ENG 1100
Teaching Notes
Cortney Robbins
Fall 2013
Daily Lesson Plans:
Date
R, Aug.
29
Activities
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T, Sept.
3
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R, Sept.
5
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T, Sept.
10
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R, Sept.
12
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Go over syllabus, point out important info.
Have class participate in Introductions: Name, major, something unique
Discussion-based course: Explain to students what this means and what class will
look like; functional community depends upon everyone, not just the teacher
[(hooks, 1994)]
Write Course Objectives on the board; ask students to rate their knowledge of each
objective from 1—5 [(Svinicki & McKeachie, 2011)]
What is “good” writing? Have students brainstorm traits of good writing.
Explain how to read the text for this course [(Svinicki & McKeachie, 2011); assign
Occasions for Writing [OFW], Chapter 1: The Practice of Writing; pages 1—11
Show students samples of good, fair, and poor writing from CLEP examples without
labels; have students label each piece with justification; discuss
Provide an overview of MLA Format
Introduce the Writing Process: Prewriting, Writing, Rewriting; emphasize its
recursive nature; discuss
Prewriting Strategies: Students share their prewriting strategies; introduce common
strategies during discussion
Active Reading: Show list of active reading strategies; discuss; practice active reading
with a short article displayed on projector
Assign OFW, Chapter 2: An Exploratory Essay: A Student’s Process; pages 13—35;
reminder: syllabus quiz on Thursday
Administer Syllabus Quiz
Explain Topic Sentences; provide examples; worksheets and practice
Explain Thesis Statements; provide examples; worksheets and practice
Explain Essay Organization; organization/outlining activity
Bloom’s Taxonomy (1956): Show on projector; discuss the different levels and
typical assignments that could accompany each objective; Explain my goal to get
them to the highest level of thinking possible; discuss; introduce readings on
learning at end of discussion
Assign OFW, Education: “Claiming an Education” by Adrienne Rich; pages 360—3
with reading worksheet
Discuss epistemology; introduce & explain Learning Self-Analysis assignment; discuss
Discuss “Claiming an Education”; relate to Learning Self-Analysis assignment
Grammar lesson: Run-ons and fragments; worksheets; discuss
Discuss public communication; introduce Blogging & e-Portfolio assignments; discuss
Assign “Theme for English B” by Langston Hughes [handout] with required
annotations and highlighting, take learning quiz, and create Tumblr site
Discuss Learning Styles and quiz results
Discuss “Theme for English B”; relate to Learning Self-Analysis assignment
Grammar lesson: punctuation; worksheets; discuss
Assign OFW, Education: “Learning to Read and Write” by Frederick Douglass; pages
327—330 with reading worksheet, begin Learning Self-Analysis assignment, and
Blog 1: Due Sunday, Sept. 15
1
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T, Sept.
17
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R, Sept.
19
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T, Sept.
24
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R, Sept.
26
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T, Oct.
1
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R, Oct.
3
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T, Oct.
8
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R, Oct.
10
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Reminder: Bring two printed copies of Learning Self-Analysis assignment to class
Tuesday
Discuss “Learning to Read and Write”; relate to Learning Self-Analysis assignment
Grammar lesson: subject-verb agreement; worksheets; discuss
Collect one copy of rough draft; provide feedback on drafts with checklist while
students complete peer review [(Svinicki & McKeachie, 2011)]
Discuss providing feedback; practice with sample paper on projector
Peer Review of Learning Self-Analysis
Assign OFW, Education: “The Banking Concept of Education” by Paolo Freire; pages
368—371 with reading worksheet
Reminder: Submit final draft of Learning Self-Analysis Thursday by midnight
Discuss what students have learned about how they learn through completing
Learning Self-Analysis assignment
Discuss “The Banking Concept of Education” Pt. 1; tie to learning experiences in the
past; introduce & explain Learning Essay; discuss
Explain narrative writing; discuss
Grammar lesson: misused words; worksheets; discuss
Assign OFW, Education: “The Banking Concept of Education” by Paolo Freire; pages
372—6 with reading worksheet, begin Learning Essay, and Blog 2: Due Sunday, Sept.
22
Discuss “The Banking Concept of Education” Pt. 2; tie to learning experiences in the
present; tie to Learning Essay
Grammar Review: worksheets; discuss
Reminder: Study for Fundamentals # 1 and bring two printed copies of Learning
Essay to class Thursday
Collect one copy of rough draft; provide feedback on drafts with checklist while
students complete peer review [(Svinicki & McKeachie, 2011)]
Discuss providing feedback; practice with sample paper on projector
Peer Review of Learning Essay
Administer Fundamentals # 1
Reminder: Submit final draft of Learning Essay Tuesday by midnight
Grammar: Go over Fundamentals # 1 in class; questions?
Introduce MLA Citation; discuss plagiarism; discuss integrating sources; stress this
skill will be needed for most future essays in college
Concluding discussion on learning; transition to Analysis as an objective of Bloom’s
Taxonomy (1956); introduce analysis skills; introduce & explain Analysis Essay 1;
discuss
Assign OFW, Ethics and Values: “Salvation” by Langston Hughes; pages 595—6 with
reading worksheet
Practice analyzing & structuring an essay on “Salvation” as a class; discuss
Continue lesson on MLA Citation; practice with worksheets; discuss
Assign OFW, Ethics and Values: “On Lying” by Sissela Bok; pages 585—90 with
reading worksheet and Blog 3: Due Sunday, Oct. 6
Analyze & discuss “On Lying”
Review analysis skills
Assign OFW, Work and Working: “The Company Man” by Ellen Goodman; pages
629—30 with reading worksheet and begin thinking about analysis essay
Analyze & discuss “The Company Man”
Objectives Review: Project objectives from syllabus; have students write about their
progress in meeting the course objectives; discuss
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T, Oct.
15
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R, Oct.
17
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T, Oct.
22
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R, Oct.
24
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T, Oct.
29
R, Oct.
31
T, Nov.
5
R, Nov.
7
T, Nov.
12
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Assign OFW, Work and Working: “Life Work” by Donald Hall; pages 645—51 with
reading worksheet and Blog 4: Due Sunday, Oct. 13
Reminder: Bring two printed copies of Analysis Essay 1 to class Tuesday
Analyze & discuss “Life Work”
Collect one copy of rough draft; provide feedback on drafts with checklist while
students complete peer review [(Svinicki & McKeachie, 2011)]
Discuss providing feedback; practice with sample paper on projector
Peer Review of Analysis Essay 1
Assign OFW, Work and Working: “The World Is Flat” by Thomas Friedman; pages
663—8 with reading worksheet
Reminder: Submit final draft of Analysis Essay 1 Thursday by midnight
Analyze & discuss “The World Is Flat”
Research & Sources; explain and discuss primary and secondary sources;
worksheets; introduce & explain Analysis Essay 2 (requires research); discuss
Library visit to class
Assign OFW, Work and Working: “Against Work” by Christopher Clausen; pages
672—6 with reading worksheet and Blog 5: Due Sunday, Oct. 20
Analyze & discuss “Against Work”
Grammar Review: Point our most common issues from Fundamentals # 1;
worksheets; discuss
Review: Topic Sentences & Thesis Statements; discuss
Reminder: Study for Fundamentals # 2
Review Citation
Review Analysis; return to Bloom’s Taxonomy (1956); explain we are moving to
higher level of synthesis; introduce synthesis skills; introduce & explain Synthesis
Essay and Presentation; discuss
Administer Fundamentals # 2
Assign OFW, “The Allegory of the Cave” by Plato; pages 762—4 with reading
worksheet and Blog 6: Due Sunday, Oct. 27
Reminder: Bring two printed copies of Analysis Essay 2 to class Tuesday
Grammar: Go over Fundamentals # 2 in class; questions?
Analyze & discuss “The Allegory of the Cave”; themes here for synthesis?
Collect one copy of rough draft; provide feedback on drafts with checklist while
students complete peer review [(Svinicki & McKeachie, 2011)]
Peer Review of Analysis Essay 2
Assign OFW, “The Curse of Talent” by Michael Lewis; pages 728—33
Reminder: Submit final draft of Analysis Essay 2 Thursday by midnight
Analyze & discuss “The Curse of Talent”; themes here for synthesis?
Watch Moneyball, Pt. 1
Assign Blog 7: Due Sunday, Nov. 3
Watch Moneyball, Pt. 2; discuss
Have students sign up for individual conferences on Thursday and Tuesday
Assign Blog 8: Due Sunday, Nov. 10
Conduct individual conferences regarding progress in class and ideas for Synthesis
Essay
Reminder: Bring two printed copies of Synthesis Essay to class Thursday
Conduct individual conferences regarding progress in class and ideas for Synthesis
Essay
Reminder: Bring two printed copies of Synthesis Essay to class Thursday
3
R, Nov.
14
T, Nov.
19
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R, Nov.
21
T, Nov.
26
T, Dec.
3
R, Dec.
5
T, Dec.
10
R, Dec.
12
TBD
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Review essay organization
Review citation
Review Synthesis
Collect one copy of rough draft; provide feedback on drafts with checklist while
students complete peer review [(Svinicki & McKeachie, 2011)]
Peer Review of Synthesis Essay
Assign Blog 9: Due Sunday, Nov. 17
Reminder: Submit final draft of Synthesis Essay Tuesday by midnight
Return to Bloom’s Taxonomy; discuss evaluation as highest level of learning;
introduce and assign This I Believe assignment as evaluation
Introduce, explain, and discuss Windows MovieMaker for use in This I Believe
Project
Explain and discuss presentation; provide students with “good” and “bad” examples;
discuss
Assign Blog 10: Due Sunday, Nov. 24
Reminder: Synthesis Presentations begin Thursday
Observe student Synthesis Presentations
Observe student Synthesis Presentations
Review This I Believe Project; discuss
Reminder: Bring two printed copies of This I Believe Essay to class Tuesday
Review the Writing Process
Collect one copy of rough draft; provide feedback on drafts with checklist while
students complete peer review [(Svinicki & McKeachie, 2011)]
Peer Review of This I Believe Essay
Introduce, explain, and discuss This I Believe storyboards
Reminder: This I Believe Storyboards due in class Thursday
Objectives Review: Project objectives from syllabus; have students write about their
progress in meeting the course objectives; discuss
Workshop This I Believe Storyboards
Have students sign up for individual conferences on Tuesday
Reminder: Bring complete This I Believe Project to submit at conference
Conduct individual conferences regarding progress in class and ideas for e-Portfolio;
collect This I Believe Projects
Reminder: Bring essay materials and laptops to class Thursday to work on ePortfolios
Facilitate Portfolio Work Time
Conduct Grammar Review
Reminder: Final Exam; questions?
Reminder: Portfolio due Friday by midnight
Administer Final Exam
Administer Fundamentals # 3
4
Course Assignments’ Relationship to Course Objectives:
Learning Objectives1
Upon successful completion of this course, the student will be expected to:
1. Apply strategies for the composition process, such as inventing, drafting, and
revising to produce academic essays.
Students will learn about the writing process, essay organization, and peer
reviewing at the beginning of the course and practice these skills throughout. In
addition, students will write and revise six essays throughout the course, as well
as several pieces of less formal writing.
2. Understand and use the basic rules of Standard Written English (SWE).
Students will analyze and evaluate writing samples at the beginning of the
course. In addition, they will read the writing of their peers and many authors,
which will give them the opportunity to grow as writers.
3. Produce well-organized and sufficiently supported essays that demonstrate an
awareness of audience and purpose.
Students will study essay organization and integrating sources and citing
throughout this course. Students will also be taught to address various audiences
and purposes because of the design of the essay assignments, blogs,
presentations, and projects.
4. Detect poor grammar and know how to correct it.
Students will work on grammar throughout the course, including worksheets
that require them to correct the grammar use. In addition, students will correct
the grammar errors in their own writing and the writing of others through the
peer review and portfolio processes.
5. Demonstrate an awareness of language as a tool for learning and
communications.
Students will be informed about the importance of English in and of itself and to
other disciplines early in the course. In addition, students will investigate the
importance of communication to their specific majors while completing some
blog assignments. Finally, students will reflect on their experiences with writing
1
Learning objectives were written by a university committee and cannot be altered by me.
5
in their learning-related assignments and will use writing to convey a belief that
is very important to them during their final major project.
6. Read and comprehend a variety of texts competently.
Students will practice reading fiction, non-fiction, narratives, short stories,
textbooks, and academic essays throughout this course. They will often
complete reading worksheets to enhance their comprehension of the readings.
7. Develop an understanding of the connection between reading, writing and
critical thinking.
Students will be introduced to Bloom’s Taxonomy early in the course and
reminded of it throughout. They will learn that qualitative coursework is related
strongly to critical thinking. Through work on their writing assignments, students
will need to think critically in order to do well.
8. Create word-processed documents that are prepared according to MLA
standards.
Students will be introduced to MLA format early in the semester, and all of their
formal assignments must adhere to this format.
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Bloom’s Taxonomy (1956) Objectives Applied to Major Course Assignments:
All quoted material from Major categories in the taxonomy of educational objectives
(2012). Retrieved from http://www.krummefamily.org/guides/bloom.html
1. Knowledge: "Knowledge is (here) defined as the remembering (recalling) of appropriate,
previously learned information."
o
All essays will require students to draw upon their "previously learned information,"
including definitions of analysis, synthesis, grammar rules, and the writing process.
o
All presentations, blogs, worksheets, discussion, and exams will do the same.
2. Comprehension: "Grasping (understanding) the meaning of informational materials."
o
All essays will require students to "understand" course materials, including readings,
definitions of analysis, synthesis, grammar rules, and the writing process.
o
All presentations, blogs, worksheets, and exams will do the same.
3. Application: "The use of previously learned information in new and concrete situations to
solve problems that have single or best answers."
o
All grammar work (worksheets, tests, and the presentation of proper grammar in
essays) will require students to "solve problems that have single or best answers."
4. Analysis: "The breaking down of informational materials into their component parts,
examining (and trying to understand the organizational structure of) such information to
develop divergent conclusions by identifying motives or causes, making inferences, and/or
finding evidence to support generalizations."
o
Readings will require students to analyze them.
o
All essays and presentations will require students to analyze written works, their own
ideas, or the beliefs of others.
o
The e-portfolio will require students to analyze their own written work.
o
The final exam will require students to analyze their experience over the semester.
o
Students will be expected to analyze materials during class discussion.
5. Synthesis: "Creatively or divergently applying prior knowledge and skills to produce a new or
original whole."
o
Students will be expected to synthesize ideas presented in the assigned readings.
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o
The synthesis essay will require students to combine prior knowledge gained from
analyzing at least two texts with a similar theme.
o
The presentation based on the essay will do the same.
o
The e-portfolio will require students to synthesize their essays, looking for
commonalities and differences in their writing.
o
The final exam will require students to synthesize their experiences over the semester.
o
Students will be expected to demonstrate synthesis of ideas during class discussion.
6. Evaluation: "Judging the value of material based on personal values/opinions, resulting in an
end product, with a given purpose, without real right or wrong answers."
o
Readings will require students to evaluate the ideas presented in them.
o
Students will evaluate ideas of others' as they incorporate them into their essays and
presentations.
o
Students will evaluate their work over the semester in preparing their portfolio and
taking the final exam.
o
Students will engage in creative evaluation when they complete the This I Believe
project.
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