configurations for ■Cohen, “Why groupwork?” (Creating a group English language “The dilemma of groupwork” activity for ELLs – by ■Cohen, learners content area) Optional Reading “Preparing for groupwork by teaching norms ■Featherstone, and roles” ■Featherstone, et al, “Why isn’t Miguel learning math? Status at work” Mar 4 ■The role of culture in Required Reading Assignment #5 the classroom ■Reiss, “Culture in the classroom” (T Chart comparison ■Yosso, “Whose culture has capital? A critical race theory between Reiss & Yosso; discussion of community cultural wealth” innovation advertisement & reflection) Optional Reading “Rodrigo’s [first] chronicle” ■Delgado, ■González, “Beyond culture: The hybridity of funds of knowledge” Mar 11 ■”Performed goofiness” Required Reading Assignment #6 as an academic paradigm (Creating a content ■Pogrow, “From discipline to outrageous teaching: (good for ELLs and good area activity involving Classroom use of dramatic techniques” for YOU) “How to design outrageous lessons: Essential “performed goofiness ■Pogrow, or dramatic strategies) steps” Optional reading ■Cazden, “Performance before competence: Assistance to child discourse in the Zone of Proximal Development” “When Jerry Springer visits your classroom: ■Medina, Teaching Latina literature in a contested ground” Mar 18 U of A Spring Break (March 15-27, 2014) – No Class Required and Optional Reading Assignments Date Discussion Topics (available on D2L) Assignments Due Mar 25 on ■Debriefing Required Reading Field notes of classroom observations ■Cahnmann-Taylor & Souto-Manning, “Seeing is believing: SEI/ELD classroom Image theater is worth a thousand words” observation ■More creativity in the ■Reyes, “Rap” content classroom Assignment #7 Optional reading (Writing a rap song for ■ Combs, Betts & Fisher, “Acted and enacted lives: a subject in your Language play, theatre, and language development on the content area) border” ■Wright, “Preparing teachers to put drama in the classroom”
configurations for English language learners ■Cohen, “Why groupwork?” ■Cohen, “The dilemma of groupwork” Optional Reading ■Featherstone, “Preparing for groupwork by teaching norms and roles” ■Featherstone, et al, “Why isn’t Miguel learning math? Status at work” (Creating a group activity for ELLs – by content area) Mar 4 ■The role of culture in the classroom Required Reading ■Reiss, “Culture in the classroom” ■Yosso, “Whose culture has capital? A critical race theory discussion of community cultural wealth” Optional Reading ■Delgado, “Rodrigo’s [first] chronicle” ■González, “Beyond culture: The hybridity of funds of knowledge” Assignment #5 (T Chart comparison between Reiss & Yosso; innovation advertisement & reflection) Mar 11 ■”Performed goofiness” as an academic paradigm (good for ELLs and good for YOU) Required Reading ■Pogrow, “From discipline to outrageous teaching: Classroom use of dramatic techniques” ■Pogrow, “How to design outrageous lessons: Essential steps” Optional reading ■Cazden, “Performance before competence: Assistance to child discourse in the Zone of Proximal Development” ■Medina, “When Jerry Springer visits your classroom: Teaching Latina literature in a contested ground” Assignment #6 (Creating a content area activity involving “performed goofiness or dramatic strategies) Mar 18 U of A Spring Break (March 15-27, 2014) – No Class Date Discussion Topics Required and Optional Reading Assignments (available on D2L) Assignments Due Mar 25 ■Debriefing on classroom observations ■More creativity in the content classroom Required Reading ■Cahnmann-Taylor & Souto-Manning, “Seeing is believing: Image theater is worth a thousand words” ■Reyes, “Rap” Optional reading ■ Combs, Betts & Fisher, “Acted and enacted lives: Language play, theatre, and language development on the border” ■Wright, “Preparing teachers to put drama in the classroom” Field notes of SEI/ELD classroom observation Assignment #7 (Writing a rap song for a subject in your content area)