1. Welcome Back! CI 402 E Class #1 1/17/2013

2. Appreciation Circle Move into a circle Pass the ball to someone. As you pass it say the following sentence starter, and complete the thought. “I am grateful to be back in class with (name of person you are throwing to) because…..”

3. Clap Image Now turn your backs to the center of the circle. I am going to say a sentence. When I clap you are going to quickly turn around and make a physical pose that shows your response to my sentence. Don’t think too hard, just do what comes naturally.

4. Clap Image When I was in middle school, most of the time I felt… When I was in middle school, my classmates made me feel… When I was in middle school my teachers made me feel… Middle school is…

5. Clap Image Debrief What themes emerged in the images? What was surprising about the images? Do you think these images are representative of middle school populations as a whole? Why or why not? What can teachers do to ensure that the images stay or transform into something positive?

6. Characteristics of Middle School Students Take 10 minutes to skim the article by Salyers and McKee. Turn and talk to your neighbors – What stood out to you? – How can you apply it to your teaching? – How might this information affect your goals and planning as a teacher in the field and a student in this class this semester?

7. Take a break

8. Syllabus Highlights/Changes Blog assignment 10 Blogs: 2 points (percent of final grade) each. 1-5 due by midnight the night before class 6-10 due by midnight the Tuesday after the class is taught Can upload as comments or as text file Ci402e.weebly.com ci402e@gmail.com Password: spring2013

9. Lesson Plans Lesson Plan assignment 1.Writing (Using the Smagorinsky format) 2.Reading (using multicultural literature annotations…more on that later) and team- teach a 45 minute full lesson to the class 3.One from your field placement

10. Multicultural Adolescent Literature Assignment Read 5 books by authors traditionally under- represented in the canon 1.Books must be appropriate for middle school students 2.Post 200 word annotation 3.Post 200 word explanation of how you might approach teaching it 4.Pair up with your lesson partner to read one book together for your lesson 5.Use the posted annotations from classmates to help with your multicultural literature unit

11. Other Assignments 1.Multicultural unit assignment- similar to last semester w/ middle school focus (must include reading and writing strategies & multi-media) 2.Poetry Slam- In collaboration with 402 E2 3.Final Exam- Revision of unit from last semester

13. The Dynamics of Writing Instruction Chapter 1 Eight Approaches to teaching others to write In pairs share out about your assigned approach 1.Stressing the classic form 2.Individualizing instruction 3.Learning from accomplished writers 4.Studying the sentence 5.Understanding syntactic choices 6.Beginning with activity 7.Producing multi-genre texts 8.Inquiring into local concerns

14. The Dynamics of Writing Instruction Chapter 1 12 Tensions 1.Freedom vs. Control 2.Student activity vs. Student receptivity 3.Existing conventions vs. Student generated conventions 4.Structured instruction vs. Free-flowing instruction 5.Exclusive attention to written language vs. attention to other modes of expression 6.Imitating qualities of accomplished writers vs. Generating new forms based on students’ needs and concerns 7.Teacher as primary evaluative audience vs. Other readers who might evaluate 8.Preparing students for college vs. Teaching writing irrespective of college demands 9.Teaching students vs. teaching the subject 10.Writing as an exclusive focus vs. Writing as part of an integrated curriculum 11.Student interaction around their writing vs. Student isolation to produce independent work 12.A focus on product vs. a focus on product.

15. Roundtable Discussion Where do you fall in the matrix? Are the matrix categories appropriate? Are the matrix categories fixed, or do they represent a continuum? Where do your beliefs come from? How can you balance your personal beliefs with predominant ideology?

16. Take a break

17. The Adolescent Learner A look through literature Read “Such Foolishness” by Maureen Ryan Griffin and “Eleven” by Sandra Cisneros. In your groups consider: What are the differences between the two portrayals of adolescence? Which aligns more closely with your experience? Does race play a factor in these tales, knowing that Cisneros is Chicana and Griffin is Caucasian? Where are the male voices? How might these selections be different if they were written by men? How might they be different if written by actual adolescents? How might you teach these pieces? Look for literary devices, thematic elements etc as the topics of mini-lessons

18. For Next Class Food = Smagorinsky et al. Ch. 2 Blog Post #1: Reflection Questions on P. 34 due by midnight the night before class Remember about the changed schedule for the 29 th /31 st Bring in a worksheet for editing/feedback