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msherry@bloomu.edu Work:(570)389-4976 Cell: (734)255-3241 Office: 117B Office Hours: Th/F 3:30-5pm
 * [[image:Erasmus.JPG width="419" height="308"]] || Michael Sherry

Course meets M, W, F 1:00-1:50pm BCH 103 || media type="custom" key="6736175" ||

=**Course Meetings**=

08/30 | 09/01 | 09/03 | 09/06 | 09/08 | 09/10 | 09/13 | 09/15 | 09/17 | 09/20 | 09/22 | 09/25 | 09/27 | 09/29 | 10/01 | 10/04 | 10/06 | 10/08 | 10/11 | 10/13 | 10/15 | 10/18 | 10/20 | 10/22 | 10/25 | 10/27 | 10/29 | 11/01 | 11/03 | 11/05 | 11/08 | 11/10 | 11/12 | 11/15 | 11/17 | 11/19 | 11/22 | 11/29 | 12/01 | 12/03 | 12/06 | 12/08 | 12/10 | Finals week |

Class policies/Routines Syllabus/Assignment || None ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 08/30 || //Setting Expectations//

Take multiple intelligences survey Read explanation At the top of your personal page, write a reaction: what do you think of the results? ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/01 || //Introductions/Course tools// || Finish wiki personal page

Groupwork: represent results of survey in different ways
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/03 || //Learning styles//

[|Miss Tolliver video] || For next class, document your attempts to teach someone something (perhaps you'll teach a sibling to shoot baskets or teach your parents how to use Facebook). Use your experience with multiple intelligences to answer the following questions; post your answers in the discussion forum on your personal page (hint: you can copy and paste these questions into a post): --To what learning styles does the lesson you were trying to teach seem to appeal (for instance, shooting baskets might appeal most to Kinesthetic and Interpersonal intelligences)? --In terms of multiple intelligences, what were the strengths and struggles of the person you were trying to teach? How did this help or hinder your efforts? --What evidence did you have that the person had learned the lesson? In terms of multiple intelligences, what form(s) did that evidence take? ||

--To what learning styles does the lesson you were trying to teach seem to appeal (for instance, shooting baskets might appeal most to Kinesthetic and Interpersonal intelligences)? --In terms of multiple intelligences, what were the strengths and struggles of the person you were trying to teach? How did this help or hinder your efforts? --What evidence did you have that the person had learned the lesson? In terms of multiple intelligences, what form(s) did that evidence take? ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/06 || //No Class// || For next class, document your attempts to teach someone something (perhaps you'll teach a sibling to shoot baskets or teach your parents how to use Facebook). Use your experience with multiple intelligences to answer the following questions; post your answers in the discussion forum on your personal page (hint: you can copy and paste these questions into a post):

Groupwork: What counts as evidence of learning? [| Edutopia Video] || Problem: What is the healthiest meal for 2-3 people that can be made for under $5 With your group, you will need to research and solve this interdisciplinary problem; on Friday, your 5 minute presentations will be judged by an ex-restaurant manager. Here are some issues you may wish to consider: --What does "healthiest" mean? --How much is enough for 2-3 people? --What resources will be required to prepare the meal and how might these add to the cost? (for instance, do you need to travel to the store to get it? cook it on a stove? gas or electric?) ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/08 || //Interdisciplinarity://

Groups present healthiest meal presentations || None ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/10 || //Interdisciplinary Presentations//

Audience Genre || Revisit your teaching attempt and your healthy meal research/presentation: How did genre, audience, and purpose figure in those processes? Post your answers in the discussion forum on your personal page (hint: you can copy and paste this question into a post) ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/13 || Purpose


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/15 || //Intro to Multigenre//

[|One mode, multiple genres]

Multigenre Research Video || Reread multigenre assignment: What Topics, Genres, Audience(s), and Purpose(s) are you interested in pursuing? Answer "topic talk" questions for two possible topics and post your answers at the top of your personal page (not your discussion forum). or (**Note**: You can download and fill out these worksheets, then copy and paste your answers into your personal page) Please come prepared to discuss this work in class. ||

Group brainstorming Whole-class discussion || For next class, read sample multigenre project and fill out __W__riting __A__nalysis __S__trategy II & III questions: Post your responses on your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/17 || //Brainstorm Topics//

Discuss sample project and WAS sheets || For next class, [|choose a sample multigenre project] and fill out __W__riting __A__nalysis __S__trategy II & III questions: Post your responses on your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/20 || //Sample Multigenre Project//

Groupwork: Using our class rubric, what grade would you assign to the sample project and why? || Topic proposals due next class: What topic have you settled on, and why? For what audience(s) and purpose(s) might you design this project? What sources might you draw on? What genres might you use to represent your work? Post your responses at the top of your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/22 || //Sample Multigenre Project//

Process journal Sample FQI sheets Endnote/Protopage || Begin your process journal on your personal page, above your topic talk and topic proposal ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/25 || //Process Tools//

How is what we've done so far connected? || Meet in library for research presentation 1 ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/27 || //Synthesis//

Using available resources || Meet in library for research presentation 2 ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/29 || Library research presentation 1:

Identifying reliable sources
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/01 || //References//

Quoting, paraphrasing, and citing sources Making an Endnotes and Works Cited page Library research || Find 1 example of each of these 3 genres for next class: --Driver's License --Magazine ad --YouTube video ||

Group: deriving characteristics and criteria for genres || Meet in library for research/conferences Update process journal ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/04 || //Genre practice//

At least 2 FQI sheets due by end of class || Find 1 example of each of these 3 genres for next class: --Essay --Diary entry --Poem Derive characteristics/criteria ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/06 || //Research/Conferences//

Group: deriving characteristics and criteria for genres || Meet in library for research/conferences Update process journal ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/08 || //Genre practice//

At least 2 FQI sheets due by end of class || Choose 1 genre from your FQI sheets; find at least 3 examples; derive characteristics and criteria; compose beginning/outline/draft of that genre for your project; come prepared to discuss during next class. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/11 || //Research/Conferences//

Group: discuss genres and characteristics/criteria || Meet in library for research/conferences Update process journal At least 10 FQI sheets due by end of class ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/13 || //Genre practice//

|| No class ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/15 || No class

At least 10 FQI sheets due by end of class || Choose 1 genre from your FQI sheets; find at least 3 examples; derive characteristics and criteria; compose beginning/outline/draft of that genre for your project; come prepared to discuss during next class. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/18 || //Research/Conferences//

Group: discuss genres and characteristics/criteria Literature Circles meet to set schedule || Genre 1 due 10/25; post to personal page; bring 3 copies to class Buy Literature Circles books for 10/25: [|Monster] [|Nothing but the Truth] [|Shooter] [|Up the Down Staircase] Interested in reading more about Literature Circles? Click [|here] ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/20 || //Genre practice//

Buy Literature Circles books for 10/25: [|Monster] [|Nothing but the Truth] [|Shooter] [|Up the Down Staircase] Interested in reading more about Literature Circles? Click [|here] ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/22 || //Intro to Literature Circles// || Genre 1 due 10/25; post to personal page; bring 3 copies to class

Update process journal ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/25 || //Peer review/revision// || Revise Genre 1

Discuss process || Genre 2 due 11/1; post to personal page; bring 3 copies to class Prepare for Literature Circles pt. 1 ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/27 || //Peer review/revision//


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/29 || //Literature Circles pt.1// || Genre 2 due 11/1; post to personal page; bring 3 copies to class ||

Update process journal ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/01 || //Peer review/revision// || Revise Genre 2

Discuss process || Genre 3 due 11/8; post to personal page; bring 3 copies to class Prepare for Literature Circles pt. 2
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/03 || //Peer review/revision//

||


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/05 || //Literature Circles pt. 2// || Genre 3 due 11/8; post to personal page; bring 3 copies to class ||

Update process journal ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/08 || //Peer review/revision// || Revise Genre 3

Meet in MCHS 2205
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/10 || //Tech Tools//

Try these visual tools: -[|Wordle] example --[|Picnik] example --[|Jaycut] example --[|Comeeko]

Or audio tools --[|Myna] [|example]

-- [] and [] --[|Audacity]

Or annotation tools: [|VoiceThread] [|Viddler] || Genre 4 due 11/15; post to personal page; bring 3 copies to class Prepare for Literature Circles pt. 3 ||


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/12 || //Literature Circles pt. 3// || Genre 4 due 11/15; post to personal page; bring 3 copies to class ||

Update process journal ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/15 || //Peer review/revision// || Revise Genre 4

Discuss process || Prepare for Literature Circles pt. 4 ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/17 || //Peer review/revision//


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/19 || //Literature Circles pt. 4// || Now that you've finished more than half of your project, reflect on how you might synthesize your genres using a repetend or linking mechanism, and how you might "package" your project; post this brief reflection to your personal page, and come prepared to discuss ||

Checklist Look at sample projects Discuss synthesis/packaging || How will you present our class? To Mr. Lessnau's high school students? What will you be looking for as you watch presentations? As you read other projects? Post to personal page ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/22 || //Synthesis/Packaging//:

Discuss presentation preparations Discuss peer responses with Mr. Lessnau's class || Have a good holiday! Prepare for presentations ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/23 || Preparing for presentations

Respond to at least 3 of Mr. Lessnau's students' projects Use your process journal and the stages of your project saved on your personal page as you reflect on what you've learned: --about your topic? what surprised you? --about writing? what steps of this process were especially difficult or rewarding for you? --about teaching? do you see yourself using multigenre with your future students? why or why not? Please post your reflection at the top of your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/26 || //No class// || Prepare for presentations;

Respond to at least 3 of Mr. Lessnau's students' projects Use your process journal and the stages of your project saved on your personal page as you reflect on what you've learned: --about your topic? what surprised you? --about writing? what steps of this process were especially difficult or rewarding for you? --about teaching? do you see yourself using multigenre with your future students? why or why not? Please post your reflection at the top of your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/29 || //Presentations// || Prepare for presentations;

Respond to at least 3 of Mr. Lessnau's students' projects Use your process journal and the stages of your project saved on your personal page as you reflect on what you've learned: --about your topic? what surprised you? --about writing? what steps of this process were especially difficult or rewarding for you? --about teaching? do you see yourself using multigenre with your future students? why or why not? Please post your reflection at the top of your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 12/01 || //Presentations// || Prepare for presentations;

Respond to at least 3 of Mr. Lessnau's students' projects Use your process journal and the stages of your project saved on your personal page as you reflect on what you've learned: --about your topic? what surprised you? --about writing? what steps of this process were especially difficult or rewarding for you? --about teaching? do you see yourself using multigenre with your future students? why or why not? Please post your reflection at the top of your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 12/03 || //Presentations// || Prepare for presentations;

Respond to at least 3 of Mr. Lessnau's students' projects Use your process journal and the stages of your project saved on your personal page as you reflect on what you've learned: --about your topic? what surprised you? --about writing? what steps of this process were especially difficult or rewarding for you? --about teaching? do you see yourself using multigenre with your future students? why or why not? Please post your reflection at the top of your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 12/06 || //Presentations// || Prepare for presentations;

Respond to at least 3 of Mr. Lessnau's students' projects Use your process journal and the stages of your project saved on your personal page as you reflect on what you've learned: --about your topic? what surprised you? --about writing? what steps of this process were especially difficult or rewarding for you? --about teaching? do you see yourself using multigenre with your future students? why or why not? Please post your reflection at the top of your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 12/08 || //Presentations// || Prepare for presentations;

Discuss reflections || Projects due 12/13 ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 12/10 || //Presentations/Reflections//

Projects due || Have a great spring! Keep in touch! ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * Finals week || //Saying goodbye//