July 30, 2013

1. July 30, 2013 ERWC Module Training For 9th – 11th Grade Teachers

2. Agenda – Day One • Overview of Workshop Goals • What is ERWC? Background • Theoretical Foundations for Reading & Writing Rhetorically • Understanding Rhetoric • Introduction to the ERWC Assignment Template and Key Questions • Module Walkthrough: Fast-Food – Who’s to Blame? • Wrap Up

3. Workshop Goals – Day One • Establish a basic understanding of the principles underlying the ERWC curriculum • Introduce the primary skills and strategies used in Rhetorical Reading • Prepare untrained teachers for working with modules developed for underclassmen.

4. What is ERWC? • A 12th Grade Expository Reading and Writing Course with 12 instructional modules • A professional learning program • A community of teachers • A systematic rhetorical approach to teaching reading and writing

5. ERWC Principles • The integration of interactive reading and writing processes; • A rhetorical approach that fosters critical thinking and engagement through a relentless focus on the text; • Materials and themes that engage student interest; • Classroom activities designed to model and foster successful practices of fluent readers and writers; • Research-based methodologies with a consistent relationship between theory and practice; • Built-in flexibility to allow teachers to respond to varied students' needs and instructional contexts; and • Alignment with California’s Common Core State Standards for English Language Arts and Literacy.

6. Theoretical Foundations of ERWC • Each table will read an assigned section of the Theoretical Foundations of ERWC. • As a group, identify the key points of your assigned section. • Fold a sheet of paper in half vertically; On the top of the left side, write “Give.” On the top of the right side, write “Take.” Record your group’s key points in the “Give” column. • Find members from the other sections of the reading and record their key points in the “Take” column. • Share Give One – Get One

7. A Few Facts about the ERWC • First Task Force meeting was August 20, 2003. • Since then, more than 9,000 teachers have been through ERWC professional development seminars. • Over 500 California high schools have adopted the ERWC as a full, 12th grade course. Many other sites are integrating some ERWC modules into existing classes.

8. An Engaging 12th Grade Course • Approved by the UC and CSU as a year-long college-preparatory English course in 2006 to fulfill the “b” English requirement; 2nd edition approved 3/25/2013. • Curriculum is aligned with CCSS for ELA/Literacy. • The ERWC course can also exempt future CSU students from needing to take remedial college courses.

9. How much flexibility is there in teaching ERWC? • Modules are designed so that teachers can make choices about what activities their students need, based on formative assessments that occur throughout each of the modules. • However, rhetorical reading activities, critical thinking questions, integration of reading and writing, and substantial writing assignments are essential features of ERWC and should not be omitted.

10. Should the ERWC be the default English course at the senior level? • Arange of courses including the ERWC, AP, IB, British Literature, English language development, and World Literature should be offered at the senior level to prepare all students for career and postsecondary options. • Schools should consider the need to balance literature and informational text – as articulated in the CCSS for ELA/Literacy – over the four years of high school.

11. Conditionally Ready Status in English on the EAP Test (new in spring 2012) Students who received a designation of Conditionally Ready for College-Level English Courses on the basis of the EAP test can clear their conditional status by taking one of the following courses and earning a C or better in the senior year: • ERWC • Advanced Placement English • International Baccalaureate English • Honors English identified on the UC Doorways Web site as earning extra honors credit (gold star)

12. How does ERWC implement the CCSS for ELA/Literacy? • The ERWC is aligned with the CCSS for ELA/Literacy at many levels. • Some examples include focus on informational text, text-based evidence, argument, collaborative conversations, critical thinking and analysis, etc. • The designers of the CCSS for ELA/Literacy were aware of ERWC.

13. ERWC Key Principles Capacities of a Literate Individual in CCSS for ELA/Literacy (Intro p. 7) • The integration of interactive reading and writing processes; • A rhetorical approach that fosters critical thinking and engagement through a relentless focus on the text; • Materials and themes that engage student interest; • Classroom activities designed to model and foster successful practices of fluent readers and writers; • Research-based methodologies with a consistent relationship between theory and practice; • Built-in flexibility to allow teachers to respond to varied students' needs and instructional contexts; and • Alignment with California’s Common Core State Standards for English Language Arts and Literacy. • Demonstrate independence • Build strong content knowledge • Respond to audience, task, purpose, and discipline • Comprehend and critique • Value evidence • Use technology and digital media • Understand other perspectives and cultures ERWC Complements CCSS for ELA/Literacy

14. Grade 7 Grade 8 • What It Takes to Be Great • Tap vs. Bottled Water • Helicopter Parents • The Impact of Celebrities • Social Networking or Antisocial Networking • When is Lying Okay? • Robots in School • The Construction of a College Experience Modules Now Available for Grades 7-8

15. Grade 9 • Hip Hop Goes Global • The Undercover Parent • Extreme Sports: What's the Deal? • Threatening Stereotypes Grade 10 • In Pursuit of Unhappiness • River Rights: Whose Water Is It? • Leopard Man • Age of Responsibility Grade 11 • Island Civilization • To Clone or Not to Clone • Violence in the Media • The Last Meow Modules Now Available for Grades 9-11

16. Understanding the Foundation of ERWC Understanding rhetoric

17. What does it mean to “Read Rhetorically”? Think SOAPS!

18. S ubjectO ccasionA udienceP urposeS peakerT one Reading Rhetorically

20. Elements of Rhetorical Situations • Context (which includes some conflict or need [exigence])—What occasion/need calls for argument/persuasion? What issue does it address? • Actor/Speaker or Writer/Persona—Who are students called to be in the situation created by the prompt (expert, teacher, colleague, friend, sibling . . .)? • Purpose—What are students asked to accomplish in their writing? Why? • Audience—Whom are they trying to persuade? • Medium/Genre (for our purposes, usually a form of writing)—How should they be communicating? How does considering these tasks, in these terms, add to your understanding of the Rhetorical Situation?

22. Rhetorical Context:Compare/Contrast Role Play “You have mud on your shoes.” What’s the message? Listen to the line as it is delivered in a variety of contexts. How does the message change? Reflection: How does asking students to consider rhetorical context change how they create meaning?

23. Analyzing a Text: “Out for Blood” • Read the text and apply SOAPS. • Locate examples of all three appeals • Do you think the email was effective? If not, why not? If so, which of the appeals was probably most effective? • Consider the email in its new context, reprinted in Harper’s. What is the new SOAPS • Given the new context, what is Harper’s message?

24. WRAP-Up • Words alone do not create meaning. • Words plus context = meaning Analyzing an argument requires considering the interrelationships between the appeals and elements of rhetorical context.

25. ERWC Module Organization/Structure Assignment Template

26. The Assignment Template • Provides a consistent format for diverse assignment sequences. • Provides a menu of recommended and theoretically sound pedagogical practices. • Makes clear connections to standards.

28. Assignment Template with Key Questions • Read through the Assignment Template with Key Questions • Mark three questions that you find most interesting to share with your table group. • Prior to sharing, review the questions marked and select one for sharing with your group. • Explain why you selected your question, and its importance in student performance. • As a group, select a question to share with the group at large.

29. Module Walkthrough Fast Food: Who’s to Blame?

30. Examining an ERWC Moduleup close. Materials Needed: Fast Food: Who’s to Blame? (retired module) Module Template Process: Working with a partner, examine the assigned module and complete the template by listing the activities found in each section. Reflection: How does the structure and organization of the module support student learning?

31. The Value of a Value Meal

32. Big Mac Rank the Following by numbering from 1 to 8. 1 has the most calories 8 has the least calories A B Wendy’s Chilli Cheese Fries C E D Large Pepperoni Pizza Slice BK Chicken BLT Salad G F H Starbuck's Grande Mocha Frappuccino Subway Tuna Footlong Sandwich

33. The following has been ranked from 1 to 8. 1 has the most calories 8 has the least calories 1 2 Wendy’s Chilli Cheese Fries Big Mac 4 5 3 Subway Tuna Sandwich 1070 cal. Carl's Jr. Western Bacon Double cheeseburger 1000 Wendy's Chili Cheese fries 570 McDonald's Big Mac 550 KFC Double Down chicken sandwich 520 BK Garden Fresh Chicken BLT w /tendercrisp & dressing 400 Starbuck's Grande Mocha Frappuccino 400 Round Table Large Pepperoni Pizza slice 240 6 8 7 BK Chicken BLT Salad

34. Average Daily Calorie Intake • To maintain a healthy body weight, the National Heart Lung and Blood Institute recommends moderately active females consume between 1,800 and 2,200 per day while moderately active adult men require between 2,200 and 2,800 calories each day.Read more: http://www.livestrong.com/article/347737-the-average-american-daily-caloric-intake/#ixzz25camWjCL • Reflect: • On average, how many times do you eat fast food? • How does the information that you have learned thus far, affect you?

35. Brainstorm • At your table, brainstorm words that describe French fries • List the words on your paper • Whole Group Share

36. Cause-and-Effect Diagram • Connect those descriptive words to obesity • Examples: • Greasy clogging up arteries • Fatty weight gain inevitable without proper diet and exercise • Then respond to the following question on your paper? • Does fast food relate/impact obesity?

37. Discussion: • Is there a relationship between fast food and obesity? If so, explain. If not, why not?

38. 10 minute Quickwrite Who’s at fault for America’s growing weight problem?

39. Module Reflection • What differences did you find between the “retired” module structure and organization and that of the revised Assignment Template? • How does the new structure impact student learning? • For which skills and strategies used in the module do you require additional information?

40. Rhetorical Reading Strategies:Combining Reading & Writing • Descriptive Outlining • Summarizing • Rhetorical Precis

41. Descriptive Outlining • Draw a line where the introduction ends. Is it after the first paragraph, or are there more introductory paragraphs? • Draw a line where the conclusion begins. It is the last paragraph, or does it begin before that? • Divide the body of the essay into sections based on topics. • In the margins, write brief statements describing the rhetorical function (What it does) and content (What it says) of each paragraph or section. • What is the essay’s main point?

42. Paired Practice • Using your assigned article from the Fast Food module, complete the descriptive outlining process with a partner.

43. Reflection • How does the Descriptive Outlining strategy look in your classroom? What problems do you foresee? How can the process be scaffolded?

44. ERWC Program Fidelity • Complete Fidelity to Implementation Chart • Complete 8 of the 12 modules • Participate in training sessions and stay current • Use grade level materials in corresponding grade level courses only • ERWC teachers must be certified in order to use materials • Writing must be completed

45. Q and A

46. Debra Robinson – robinsond@esuhsd.org • Raquel Topete– topeter@esuhsd.org