week+of+september+29+and+october+1+(lit+class)


 * September 29**

Return Literacy Analysis - synthesize my observations about literacy being social: what that might teach us about ourselves? how might that influence how we organize our classroom time and space? how might it help us to decide how we frame our curriculum?

Possible Themes and Ideas - What are you thinking of choosing and why?

Designing Course Description
 * Pick a grade level and course title
 * Describe purposes of the course and what it teaches students to do
 * Describe the course content (e.g. terms, principles, procedures covered throughout the course)

How might the theme and inquiry question you're considering be connected to the course description you're drafting?

For Thursday: Blog Posting #2 Due Read //Of Mice and Men//

Of Mice and Men and "Change"
 * October 1**
 * 1) WAGS in order to map the rhetorical context of Of Mice and Men
 * 2) Time line of the five or six key moments / incidents in Of Mice and Men
 * 3) Graph characters - hope, happiness, reliance on others/self-reliance, money

Notice, Name, Apply the changes in the characters in order to "read" Steinbeck - Analysis Cycle

Turning in Possible Themes/Questions for Unit and draft of Course Description

For next time: TLA Chapter 10

Response to at least two blog posts by class Initial Unit Goals memo that includes possible reading goals (what you might want your students to learn about reading) and learning goals (concepts related understanding Of Mice and Men and your chosen unit theme/question)

Hope is fragile. Closer to the possiblity, the harder the fall. CHange happens when hope is at extreme high or low. Hope is directly related to your perception of your ability to control your future.