1. BELLWORK: “LESSON DESIGN RUBRIC”
 Please review the Rubric for Lesson Design
document
 Think of a Lesson Plan that you‟ve created this
summer (or better yet, open it up on your handy-
dandy laptops)
 How would you do, according to this rubric? 
 Relax, though, this is kind of a super-rubric… it has
a little cape
 Time: 10 minutes
 Peter, Mirelinda, and Brian, do you need to get
ready?

2. OUR AGENDA
 Bellwork (10 min)
 Student Presentations (20 min)
 Quiz (10 min)
 Finish Planning (10 min)
 Assessment Discussion (60 min)
 SIOP Chapter 3 (20 min)
 Reading Presentation (20 min)
 Reading Activity (40 min)
 Workshop Time  (60 min)
 “Talk-Back” (5 min)

3. STUDENT PRESENTATIONS

4. QUIZ!
 It‟s in your “inbox”
 Please respond and email back to me 
 Time: 10 minutes!

5. HOUSEKEEPING
 Emails that I sent to you!
 AILY Grades from last week
 Answers to questions from your exit cards
 TCPCG Lesson Plan
 Literary Criticism Schools
 Classical Grading Policy
 Menu o‟Assessments Link

6. SWITCHING GEARS!

7. SIOP CHAPTER 3
BUILDING BACKGROUND
 Feature 7: Concepts Explicitly Linked to Students‟
Background Experiences
 Difference between building background & activating prior
knowledge
 Activities p. 59
 Feature 8: Links Explicitly Made Between Past Learning &
New Concepts
 Feature 9: Key Vocabulary Emphasized
 Academic language/vocabulary
 Tier 1, 2, & 3
 Vocabulary Instruction Principles p. 65
 Activities pp. 66-70*
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8. OVERVIEW OF A PERIOD
(PLANNING)
 BASIC VERSION (Burke calls it “environmental or structured
process”)
 Initiation
 Content/Lesson/Activities
 Closure
 Mix of Coaching & Seminar
 WORKSHOP MODEL (or “individualistic model”)
 Mini-Lessons
 Task-Orientation
 Coaching
 Burke: “presentational or product-oriented model”
 Didactic/Lecture
 How do you know how long things will take?
 How much can you “cover”?
 What if…? 8

9. A UNIT PLAN FOR CONSIDERATION
(PLANNING)
 What you need to know about it
 9th grade Hartford Public Schools, Unit 1
 CCSS-aligned
 UbD governed
 Using the chart from 3rd Edition Burke, p. 270-271, to
consider the unit
 Discuss findings with the person closest in age to you
 LET‟S PRETEND, For Essential Task #1, use Burke‟s p. 50
“Ten Elements of Effective Instruction” (4th Edition) to
evaluate & prepare for teaching Essential Task #1
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10. SWITCHING GEARS!

11. ASSESSMENT BLOG HIGHLIGHTS
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 CD: Both students and teachers should be assessed.
 CS: …my goal as a teacher is to teach students how to
think for themselves.
 HS: No matter what the assignment was, however, I would
always strive for it to be meaningful, not too tedious for the
student to complete (or for me to grade) and help the
student grow and develop as a literary-minded reader, writer,
and speaker.
 RP: …as a student I‟ve found that it is more helpful when
grades are left by the wayside and the teacher instead
provides individual and thoughtful comments for the students
 PB: Assessment should be a gauge of whether or not a
student understands the content, not “did they get the
question right on a specific day?”
 SG: A teacher‟s self-assessment is probably most critical
because there is ample experience to learn from and
adapt for future success.
 BP: …assessment is something that is constantly
occurring amongst teachers and students both formally
and informally.
 MD: A teacher must continually assess the present state
of the student‟s understanding, comprehension and
behavior in order to construct a productive learning
environment.
 MB: English is one of the content areas that is graced
with the opportunity to assess many different areas.
 MD: English causes me to actually think and express
myself using the knowledge I have obtained through
reading.

12. ANNOTATING THE “15 FIXES”
(PRE-SEMINAR)
 Check mark next to those items you‟ve seen
teachers DO in your past experiences
 Unhappy face (or ouch!) next to those items with
which you disagree
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13. PRE-SEMINAR: CONTENT
 Ideas & Values: Science, Revolution, Experience, Logic,
Quality, Quantity
 Content:
 Excerpt from A Repair Kit for Grading: 15 Fixes for Broken
Grades by Ken O‟Connor
 23 year teaching (geography) career in Canada and Australia
 Independent consultant from 1996-present
 Involved in the ASCD UbD cadre
 Ideas have been adopted by my school… have caused a great
deal of change regarding how we measure and report grades
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14. MINI-SEMINAR:
O‟CONNOR: “15 FIXES FOR GRADING”
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Core
Questions

15. SOME REFLECTION TIME
 Do some Post-Seminar Reflection… some ideas for
consideration
 What are some new understandings/ new ideas
regarding assessment?
 How might you incorporate these ideas into your
Student Teaching?
 What idea will you NEVER accept? Explain.
 Time to Reflect: 10 minutes 

16. SWITCHING GEARS!

17. READING:
A PREVIEW OF THE READING SUB-AGENDA
 Reflection
 Definition of Reading!?
 Reader Response Theory
 Reading Discovery Self-Directed Activities
 Closure
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18. LITERACY REFLECTION
JOURNAL ACTIVITY
 (From Burke THIRD EDITION p. 30)
 Which literacies do you use from this list in an
average day? Did he miss any?
 Where/How did you learn these skills?
 Time to write: 8 minutes
 Share your thoughts with a friend…
 Discuss:
 What this activity might reveal to us about our students?
 How might your literacy list differ from your students‟?
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19. READING… LOTS TO CONSIDER IN THE
ENGLISH CLASSROOM
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 Decoding & Comprehension
 Types of readers
 Readers‟ self-confidence
 Range of Texts—mark p. 43!
(Use „em in planning units!)
 Affective Responses
 Strategies to Assist LITERAL
act of Reading
 P. 34, pp. 98-108 MARK „EM!
 Pre-Reading, During Reading,
Post-Reading Considerations
 When Kids Can’t Read by
Kylene Beers
 7 Habits of Proficient Readers
from Mosaic of Thought
 Schools of Literary Criticism
 Moral Criticism, Dramatic
Construction
 Formalism, New Criticism, Neo-
Aristotelian Criticism
 Psychoanalytic & Jungian
Criticism
 Marxist Criticism
 Reader-Response Criticism
 Structuralism/Semiotics
 Post-Structuralism/ Deconstruction
 New Historicism/Cultural Studies
 Post-Colonial Criticism
 Feminist Criticism
 Gender/Queer Studies

20. 7 HABITS OF PROFICIENT READERS
(ELLIN OLIVER KEENE)
 http://prezi.com/dp6u3kecgkcc/7-habits/
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21. TRANSACTIONAL THEORY (READER RESPONSE)
LOUISE ROSENBLATT
 A “mutually shaping” exchange between reader and
text
 Both text and reader are changed as a result of the
reading
 “Transactional theory proposes that the relationship
between reader and text is much like that between
the river and its banks, each working its effects
upon the other, each contributing to the shape of
the poem. “
 (p. 157 FOURTH Edition)
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22. THE ELEMENTS OF THE TRANSACTION:
THE “PLAYERS”
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READER
 Reader brings
their version of
the world to the
reading
experience
 Literacy skills
 Personal
experiences
 Educational
experiences
TEXT
 Simply ink and paper
until a reader reads
it… no “intrinsic”
meaning
MEANING
• Meaning is made when the reader‟s mind and
the text TRANSACT; meaning can be:
• symbolic
• evocative
• imagistic
• emotional
• conceptual
• the “meaning” happens only in the reader's mind
and it occurs via the act of reading
• reader selects to have an efferent or aesthetic
stance toward his/her transaction with the text

23. EFFERENT READING:
 Rosenblatt states, "the reader's attention is
primarily focused on what will remain as a residue
after the reading -- the information to be acquired,
the logical solution to a problem, the actions to be
carried out.”
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24. AESTHETIC READING:
 Rosenblatt states, "In aesthetic reading, the
reader's attention is centered directly on what he is
living through during his relationship with that
particular text.”
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25. THE READER-RESPONSE THEORY:
IMPLICATIONS FOR LITERACY INSTRUCTION
 Teachers may not lead classes along to
preordained conclusions.
 Primary responses are considered and examined
by themselves and others
 Classroom atmosphere is cooperative
 The conception of literary knowledge is expanded
(Who “owns” knowledge?)
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26. TIME TO DO AN ACTIVITY!
 Please number the activities from 1-4 in the order that you‟d
like to “tackle” it
 Efferent to Aesthetic Text Sort
 Shakespeare
 Narrative Text
 Poetry
 1 = “I would LOVE to do this one… I hope I get it!”
 4 = “Ummm… if I hafta, I guess I‟ll do it…”
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27. LESSON ORGANIZATION
Some Strategies I Used Today:
 Student Choice
 Jigsaw
 Cooperative Learning
 Seminar
 Adjust the Lesson
 Workshop
 Round Robin
 Didactic
 Differentiated Quizzes
 Individual Reflection Time 27

28. Text Sort: Efferent to Aesthetic
 Matt & Cassi
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29. Shakespeare: a scene from A
Merchant of Venice
 Heather & Marc
 STANDARD DEVIANTS SERIES 
 FUN & SILLY & INFORMATIVE!!
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30. Narrative
 Peter & Casey
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31. POETRY
 Frost‟s “Stopping By Woods on a Snowy Evening”
 Brian, Mirelinda, Sheena, Ryan
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32. WORKSHOP TIME
 Your choices for workshop time:
 Work on Short Story Unit
 Work on AILY Lesson
 Work on Blog Entry for the upcoming week
 Work on other course-related reading
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33. WHAT‟S OUR HOMEWORK!?
 Burke THIRD EDITION Chapter 7
 Burke FOURTH EDITION Chapter 4
 Brandvik Chapter 5
 Complete Blog Post #3
 Actively read AILY: “The One Who Watches”;
“Matoa‟s Mirror”; “Don José of La Mancha”
 Work on AILY Lesson
 Work on Unit
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34. C‟EST LE FIN… QUELLE HORREUR!
 Please write me a quick note responding to:
 Are there term/terms have been used in class that you
don‟t feel “proficient” with? (Where are your “knowledge
lapses”?) I‟ll write you an email with my best
explanation…
 Your favorite part of today‟s class 
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35.  Start Time: 10:34
 End Time: 10:45
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