.edu
THE
COURSE
How the Course
Fits into the English Education Program:
This course and the
Field Experience in it are required components of the Professional Sequence,
which is a block of upper-level English and Education courses. Successful
completion of the course along with Field Experience is required for secondary
certification.
Course
Description:
During fall semester,
Methods students have three major tasks ahead of them: first, we will sharpen
our own analytical skills by studying the sign of the teacher extant in four
texts. In doing so, we will critique not only the literature but also consider
our burgeoning teaching selves as texts that our students—and we—must learn to
read and reread in order to grow intellectually and professionally.
Secondly, we will
examine current pedagogy for teaching English in the secondary classroom, and
we will practice deploying teaching methods by creating comprehensive Unit
Plans. Our third goal will involve investigating the numerous contingencies
that comprise the public school world, including teaching students at various
levels, effectively balancing the workload, handling administrative policies,
collaborating with colleagues, effective classroom management, and
communicating effectively with parents.
Students will observe
and be observed in the public school setting, videotape themselves teaching
twice and write analytically about what they see, write journal entries about
field experiences and in-class texts, and complete two, two-week Unit Plans:
one due at mid-term and one viewed as a culminating project for the course.
Course
Objectives:
- Students
will increase their ability to formulate and state goals for the teaching
of English in accordance with standards set down in their respective
professional environments.
- Students
will learn to promote rigorously analytical and critical thinking in the
classroom environment within frameworks that may define their respective
professional environments.
- Students
will gain knowledge of specific pedagogical tools used in the teaching of
English.
- Students
will practice creating curriculum units and micro-lessons within those
units.
- Students
will write reflectively about their readings, class discussion, and field
experiences.
- Students
will conduct concerted, scholarly research in the field and apply their
findings to a primary text of their choosing as they, in a major capstone
assignment, critically read it, argue for its teaching in a particular
classroom environment, and generate a plan of action for its instruction.
- Students
will study various assessment models and learn to apply them to student
writing.
- Students
will regularly observe and practice in the field.
- Students
will move towards fashioning teaching selves ready to enact specific
ethics of care in the English classroom.
THE
WORK
Required Texts:
- Chalk, directed
by Mike Akel*
- The
Water is Wide, by
Pat Conroy
- The
Blackboard Jungle, by Evan Hunter
- Papers,
Papers, Papers: An English Teacher's Survival Guide, by
Carol Jago
- Freedom
Writers,
directed by Richard LaGravenese*
- The
Crucible,
by Arthur Miller
- Teaching
Secondary English:
- Subscription
to Foliotek, the online assessment tool for
- The
Conceptual Framework, from the
- Teacher
Education, Field Experiences, and Internship: Policies and Procedure Handbook, from
the
- Code
of Ethics for Educators, from the Professional
Standards Commission (nothing to buy—handout)
*The English
department owns two copies of each required film. You may check out these copies for 48
hour-intervals by seeing me in my office and signing out the film during office
hours. Each film is also readily
available for rental in
Required
Assignments:
- Journal:
(three Analytical Journal entries
about films/texts (15 %) and eight Reflective Journal entries about
Field Experiences (10%))
- Teaching
Videography (DVDs and analytical narrative—20%)
- Unit
Plan One: The Crucible (20%)
- Unit
Plan Two: Final Project (25%)
- Participation
in Field Experience, Lesson Planning, Class Activities, and
Professionalism (10%)
Description of
the Major Assignments Listed Above:
Journal
Students will write a
total of 11 journal entries this semester, three of which will be
three to four pages long, analytical in nature, and written about the
primary texts studied during the first four weeks of the semester. The remaining eight journal entries
should comprise reflections related to the Field Experience or teaching
experiences that occur this fall and should each be two to three pages
long. Guidelines and suggested topics
for each of the three Analytical Journal entries are posted on the Class
Resource Page.
Students will not
write Journal entries during the week of Fall Break, the week of Thanksgiving,
or during the last week of classes, as indicated on the syllabus below. In both Analytical and Reflective entries,
students should use Standard English, organization, and MLA format. All Journals are due in hard copy on the
specified due dates on the daily syllabus below.
The total number of
pages for all entries in this assignment:
25-36
Teaching
Videography
This semester, all
students will videotape themselves teaching two times, once early in the
semester and again before the Teaching Videography due date. Both teaching demonstrations should last at
least 30 minutes and should be periods of time for which the Candidate
has planned carefully. Students will
need to examine the first video before they accomplish the second in an effort
to locate strengths, isolate weaknesses, and/or plan for improvement. The second recorded teaching demonstration
should reflect students’ efforts to improve upon or create new teaching practices. After both recordings, students will scrutinize
their teaching, write down reflections and gather data, and then craft a three
to four page narrative that argues for an observed evolution or,
conversely, devolution. Students could
also point to a specific problem/virtue and discuss not only evidenced efforts
to correct it/enhance it along with plans for future teaching improvement. Students will find that focusing on specific
attributes of their teaching works better than attempting to discuss all of the
details in any teaching demonstration.
Narratives should not summarize the demonstrations but should rather
editorialize and analyze the novice teacher’s performance.
Students are wholly
responsible for acquiring recording equipment from their site school or from
the
See the daily syllabus
below for the due date.
Unit Plan One: The
Crucible
As they discuss The
Crucible and work on modeling teaching methods in class, students will also
work on their own to create a detailed and specific Unit Plan that covers
Miller’s play. The finished Unit Plan should include a prefatory narrative that
offers up an overview and discussion of major goals and specific standards and discusses
the type of student the Unit Plan addresses (gen ed, honors, AP, etc.) followed
by at least two weeks of daily lesson plans that outline classroom
procedures in detail and reference specific ELA standards. All proposed assessments/rubrics, handouts,
quizzes, tests, and major assignments must be included in the Unit Plan as well.
All materials should evidence
evolving understanding of global and local teaching methods and student skill
level and should emphasize ways to induce learning. Students may
reference other lessons or sources for reference, but they may not use other
lessons as their own. Any outside sources must be documented. Students may use a template of their own, one
located on the Class Resource Page, or one found at the back of the Teacher
Education, Field Experiences, and Internship:
Policies and Procedure Handbook.
After they participate
in an in-class workshop with drafts, students will upload this Unit Plan to
Foliotek, self-select programmatic standards/attitudes that they feel their
Unit Plan addresses, and await professor evaluation and comment.
See the daily syllabus
below for the upload date.
Unit Plan Two
(Final Project)
For their final
projects, students will again submit a detailed and specific Unit Plan. This time, they will cover one or two
texts of their choosing. As with the first Unit Plan, one should include a
prefatory narrative that offers up an overview and discussion of major goals
and specific standards and discusses the type of student the Unit Plan
addresses (gen ed, honors, AP, etc.) followed by at least two weeks of
daily lesson plans that outline classroom procedures in detail and reference
specific ELA standards. All assessments/rubrics,
materials, handouts, quizzes, tests, and major assignments must be included in
this packet of materials as well.
Just as before, students
may use other lessons or sources for reference, but they may not use other
lessons as their own. Any outside sources must be documented. Students
may use a template of their own, one located on the Class Resource Page, or one
found at the back of the Teacher Education, Field Experiences, and
Internship: Policies and Procedure
Handbook. This assignment will be
uploaded to Foliotek for professor evaluation and comment, and students will
once again self-select programmatic standards/attitudes that they feel their
Unit Plan addresses.
See the daily syllabus
below for the due date.
Participation
in Field Experience, Lesson Planning, Class Activities, and Professionalism
From September 8
through November 30, Bachelor’s and non-teaching Initial Certification students
will go to a public school twice per week on TR to participate in Field
Experience. Initial Certification students who teach provisionally will use
that experience to fulfill this class requirement. Students’ will write about experiences
in eight entries of the Journal, and students will sometimes participate
in “Infield/Outfield” discussions that focus on ongoing field
experiences. For specific and detailed policies governing participation
in Field Experience, examine the section entitled “Observation Protocol and
Policy” below. For further discussion of
the Journal assignment, please refer to the description above.
Students’
participation in Field Experience also requires their attention not only to professional
codes of conduct referred to in required texts for this course but also their
utmost dedication to learning about teaching English and to helping their
assigned cooperating teacher and/or the students with whom they will work. When observed, students must upload a detailed
Lesson Plan to Foliotek for Observer and professor evaluation and comment. Students should view any and all Lesson Plans
created in this class as procedural documents that will help them teach and
as documents that will be graded for the care and detail put into them.
In class discussion and
when communicating with professor and Observers, students should adopt a
professional disposition: regardless of experience level, all students
are here to better themselves as teachers in English Studies. We accomplish this goal through partaking in careful
writing, close reading, and passionate discussion. Please also see the Professionalism Policy
below for more details.
Foliotek
Requirements
Foliotek is the required
Online Assessment Tool that the English Education program relies upon for
cataloguing and evaluating student work. Students also self-select programmatic
standards evidenced in their work when they upload designated Major Assignments. Students in Methods will upload the Unit Plan
One on The Crucible, the Lesson Plan for the mandatory Observation Event,
the Videography Narrative, and Unit Plan Two to Foliotek for professor and/or
Observer evaluation and comment.
THE
POLICIES
Grading Scale:
All English courses
2000-level and above use a departmental grading scale. Please familiarize
yourself with it, as it is the scale I will use to grade all Major Assignments.
To view this rubric, please click on the link entitled “Grading Rubric (upper
division)” on the main page of the English
Department’s Website.
Students cannot pass
the course if the mandatory Observation Event and/or videotaped teaching
demonstrations are not completed and do not follow the Protocol for Observation
Events outlined in this document.
I will also use The
Conceptual Framework, NCTE’s Guidelines, and the programmatic standards and
attitudes as I gauge your progress. All
of these documents can be found either on the Class Resource Page or through
Foliotek, and we will spend time discussing these standards early in the
semester.
Website/Paperless
Policy:
Many of your past professors
may have used WEBCT for getting information to you. However, I use only
my website (www.westga.edu/~ainsenga
). All information for this course—this document, exams, handouts,
announcements, resources, etc.—are hyperlinked on the website. Please
check the site regularly for updates, especially on days when you have new
essay assignments coming your way. You will be responsible for printing
out all documents from my website or sent to you via e-mail for class.
“My UWG” and
Professionalism Policy:
As of fall 2006, all
e-mail correspondence between professors and students must occur via university
e-mail. Please send all communication to me via your “My UWG” account.
Further, all students
should assume a professional disposition when e-mailing or communicating about
or in class and/or when speaking to cooperating teachers, Observers, guest
speakers, and/or professor about Observation Events, scheduling, and any aspect
related to English Education.
Students should check university
e-mail daily to avoid missing important class or programmatic messages. Checking university e-mail regularly also
prevents mailboxes from filling up. If
university mailboxes fill up, messages do not get queued; rather, they do not
get delivered at all. Therefore, students
risk not receiving important information if they do not check e-mail in a
timely fashion. E-mailing is an essential
part of effective and professional communication for this class, for the
English Education program, for the university at large, and for the teaching
profession you seek to enter.
You may refer to the Teacher
Education, Field Experiences, and Internship:
Policies and Procedure Handbook, the Code of Ethics for
Educators pamphlet, or The Conceptual Framework for more information
related to developing and maintaining a professional disposition.
Attendance and Disruptive
Student Policies:
Our class meets once
per week (W). The class also
requires students to engage in state and university-mandated Field Experience
on TR. Provisional teachers will continue
to work under the tutelage of seasoned administrators and teachers at their
schools to fulfill the class’s Field Experience requirement. Because we
meet only once per week, students who miss more than two class periods
cannot pass the course. Leaving or
arriving at the break counts as a full absence.
Please also be aware that no distinction exists between excused and
unexcused absences. You need not inform me of any class absence. Finally,
please avoid repeated tardiness in a class where we seek to hone
professionalism.
Absences from Field
Experience also count towards this attendance policy; should you need to miss a
day of Field Experience, please immediately contact your assigned site school
and then call or e-mail me. See also the Discontinuation Policy below for
further discussion about professionalism and punctuality while in the field.
Students will be
dismissed from any class meeting in which they exhibit behavior that disrespects
or disrupts the learning environment of others. Such behavior
includes—but is not limited to—repeatedly arriving late for class, allowing
cell phones to ring, speaking disrespectfully to the instructor and/or to other
students, checking email or surfing the web, and using personal audio or video
devices. Each dismissal of this kind will count as an absence and will be
applied toward the attendance requirements policy above.
Required
Format:
Each major assignment must
be word-processed. When citing, use MLA documentation. If you need a
refresher on MLA format, see this MLA
Documentation link. While some major assignments will be uploaded to
Foliotek, others will require that you turn in hard copies in class. Therefore, please examine the syllabus
carefully.
Students with
Special Needs:
Any student who has a
special need should inform me during the first week of class. We will
then set up a conference to discuss the specifics of the official paperwork you
have from the appropriate department.
Late Work/Make
Up Work:
As a general rule,
late work is not accepted except under the direst of circumstances, and those
who miss class cannot make up work missed or turn in any work that was due on
the evening of their absence. However, if you feel you have an extenuating
circumstance, you should see me in conference to discuss your problem. At that
time, I will determine whether or not an assignment can be turned in late and
what deduction will be applied.
Because of the
scheduling and exact protocol governing your mandatory Observations, students must
not upload Lesson Plans to Foliotek late and must contact me to reschedule any
Observation Event within 48 hours of that Observation Event. **
**I realize that,
occasionally, “life happens” and that some problems beyond your control crop up
once in a while. Never hesitate to discuss problems with
assignments or attendance with me if you feel that your circumstance is
dire. With honest and swift communication, many issues can be resolved to
your advantage.
A Comment on Workload:
As aforementioned,
this class meets once per week and is work-intensive. As a result, you can expect a large number of
tasks and readings assigned for each class period. Such a class structure and the large amount
of work demand that you become fairly autodidactic and definitely self-motivated. To accomplish all goals set down, I recommend
breaking up large reading assignments and annotating carefully to assist with
recall and augment class discussion. I
also highly suggest engaging in the writing process as you work, especially on
the Unit Plans and Analytical Journal entries.
Plagiarism,
Collusion, and Academic Dishonesty Policy:
From the English
Department’s website: “The Department of English and Philosophy defines
plagiarism as taking personal credit for the words and ideas of others as they
are presented in electronic, print, and verbal sources.” The Department expects
that students will accurately credit sources in all assignments. An equally
dishonest practice is fabricating sources or facts; it is another form of
misrepresenting the truth. Plagiarism is grounds for failing the assignment
and/or course. You can also be subject to a university disciplinary
review, and the university requires professors to report plagiarism in writing
to the appropriate university office. Other university policies for handling
cheaters are found here: The
Faculty Handbook and UWG Connection and Student
Handbook.
Please note:
“excessive collaboration” includes having family members, friends, or
significant others edit your work. This means that no one should “fix”
your grammar for you or “write in” sentences/ sources/ documentation for you.
This sort of behavior is cheating and will be treated as such. We will
collaborate in class, and you have the
Observation
Protocol and Discontinuation Policy:
Once in their assigned
schools, Bachelor’s and non-teaching Initial Certification students will work
with the teacher to whom they are assigned and with your Methods professor to
set up one mandatory on-site Observation Event and two teaching
demonstrations that you will videotape. The protocol you must follow is
below. Before September 9th, you will be asked to sign and turn in a
separate sheet that has this protocol listed on it. This signed document
will attest that you understand your responsibilities and rights as outlined in
the Teacher Education, Field Experiences, and Internship: Policies and
Procedure Handbook and in the English Education program’s protocol.
Please examine the
following steps each Bachelor’s Methods student and non-teaching Initial
Certification student must carefully follow to complete the mandatory
Observation Event process successfully. Initial Certification students who
provisionally teach are observed by the
- Expect
to
be observed once on site and must videotape themselves twice,
once early in the semester and again towards the end. Students are wholly
responsible for working expeditiously with the Coordinator of English Education
and cooperating teacher(s) to set up an amenable day and time for the
on-site Observation Event and must do so before mid-term, no exceptions.
All students in the course are responsible for recording themselves using
either site equipment or UWG equipment checked out from the
- Upload
to
Foliotek detailed, procedural Lesson Plans and self-select
the ELA and programmatic attitudes/standards on which they seek to
focus during the on-site lesson no less than a week before the
on-site Observation Event.
- Receive
two
copies of an Observation Narrative from their Observer no more than two
weeks after the on-site Observation Event. Such a narrative will
evaluate and reflect upon the student’s detailed Lesson Plan, performance,
and the ways in which the work corresponds to specific standards for
Language Arts, elements of the Conceptual Framework, and specific NCTE
standards. The narrative that students receive will additionally include
the Observer's experiential knowledge of English Studies and of teaching
at the secondary level. The narrative may also offer succinct advice,
suggest readings, or assign tasks for improvement over time.
- Sign one
copy of the dated Observation Narrative and return it to the Coordinator
of English Education within three to five days of receipt,
whereupon the Coordinator will sign, date, and file the letter.
- Set
up
a required face-to-face conference with the Observer three to five days
after receiving the Observation Narrative. Before this conference, the
student should prepare to discuss the contents of the narrative as well as
future plans for teaching, readings, implementation of suggestions, etc.
- Request, at
any point in this process, that the Coordinator of English Education be
present or offer professional input.
- Comply with
departmental, campus, and state rules and regulations while at each
observation and/or work site and possess a working knowledge of rules set
down in the Teacher Education, Field Experiences, and Internship:
Policies and Procedure Handbook and of English/Language Arts
standards.
Discontinuation
Policy:
Sometimes, circumstances
that warrant discontinuing a candidate’s admission to the Teacher Education
Program and/or Field Experience placement. The termination of the
admission to TEP status and/or the Field Experience placement maybe be
immediate when the actions of the Teacher Candidate present a negative impact
on the learning environment or on the safety of the students, or when the
actions of a Teacher Candidate do not conform to responsible professional
conduct as outlined in the Code of Ethics by the PSC, the Conceptual Framework
of the
Administrivia:
- The
absolute best way to contact me outside of office hours is via your
university e-mail account. Of course, you may call or come by during
office hours. I do not check e-mail over weekends, however, so do
not expect a response from Friday afternoons until Monday mornings.
- Please
turn off all electronic devices upon entering our classroom. Such
noise distracts your fellow classmates and me and prevents us from doing
our jobs.
- I
reserve the right to amend this document with future handouts.
- Coming
to class unprepared will result in an automatic absence. You must
have your materials in order to participate fully. Of course, you
will be free to stay in class for the benefit of instruction and
discussion, but you are, for all intents and purposes, not here when you
do not have your materials.
THE
SYLLABUS
WEEK ONE
- August
19
Course
Introduction: Policies, Procedures, Expectations, and Responsibilities
Metaphors for Methods?: Foundational Discussion
In Closing before we
Open: “Poetry is Stupid,” by Dr. Greg
Fraser
- For
next class:
- Review Syllabus and all
Policies regarding Field Experience
- Read Teacher Education,
Field Experiences, and Internship: Policies and Procedure Handbook,
Preface, Sections 1 and 2 (find this document linked on the Class
Resource Page)
- Read The Conceptual
Framework (find this document linked on the Class Resource Page)
- Read The Blackboard
Jungle
- Write Analytical Journal
entry one. As you work, study the
information found at the Suggested Guidelines for Analytical Journal
Entries link on the Class Resource Page and the departmental rubric for
English classes 2000-level and above
WEEK TWO
- August
26
Discuss The
Conceptual Framework
Discuss The Blackboard
Jungle
Turn in Analytical
Journal entry one
Film Viewing
Hygiene: suggestions for success
- For
next class:
- Read the following in
- View and annotate Freedom
Writers
- Complete Analytical Journal
entry two. As you work, consider
not only the Suggested Guidelines for Analytical Journal Entries link on
the Class Resource Page and the departmental rubric for English classes
2000-level and above but also my detailed comments on the first
Analytical Journal entry
- Read Teacher Education,
Field Experiences, and Internship: Policies and Procedure Handbook, Sections
3-5 (find this document linked on the Class Resource Page)
- Review, sign, and date the
Protocol for Observation Events handed out to you in class
WEEK THREE
- September
2
Turn in your signed and
dated Protocol for Observation Events
Discuss Freedom
Writers and essays
Turn in Analytical
Journal entry two
Field Experience:
Preparation, Discussion, Policies and Procedures
Guest Speaker: Kate McShurley
- For
next class:
- View and Annotate Chalk
- Reminder: BATC and non-teaching Initial
Certification students should call their assigned Field Experience
school to inquire about exact arrival time and procedures for checking
in/sustained visitation
- September
8: Field Experience Begins
- Second Reminder: make sure you call your assigned
school BEFORE today so that you can find out about parking and
check-in/visitation protocols.
WEEK FOUR
- September
9
Discuss Chalk
Discuss Field
Experience (Infield/Outfield discussion)
- For
next class:
- Read The Water is Wide
- Complete Analytical Journal
entry three (you may write on either Chalk or The Water is
Wide). As you work, consider
not only the Suggested Guidelines for Analytical Journal Entries link
and the departmental rubric for English classes 2000-level and above but
also my detailed comments on the first two Analytical Journal entries
- Read the following in
WEEK
- September
16
Discuss The Water
is Wide
Discuss essay
Turn in Analytical
Journal Entry three
Tentative Foliotek
Orientation
- For
next class:
- Read The Crucible
- Read the following in
WEEK SIX
- September
23
Discuss The
Crucible—Induction/Deduction
Discuss essays
- For
next class:
- Read the following in
- Consider the ideas found in
“Writing Assignment” on page 210 of
- Remember that your Journal
entries from this week onward are reflective and deal with Field
Experiences
WEEK SEVEN
- September
30 (note: October 6 is mid-term, the
last day to drop with a “W”)
Discuss The
Crucible: Writing Students, Reading
Students
Discuss essays and creating
writing assignments
- For
next class:
- Draft Unit Plan One
- Bring all Unit Plan One
materials and your draft to class for workshop
- Remember, your on-site
Observation Event must be scheduled by October 7, no exceptions, so work
with your cooperating teacher to set up a teaching date
- Reminder: work closely with your cooperating
teacher and/or school administrators to make sure that you stay on
schedule and videotape yourself teaching
WEEK EIGHT
- October
7
ALL ON-
Unit Plan One:
workshopping , troubleshooting, and sharing
- For
next class:
- Finish Unit Plan One
- Read the Case Studies I
handed out at the end of class; be prepared to discuss in detail your
answers to the questions found at the end of each Case Study
WEEK NINE (no Journal
entries this week)
- October
14
Unit Plan One must be uploaded
to Foliotek by
Issues for Educators: Gender,
Race, and Class in the Classroom
- For
next class:
- Read the supplemental
readings from Setting Limits in the Classroom, Revised: How to Move
Beyond the Dance of Discipline in Today's Classrooms, by Robert
Mackenzie (I will e-mail this material to you in PDF format)
- Reminder: you should have videotaped yourself at
least once by this point in the semester
WEEK TEN
- October
21
Issues for Educators: Classroom Management
Panel of Guest
Speakers: Micki Byrnes, Kirsten Geter, Nancy
Monroe, and Melissa Neidermeyer
- For
next class:
- Read the following in
Sheridan: “Canons to the Right of
Them, Canons to the Left of Them, Canons in Front of Them, Volley’d and
Thunder’d,” “Academic Guidelines for Selecting Multiethnic and
Multicultural Literature,” and “Protecting Holden Caulfield and His
Friends From the Censors.”
- Read the supplemental essay entitled
“There it Was, That One Sex Scene:
English Teachers on Censorship,” by Jane Agee (I will e-mail this
material to you in PDF format)
WEEK ELEVEN
- October
28
Issues for Educators: Curriculum and Content
Discuss Field
Experience (Infield/Outfield discussion)
Discuss Essays
- For
next class:
- Reminder: you should have videotaped yourself twice
by this point in the semester and should be reviewing your performance
and drafting your narrative
- This week is a great time to
begin choosing texts and researching for Unit Plan Two
WEEK TWELVE
- November
4
Issues for Educators: Collegiality and Professionalism with Administrators,
Colleagues, Students, and Parents
- For
next class:
- Read Papers, Papers,
Papers by Carol Jago
- Reminder: you should be working on your Teaching
Videography narrative at this point
WEEK THIRTEEN
- November
11
Issues for Educators:
Assessment, Evaluation, Grading, and Responding
Discuss Jago
Tentative Guest
Speaker: Kristen Raymond
- For
next class:
- Finish your Teaching
Videography
- Read the following in
- Using the rubric I handed out
to you, read, respond in writing, and grade the student essays I gave to
you at the end of class
WEEK FOURTEEN
- November
18
Teaching Videography narrative
must be uploaded to Foliotek by
Issues for Educators:
Assessment, Evaluation, Grading, and Responding
- For
next class:
- Bring all of your Unit Plan
Two materials to class for workshop
- A hard copy of the Journal is
due—all eleven entries, Analytical and Reflective
WEEK FIFTEEN (no
Journal entries this week)
- November
25: no regular class, Thanksgiving
holiday
WEEK SIXTEEN (no Journal
entries this week)
- December
2: last day of W classes
Turn in your Journal
Course Evaluations
Unit Plan Two:
workshopping, troubleshooting, and sharing
- December
9:
- Unit Plan Two must be
uploaded to Foliotek by