Session 4 Agenda

Assigned Readings for Session 4

[T] = Read Chapter 5

[G] = Read one P-level text and either one M- or U-level text of the journal genre.  Bring examples to discuss during the Journal Genre Presentation.

[O] = Read Teaching the Genre and Collaborative Exploration assignment sheets
[O] = Explore the web, try and locate blogs dedicated to topics you are considering for your Genre Pieces Project

LEARNING ACTIVITY I.   Teaching Writers and Readers the Journal Genre
(4:00-5:15)  
Expert Presentation:  Teaching the Journal Genre
Evaluating the Presentation
Reviewing the Assignment Criteria


5:15-5:30 Break

LEARNING ACTIVITY II. Becoming a Teacher Who Writes:  The Genre Pieces Project 
(5:15-5:45)
Establishing Writing Groups
Establishing Rules and Routines for Our 618 R/W Workshop  

LEARNING ACTIVITY III.   618 READING/WRITING WORKSHOP TIME   
(5:45-6:30)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading 


Suggested Activities for R/W Workshop

• Peer conferences brainstorming ideas for genre pieces project

Carrie:  Backpacking in Europe

Emily:  Food Industry

Heather:  Germany/German Heritage

Jenna:  Wedding Planning

Meghan:  Icecream

Sophia:  undecided

• Independent freewriting/brainstorming ideas and purposes for genre pieces project:  What do you know about your genre?  What do you still want to know?  How will you find out the answers to your questions?

(6:35-6:40)  
In Preparation for next class..

1. Join our 618wikispace.   
2. Read Hicks' Chapters and participate in the wiki activities which are connected to the readings.
3. Continue brainstorming ideas about your topic for the Genre Pieces Project.
4  Continue identifying your needs as a writer for your Writing Group Rules and Routine contract.

5. Continue reading about your genre for the Teaching the Genre Project.
6. Continue writing in your personal blog about course topics that are of interest to you.

 We will meet in the computer lab at the start of class for Session 5.

Session 3 Agenda

Assigned Readings for Session 3

[T] = Read Chapter 2

[H] = Skim pp. 1-6 & Appendix 2

[H] = Read pp. 6-11, 126=134

[O] = Read Scott & Vitale

[O] = Read Towle
[O] = Read Teaching the Genre and Collaborative Exploration assignment sheets

LEARNING ACTIVITY I.   What is WRITING/READING Workhop?  What does a DIGITAL WORKSHOP look like?
How might these work in my classroom?(4:00-5:00)  
Reviewing the readings assigned for class, we will try to identify what we see as the essential components and pedagogical principles of a composing workshop learning community. 

5:00-5:15 Break


LEARNING ACTIVITY II.   Students Becoming Teachers:  Assignments for the Genre and Collaborative Exploration Assignments  
(5:15-5:45)
What types of genres do you like to read?   When was the last time you wrote this type of genre?  
Have you ever asked your students to write in this genre?  
Students will be assigned the chapters connect to their projects.  We will review the expectations together.   

LEARNING ACTIVITY III.   618 READING/WRITING WORKSHOP TIME   
(5:45-6:20)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading
Small group or independent reading/learning (6/8):   Explore student-assigned chapters


(6:20-6:35)
Independent writing:   What do you know now about your genre?   What do you still want to know?   How will you find out the answers to your questions?  

(6:35-6:40)  
In Preparation for next class....   

Hello Bloggers!

Yeah!  We made it!  Everyone has their own blog!!!   So EXCITING!

Session 2 Agenda

Assigned Readings for Session 2

[T] = Read Chapter 1

[O] = Read Eckhoff

[O] = Read R/W Blog assignment

LEARNING ACTIVITY I.   What is WRITING?   How do READING and WRITING influence the reader/writer?
(4:00-5:00)  Reviewing the contemporary models of Reading and Writing Processes
Taking a closer look at the various processes, strategies, and habits of writing (and reading) 
Taking a closer look at the ways in which the writer is influenced by what is read, how it is read, and why and at the same time the ways in which the reader is influence by what is written, how it is written, and why

5:00-5:15 Break


LEARNING ACTIVITY II.   618 READING/WRITING WORKSHOP TIME   
(5:15-6:40)
1=Prewriting   2=Drafting    3=Revising  4=Editing   5=Publishing
6=Peer Conference   7=Teacher Conference  8=Independent Reading


Whole Class Activity
(5:15-6:00)  
1.  Setting up our personal blogs
2.  Exploring how we PREWRITE.   What can we do to turn "the editor" off?
3.  Revisiting R/W Blog Assignment Criteria:  What kind of writer can I be?   How will I use reading and writing to influence my understanding of W/R as well as how to teach R/W?

Independent Writing Time 
(6:00-6:35)  
1.  Required activity for everyone: Crafting response to Entry #1 for the R/W blog

Review Reading Assignments for Session 3

(6:35-6:40)   

Welcome to LTED 618: Reading Improvement Through Written Expression

Welcome students!   My hope is that this site becomes our "home base" for the course.   


As the weeks progress, I plan to post our weekly agendas here and list all of your blogs so that we can easily access each other's reflections on the weekly readings.   


Looking forward to a productive semester together.