Day 18: Wednesday, November 26, 2014

 

Agenda:

1. Extra Credit
2. Free-Write Response: Brainstorming the path to liberation: What confines you? What limitations, either external or internal, do you find yourself trying to fight against or resist? What makes you feel free? When do you feel the most yourself? 
3. Concept Analysis: 
1. Anzaldua
1. Share strong lines
2. Identify a Concept
3. Define Concept as a group
4. Share out
2. Timeline for Anzaldua
4. Concept Analysis: 
1. Douglass and Baca
5. Group Presentations

 

Homework: 

- Complete Essay 2 Outline using concept analysis notes from today's class

- Work on English 242 Reflection: Essay Analysis

 

Day 17: Monday, November 24, 2014

 

Agenda:

1. Review Prompt
2. Personal Timeline Share out And Brainstorm
1. Freewrite Brainstorm Writing Journal
2. Group Share out
3. Class Discussion
3. Review Douglass: Chapters 10, 11
4. Discussion 
5. Anzaldua  Discussion on Title
6. Collect Journal 10

 

Homework:

- Review prompt more thoroughly and write questions you might have

- Re-Read Baca, Anzaldua and your notes from today's class: be prepared to share out

- Download, read, and annotate the Essay Rubric: download here.

- Complete Writing Journal 3: if you did not finish in class

 

Day 16: Wednesday, November 19, 2014

 

Agenda:

1. Group Presentations: Close Reading/ Passage Analysis
2. Discussion of Chapter 10
3. Discussion on Identity Rubric
   
4. Writing Prompt for Essay 2

 

Homework: 

- Read and annotate Chapter 11 of Fredrick Douglass Narrative: select and highlight strong lines that help you answer the focus question from the Essay Prompt. Be prepared to share out and discuss those ideas on Monday.

- Read and annotate Gloria Anzaldua's "How to Tame a Wild Tongue" in your course reader

- Complete Reading Journal 10: download it here

• Gloria Anzaldua Presentation- Biography (you need this to complete journal)
  

 

Day 15: Monday, November 17, 2014

 

Agenda:

1. Rhetorical Analysis:
1. Not what a text says, but rather, HOW a text says it
1. Rhetorical Triangle
2. Audience
3. Analysis of Douglass
2. Close Reading Analysis
1. Class example
2. Small group exercise
3. Writing Prompt Preview
4. Share out ideas for personal timeline

 

Homework: 

- Read Chapter 10 and annotate

- Complete Reading Journal #9: download it here

• Here are the class notes from the example passage we analyzed together: download here

-  Finish your Personal Timeline Project

 

 

Day 14: Wednesday, November 12, 2014

 

Agenda:

1. Research Group Share out: 
1. Prepare KWL + Notes
   
2.  Expert Group Share out
1. Personal dictionary share out
2. Research notes share out
3. Group Notes:
1. Top 5 Facts or Quotes to teach the class/Reasons for selecting this particular fact/quote
2. 2 Critical Thinking Questions
3. Jigsaw Group Share Out:
1. Pairs- rotate two times to groups from other topics
2. Fill out notes in the L column
4. Expert Group Debrief: 
1. What did you learn? 
2. What questions did you gather? 
3. Fill out notes in the + Column
5. Class Discussion on Research: 
1. Free-write:   What did you learn about slavery the institution and/or the time period that made the strongest impact on you? Information help you better understand or think about Douglass and his struggle towards freedom?

• Discuss: what did you learn?

6. Class Discussion on Frederick Douglass Narrative- Chapters 1-2
1. Strong lines
2. Vocabulary terms
7. Collect Personal Dictionaries and KWL + Project
   

    

 Homework:

• Reading Journal 8

• Read Chapters 3-9

• Add 2 terms to personal dictionaries from chapters 3-9 
• English 242A: Reflection 5: Personal Timeline and Educational Journey
  

 

Day 13: Wednesday, November 4, 2014

 

Agenda:

1. Announcement: No class on Monday to honor our veterans. However, you will have PLENTY of homework so be sure to schedule out your time in order to be prepared with all assignments on Wednesday. 
   
2. Class discussion: Coming Into Language
1. Cocktail Discussion: Quotes that move you
3. Vocabulary Development Strategies:
1. Vocabulary from Baca
2. Examples of context clues
3. Critical thinking questions
4. Introduce Personal Dictionaries
5. Word Part Analysis/Word Webs
1. Oppression  Liberation 
6. Personal Dictionary Presentations

 

Homework: 

 

- Complete Personal Dictionaries: 5 words total

• 2 words from the texts we've read thus far (Freire, Dweck, and Ontiveros)
• 1  words from Baca
• 2 word from Douglass- Chapters 1, 2

 

- Complete KWL Reading Research Project: be prepared to teach the class your area of expertise: download here (This is a 242A homework assignment)

 

- Read and annotate Douglass Chapters 1, 2: highlight important ideas and strong lines for you and be prepared to share these on Wednesday

 

Day 12: Monday, November 3, 2014

 

Agenda:

1. Honoring those who've come before
2. Submit Essay 1: Reflection and Discussion
3. Defining the "Academic Essay" 
4. Break
5. Inductive to Unit 3- Applying the Reading Process
1. "Coming Into Language" by Jimmy Santiago Baca

 

Homework: 

• Re-read "Coming Into Language" and complete Reading Journal 7
  
• Read and Annotate: "Vocabulary Development": download and print here

 

Day 11: Wednesday, October 29, 2014

 

Agenda:

1. Discuss Homework:
1. Review Introductions and Thesis
2. Review Conclusions
2. Using the FOCUS QUESTION to write your thesis
3. Prepare for Peer Response Session 1:
1. Number your paragraphs
2. Write a star next to what you think is your strongest paragraph
4. Rubric/Peer Response Feedback Expectations
5. Peer Response Session
6. Return Interviews and Process work

 

Homework: 

- Complete your Peer Response Reflection 4: download it here (type it up) 

- Revise your essay based upon your response to the 242A Reflection 

- Organize your essay and all journals to submit on Monday: download the Table of Contents Here

 

Day 10: Wednesday, October 22, 2014

Agenda:

1. English 1ST Pathway Confidence Level Survey
2. Outline Group Share Out
1. Share strongest 3 concepts
1. Concept/Definition
2. Why it matters
3. Quote selected
2. Explain logical organization of concepts
3. Choose one outline to share with the class
3. Whole Class Outline Workshop
4. Introduction to PIE/TEA: Paragraph strucutre
5. Class workshop for a paragraph
6. Workshop and draft your own paragraphs

 

Homework: 

- Finish drafting essay:

•      Write your draft: introduction, body and conclusion

- Complete Personal Dictionary: focus on 5 terms that relate to or help you better explain or understand the concepts you selected in your outline (total of 5 terms) 

 

 

Day 9: Monday, October 20, 2014

 

Agenda:

 

1. Free-write: Describe an important educational moment that shaped the way you approach being a college student or influenced your decision to come/return to college and/or to join the Puente Program.
   
2. Prompt Discussion: Timeline Review
3. Discuss Prompt HW: Group Work (share out)
4. BREAK
5. Concept Synthesis: bringing it all together
1. Introduce personal dictionary
1. Select 4-5 concept associated with various authors
2. Choose 2 concepts and create a group visual
3. Present
6. Group Share out
7. Turn in Reading Journal 5
   
8. Introduce Outline
   

 

Homework:

• Read over your notes from class and complete Essay 1 Topic Outline

 

Day 8: Wednesday, October 15, 2014

 

Agenda:

1. In groups, share out your summary of the section you focused on with your group
2. Create Presentation: 
1. Make decisions with your group about the way you will visually represent your ideas
2. Plan the presentation of your visualization: think about how you will explain all aspects of your visualization
3. Break
4. Class 
5. Group Presentations
6. Essay 1 Writing Prompt

 

Homework: 

• Use the reading process (Reading Journal 5) to read over and analyze the Essay 1 Writing Prompt
• Organize your binders! 
  

 

Day 7: Monday, October 13, 2014

 

Agenda:

1. Visit to The Learning Center- please meet me in room 5911
2. Reading Journal #3 Review:
1. Pair-Share answer to Question 4: Rate your Understanding
2. Graffiti walls: questions and important terms
3. Personal Dictionary Homework
4. Getting into the reading: Group Visualization Project

 

Homework: 

- Work on your personal dictionary: 4-5 word entries (typed)

• 2-3 entries based upon your discussion of Freire
• 2 entries from any of the toehr texts we've read

- Re-read your section of Freire and perpare for your group's discussion and presentation: be prepared to work on the visualization and present on Wednesday

 

Day 6: Wednesday, October 8, 2014

 

Agenda:

1. The Reading Process: 
1. College reading= strategic reading
2. Application of Process to Carol Dweck's "Mind-sets and Equitable Education" 
3. Break
4. Introduction to Paolo Freire's The "Banking" Concept of Education
1. Before strategies
2. During and After strategies for homework

 

Homework: 

• Complete Reading Journal #3: download here
• Revise your Interview and bring final copy

 

Day 5: Monday, October 6, 2014

 

Agenda:

1. Interview Challenges Discussion
2. Expository Writing and Academic Discourse
1. Review: text-based academic discourse, expository writing
2. Form and Function of Expository Texts
3. Revising your Introduction to the Interview
1. Interview Organization Handout (part I): download here
4. Break
5. Generating Ideas for Interview Reflection
1. Interview Organization Handout (part II)
6. Peer Response: 
1. Responding to the interviews: strong lines and questions

 

Homework: 

- Read and Annotate: Introduction to They Say I Say: Moves that Matter in Academic Writing

- Read over notes from peer response as well as your own notes on Interview Organization and Revise your interview (Introduction and Transcription)

• Be sure to write your Reflection based on peer comments and your own notes (Part 2 of handout)

- Bring 2 copies of your interview (introduction, transcription, reflection) 

 

 

Day 4: Wednesday, October 1, 2014

 

Agenda:

1. Review Interview Handout
2. Your Passion Moment: Share out your writing!
3. Generate Concepts: based on your passion moment readings, what are the concepts that were most relevant to your own experiences/ 
4. Break
5. Developing strong and thoughtful questions
1. Considering Skye's primary source: Jeff Duncan Andrade
6. Share out your interviewee choices: small group, then class discussion 

 

Homework: 

- Record/transcribe interview questions and responses

- After you transcribe the interview, list 3 concepts that are relevant to the interviewee responses

 

 

 

Day 3: Monday, September 29, 2014

 

Agenda:

1. Check in
2. What is Argument? 
1. Text-based academic discourse
2. Evidence in Argument
3. Group Analysis:
1. Primary and Secondary Sources
2. Stakeholders in Argument
4. Writing Project #1: Interview someone

 

Homework: 

- Complete Reading Journal #2

- Write your Rationale

 

 

Day 2: Wednesday, September 24, 2014

 

Agenda:

1. Syllabus Review:
1. Important aspects
2. Questions
3. Concerns
2. Journal Write: Rate your Understanding of Recycling the Gift
1. 1-5, 5 being the strongest understanding: what do you rate yourself? Why? What questions do you have about the film? 
2. Pair-Share
3. Homework Reading Discussion:  
1. Example: Divergent Thinking
2. Small Group Work
4. Group Presentations and Discussion
5. Journal Write: Rater your Understanding of Recycling the Gift 
6. Review Homework: Writing Journal #1

 

Homework:

- Read over The Reading Process Handout and annotate

- Complete Writing Journal #1: type, double-space

- Buy all necessary materials and books for class

 

 

 

Day 1: Monday, September 22, 2014

 

Agenda:

1. Brief Introduction to me and the course
   

2. Community Building and Pre-Reading Activities
   

3.  

   Small Group Share Out- What do you predict?
4. Passion Project #2: Recycling the Gift- Link to It Here
   
5. Monitoring Your Understanding of the Text
   

Homework:

• Read and Highlight syllabus

• Reading Journal #1: Complete the activities started in class (annotations)