TE802Assignments

To add your assignments to the list, click in the last table row: at the left of the cell, you should see this; click the bottom arrow to add a row.
 * Assignment || Description || Weight || Due ||
 * Literacy Inquiry Project

 (back to overview) || The purpose of the literacy inquiry is two-fold: 1) to begin the process of inquiring into the literacy practices of your students, and 2) to begin to explore your goals for your focus class for the year, especially in light of the individual students and classroom community of your focus classroom. This project will help you begin to explore your students’ literacy skills, interests, and attitudes, as you get to know your focus class as a community and as a group of individual learners. The project will also call you to communicate with your mentor in articulating your yearlong goals for your students. Ultimately, you will explore the possibilities that arise as you connect what you are learning about your students with these goals.



|| 20% || 9/14 ||


 * Assignment || Description || Weight || Due ||
 * Student Work Analysis I

(back to overview) || How does student performance (e.g., a written composition or a video/audio clip of classroom talk/behavior) demonstrate learning? Our first analysis of student work will help us explore where the delivered and the experienced curricula (see Yancey chapter and previous assignment) overlap and diverge. In collaboration with your peers, you will each analyze three student responses to one class assignment; then you will each write a three-part analysis that contextualizes the assessment, looks for patterns in the student work, and considers implications for your teaching.



sample1 || 20% || 9/21-10/26 ||


 * Assignment || Description || Weight || Due ||
 * Instructional Writing Sequence

(back to overview) || Based on your literacy inquiry project, your first student work analysis, and what you have learned about your students since September, you will develop an instructional writing sequence (to be implemented during your second GLT) in which you teach discussion and/or writing skills. Readings from Hillocks and McCann will serve as a guide for creating this sequence, and you should discuss your plans well in advance with your mentor; in addition, we will dedicate class time to creating managing, and revising during the semester. (//Note: this is not a unit plan; it could be as short as one or two lessons, as long as it results in student work that you can share with us for your last analysis//.

In order to complete this writing sequence you will need to determine what you are having your students produce, perform a **task analysis** to determine what your students need to know in order to accomplish this task, invent **gateway activities** that will engage students and will build some foundational knowledge, organize a **sequence** of lessons that have strong relationships to each other, and create assessments and engage in assessment practices that reveal students' knowledge and abilities. (//Your final product may be a narrative or a table/calendar of events, but either way it should include your reflections and annotations about how your plans worked as you taught them//).



|| 30% || 11/30 ||


 * Assignment || Description || Weight || Due ||
 * Student Work Analysis II

(back to overview) || How do your responses to student work reflect your goals? You will examine the work and your responses to the work of three students, resulting from your instructional writing sequence. The aim of this assignment is for you to better understand what your students experienced and learned as a result of this sequence, as well as to review and reflect on the feedback you provided these students during the sequence. Here, again, you should refer back to your previous assignments. How will your assessment of these students’ literacy inquiry responses and their subsequent work inform how you teach these students for the rest of your internship year? || 20% || 12/10 ||