3/5/14
In Class:
Journal-- Describe and reflect on how your life has changed over the last 8 weeks--academically, personally, socially, etc. Identify at least one positive change you have made (or are in the process of making).
Students compiled and submitted seven journal entries since midterms (3/5, 3/3, 2/26, 2/24, 2/19, 2/12, 2/10).
Course feedback survey.
Students worked independently on final projects:
* Read/re-read your story.
* Write your lesson plan. Revise with instructor's feedback and assistance.
* Write lesson plan 'defense' reflection.
Exit ticket: What grade do you think you deserve in this class and why?
Homework:
Read, write, and have an amazing break!
Wednesday, March 5, 2014
Monday, March 3, 2014
March 3rd, 2014
3/3/14
In Class:
Journal-- Reflect on the following quote: "Authenticity is a collections of choices that we have to make every day. It's about the choice to show up and be real. The choice to be honest. The choice to let our true selves be seen." - Brené Brown
Students worked independently on final projects and missing assignments. By the end of the period, each student submitted at least three objectives for his or her lesson plan.
Exit ticket: Where is one place you can find inspiration?
Homework:
Work on finals! Due Wednesday.
Catch up on any missing work or journals.
In Class:
Journal-- Reflect on the following quote: "Authenticity is a collections of choices that we have to make every day. It's about the choice to show up and be real. The choice to be honest. The choice to let our true selves be seen." - Brené Brown
Students worked independently on final projects and missing assignments. By the end of the period, each student submitted at least three objectives for his or her lesson plan.
Exit ticket: Where is one place you can find inspiration?
Homework:
Work on finals! Due Wednesday.
Catch up on any missing work or journals.
Wednesday, February 26, 2014
February 26th, 2014
2/26/14
In Class:
Journal-- Consider the following quotation. How would Salinger--and his characters--react?
"He who is overly attached to his family members experiences fear and sorrow, for the root of all grief is attachment. Thus, one should discard attachment to be happy." - Chanakya
Lesson on Bloom's Taxonomy and Madeline Hunter's lesson plan model to inform students for the final project.
Distributed missing work reports.
Students worked independently on the following tasks:
* Read your chosen short story for the final.
* Begin preparing your lesson plan for the final.
* Write your lesson plan "defense" reflection for the final.
* Complete any missing assignments and/or journal entries.
Note: please return The Catcher in the Rye once you have submitted your midterm project.
Exit ticket: What is the purpose of a lesson plan rationale?
Homework:
Work on final project.
Catch up on missing assignments/journals.
In Class:
Journal-- Consider the following quotation. How would Salinger--and his characters--react?
"He who is overly attached to his family members experiences fear and sorrow, for the root of all grief is attachment. Thus, one should discard attachment to be happy." - Chanakya
Lesson on Bloom's Taxonomy and Madeline Hunter's lesson plan model to inform students for the final project.
Distributed missing work reports.
Students worked independently on the following tasks:
* Read your chosen short story for the final.
* Begin preparing your lesson plan for the final.
* Write your lesson plan "defense" reflection for the final.
* Complete any missing assignments and/or journal entries.
Note: please return The Catcher in the Rye once you have submitted your midterm project.
Exit ticket: What is the purpose of a lesson plan rationale?
Homework:
Work on final project.
Catch up on missing assignments/journals.
Monday, February 24, 2014
February 24th, 2014
2/24/14
In Class:
Journal-- Respond to one or both of the following Salinger quotes:
* "I'm sick of liking people. I wish to God I could just meet someone I respect."
* "An artist's only concern is to shoot for some kind of perfection, and on his own terms, not anyone else's."
Finished and discussed Salinger (2013) and reviewed guided notes worksheet.
Introduced final project and distributed selected stories.
Exit ticket: What is one thing to which you are looking forward?
Homework:
Begin working on final project.
Catch up on any missing work.
Polish Salinger worksheet to turn in next class.
In Class:
Journal-- Respond to one or both of the following Salinger quotes:
* "I'm sick of liking people. I wish to God I could just meet someone I respect."
* "An artist's only concern is to shoot for some kind of perfection, and on his own terms, not anyone else's."
Finished and discussed Salinger (2013) and reviewed guided notes worksheet.
Introduced final project and distributed selected stories.
Exit ticket: What is one thing to which you are looking forward?
Homework:
Begin working on final project.
Catch up on any missing work.
Polish Salinger worksheet to turn in next class.
Final Project -- Advanced Literature
Advanced
Literature: Survey of J.D. Salinger – Final
Due March 5th, 2014 by 5:00 PM
In order to demonstrate your
engagement with and developing knowledge of J.D. Salinger and his literature,
you will complete a two-part final project focusing on a Salinger short story
(or novella) of your choice. Since teaching others requires thorough
understanding and high-level cognition, this assessment will require you to
delve deep into the text you choose, applying your ‘underwater’ thinking skills
and evaluating your cognitive process.
Assignment: Lesson Plan for “_________________________________” by J.D. Salinger
First, you should choose
one of the following works of fiction by Salinger as a focus:
·
“Zooey”
·
“Franny”
·
“Pretty Mouth
and Green My Eyes”
·
“Raise High
the Roof Beam, Carpenters”
·
“Uncle Wiggily
in Connecticut”
·
“Just Before
the War with the Eskimos”
·
“The Laughing
Man”
·
“Down at the
Dinghy”
·
“Teddy”
You will read and analyze
the text as thoroughly as possible. You may use study aides like SparkNotes or
Shmoop in order to enhance your understanding and analysis. Be sure to consider
how your selected work connects to a) other texts we’ve read in class, and b)
J.D. Salinger’s life experience, as portrayed in Salinger (2013).
Next, you will write a
lesson plan for a class teaching your chosen work. You will include the basic
requirements of a lesson plan, including but not limited to: rationale,
objectives, materials, anticipatory set, modeling & practice, assessment,
and independent practice. (See the example lesson plans accompanying this handout
for guidance.) Imagine that you are teaching this very class with the same
students and same environment. Also, consider Bloom’s Taxonomy (which we will
discuss in class).
Finally, you will write a
half-page reflection defending your lesson plan. In this reflection, you should
explain your process of creating the plan, the challenges and successes you
faced, the reasoning behind your final product, and any notes or qualifications
not apparent in the plan.
You will be scored using
the following rubric:
|
Lesson Plan: The student constructs a lesson plan for at least one class period which reflects understanding of the
Salinger work, cognitive engagement and evaluation of the work, and a plan
for engaging students in the writing. (300 pts. possible)
|
|
|
Completion
(25 pts.)
|
Student completes all
required elements of the lesson plan (see above).
|
|
Comprehension and
Analysis of Salinger work
(100 pts.)
|
Student demonstrates
understanding and engagement with the work by presenting meaningful and
thoughtful discussion topics, activities, etc. in the lesson plan.
|
|
Rationale of Teaching
(25 pts.)
|
Student explains why the
selected work is meaningful and beneficial to education.
|
|
Exercises, Activities,
and Methods
(75 pts.)
|
Student incorporates
relevant and unique methods for teaching the selected work.
|
|
Meta-cognitive
Reflection
(75 pts.)
|
Student reflects on the
process and reasoning behind creating the lesson plan.
|
Wednesday, February 19, 2014
February 19th, 2014
2/19/14
In Class:
Journal-- Wade back through the conversation between Sgt. X and Esmé. What is Salinger trying to tell us about Americans in the War?
Screened Salinger (2013) through 1:28:00 and reviewed worksheet.
Exit ticket: 1) What is one thing you've learned in the past week? 2) What is one thing you're proud of?
Homework:
Revisit "For Esmé--with Love and Squalor" for class next week.
Polish your answers on the worksheet for the film.
In Class:
Journal-- Wade back through the conversation between Sgt. X and Esmé. What is Salinger trying to tell us about Americans in the War?
Screened Salinger (2013) through 1:28:00 and reviewed worksheet.
Exit ticket: 1) What is one thing you've learned in the past week? 2) What is one thing you're proud of?
Homework:
Revisit "For Esmé--with Love and Squalor" for class next week.
Polish your answers on the worksheet for the film.
Wednesday, February 12, 2014
February 12th, 2014
2/12/14
In Class:
Journal-- Why does Salinger so frequently portray human communication as difficult, flawed, or impossible? What barriers do people face in expression?
Note: School will not be in session on Monday, February 17th, 2014. This class will meet again next Wednesday, February 19th.
Briefly reviewed and discussed "A Perfect Day for Bananafish" by J.D. Salinger, specifically focusing on the breakdowns of communication and the trauma of war.
Screened Salinger (2013) through 33:15.
Exit ticket: Identify three things you want to accomplish over the long weekend.
Homework:
Read "For Esmé—with Love and Squalor" by Wednesday.
In Class:
Journal-- Why does Salinger so frequently portray human communication as difficult, flawed, or impossible? What barriers do people face in expression?
Note: School will not be in session on Monday, February 17th, 2014. This class will meet again next Wednesday, February 19th.
Briefly reviewed and discussed "A Perfect Day for Bananafish" by J.D. Salinger, specifically focusing on the breakdowns of communication and the trauma of war.
Screened Salinger (2013) through 33:15.
Exit ticket: Identify three things you want to accomplish over the long weekend.
Homework:
Read "For Esmé—with Love and Squalor" by Wednesday.
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