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i3 ERWC Teachers . Date and/or Subtitle. Pre-workshop overview. Agenda. Creating a S hared Vision First and Last Modules Course Overview: Binder 1 Walk Module Walk-Through Teaching Text Rhetorically Writing Tasks Appendices and On-line Resources Instructions for Day 2.
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i3 ERWC Teachers Date and/or Subtitle
Agenda • Creating a Shared Vision • First and Last Modules • Course Overview: Binder 1 Walk • Module Walk-Through • Teaching Text Rhetorically • Writing Tasks • Appendices and On-line Resources • Instructions for Day 2
Divide an 8 ½ x 11 page in half vertically. On the top of the left side, write, “Give One.” On the top of the right side, write, “Get One.” Take about 5 minutes and, in the “Give One” column, write key points you remember or noted from the pre-workshop materials you viewed. Creating a Shared Vision
Take about 10 minutes to circulate, introducing yourself to as many new teachers as possible. When you introduce yourself, share one of the ideas aloud from your “Give One” notes. Write any new ideas (or notes to clarify or elaborate the ideas you’ve notes) in the “Get One” column. Share major ideas as a whole group—add to “Get One” column any new ideas you hear. Creating a Shared Vision
Two new features of the ERWC An introductory mini-module and A reflective portfolio Framing the course
Individually skim these two pieces In groups, discuss how these pieces support, deepen, or shift your understandings about: What we teach How we teach Who students are and what they bring to the work of the class What a teacher’s role is in this curriculum What the curriculum says about why we teach English Share Framing The Course
Each Group Focus on One Module What's Next? Thinking About Life After High School Rhetoric of the Op-Ed Page Racial Profiling The Value of Life Good Food/Bad Food Into the Wild Take about 10 minutes to read through the module individually. Getting to Know the New Modules
As a group, represent the module on a poster, with different colors for: Module title; Readings—titles and genres; Writing Assignment(s); Grammar Focus; and Supplemental texts (expository, literary, movies, videos, multimedia, images or music) that might support the module Discuss how to use formative assessment and the grammar pieces. Getting to Know the New Modules
Gallery Walk Post posters around the room. Groups start at home posters. Leaving one person to share ideas, move around one poster at a time, four minutes per poster. Getting to Know the New Modules
What’s Next? Thinking About Life After High School Module Walkthrough
Reading Rhetorically Prereading Reading Post Reading Connecting Reading to Writing Discovering What you Think Writing Rhetorically Entering the Conversation Revising and Editing REVIEW Template elements
Read and annotate Activity I. How will your students react to the assignment of writing a portfolio? How might you begin the module with them? Read and annotate Activity 2. Picture a student in your last class. Which questions will be helpful to that student? What would his/her writing be like? Prereading
Complete Activity 3 for yourself. Choose 10 words from the list that describe you. Add 10 words of your own. Then prioritize those words. Share with a partner and listen as your partner comments on the character you have revealed through your choices. Reflect on the classroom experience. Exploring key concepts
Look through the activities to see how prereading is woven throughout this module. What does this say about the reading process? Prereading continues
With a partner, choose an element of the template. Look through What’s Next to see what activities and strategies the author uses to address that element. Consider how that would look in your classroom. Prepare to share your findings with the group. Exploring the module
Sharing/reflection on key elements: Motivation for students? Examination of Standards? College Expectations Covered? Views of Writing? Module debrief
Experience the process. Activity 11 Hidden Intellectualism Stop and respond
Teaching Text Rhetorically • Read the article in your small groups. • Develop activities for the section of the Assignment Template assigned to your group. • Check with the groups that have cells just before or after your cell for flow of the lesson. • Debrief the activity and provide feedback to each other on the activities created.
Return to the modules and consider the rhetorical situations of the writing tasks across modules. In small groups, discuss and complete the table asking for the elements of the rhetorical situation of each task. Context (which includes some conflict or need [exigence])—What occasion/need calls for argument/persuasion? What issue does it address? Actor—Who are students called to be in the situation created by the prompt (expert, teacher, colleague, friend, sibling . . .)? Purpose—What are students to accomplish in their writing? Why? Audience—Whom are they trying to persuade? Medium (for our purposes, usually a form of writing)—How should they be communicating? What does thinking of these tasks in these terms add to your understanding? Writing Tasks
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—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 (for our purposes, usually a form of writing)—How should they be communicating?
Read “Teaching for Transfer,” “Modifying the Assignment Template,” and “Formative Assessment” before you come to Day 2. From the three articles, choose one to explore further and make notes about the big ideas in the article. Extended Learning Opportunity
