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msherry@bloomu.edu
 * [[image:Erasmus.JPG width="419" height="308"]] || Michael Sherry

Cell: (734)255-3241 Office: (570)389-4976

Office: 106 Office Hours: MWF 10-noon

Course meets M, W 3:00-4:15pm BCH 104

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=**Course Meetings**=

08/29 | 08/31 | 09/05 | 09/07 | 09/12 | 09/14 | 09/19 | 09/21 | 09/26 | 09/28 | 10/03 | 10/05 | 10/10 | 10/12 | 10/17 | 10/19 10/24 | 10/26 | 10/31 | 11/02 | 11/07 | 11/09 | 11/14 | 11/16 | 11/21 | 11/23 | 11/28 | 11/30 | 12/05 | 12/07 | 12/12 | 12/14

Class policies/Routines Syllabus/Assignment Voices from the Past || Take multiple intelligences survey Read explanation Meet in MCHS 2205 ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 08/29 || //Setting Expectations//

//Course tools// //Introducing groupwork// || Finish wiki personal page
 * **Date** (back to top) || **Lesson**
 * in MCHS 2205 ** || **Assignment** ||
 * 08/31 || //Introductions///

Watch [|Edutopia Video] to learn about interdisciplinary teaching

For 9/7, document your attempts to teach someone something interdisciplinary (perhaps you'll teach a sibling to shoot baskets or teach your parents how to use Facebook). Use your experience with multiple intelligences and with interdisciplinarity to answer the following questions; make a new page, link to your personal page (hint: you can copy and paste these questions):

1. 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)?

2. What disciplines did you draw on to teach the person your lesson (for example, learning to shoot baskets might draw on physics and kinesiology)?

3. 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? (for example, did they have an easier time when you described in words? demonstrated visually?)

4. What evidence did you have that the person had learned the lesson? In what discipline would that evidence "count", and why? (for example, could the person explain/perform/repeat/individualize? would a scientist/english teacher agree that s/he had learned?)

5. What forms of communication did you and/or your person use in the process (for example, did you use diagrams? demonstrations? step-by-step directions?)? ||


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/05 || No class || For 9/7, document your attempts to teach someone something interdisciplinary (perhaps you'll teach a sibling to shoot baskets or teach your parents how to use Facebook). Use your experience with multiple intelligences and with interdisciplinarity to answer the following questions; make a new page, link to your personal page (hint: you can copy and paste these questions):

1. 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)?

2. What disciplines did you draw on to teach the person your lesson (for example, learning to shoot baskets might draw on physics and kinesiology)?

3. 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? (for example, did they have an easier time when you described in words? demonstrated visually?)

4. What evidence did you have that the person had learned the lesson? In what discipline would that evidence "count", and why? (for example, could the person explain/perform/repeat/individualize? would a scientist/english teacher agree that s/he had learned?)

5. What forms of communication did you and/or your person use in the process (for example, did you use diagrams? demonstrations? step-by-step directions?)? ||

Audience Genre Engagement
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/07 || Purpose

Apply P.A.G.E. to your teaching attempts: What was your purpose? How did that affect the way you communicated? Who was your audience? How did that affect the way you communicated? What genres of communication did you use? Why? What was your Engagement in choosing the topic of your lesson? In working with this person? || For 9/12, 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 in a new page linked to your personal page. Topic Talk: Person or Topic Talk: Event, Issue, Other (**Note**: You can download and fill out these worksheets, then copy and paste your answers into a wiki page) Please come prepared to discuss this work in class.

Once you've filled out two Topic Talk sheets, please answer these questions in a new page linked to your personal page: 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 on a new page linked to your personal page.

Once you've written your own Topic Proposal, please respond to the Topic Proposals of the two others directly below you on our Personal Pages list using the discussion forum on their topic proposal page. ||


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/12 || Class canceled due to weather conditions

Watch video below for explanation of assignments.

media type="custom" key="10413864" || For next class, [|choose a sample multigenre project] and fill out __W__riting __A__nalysis __S__trategy II & III questions: Post your responses on a new page linked to your personal page.

Once you've done WASII and WASIII, please use our class rubric to give a grade to the project (find the rubric on p. 2 of the Multigenre Assignment Sheet, which is available from the link on the navigation bar to the right). On a new page linked to your personal page, post a link to the same project, post your grade, and give an explanation of why you gave it this grade (please be specific). Then, respond to the Sample Assignment grade explanations of the two people directly below you on our Personal Pages list using the discussion forum on their Sample Assignment grade explanation page: which project is better--yours or one of theirs? ||

Groupwork: Using our class rubric, what grade would you assign to the sample projects and why?
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/14 || //Sample Multigenre Project//

Process journal Sample FAQI sheet Research Resources || Bring laptops, or ask me to bring one, in preparation for library research presentation 1. Meet in MCHS 3225. ||

Meet in MCHS 3225 || **Assignment** || Using available resources || Begin your process journal on a new page linked to your personal page.
 * **Date** (back to top) || **Lesson**
 * 09/19 || Library research presentation 1:

Bring laptops, or ask me to bring one, for library research presentation 2. Meet in MCHS 3225. ||

Meet in MCHS 3225. || **Assignment** || Identifying reliable sources
 * **Date** (back to top) || **Lesson**
 * 09/21 || //References//

Quoting, paraphrasing, and citing sources Making a Works Cited page Library research || Update process journal

Find 1 examples of each of these 2 genres for next class:

1. Diary entry 2. An article from a professional journal in your field (e.g., for Secondary English, I'd use English Journal or Language Arts)

Make a new page, post your examples, link to your personal page, and bring your examples to class. ||

Group: deriving characteristics and criteria for genres || Meet in library for research/conferences ( Note: you should bring your laptop, if you have one, because it can be hard to find an open computer for research )
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/26 || //Genre practice//

Update process journal ||

At least 2 FQI sheets due by end of class || Update process journal
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 09/28 || //Research/Conferences//

Find 3 examples of each of these 2 genres for next class:

1. A magazine ad 2. A slideshow (Powerpoint is a brandname) used for teaching that a teacher in your field might use in class

Derive characteristics/criteria for each genre; Make a new page, post your example genres and your characteristics/criteria; link to your personal page; and bring example genres and characteristics/criteria to class. ||

Group: deriving characteristics and criteria for genres
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/03 || //Genre practice//

Intro to Literature Circles || Meet in library for research/conferences

Choose 1 genre from your FQI sheets; find at least 3 examples; derive characteristics and criteria; compose draft of that genre for your project; post that genre to a new page and link to personal page bring 3 copies to class. due 10/12

Buy Literature Circles books for 10/12: [|Monster] [|Nothing but the Truth] [|Shooter] [|Up the Down Staircase] Interested in reading more about Literature Circles? Click [|here] ||

At least 6 FQI sheets due by end of class || Meet in library for research/conferences
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/05 || //Research/Conferences//

Update process journal

Choose 1 genre from your FQI sheets; find at least 3 examples; derive characteristics and criteria; compose draft of that genre for your project; post that genre to a new page and link to personal page bring 3 copies to class. due 10/12

Buy Literature Circles books for 10/12: [|Monster] [|Nothing but the Truth] [|Shooter] [|Up the Down Staircase] Interested in reading more about Literature Circles? Click [|here] ||

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 draft of that genre for your project; post that genre to a new page and link to personal page bring 3 copies to class. due 10/12
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/10 || //Research/Conferences//

Buy Literature Circles books for 10/12: [|Monster] [|Nothing but the Truth] [|Shooter] [|Up the Down Staircase] Interested in reading more about Literature Circles? Click [|here] ||

//Peer review practice// //Discuss process// //Follow-ups to peer review//
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/12 || //Intro to peer review//

Literature circles groups meet to set schedule || Update process journal & Practice using revision sheet



Genre 1 due 10/17; find at least 3 examples; derive characteristics and criteria; compose draft of that genre for your project; post that genre to a new page and link to personal page bring 3 copies to class.

Bring Literature Circles books for 10/19: [|Monster] [|Nothing but the Truth] [|Shooter] [|Up the Down Staircase] Interested in reading more about Literature Circles? Click [|here] ||

Smart moves Genre 1 || Revise Genre 1
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/17 || Peer review Genre 1

Update process journal & revision sheet



Bring Literature Circles books for 10/19: [|Monster] [|Nothing but the Truth] [|Shooter] [|Up the Down Staircase]

Genre 2 due 10/24; find at least 3 examples; derive characteristics and criteria; compose draft of that genre for your project; post that genre to a new page and link to personal page bring 3 copies to class.

Meet in MCHS 3225 for tech tools pt. 1. ||

Meet in MCHS 3225 for tech tools pt. 1. || **Assignment** ||
 * **Date** (back to top) || **Lesson**
 * 10/19 || Literature Circles pt. 1

//Tech Tools (part 1)//

Try these visual tools: -[|Wordle] example --[|Picnik] example --[|Gimp] --[|Jaycut] example (for help guides to using iMovie or Windows Movie Maker--editing programs that come with most MACs or PCs--see our Resources Page under "technology") And to download youtube videos for editing: [|mediaconverter.org] --[|Comeeko] --Format Factory Program to convert video files to any format. --Download Helper Firefox add-on that lets you download all flash based video (YouTube, Vimeo, etc) --[|DaFont] Database of free fonts.

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

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

Or annotation tools: [|VoiceThread] [|Viddler] || Genre 2 due 10/24; find at least 3 examples; derive characteristics and criteria; compose draft of that genre for your project; post that genre to a new page and link to personal page bring 3 copies to class. ||

Smart moves Genre 2 || Revise Genre 2
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/24 || Peer review Genre 2

Update process journal & revision sheet



Prepare for Literature Circles pt. 2 on 10/26


 * (Bring latops to BCH 104 for tech tools pt. 2) ** ||


 * **Date** (back to top) || **Lesson**
 * (Bring latops to BCH 104 for tech tools pt. 2) ** || **Assignment** ||
 * 10/26 || //Literature Circles pt. 2//

//Tech Tools (part 2)//

More annotation tools: [|Text Boxes] [|Comments] (in MS Word) [|Comments] (in Adobe PDF)

[|VoiceThread] - Image annotation [|Viddler]- Video annotation [|Diigo] - Website annotation

[|Scribd] - Embed a document in a website || Genre 3 due 10/31; find at least 3 examples; derive characteristics and criteria; compose draft of that genre for your project; post that genre to a new page and link to personal page bring 3 copies to class. ||

Smart moves Genre 3 || Revise Genre 3 Update process journal & revision sheet
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 10/31 || Peer review Genre 3



Prepare for Literature Circles pt. 3 on 11/02

Now that you've finished about 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 on a new page, link to your personal page, and come prepared to discuss on 11/02 ||

Discuss packaging and synthesis || Genre 4 due 11/07 Find at least 3 examples; derive characteristics and criteria; compose draft of that genre for your project; post that genre to a new page and link to personal page bring 3 copies to class. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/02 || Literature Circles pt. 3

Smart moves Genre 4 || Revise Genre 4 Update process journal & revision sheet
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/07 || Peer review Genre 4



Prepare for Literature Circles pt. 4 on 11/09

How will you present to our class? What will you be looking for as you watch presentations? As you read other projects? Post to new page, link to personal page, come prepared to discuss ||

Discuss presentations || Genre 5 due 11/14 Find at least 3 examples; derive characteristics and criteria; compose draft of that genre for your project; post that genre to a new page and link to personal page bring 3 copies to class. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/09 || Literature Circles pt. 4

Smart moves Genre 5 || Revise Genre 5 Update process journal & revision sheet
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/14 || Peer review Genre 5

Portfolio and synthesis preparation: As you know, all comp 1 students prepare a portfolio and annotate the artifacts they choose to include to show how their work meets the goals of the course. 1. Decide which pieces from your project you will use to address each course goal (Note: you can use a single piece to address more than one goal). 2. In the table in the document above, explain how the piece(s) you've chosen address each goal. 3. For each piece you include, explain how it meets the goal(s) by pointing out particular parts of your process or the product. 4. Write a letter that introduces and summarizes this synthesis

Bring projects (finished or nearly finished) for gallery walk on 11/21. ||


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/16 || Groupwork: Synthesis || Portfolio and synthesis preparation:

As you know, all comp 1 students prepare a portfolio and annotate the artifacts they choose to include to show how their work meets the goals of the course. 1. Decide which pieces from your project you will use to address each course goal (Note: you can use a single piece to address more than one goal). 2. In the table in the document above, explain how the piece(s) you've chosen address each goal. 3. For each piece you include, explain how it meets the goal(s) by pointing out particular parts of your process or the product. 4. Write a letter that introduces and summarizes this synthesis

Bring projects (finished or nearly finished) for gallery walk on 11/21. ||


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/21 || Gallery walk || Projects due 11/28 ||

No class || Projects due 11/28 Prepare for presentations; 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 include your reflection in your project and also on a new page linked to your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/23 || Thanksgiving

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 include your reflection in your project and also on a new page linked to your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/28 || //Presentations// || Prepare for presentations;

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 include your reflection in your project and also on a new page linked to your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 11/30 || //Presentations// || Prepare for presentations;

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 include your reflection in your project and also on a new page linked to your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 12/05 || //Presentations// || Prepare for presentations;

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 include your reflection in your project and also on a new page linked to your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 12/07 || //Presentations// || Prepare for presentations;

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 include your reflection in your project and also on a new page linked to your personal page. ||
 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 12/12 || //Presentations// || Prepare for presentations;


 * **Date** (back to top) || **Lesson** || **Assignment** ||
 * 12/14 || //Course evaluations// || Have a great spring! Keep in touch! ||