The California State University i3 ERWC Teachers Date and/or Subtitle

Pre-workshop overview

Agenda Creating a Shared Vision First and Last Modules Course Overview: Binder 1 Walk Module Walk-Through Teaching Text Rhetorically Writing Tasks Appendices and On-line Resources Instructions for Day 2

Creating a Shared Vision Divide an 8 ½ x 11 page in half vertically. On the top of the left side, write, “Give One.” On the top of the right side, write, “Get One.” Take about 5 minutes and, in the “Give One” column, write key points you remember or noted from the pre-workshop materials you viewed.

Creating a Shared Vision Take about 10 minutes to circulate, introducing yourself to as many new teachers as possible. When you introduce yourself, share one of the ideas aloud from your “Give One” notes. Write any new ideas (or notes to clarify or elaborate the ideas you’ve notes) in the “Get One” column. Share major ideas as a whole group—add to “Get One” column any new ideas you hear. Creating a Shared Vision

Framing the course Two new features of the ERWC An introductory mini-module and A reflective portfolio Framing the course

Framing The Course Individually skim these two pieces In groups, discuss how these pieces support, deepen, or shift your understandings about: What we teach How we teach Who students are and what they bring to the work of the class What a teacher’s role is in this curriculum What the curriculum says about why we teach English Share Framing The Course

Getting to Know the New Modules Each Group Focus on One Module What's Next? Thinking About Life After High School Rhetoric of the Op-Ed Page Racial Profiling The Value of Life Good Food/Bad Food Into the Wild Take about 10 minutes to read through the module individually. Getting to Know the New Modules

Getting to Know the New Modules As a group, represent the module on a poster, with different colors for: Module title; Readings—titles and genres; Writing Assignment(s); Grammar Focus; and Supplemental texts (expository, literary, movies, videos, multimedia, images or music) that might support the module Discuss how to use formative assessment and the grammar pieces. Getting to Know the New Modules

Getting to Know the New Modules Gallery Walk Post posters around the room. Groups start at home posters. Leaving one person to share ideas, move around one poster at a time, four minutes per poster. Getting to Know the New Modules

What’s Next? Thinking About Life After High School Module Walkthrough

REVIEW Template elements Reading Rhetorically Prereading Reading Post Reading Connecting Reading to Writing Discovering What you Think Writing Rhetorically Entering the Conversation Revising and Editing REVIEW Template elements

Prereading Read and annotate Activity I. How will your students react to the assignment of writing a portfolio? How might you begin the module with them? Read and annotate Activity 2. Picture a student in your last class. Which questions will be helpful to that student? What would his/her writing be like? Prereading

Exploring key concepts Complete Activity 3 for yourself. Choose 10 words from the list that describe you. Add 10 words of your own. Then prioritize those words. Share with a partner and listen as your partner comments on the character you have revealed through your choices. Reflect on the classroom experience. Be sure when participants reflect on the classroom experience that they consider not only what students are doing but how and why they are doing it. Exploring key concepts

Look through the activities to see how prereading is woven throughout this module. What does this say about the reading process? Prereading continues

With a partner, choose an element of the template. Look through What’s Next to see what activities and strategies the author uses to address that element. Consider how that would look in your classroom. Prepare to share your findings with the group. Exploring the module

Module debrief Sharing/reflection on key elements: Motivation for students? Examination of Standards? College Expectations Covered? Views of Writing? Module debrief

Stop and respond Experience the process. Activity 11 This step can be optional, depending on time and the needs of your group. Doing this activity can acquaint your participants to the Stop and Respond, as well as helping them become more acquainted with a text of the module. If you plan to do this, you may want to provide extra copies of Hidden Intellectualism. Experience the process. Activity 11 Hidden Intellectualism Stop and respond

Teaching Text Rhetorically Pass out the article and the instructions for completing the activity to the group. Have them get into groups of 2, 3 or 4 depending on the number in the course. Ideally, you will have 6 groups, one for each section of the Assignment Template. In groups, have the teachers develop activities for each of the cells in their sections. Let them know that they may have to talk to the groups just before them or after them to make sure there will be a flow to the lesson. Provide feedback to the groups on how they did and if the lesson they developed followed the template. Teachers need to know if they are on the right track or not in developing a module that has a focus on the text, asks the right questions, and gets at the gist of the argument. Read the article in your small groups. Develop activities for the section of the Assignment Template assigned to your group. Check with the groups that have cells just before or after your cell for flow of the lesson. Debrief the activity and provide feedback to each other on the activities created.

Writing Tasks Return to the modules and consider the rhetorical situations of the writing tasks across modules. In small groups, discuss and complete the table asking for the elements of the rhetorical situation of each task. Context (which includes some conflict or need [exigence])—What occasion/need calls for argument/persuasion? What issue does it address? Actor—Who are students called to be in the situation created by the prompt (expert, teacher, colleague, friend, sibling . . .)? Purpose—What are students to accomplish in their writing? Why? Audience—Whom are they trying to persuade? Medium (for our purposes, usually a form of writing)—How should they be communicating? What does thinking of these tasks in these terms add to your understanding? Lloyd Bitzer, 1968, “The Rhetorical Situation.”

Elements of Rhetorical Situations Context (which includes some conflict or need [exigence])—What occasion/need calls for argument/persuasion? What issue does it address? Actor—Who are students called to be in the situation created by the prompt (expert, teacher, colleague, friend, sibling . . .)? Purpose—What are students asked to accomplish in their writing? Why? Audience—Whom are they trying to persuade? Medium (for our purposes, usually a form of writing)—How should they be communicating?

Appendices and on-line resources

Extended Learning Opportunity Read “Teaching for Transfer,” “Modifying the Assignment Template,” and “Formative Assessment” before you come to Day 2. From the three articles, choose one to explore further and make notes about the big ideas in the article. Extended Learning Opportunity

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