2)+Syllabus


 * **__ Boise State Writing Project, Spring 2012 __**

Instructors: Rachel Bear - rachel.bear@boiseschools.org Anna Daley - daleyanna@hotmail.com Cecilia Pattee - ceciliapattee@gmail.com Questions? call Cecilia Pattee 283-1856 (9am-9pm) Jessica Westhoff - jessicawesthoff@hotmail.com || ** Meeting the Common Core State Standards for Informative/Explanatory Texts ** || This course is designed to guide teachers through the process of implementing the Common Core State Standards. Readings, online discussions, and personal reflections will provide opportunities for you to enhance your current teaching methods with new strategies as well as explore ways to more effectively situate your practice within an inquiry framework. An area of special focus will be the teaching of the reading and writing of informative/explanatory texts.
 * ** Literacy in the Disciplines (Including English Language Arts): **
 * **__Overview:__**

Our goal is to create a professional community in which we engage in rigorous conversations about teaching and learning. As thinking partners, we will pose questions, identify connections, and encourage each other to consider ideas from multiple perspectives. Much of what you gain from the process will depend on your interaction with the material and participation in discussions. We hope to facilitate a safe environment to share questions, ideas, and strategies about the implementation of the Common Core State Standards.
 * __Goals:__**

v Wilhelm, Jeffrey. (2007). //Engaging Readers and Writers with Inquiry.// New York, NY: Scholastic Inc.
 * __Required Texts:__**
 * ** You will need to purchase this book on your own; it is available online. **

v Wilhelm, Jeffrey. (2012). “//Getting ‘Er Done”: Teaching the Composing of Reading and Informational Text Types (To do Functional Work and Exceed the CCSS).//
 * ** This book has not yet been published. We will provide you with a copy of this text in February. **

v Common Core State Standards: http://www.corestandards.org/ ||
 * **__ Course Assignments __**


 * 1) Weekly Readings **
 * At the end of the syllabus you will find a detailed schedule of the weekly reading assignments for our two main texts. During the last four weeks, we will explore several short articles.


 * 2) Reading Guides **
 * We have created reading guides for you to use as you explore each text//.// For each chapter, there are corresponding questions for you to consider and respond to. You need to email your completed reading guides to all four instructors. These are due approximately every two weeks. (See the schedule at the end of the syllabus for specific due dates.)
 * There will also be designated discussion forums on our class wiki in which you will be asked to post portions of your reading guide responses.
 * You need to read your colleagues’ reading guide responses and respond to at least one.


 * 3) Discussion Board Posts **
 * Small Group Forums:
 * Every two weeks you will be grouped with several of your colleagues to discuss a specific section of the reading guide. Each small group will explore a different area.
 * This is where you will post a portion of your reading guide every other week. Additionally, please remember to respond to at least one other post.
 * Whole Group Forums:
 * Each Sunday the instructors will post a question for you to ponder as you engage in that week’s reading assignment. You need to post your response to the question as well as comment on a colleague’s response. The responses should be short (about 100 words) and include ideas and questions that will encourage discussion. Please don’t wait until the end of the week to jump into the discussion. Since this class is online, we will rely heavily on the discussion forums. The more we interact with each other, the more we can gain from this learning process. ||  ||
 * **4) Unit Plan**
 * A major goal of this course is to begin implementing the Common Core State Standards into your current teaching practices. Reading //Engaging Readers and Writers with Inquiry// & //Getting ‘Er Done// as well as participating in the online discussions will help you achieve this aim. After we have explored these two main texts, we will guide you through the process of creating a unit plan that reflects your learning. Your unit plan should be based on something you plan to teach in the near future, perhaps the first unit for the next school year.
 * The unit plan must include the following components:
 * Rational
 * Instructional Sequence (using the inquiry template)
 * 3 Lesson Plans
 * Culminating Project Description and Rubric

Your final grade for this course will be determined by completion of work. Points will be specified on Blackboard. Your grade will be divided into three main areas: *Discussion Posts (35%) *Reading Guides (35%) *Unit Plan (30%)
 * __ Assessing & Evaluating Work __**

The course is a shared responsibility among four instructors. Rachel, Cecilia, Anna, and Jess will all provide feedback and be available to you as thinking partners. We come from diverse teaching backgrounds, spanning various levels and content areas. Throughout the last two years, we have participated in many conversations and trainings regarding the Common Core State Standards. We are not experts, but speak from the authority of own practices. The four of us share a passion for learning and becoming more effective teachers. We are devoted to improving education and enjoy working with other teachers as thinking partners. As teachers we understand the demands of this career and are willing to work with you. Please communicate with us if any conflicting situations arise.

Participation & Citizenship – Since this is an online course, conversations will take place via our class wiki. Regular and respectful communication is critical to the success of this course. ||  ||
 * __ Course Policies & Expectations __**

January 17-21 || Introductions || ü Become familiar with our class wiki ü Response to instructor question in whole group forum (WGF) ü Response to at least one colleague’s post in WGF || January 22-28 || //Engaging Readers & Writers with Inquiry,// Chapters 1-3 || ü Response to instructor question in WGF ü Response to at least one colleague’s post in WGF || January 29- February 4 || //Engaging Readers & Writers with Inquiry,// Chapter 4 || ü Response to instructor question for Ch. 4 in WGF ü Response to at least one colleague’s post in WGF ü Submit Ch. 1-3 reading guide to instructors ü Response to designated portion of reading guide in small group forum (SGF) ü Response to at lease one colleague’s post from reading guide in SGF || February 5-11 || //Engaging Readers & Writers with Inquiry,// Chapter 5 || ü Response to instructor question for Ch. 5 in WGF ü Response to at least one colleague’s post in WGF || February 12-18 || //Engaging Readers & Writers with Inquiry,// Chapters 6-7 || ü Response to instructor question for Ch. 6-7 in WGF ü Response to at least one colleague’s post in WGF ü Submit Ch. 4-7 reading guide to instructors. ü Response to designated portion of reading guide in SGF ü Response to at least one colleague’s post from reading guide in SGF || February 19-25 || //Getting ‘Er Done,// Chapters 1-3 || ü Response to instructor question for Chapters 1-3 in WGF ü Response to at least one colleague’s post in WGF || February 26- March 3
 * ** Schedule ** ||
 * Date || Topic || Due this Week ||
 * **Week 1**
 * **Week 2**
 * **Week 3**
 * **Week 4**
 * **Week 5**
 * **Week 6**
 * **Week 7**


 * ______________**


 * Week 8** - March 4-10 || //Getting ‘Er Done,// Chapters 4-5

___________________________

//Getting ‘Er Done,// Chapters 6-7 || ü Response to instructor question for Ch. 4-5 in WGF ü Response to at least one colleague’s post in WGF ü Submit Ch. 1-5 reading guide to instructors. ü Response to designated portion of reading guide in SGF ü Response to at least one colleague’s post from reading guide in SGF _______________________________________________

Response to instructor question for Ch.6-7 in WGF ü Response to at least one colleague’s post in WGF ü Submit Ch. 1-5 reading guide to instructors. ü Response to designated portion of reading guide in SGF ü Response to at least one colleague’s post from reading guide in SGF || March 11-17 || //Getting ‘Er Done,// Chapters 8-9 || ü Response to instructor question for Ch. 8-9 in WGF ü Response to at least one colleague’s post in WGF || March 18- 24 || //Getting ‘Er Done,// Chapters 10-11 || ü Response to instructor question for Ch. 10-11 in WGF ü Response to at least one colleague’s post in WGF || March 25-31 || Spring Break ||  || April 1-7 || //Getting ‘Er Done,// Chapter 12 & Conclusion || ü Response to instructor question for Ch. 12 and Conclusion in WGF ü Response to at least one colleague’s post in WGF ü Submit Ch. 6 - Conclusion reading guide to instructors ü Response to designated portion of reading guide in SGF ü Response to at least one colleague’s post from reading guide in SGF || April 8-14 || Unit Work - Essential Question - Know & Be Able to Do Chart - Culminating Project Description and Rubric - Informative/Explanatory Text Ideas || ü Submit EQ, chart, project description, rubric, and text ideas to instructors ü Read article ü Bb response to instructor question in WGF ü Bb response to at least one colleague’s post in WGF || April 15-21 || Unit Work - Inquiry Template - 5 Kinds of Knowledge and Instructional Sequence || ü Submit inquiry template with instructional sequence to instructors ü Read article ü Response to instructor question in WGF ü Response to at least one colleague’s post in WGF || April 22-28 || Unit Work - Lesson Plans || ü Submit 3 lesson plans to instructors ü Read article ü Response to instructor question in WGF ü Response to at least one colleague’s post in WGF || April 29-May 5 || Unit Work - Unit Rationale || ü **Submit completed unit plan with rationale by April 30** ü Response to instructor question in WGF ü Response to at least one colleague’s post in WGF ||
 * **Week 9**
 * **Week 10**
 * **Week 11**
 * **Week 12**
 * **Week 13**
 * **Week 14**
 * **Week 15**
 * **Week 16**