Detailed instructions and rubrics (where needed) will be provided for each assignment.
All students submit a self-evaluation along with each major assignment.
- Classroom Leadership (total 15% of grade):
– Attendance (10%) Regular and consistent class attendance and participation. A total of two excused absences are permitted. Extra Credit You may complete an extra credit assignment to offset one absence or late submission. Read one extra young adult novel on the book list and write a book card. Mark the book card “extra credit.”
– Presentations and in-class activities such as book talks (5%) Each participant will present a book talk based on the book card format (see below) and facilitate a short discussion (according to guidelines) at least once during the semester. Engage with class excursions, group projects and additional activities as assigned.
2. Reading Journal/ Book Cards (15%) Each week, assigned readings will be posted to the course website. Participants are expected to complete all readings before each class session for which they are listed, and come to class prepared to present and discuss them. At the end of the semester you will curate them all into the form of a themed blog post.
Book groups/ clubs will be formed from student preferences for genres based on a list of book choices. Each book group will present their book once during the semester. After reading each assigned book, you will complete a book card to document your personal reaction to the book and your reading experience as a teacher (not a summary). Please respond as a reader first and a future teacher second. Copy the template below into Word (or the equivalent), type, print and attach it to a 4×6 note card. You will also post this on the course discussion board three times during the semester (not each week). Keep your cards in a single folder (real or virtual), and bring them all to class. ************************************************************************
Title of Book:
Author of Book:
Personal Reaction to the Book and your Reading Experience: (Prompts to get you thinking) What did you think of the book? What resonated with you? Where were you most drawn into the story? Where was your transaction with the text the most powerful? What will you carry with you from the reading experience? Would you recommend the book to others, and why?
Number of stars out of five stars:
Three words to describe the book:
Discussion Questions for Novels Write three questions that would prompt deep discussion about each novel. Work towards open-ended questions that have no correct answer; questions that would challenge us to think deeply, thereby prompting an engaging conversation. These questions should pertain directly to your book and your personal reading experience, rather than to general analysis of literary elements or queries over authorial intentions. You will use these questions to guide your group dialogues about the books. You may handwrite the questions on the back of your 5 required assigned novel book cards. You do not need to write discussion questions for the picturebooks.
3. Reading Community/ Practicum (GVP/ LSOS/ WSA) Project (20%): This is our course’s applied skills project. Work collectively with a small group of course participants to read-aloud or curate readings for an exhibit in partnership with local indie bookstore/ schools. Details and group assignments will be shared during the first week of class. At the conclusion of this project, you will write a thanks letter to the teacher/ supervisor for the project sharing what you learned from the experience (and submit a copy to Dr. Sethi). This is due on or before May 8th. This is a key component of the class and will require up to 1.5 hours and transportation outside of class meetings (mostly on Fridays but not every week). You will meet your group each week outside of class, and reflect on how the project is progressing.
Each group will be distinct but the average weekly commitment/ effort will be equivalent. Please be sure to note down the deadlines and deliverables you agree to with the School, teachers and managers at each placement. Note: This is almost like an internship placement and your professionalism is expected.
Note 4th credit justification: This is a four credit course and therefore, up to an additional 1.5 hours of outside class activities such as “labs” or practicum assignments are expected.
4. Literacy Autobiography in 2 parts (total 25%) – See detailed instructions and due dates below
Literacy Autobiography: You will write a two-part reflection on your development as a reader in this class. Part 1 (Beginning of the Course) This is an invitation to recall and record the experiences that have shaped your relationship with, and attitudes and feelings toward, reading. This is also an opportunity to share any information about yourself as a reader that would help me support you in this class. Please answer the following questions in narrative format. Please type and double-space. Literacy History 1. What are your memorable (positive/negative) school experiences with reading? 2. What are your memorable (positive/negative) home experiences with reading? Current Literacy Attitudes and Interests 3. How do you currently feel about reading? Do you see yourself as a reader now? 4. Do you read for pleasure (outside of assigned school reading)? Why or why not? 5. If so, what are your favorite genres to read? Who are your favorite authors to read? Future Literacy Goals 6. What do you hope to get out of this class, both personally and professionally, in terms of your relationship with reading? Do you have any reading goals? Each person’s relationship with reading is unique. Perhaps you absolutely hate to read. Perhaps you are a voracious reader. I will make no judgments on your reading life. Your experiences, attitudes, feelings and thoughts are all welcome. Your reflection will be kept strictly private. I hope the process of recalling and recording your experiences and feelings will give you insight into your life as a reader and the reading lives of your future students. Part 2 (End of the Course) I am interested in the development of your relationship with reading during your time in this class. Please answer the following questions in narrative format, typed: 1. What was (were) your favorite book(s) that you read this quarter? 2. Did your personal relationship with reading grow or change during this course? If so, how? What classroom practices do you think contributed to your development? 3. What practices/philosophies regarding reading and children’s literature do you plan to carry forward to your future students, and why? 4. What books from the book list and mentioned in class would you still like to read? 5. What recommendations do you have for improving this class? What would you keep and what would you change or add? What are your insights about the role of reading in your life as an educator/ student? (Can you recommend any 5 star books that you think belong on the book list?)
5. Final Book Project (10%) Details below. Due May 1st or 3rd (by sign-up)
6. Global Learning (creative/ digital story/ found poem/ other) project and presentation (total 15%):
Many SUMMIT students are required to make a “global learning” entry into their Portfolio. This assignment in intended to allow you to reflect on how this class informed your understandings of global learning broadly. Using your weekly notes, in-class reflections, Discussion Board entries and digital tools of your choosing, document your learning journey throughout the course. You set learning objectives at the start of the course. How did you meet them? What did you learn from this course (include personally impactful ideas, skills, topics, personal insights and experiences)? What academic and broader lessons will you take forward from this class? Present your final “product” (e.g. blog post, photography, artistic rendition or digital story) to peers and share with a wider audience (on social media using #globalreads2017) or as an entry in your digital portfolio.
Due May 8th.
NOTE IMPORTANT DATES
Calendar of Important Events & Major Assignments
|Wednesday January 25||Literacy Autobiography Part 1 due in class (hard copy)|
|Monday February 13||Guest Speaker: MJ Smith (Waldorf/ Steiner approach to reading and stories as therapy)|
|Monday January 30||Guest speaker, Dr. Anne Beidler|
|Monday February 13||Guest Speaker MJ Randleman Smith|
|Monday March 20||Class Service Projects to Books for Africa|
|Wednesday April 26||Literacy Autobiography Parts 1 edited and Part 2 due|
|BOOK CARDS: 3 kids
Required Reading (as listed in the sequence in calendar
Dr. Sethi Read-Aloud (as completed)
You choose (select your own entry dates*)
|YOU CHOOSE DATE||BOOK SHARE
(SIGN UP BY DATE)
|Practicum Project Variable Dates||Each Project GVP/ WSA or LSOS will have additional deadlines and deliverables that are to be decided in collaboration with the teachers/ managers. Add these dates and deadlines (because they vary by group)|
|Add: assigned homework tasks||Reflections/ Homework/ Short research tasks will be assigned in class occasionally (they will be due on the Discussion Board); You will need to jot these tasks down in class and stay on top of them. It is a good idea to visit the DB regularly for such homework assignments. If you miss class, you might miss these assignments.|
|February 22nd||Global Reads Selection (complete book card before)|
|February 27th||Global Reads Selection (complete book card before)|
|March 27th||Home Of the Brave Book Club Presentations & 1 page reflection due on DB|
|March 29th||Inside Out and Back Again Book Club Presentations|
|April 3||El Deafo|
|April 5||JK Rowling|
|April 10||Because of Winn Dixie|
|April 12||Boy Who Harnessed the Wind|
|April TBD||Guest Speaker Rukayat Yakub|
|Monday May 1||Final Book Projects and Presentations|
|Wednesday May 3||Final Class Projects and Presentations
& Reading Community Reflection paper due
|Monday May 8||All Final Assignments Due (Final)|
You will craft a creative and imaginative response to your experience of reading one of the novels/ chosen texts for this class. I will bring in a variety of examples to share if you need suggestions. These creative projects are alternatives to traditional book reports and literary analysis papers. Imagine you were presenting this book to a particular audience (e.g. 4th/ 5th graders). Instead of presenting a Book Talk, how might you teach this book creatively to your intended audience?
See the following link for more ideas: http://teachnet.com/lessonplans/language-arts/more-ideas-than-ever-book-reports/
1. Story Collections a. Create a jackdaw: A jackdaw is a bird that likes to collect things; hence, a jackdaw book project is a collection of items that reflects aspects of a book. You gather items that provide an artistic, tangible representation of your book. Objects can be used to make literal connections and/or symbolic associations with the text. Include a description of each item’s relevance. b. Create a story bag: Put together a bag that contains a variety of items that would be useful or significant to a character in your novel. Include a description of each item’s relevance to the book.
2. Homemade Choice: There is no end to the possibilities for creative book play: Create a board game based on your book Sculpt characters and/or scenes out of play-doh or clay Create a photo album, scrapbook or yearbook for a character Write a new ending for the book or the beginning of a sequel Compile a sound track for your book with an explanation of your song choices Cast the characters for a movie adaptation with explanations for actor choices Sketch or use fabric to create character costumes for a movie adaptation Take a social justice lens and investigate a current issue from the book Bake a cake and use frosting/decorations to explore a book’s symbolism Plan a character ABC book: Create sentences for a character based on the alphabet (V=I volunteer as tribute in Primrose Everdeen’s place) Create the front page of a newspaper about the book that includes such things as classified ads, obituaries, news items, sports articles, cartoons, etc. Keep a diary or journal from a main character’s point of view
3. Digital Choice: Use one of the following digital tools to create a project: Design a Facebook page for a character (classtools.net/fb/home/page) Create boards for a character using Pinterest.com Create a gallery of boards for a book using Popplet.com Create an online poster Create an interactive plot timeline Create a comic or set of graphic panels Create a short book using art and template from Storybird Use PowerPoint, Prezi to combine favorite quotes and images