Please check this daily. I will change the schedule regularly, especially during the first week or two. So don't print this and think you have the schedule!

Each date is a link to the plan for that class period. Homework is due on the date listed.

Week One-- Course Introduction, Language Arts Standards, Resources, & Multiple Literacies

  • Wednesday August 24?--Classes begin
  • Thursday August 25?
    • First Day Handout
    • Introductions
    • Computer Orientation
    • Course web site
    • Writing Workshop: Free write initial ideas about literacy teaching and learning, about our literacy histories, and about our languages.
    • For weekly reflection: read the course materials online. Send questions, comments, fears, and responses to this week's discussions & activities.

Begin exploring these websites:

Finish reviewing these websites on your own for next time. Review the Portfolio One assignment for next time.

Portfolio One: Literacy, Language Acquisition, and Learning

Week Two
National and State Standards of Literacy Instruction

Literacy, Early Literacy, & Multiple Literacies

Early Childhood Literacies; Begin Intel; Discuss Essential Questions

Early Literacy

  • Read Calkins, 5-7 (pp. 53-108) (Literacy K-2)
  • Draft of LA due for workshopping, posted to Wiki. Discuss constructive criticism & peer review. Save to kestrel; post to individual wiki. Bring a hard copy to class

Literacy--Upper Elementary, Middle, and High School

  • Read Calkins, (pp. 109-182) (Literacy grade 3-HS)
  • Workshop Semester Plan Overview

Language Arts & Multiple Literacies and Literacies and Language(s) Attitudes, Biases, and Competencies

Language Varieties and the Teaching of Writing

Language Issues

  • Anzaldua, "How to Tame a Wild Tongue" from Borderlands
  • Discuss Harvey Daniels' "Nine Ideas of Language"
  1. Children learn their native language swiftly, efficiently, and largely without instruction.
  2. Language operates by rules.
  3. All languages have three major components: a sound system, a vocabulary, and a system of grammar.
  4. Everyone speaks a dialect.
  5. Speakers of all languages employ a range of styles and set of subdialects or jargons.
  6. Language change is normal.
  7. Languages are intimately related to the societies and individuals who use them.
  8. Value judgments about different languages or dialects are matters of taste.
  9. Writing is derivative of speech.
  • Writing Workshop:
    • Drafts of Reflective Overview. Portfolio One should be nearly complete and should be brought to class for review.

Portfolio Two: Teaching Writing, Using Writing to Learn Many Subjects, and Supporting Learning in Your Classroom

The writing process paradigm

  • Read Calkins, 1-2 (pp. 3-20), and Z&D, 1 (pp. 3-12)
  • Portfolio One Due.
  • Preview Portfolio Two assignment.

The writing process paradigm

  • Read Z&D, 2-3 (pp. 13-46)
  • Preview Teaching Philosophy Assignment.

Using Writing to Learn

  • Planning a Writing Centered Class
  • Read Z&D, 5-6, “Planning a Writing Centered Class, Day One, Week One” (pp. 69-88)
  • Preview Eighteen Week Calendar

Writing to Learn

  • Read Calkins, chapter 11
  • Read Z&D, Chapter 7, "Time To Write: Workshops and Journals," and 8, "Writing to Learn Everyday" (pp. 89-113).
  • Read Wagner, "A Safe Harbor"
  • Draft of teaching philosophy due

Designing Writing Activities

  • Calkins, Chapter 12, Read Z&D, Chapters 9 & 10.

Integrated Teaching

More on Creating Integrated Units

  • Calkins, Chapter 26.
  • Intel 1.6-1.11, 1.22-1.31.
  • Intel Module 2, "Locating Resources for Unit Portfolios". Bring book to class
  • Bring Draft of Eighteen Week Calendar. Let's work on it extensively. .
  • Work on Unit Plan Templates. Remember, each student must do six. Hold off on the 'Diverse Learners' and "Assessment" portions.
  • Discussion of Goals and Objectives in teaching.

Drafting Day Portfolio Two

  • Work on Unit Plan Templates. Hold off on the 'Diverse Learners' and "Assessment" portions. Here's another sample to look at.

Teaching Revision

  • Read Z&D, Chapters 12-14.
  • Bring another draft of your Teaching Philosophy to class.

Accommodating the Needs of Diverse Learners

Day One

  • On your Intel CD (not the book), Module 8, there is a section called "Pedagogical Practices." Read:
  • Modifying Projects and Instruction - Gifted Students
  • Modifying Projects and Instruction - Non-native Speakers of English
  • Modifying Projects and Instruction - Special Needs Students
  • explore/play with websites on the Module 8 section of the CD
  • Begin drafting your Statement on Supporting the Needs of Diverse Learners
  • Begin working on the "Diverse Learner" section of your Unit Plans.

Assessment, Evaluation, Grading, and the High Stakes Testing World

Assessment vs. Grading

  • Read Calkins 19. Z&D, 16-17.
  • Bring Eighteen Week Calendar. Critique of "Goals and Objectives."
  • Bring Unit Plan Templates. How will you build assessment into your Unit Plans?

Assessment and Testing

High Stakes Testing; Unit Plan peer review

Reviewing and Drafting

  • Bring complete Portfolio 2 to Class; Peer Review Reflective Overviews.

Portfolio Three: What to Do on Monday Morning, Using Literature and Other Readings to Support the Learning Process, and How to Manage Day to Day

Using Genres

  • Portfolio #2 due.
  • Read Calkins Ch. 15.


  • Calkins 22
  • Bring a piece of literature you'd like to teach at your grade level.


  • Read Chapter 23 of Calkins
  • Read handout from Burke on poetry.
  • Check out resources on children's lit. (courtesy of Dr. Kirklighter)


  • Burke handout on fiction,

Nonfiction Prose--memoir

  • Calkins 24.
  • Workshop on letter to a hostile audience.
  • Calkins 25 on non-fiction.

Day One

  • Bring all your materials & work in groups; share with peers.
  • Do student evaluations

Day Two

  • Bring all materials and work in groups; share with peers.
  • Read Calkins, chapter 29 and Z&D, chapter 20
  • Discuss readings in class.

Day Three

  • Workshop Portfolio #3.

Week Sixteen

  • Portfolio #3 due to my office (FC 287) by 6 pm

There is no final exam for ENGL 3360. Grades will be posted by on SAIL.

other leftover crap from previous semesters...

Week Eleven—P2 due; Conferring and Multimedia (Intel)

  • Nov3?—Conferring and Peer review of Portfolio #2
  • Nov5?Portfolio #2 due; begin multimedia project

Week Twelve—Teaching Genres: Poetry and Fiction

  • Nov 10—Multimedia project; genre; fitting a variety of genres into your unit plans
  • Nov12—Genre, TEKS, poetry

Week Thirteen—Teaching Genres: Nonfiction

  • Nov17—Fiction & Nonfiction Prose (traditional)
  • Nov19—Nonfiction Prose (nontraditional); workshop on letter to principal

Week Fourteen—Writing workshop for Portfolio 3

  • Nov24?—Writing workshop for P3 (bring multimedia project and unit plans)
  • Nov26—Working Day: No class. Conference with instructor.
  • 27—Thanksgiving-- Have a nice holiday!
  • 28--Thanksgiving

Week Fifteen—Writing workshop for Portfolio 3

  • Dec 1
    • Bring all your materials & work in groups; share with peers.
    • Do student evaluations
  • Dec 3
    • Bring all materials and work in groups; share with peers.
    • Read Calkins, chapter 29 and Z&D, chapter 20
    • Discuss readings in class.
  • Dec 5 (Friday)
    • Last weekly reflection due.

Week Sixteen

  • Dec 8—Portfolio #3 due to my office (FC 287) by 6 pm

There is no final exam for ENGL 3360. Grades will be posted by Dec. 16th on SAIL

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