LLSS 593*
Educating Linguistically Diverse Students
FALL
2009 | Section 450 | 3cr. hrs. | Rm#: UC-221
Mondays
1-4pm |
Instructor, Dr.
Frances Vitali
505.566.3480 (unm) | 505.324.0894 (home) |
505.330.1536 (cell)
Office: #233
Office Hours: One hour before and after class or by
appointment
Email: fvitali@unm.edu
Instructor webpage at http://fvitali.tripod.com/elds09/
Course Blog at https://unm-farmington.tripod.com/315
Class Collection Webpages at http://fvitali.tripod.com/315f09.html
Mission Statement: The vision of the Our
mission is the study and practice of education through teaching, research,
and service. We address critical
education issues; Test new ideas and approaches to teaching and learning; and
educate professionals who can facilitate human growth and development in
schools, homes, communities and workplaces and prepare students for
participation in a complex and challenging society. In
carrying out our mission, we value excellence in all that we do; diversity of
people and perspective; relationships
of service, accountability, collaboration, and advocacy; and innovation in
teaching, technology, and leadership. The
·
Understandings frame the identity and
practices of professionals. We seek to
help you better (1) understand human growth and development, (2) culture and language, (3) content of the disciplines, (4) pedagogy, (5) technology, (6) professional issues, and (7) the nature
of knowledge. ·
These
understandings enable you, as a professional, to value and engage in Practices that embody the following
qualities: (1) learner-centered, (2) contextual, (3) coherent, (4) culturally responsive, and (5) technologically current. ·
Developing
a professional Identity is central
to lifelong growth as a professional educator. The COE will help you develop the following
attributes of a professional: (1)
caring, (2) advocacy, (3)
inquisitiveness, (4)
reflection-in-action, (5) communication, (6) collaboration, (7) ethical
behavior. |
“The stories we tell not only explain things to
others, they explain them to ourselves.”
(Donald Norman)
“A man’s reach must exceed his grasp or what’s
a metaphor?” (Robert
Browning in McLuhan, M. Understanding Media: the extensions of man, 1994, p.
85)
___________________________
Course Description
This course familiarizes students with history,
theory, practice, culture, politics of second language pedagogy and importance
of student stories as content and context.
Students will gain an understanding of effective teaching methods and
cultural sensitivity for working with linguistically diverse students.
Rationale: Most classrooms are comprised of uniquely diverse
learners on all levels, including linguistically and culturally. As educators,
we must learn to be flexible in our thinking, teaching and learning to address,
respect, celebrate, and support the richness and complexity of the children we
teach.
Instructional
Strategies: Students and instructor will engage in the following ongoing
collegial learning interactions: reflective writing; guided reading, reciprocal
learning, reflection/communication blog, creating individual webapges, authentic
learning, individual conferencing, and cooperative and collaborative
activities/projects, Storytelling Festival volunteer, dialogue with invited
quests.
Responsibilities (see entry-level Language Arts
competencies expanded below)
Textbook–Available at SJC
Bookstore
Power, B. M. & Hubbard, S.
R. (2001). (Ed. 2). Language
Development: A Reader for Teachers.
Course Reading packet of
Related Articles available at SJC Bookstore
Other Materials:
Online COURSE BLOG at https://unm-farmington.tripod.com/315
Class
Collection Webpages at http://fvitali.tripod.com/315f09.html
Optional Literature:
Additional
Materials/Resources
·
Additional
Articles may be provided by instructor and students.
Supplemental
Sources:
·
ENLACE (http://enlace@sanjuancollege.ed)
·
IRIS Modules (http://www.iris.org/)
·
·
Edutopia
videos-What works in education (Darling-Hammond) at http://www.edutopia.org/video
·
21st
Century skills at https://www.youtube.com/watch?v=7XMa91uf-so&NR=1
·
Look into http://www.eslassistant.com
·
Free language at http://www.byki.com/download_fls.plex?cod=6nExS1
·
Four Corners Storytelling Festival (http://www.infoway.org/storytelling/index.asp)
·
FPL Book Sale September 12-15
during library hours
·
NATIONAL Storytelling Festival (http://www.storytellingfoundation.net/festival/about-fest.htm)
(Oct. 8-10)
·
·
FREE
·
PRIME TIME (http://www.infoway.org/kids/primeTime/primeTime.asp)
·
Office of English Language Acquisition (http://www.ncela.gwu.edu/)
·
IRA NCTE
Read/Write/Think/Lessons (http://www.readwritethink.org/)
·
NM Endowment for the Humanities (NMEH) (http://www.nmhum.org/)
·
NMEH Chautauqua Characters http://nmhum.org/home/
·
Veteran
History Project: The War by Ken
Burns (http://loc.gov/vets/vets-home.html)
·
Veteran History Project Interview Kit (http://www.loc.gov/vets/kit.html)
·
Creating
Family Timelines (http://www.readwritethink.org/lessons/lesson_view.asp?id=870)
·
Prospective
Guests: Laura McClenny, Vickie Bruno, Kristine Ashworrth, New Mexico Endowment
for the Humanities (NMEH), FMS Bilingual Education Department, San Juan Media
Services-Kathy Hurst, Valeria Lee-Apache, Genevieve Jack- Animas, Salina
Bookshelf, Dr. Katherine Manuelito, Michele Picotte, Ivon Rhodes
Goals & Objectives
ŕRead course
blog regularly as a communication tool and post reflections when assigned at
https://unm-farmington.tripod.com/315 I(5,6) & P(5)
ŕRead your email regularly for course updates,
reminders and communication in between sessions. I(5,6)
ŕPost reflections and assignments on our class
blog page at https://unm-farmington.tripod.com/315
and your individual webpages at http://fvitali.tripod.com/315f09.html as needed. I(5,6) & P(5)
ŕEach session, we will
take turns highlighting the events of the session and posting them to the
course blog page under
WEEKLY SESSION HIGHLIGHTS. I(5,6) & P(5)
ŕCreate your own webpage including philosophy of education and diversity
on www.tripod.com
free webhosting. Your webpage.
I(5,6) & P(5)
will house most of your assignments and reflections. Our class
collection is indexed at http://fvitali.tripod.com/315f09.html.
ŕWork with ENLACE program tutoring on MONDAY MORNINGS 4:45-6pm during course
sessions and outside of class.
ŕComplete
and present an original autobiographical Who
Are You: Your Family’s Story Project (Ethnic Roots)
ŕWork on Family story and I AM FROM poem as part of WHO
ARE YOU project involving writing, editing, reading, and storytelling
culminating in an AUTHOR’S CHAIR. P (1,2,4,5)
ŕRead, reflect, discuss and Present course text
chapter content and issues with peers and guest visitors. P (1-7)
ŕParticipate in whole, group and individual
classroom activities/projects:
ŕŕ FACILITATE Book Talks (Literature Circles) in discussing issues
and text chapter content. P (1-7)
ŕWriting Group conferences will be regularly
held to share, edit, revise and refine family stories and writing pieces.I
(4-7)
ŕParticipate in Midterm & Final conferences.
Midterm and Final Assessments will be posted on your webpages. I (4-7)
ŕConduct Case study research of student at
ENLACE, maintaining observations, anecdotal notes, reflections, background
interviews
ŕExplore IRIS Moodules P( 2-6)
ŕMaintain your webpage regularly updating and
posting consistently in timely manner throughout semester. I(4-7)
ŕParticipate by creating and maintaining website for
National Day on Writing October 20 http://www.ncte.org/DAYONWRITING
ŕConduct
research for Student Ethnography (Case
Study)
·
Choose
a student (other than family member or relative) and get to know student on
many levels (ENLACE tutee)
·
Gather,
Organize, and Synthesize data:
1.
Student,
parent, family, teacher interviews
2.
Student
documents-writing, articles, photos, assignments, etc.
3.
Anecdotal
notes
4.
Reflections
5.
Emerging
Themes
As
a researcher your goal will be to try to see and perceive the world through the
student’s eyes and experiences. Your anecdotal notes and journaling will guide
you to identify themes, events, situations, people that motivate, challenge,
inspire this child.
ŕProfile of Student Background
ŕAcademic History in Reading/Writing, etc.
ŕTHEMES: students who have differences in communication styles across cultures
causing misunderstandings; do
not seem to participate; how communication takes place; how students
communicate with each other; effective use of teaching techniques and teaching
models, etc.
ŕ
Assertions/Interpretations (Your own interpretations)
______________________________
Evaluation
Midterm and final individual conferences will be
held. Means of interpreting and assessing student achievement will
involve Course Strands and Dimensions of Learning.
(INCOMPLETE
GRADES WILL BE CONSIDERED ONLY IN EXTENUATING CIRCUMSTANCES.)
A |
Exemplary completion of all Learning Invitations with adherence to all timelines. Evidence of
significant
development across the five dimensions of learning and course strands. |
B |
Satisfactory
completion of all Learning Invitations.
Evidence of acceptable development across the five dimensions of learning
and course strands. |
Attendance Policy
Attendance is required for each class session. Arrive
on time to allow classes to begin (and end) at their scheduled times. Attendance is a crucial and considered your
professional responsibility.
Communication with instructor via email, phone or in person is
considered proper professional and respectful etiquette. Lateness and leaving
early are considered serious interferences with your progress in this class.
Thus, you should come to all classes well prepared to assume an active and
thoughtful role in the scheduled activities by having read all required
readings and completed all class assignments. Attending all classes is for your
benefit to fully experience and appreciate the world of children's literature.
And further more, we will miss you and your contributions during our time
together.
Please rearrange work and appointment schedules so
that you can attend each session.
If you are absent more than two times this
semester, you can be dropped from the course.
“The reporting of absences does not relieve the
student of responsibility for missed assignment, exams, etc. The student is required to take the
initiative in arranging to make up missed work, and it is expected that faculty
will cooperate with the student in reasonable arrangements in this regard” (UNM
Pathfinder).
It is responsible and respectful to contact
instructor or leave message with Dawn in the UNM office if you are going to be
late or absent from class. It is also your responsibility to check in with the
instructor and consult with a class peer after the missed class for all makes
up work.
Silence cell phones out of
respect for all learners.
We will observe European etiquette of
cell phone use (including texting). Cell phones should be turned off during
class to avoid disrupting the flow of
communication & learning for colleagues. Please take care of phone calls
before or after class. If you are expecting a necessary call during seminar,
please inform instructor before session.
Peter Post of the Emily Post Institute and author of The Etiquette Advantage in Business
highlights the tenets of good cell phone etiquette in public settings:
Source: Wollman, D. (2008).
Expert: cell phone etiquette 101.
Retrieved August 14, 2008. Available at
http://blog.laptopmag.com/expert-cell-phone-etiquette-101
___________________________________________________________________________________
Accommodation Statement
The Americans with Disabilities Act (ADA) is a
federal anti-discrimination statute that provides comprehensive civil rights
protection for persons with disabilities. Among other things, this legislation
requires that all students with disabilities be guaranteed a learning
environment that provides for a reasonable accommodation of their disabilities.
If you have a disability requiring accommodation, please contact the instructor
as soon as possible to make arrangements.
Plagiarism Statement
Plagiarism
is the presentation as original work by a writer of ideas, words, or thoughts
belonging to someone else. You must provide a reference not indicating the
source of any specific words borrowed from another source. Any project
containing incidents of plagiarism will receive no credit or grade. Plagiarism
is a serious offense in any college course and can lead to failure in that
course or expulsion from UNM.
Accreditation Information
The
LLSS 593 FALL 2009
Tentative
Course Schedule
AUGUST/SEPTEMBER
“Know from
whence you came. If you know whence you came, there is really no limit to where
you can go.” James Baldwin
Introduction: Culture (Customs, Beliefs, Language), WHO ARE YOU?
I Am From Poem & Nacirema
21st Century skills at https://www.youtube.com/watch?v=7XMa91uf-so&NR=1
Instructor Philosophy
ENLACE visit- Reflections post to blog at https://unm-farmington.tripod.com/315
Articles & Course TEXT: PART I Historical Perspective and Landmark Studies
– read three essays and write a reflection of each & post to your webpage (Vocabulary)
DOWNLOAD Course Syllabus from https://unm-farmington.tripod.com/315
Class Collection Index at http://fvitali.tripod.com/315f09.html
(August 31) SJC SMART LAB Computer Lab-Set up webpage sections & Email your
tripod webpage URL to me at fvitali@unm.edu
Create webpages
to maintain throughout semester as your intellectual property
IRIS MODULES: Interact with
the Challenge, Initial
Thoughts, and selected Perspectives
and Resources. In our sessions together we will dialogue
Assessment & Wrap-up
Invited Guest – ENLACE, Flo
Webpage entries: WHO AM I Project presentation: I AM FROM
poem draft
SEPTEMBER/OCTOBER
“You can’t understand the
world without telling a story. There isn’t any center to the world but a
story.” Gerald Vizenor
Our place in the community at_____________________
ENLACE PRACTICUM: 5-6pm
IRIS MODULES: Interact with
the Challenge, Initial
Thoughts, and selected Perspectives
and Resources. In our sessions together we will dialogue
Assessment & Wrap-up
Articles & Course TEXT: PART I Historical Perspective and Landmark Studies – read three essays and write a reflection of each & post to your webpage (Vocabulary)
Literature
Circles-Harvey Daniels
Webpage
entries: Practicum observations/reflections, family story
draft, storytelling festival reflections
WHO ARE YOU Family Story/I AM POEM Writing & Writing Workshop
STORYTELLING FESTIVAL (October 8-10) – attend
as volunteer or audience member
Invited Guest – ENLACE, Flo
STORTYTELLING FESTIVAL, Oct. 8-10
OCTOBER/NOVEMBER
“One of the great challenges facing multicultural education
today is the widening gap between its conceptualization as a redistribution of
power and privilege in all aspects of schools and schooling and the practice of
well-meaning, left-leaning educators who implement it in ways that recycle,
rather than overturn, systemic power imbalances.” Christine Sleeter (Source: Culture, Difference & Power by
Christine Sleeter at http://www.edchange.org/multicultural/reviews/cd-sleeter.html)
Our place in the community at_____________________
ENLACE PRACTICUM: 5-6pm
October 5 Midterm Conferences (complete your written five dimensions
midterm summary and evaluation and post to your webpage)
Articles
& TEXT: PART II: PART II: Talk in
Schools – read three essays and write a reflection of each & post to your
webpage (Vocabulary)
IRIS MODULES: Interact with
the Challenge, Initial
Thoughts, and selected Perspectives
and Resources. In our sessions together we will dialogue
Assessment & Wrap-up
Webpage
entries: Family story draft & final draft | Essay reflections, Practicum
observations/reflections | Case study
WHO ARE YOU Family Story/I AM POEM
Writing & Writing Workshop
Invited Guest – ENLACE, Flo
NOVEMBER/DECEMBER
“As teachers, we have daily
opportunities to affirm that our students’ lives and language are unique and
important. We do that in the selections of literature we read, in the history
we choose to teach, and we do it by giving legitimacy to our student’s lives as
a content worthy of study.” May students continue to draw from their own
stories in making sense of and connecting to their own learning” (Christensen,
2000. p. 103).
Christensen, L. (2000). Reading,
writing, and rising up: Teaching about social justice and the power of the
written word.
Our place in the community at_____________________
ENLACE PRACTICUM: 5-6pm
IRIS MODULES: Interact with
the Challenge, Initial
Thoughts, and selected Perspectives
and Resources. In our sessions together we will dialogue
Assessment & Wrap-up
Articles & TEXT: PART III: Sociocultural and Personal Perspectives – read three essays and write a reflection
of each & post to your webpage (Vocabulary)
RESEARCHER’S CHAIR : Case
Study Presentation
and posted to webpage - NOVEMBER 16 & 30
WHO ARE YOU Family Story/I AM POEM
Writing & Writing Workshop – November 16 & 30
posted to webpage
Web
Page Presentations (Nov. 16 & 30)
Final Conferences (complete your written five dimensions final
summary and evaluation and post to your webpage)
Invited Guest – ENLACE, Flo
Final
Exam, optional, as needed (Dec. 7 or 14)
A.
LANGUAGE DEVELOPMENT (1)Teachers
of English language arts shall: demonstrate knowledge that growth in language
maturity is a developmental process. 1(a)
Elementary language teachers shall understand developmental theories and processes
by which children acquire, understand and use language from infancy through
childhood. (3)
will demonstrate knowledge that speaking, reading, writing, listening and
thinking are interrelated. |
Understandings |
B.
COMPOSING & ANALYZING
LANGUAGE (2)
Teachers of English language arts shall: understand the importance of rich
oral language experiences in early grades and how those experiences can lead
to writing skills. (4)
All language arts teachers shall understand the importance of learning about
practicing various aspects of composing processes.
(prewriting,writing,revising,editing,evaluating) in order to achieve the
knowledge rewuired to teach those processes well. |
Understandings
& Practices |
C.
READING & LITERATURE 2(c)
All language arts teachers shall be able to teach students to ask questions
that elicit both oral and written responses at a variety of levels. 4(g)
All language arts teachers shall draw upon literature in many genres from
many historical periods, and of varying degrees of complexity in order to
develop and elicit critical insights from their students. |
Understandings
& Practices |
D.
NONPRINT MEDIA (3)
All language arts teachers shall be familiar with aspects of electronic
media-internet, word processing, CD-RPM and other relevant media to be able to
effectively teach through the use of both verbal and visual media. |
Understandings
& Practices |
E.
EVALUATION (1)Teachers
of English language arts shall demonstrate knowledge of evaluative techniques
to be used to describe a student’s progress in English. (a)
All language arts teachers shall demonstrate competence in applying a number
of evaluative techniques, including individual conferences, for determining
and reporting student progress. (c)
All language arts teachers shall be proficient at ”student watching” and
other informal ways of describing student progress in all language processes. 2(b)
All language arts teachers shall be able to select the most appropriate
formal and informal ways to assess or evaluate growth in oral and written
language and reading skills. |
Understandings
& Practices |
F.
RESEARCH (2)(iv)
All language arts teachers shall that students of diverse cultures interpret
written and oral language in different ways. |
Understandings
& Practices |
G.
PEDAGOGY (1)
Teachers of English language arts are able to effectively deliver instruction
using a variety of approaches. (2)
Teachers of English language arts shall understand that the classroom is
composed of students with varied needs such as physical disabilities,
learning disabilities, limited English proficiency, and cultural diversity. (b)
All language arts teachers need to be aware of varied students needs and how
to modify and implement instruction for diverse learners. (c)
All language arts teachers need to be aware of strategies for helping students
be sensitive to and understanding of each other’s learning and social needs. (3)
Teachers of English language arts shall understand that the educational
process includes families, and the social and economic communities. |
Understandings,
Practices & Professional Identity |
Course Strands and Dimensions of Learning
as correlated with UNM Conceptual Framework (Understanding, Practice, Professional Identity)
Means of interpreting and assessing
student achievement will involve Course
Strands and Dimensions of Learning.
Course Strands
1. communication 2.
research/content 3. technology, and 4. collaboration
components
describing your development as readers, writers, storytellers and users of
technology.
Five Dimensions of Learning
1. Confidence and
Confidence and independence in your own reading, writing, and thinking
abilities. We see growth and development when learners' confidence and
independence become coordinated with their actual abilities and skills, content
knowledge, use of experience, and reflectiveness about their own learning. The
overconfident student learns to ask for help when facing an obstacle; the shy
student begins to trust her own abilities and begins to work alone at times, or
to insist on presenting her own point of view in discussion. In both cases,
students develop along the dimension of confidence and independence.
2. Skills and Strategies (Practice)
Specific skills and strategies involved in composing and communicating
effectively, from concept to organization to polishing grammar and correctness,
and including technological skills for computer communication and adherence to
APA style. Skills and strategies represent the "know-how" aspect of
learning. When we speak of "performance" or "mastery," we
generally mean that learners have developed skills and strategies to function
successfully in certain situations. In this course, it will be communicating as
practicum educators in wrapping your own ideas and questions around what educating linguistically diverse children means and how as professionals
we can meet their diverse needs of the students with whom you are working.
3. Knowledge Content (Understanding)
Knowledge content refer to the "content" knowledge you gained about this
course, your experiences, and communication technologies for expression.
Knowledge and understanding is the most familiar dimension, focusing on the
"know-what" aspect of learning. What do I know about this content and
how can I extend my learning on different levels? What have I learned about
nurturing diverse learners?
4. Use of Prior and Emerging Experience (Understanding)
The use of prior and emerging experience involves the ability to draw on your
own experience and connect it to your work. A crucial but often unrecognized
dimension of learning is the ability to make use of prior experience as well as
emerging experience in new situations. It is necessary to observe learners over
a period of time while they engage in a variety of activities in order to
account for the development of this important capability, which is at the heart
of creative thinking and its application. In focusing, reflecting and designing
our own research proposal and agenda, our prior experience might be tapped to
help scaffold new understandings, or consider how ongoing experience shapes the
content knowledge or skills and strategies we are developing.
5. Critical Reflection (Understanding, Practice, Professional
Identity)
Reflection refers to your developing awareness of our own learning process, as
well as more analytical approaches to reading, writing, and communication. When
we speak of reflection as a crucial component of learning, we are not using the
term in its commonsense meaning of reverie or abstract introspection. We are
referring to the development of your ability to step back and consider a
situation critically and analytically, with growing insight into your own
learning processes as a kind of metacognition. Have I explored my own personal
biases and prejudices, aware of cultural stereotypes and cultural and
linguistic sensitivities?
It is important that you are made aware of the course strands
and the five dimensions of learning because the ownership of your learning in
relation to this course content is a focus of your assessment and evaluation.
This evaluative process provides a framework with which you can evaluate your
own growth. As learners, you are measuring your own learning given the strands
and dimensions, considering them in relation to your prior learning. In
assessing your progress, you will provide a midterm and final reflection which
will be posted on your webpage. See Guideline below:
LLSS 315/593 EVALUATION & ASSESSMENT GUIDELINE
PROVIDE WRITTEN MIDTERM & FINAL
SUMMARIES AND EVALUATIONS at Individual CONFERENCES as well as downloading to
your webpage.
______________________________________________________________
Due
October 5 – post to your webpage
Midterm Summary
Summary interpretation of observations and evidence
in terms of the four major strands of work and the five dimensions of learning.
1.
Four major
strands of work: communication, research, technology, and
collaboration
2.
Five
dimensions of learning:
Midterm
evaluation
________________________________________________
Due November
30-December 7 – post to your webpage
Final Summary
Summary
interpretation of observations and evidence covering the whole semester in
terms of the four major strands of work and the five dimensions of learning. Be
sure to connect your interpretations with specific examples included in the
observations and samples of work.
1.
Four major
strands of work: communication,
research, technology, and collaboration
2.
Five
dimensions of learning:
Final
evaluation
CHECKLIST OF LEARNING OPPORTUNITIES
LLSS 593 EDUCATING LINGUISTICALLY DIVERSE
STUDENTS FALL 2009
Activities/Topics |
Format |
Due |
Completed |
Download
Syllabus available on Course Blog |
August 31 |
|
|
Individual
Webpage for LLSS 315 |
August
31-Dec. 7 |
|
|
Community
Connections |
Arrange
for our class to meet at a designated place in the community |
weekly |
|
Session
Scribe & Writing Prompt |
COURSE
BLOG |
As
scheduled throughout semester |
|
IRIS
MODULES (See
course blog) |
Challenge, Initial
Thoughts, and selected, Perspectives
and Resources Assessment &
Wrap-up |
Weekly |
|
WHO AM I: Family History 1. storytelling-Family
story & I am from poem 2. writing and
conferencing |
Ongoing
sessions throughout semester |
November 16 & 30 AUTHOR’S CHAIR |
|
Course TEXT PART I: 3
readings Case Study Introduction |
synthesize, dialogue, reflect and add to
webpage |
August/September |
|
Course TEXT PART I:
3 readings Case Study: Phase I |
synthesize, dialogue, reflect and add to webpage |
September/October |
|
Course TEXT PART II:
3 readings Case Study: Phase II |
synthesize, dialogue, reflect and add to
webpage |
October/November |
|
Course TEXT PART III:
3 readings Case Study: Phase III |
synthesize, dialogue, reflect and add to
webpage |
October/November |
|
CASE STUDY PRESENTATION |
Present Case Study on
webpage and orally |
AUTHOR’S CHAIR November 16 & 30 |
|
STORYTELLING
FESTIVAL October 8-10 |
Reflection
on Your webpage |
October
10 |
|
ENLACE
practicum |
Reflection
on Your webpage |
Weekly
throughout semester |
|
Webpage
sections: WHO ARE YOU Project-IAM From Poem & Family story | CASE STUDY
| Guests | Text Readings | IRIS
Modules | Case Study | Midterm Reflection | Final Reflection | Course
Reflection | STORYTELLING FESTIVAL | Invited Guests | Community Visits |
ENLACE tutoring | National Day on Writing |
Your Webpage (free
webhost on Tripod.com) Link LLSS 315 to your
other tripod pages Index
at http://fvitali.tripod.com/315f09.html Email your webpage
address to fvitali@unm.edu Webpage presentations on
Nov. 16 & 30 |
Create
Sept. 4 & maintain throughout semester. Email
webpage address to fvitali@unm.edu
|
|
Guest
Reflections |
Reflection
on Your webpage |
Due
week following each presentation |
|
Articles
& Videos |
Literature
Circles & Video Order
books online-amazon.com |
Sept.-November |
|
WHO
ARE YOU: Family History, I am From poem, Family story Presentation |
Process
Writing-drafts/writing/performance |
Researcher’s
Chair November
16 & 30 |
|
Midterm
semester Course reflections |
Your Webpage |
October
5 |
|
Final semester Course reflections (add
to your digital professional portfolio) |
Your
webpage |
Nov.
30 |
|
National Day on Writing October 20 http://www.ncte.org/DAYONWRITING |
Create
and maintain website for community |
October
20 |
|