August 26
a)
b) Tuesday will be our intro to the course and I will discuss the unit,
the portfolio project, the collaboration with the Iowa State students,
and the home page project.
August 28
a) DUE: 3-inch binder with inserts and tabs; your name and secret password
to the computer lab.
b) In class I will give you the first artifact for your portfolios--a rundown
of the National Standards for the teaching of English and the Language
Arts.
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September 2
a) DUE: Chapters 1-3 of Tchudi and Tchudi
b) In class, we'll have a discussion of the text thus far and then spend
some time discussing what should happen on the first day of class--your
class.
September 4
a) The rest of Tchudi and Tchudi and your two-pager
b) More ways to begin the school year...more discussion of the text...and
we'll spend some time in the computer lab familiarizing ourselves with
the Internet so you'll be prepared to work on filling up your teaching
idea portfolio.
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September 9
a)
b) Today we're going to focus our efforts on classroom management...the
do's and the don'ts and the maybes.
September 11
a)
b) More classroom management; be prepared with questions of your own from
your remembrances of schooling in your past.
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September 16
a) DUE: Beach and Marshall, chapters 1-5
b) We'll begin our discussion of literature and its use in classrooms;
I'll also give a brief lecture on reader-response theory and how it might
look in the classroom.
September 18
a) DUE: Beach and Marshall, chapters 6-10; two-pager if you want, OR you
can wait until next Thursday after you've finished the text
b) More discussion and activities based on literature and its place in
classrooms.
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September 23
a) DUE: Beach and Marshall 11-15
b) More fun with literature.
September 25
a) DUE: The rest of Beach and Marshall; two-pager if not already turned
in to me.
b) More discussion of literature in the classroom
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September 30
a) DUE: Cleary, chapters 1-3
b) We'll turn to a discussion on writing in the classroom
October 2
a) DUE: Cleary, chapters 4-6; two-pagers due
b) Discussion and activities focused on writing in the classroom.
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October 7
a) DUE: Cleary, chapters 7 & 8
b) More talk on writing in the classroom
October 9
a)
b) Journals in the classroom--what are their place? Ideas, suggestions,
and discussion will follow.
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October 14
a) DUE: Atwell, chapter 1
b) Taking what we've already learned about the individual pieces, we'll
begin "plugging in" Atwell and consider the idea of workshops
in the classroom.
October 16
a) DUE: Atwell, chapters 2 & 3; two pagers
b) More discussion of Atwell
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October 21
a) DUE: Units--no excuses! Atwell, chapter 4
b) More insights as to how to put a workshop together in your classroom;
I will also take a short list of issues that you're still concerned about
and prepare to talk on them during the upcoming class periods.
October 23--I will be gone to the IRA Regional Conference in Omaha Nebraska
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October 28-30
a)
b) Issues that have been brought about by our readings thus far. You choose
them; we'll consider them.
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November 4
a)
b) Issues will continue to be a priority; we will also consider censorship
in the classroom and how you should respond.
November 6
a)
b) More issues, and we'll also discuss protocol for being a student teacher.
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November 11
a) DUE: Lafer and Tchudi, chapters 1-3;
b) In class, we'll begin considering interdisciplinary classrooms/interdisciplinary
teams: what they look like, how they function, etc.
November 13
a) DUE: Lafer and Tchudi, remaining chapters; two pagers due
b) More discussion of interdisciplinary activities and how they fit the
classroom.
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November 18
a)
b) Today we'll focus on issues related to ESL students; guest speaker.
November 20--I will be in Detroit for the NCTE National Conference--anyone
want to come?
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November 25
a
b) Discussion of issues
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December 2
a) Units DUE
b) Professional teaching portfolio presentation by yours truly
December 4
a)
b) Student teacher panel
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December 9--Final If we don't need to have a written final, we will plan to split the class into groups of four or five to share unit plans. This will be a time for each of you to reflect on what you've learned through the act of putting your unit plan together, revising it, and then considering it a final time before you actually go out and teach it.
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