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introduce final assignment with examples - could have had you come up with criteria, but no. 

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introduce final assignment with examples - could have had you come up with criteria, but no. 

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practice grammar activities with contrasting cases 20

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practice grammar activities with contrasting cases 20

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time to go over past assignments, see what's missing etc (20)

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time to go over past assignments, see what's missing etc (20)

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FINAL TASK: step 5. Moving task analysis to rubric (30)

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FINAL TASK: step 5. Moving task analysis to rubric (30)

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leading discussions using authentic questions and ambiguous texts

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leading discussions using authentic questions and ambiguous texts

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walk and talk UDBW and rules of notice how might this work in your classroom?  (10)

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walk and talk UDBW and rules of notice how might this work in your classroom?  (10)

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questions about UDBW . SHow prisoner's dilemma UDBW. Show levels of UDBW(30)

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questions about UDBW . SHow prisoner's dilemma UDBW. Show levels of UDBW(30)

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Practicing with UDBW on Night Watch on google - in groups and individually (15). Then, walk and talk - how could you use UDBW to help students develop thematic interpretations? (15)

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Practicing with UDBW on Night Watch on google - in groups and individually (15). Then, walk and talk - how could you use UDBW to help students develop thematic interpretations? (15)

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How does UDBW connect to typical assignments? (20) What dimensions can you address UDBW with?

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How does UDBW connect to typical assignments? (20) What dimensions can you address UDBW with?

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after break - practicing mini-task analyses

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after break - practicing mini-task analyses

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with funds of knowledge task - do math problem and explain how you did it.  Then show example -contrast difference between "find good evidence" and the five step process for that. then everyone chooses one part of their final assignment task analysis to do mini-task analysis with. Show example of how task analysis --> lesson plan.

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Try UDBW with NIght Watch - first they read, then discuss, then  use UDBW -  (20) Using UDBW at different levels at stations (30)

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Try UDBW with NIght Watch - first they read, then discuss, then  use UDBW -  (20) Using UDBW at different levels at stations (30)

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charting how a single lesson gets designed, from beginning to end

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charting how a single lesson gets designed, from beginning to end

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share shell game backward design and lesson plan, whole college essay unit, "things worth learning" and slot machine graphics. Students discuss connections.

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comprehension strategy bingo: talk to at least 4 other people and find one strategy you hjave in common

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comprehension strategy bingo: talk to at least 4 other people and find one strategy you hjave in common

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1.	Developing strategies for comprehension

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1.	Developing strategies for comprehension

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Share approaches to literary reading on whiteboard. then, walk and talk to HOW you get to symbolic meaning and theme.

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Share approaches to literary reading on whiteboard. then, walk and talk to HOW you get to symbolic meaning and theme.

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students try lesson for aspect of college essay

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students try lesson for aspect of college essay

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Welcome back! How are you? (15)What’s one thing you and your CT do to build community? 

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Welcome back! How are you? (15)What’s one thing you and your CT do to build community? 

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Community building (10)Sign up for future weeks

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Community building (10)Sign up for future weeks

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What novels and short stories did you read? First summarize at your  desk, then discuss (walk and talk)

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What novels and short stories did you read? First summarize at your  desk, then discuss (walk and talk)

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Task analysis: How do you summarize? (20)

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Task analysis: How do you summarize? (20)

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book, head, heart/somebody wanted but so

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book, head, heart/somebody wanted but so

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Reflecting on what's worth learning - any changes, based on past months of experience? (20)

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Reflecting on what's worth learning - any changes, based on past months of experience? (20)

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How to create final tasks that support the out-of-school value for learning this skill:  three elements that most instructional units have: texts, tasks, questions. The goal is to have them match with what is worth learning. (always compare to writing an essay)

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How to create final tasks that support the out-of-school value for learning this skill:  three elements that most instructional units have: texts, tasks, questions. The goal is to have them match with what is worth learning. (always compare to writing an essay)

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go back to what is worth learning and then connect Common Core skills. Then brainstorm wide range of kinds of literacy tasks you could do to enact those skills. Then consider texts.

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Introduction to your final task for this class: learning segment with authentic task (15)

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Introduction to your final task for this class: learning segment with authentic task (15)

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and what you liked what you need

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community build - EM - afterwards, everyone sign up for one

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community build - EM - afterwards, everyone sign up for one

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planning authentic tasks for school and beyond 

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planning authentic tasks for school and beyond 

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difficult questions, real audience

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teach mode of writing using  college essay as example

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teach mode of writing using  college essay as example

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Choosing texts that meet the moment, raise difficult questions, and align with goals. 

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Choosing texts that meet the moment, raise difficult questions, and align with goals. 

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assessing final tasks - creating rubrics that mirror goals and task analysis

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assessing final tasks - creating rubrics that mirror goals and task analysis

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apply contrasting cases to other genres, skills, concepts 

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apply contrasting cases to other genres, skills, concepts 

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transition from funds of knowledge to more complex task

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transition from funds of knowledge to more complex task

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task analysis for final learning segment

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task analysis for final learning segment

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using poet warriors poems - connecting goals to text selection: learn how to choose rich text for analysis; or model for writing your own poem; text for good discussion

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using poet warriors poems - connecting goals to text selection: learn how to choose rich text for analysis; or model for writing your own poem; text for good discussion

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speed dating using the slot machine metaphor with purpose, questions, texts, and tasks. Then  I name a text like "Great Gatsby" and students decide whether it serves the purpose and big questions. Then switch and I name another text, or they do. Then switch and we only have the text - they connect the text with what is worth teaching

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speed dating using the slot machine metaphor with purpose, questions, texts, and tasks. Then  I name a text like "Great Gatsby" and students decide whether it serves the purpose and big questions. Then switch and I name another text, or they do. Then switch and we only have the text - they connect the text with what is worth teaching

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walk through example of rhetorical analysis steps for designing authentic final task, including different versions of the final task,  doing the task and task analysis. (25) students do turn and talk during/after, answering: why do you do each step? 

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walk through example of rhetorical analysis steps for designing authentic final task, including different versions of the final task,  doing the task and task analysis. (25) students do turn and talk during/after, answering: why do you do each step? 

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look at take-aways and questions shared in STEP resources re Randy Bomer writing articles

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look at take-aways and questions shared in STEP resources re Randy Bomer writing articles

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build criteria for college essays - connect to rubric

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build criteria for college essays - connect to rubric

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and/or how would you teach it?

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20 minute walk and talk on quesitons about lit text in general, and then how you figured out that something was symbolic etc?  (20)

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20 minute walk and talk on quesitons about lit text in general, and then how you figured out that something was symbolic etc?  (20)

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walk and talk -example of good or weak discussion, and why

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walk and talk -example of good or weak discussion, and why

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igsaw: Reading for Understanding, Chapter 7 (Schoenbach & Greenleaf, 2012); Beers; or Tovani2.	

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igsaw: Reading for Understanding, Chapter 7 (Schoenbach & Greenleaf, 2012); Beers; or Tovani2.	

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Goal is studying relationships and literary interpretation. look at cisneros vignette, think about what makes you curious - what questions you would ask -

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Goal is studying relationships and literary interpretation. look at cisneros vignette, think about what makes you curious - what questions you would ask -

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first write out questions, then share - which will lead to more robust discussions

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giving feedback - how much and how much does it matter? 

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giving feedback - how much and how much does it matter? 

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look at several thematic units and develop criteria

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look at several thematic units and develop criteria

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building from gateway activities and funds of knowledge texts to more expanded writing

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building from gateway activities and funds of knowledge texts to more expanded writing

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teaching grammar for effect, not just for rules

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teaching grammar for effect, not just for rules

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building a full thematic unit by combining skill and purpose

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building a full thematic unit by combining skill and purpose

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using student work to identify trends in student needs and developing lesson based on that; 

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using student work to identify trends in student needs and developing lesson based on that; 

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what kinds of discussions are your CTs leading in class? For classroom discussions: what are the topics or launching questions for discussions that your kids are having? how are the discussions going? What questions do you have about discussions?

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sarah shares study on teacher questions- we all talk (20)

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sarah shares study on teacher questions- we all talk (20)

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Try questions with Death of Ball Turret Gunner/ 

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Try questions with Death of Ball Turret Gunner/ 

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w

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"How would I teach this?" mini-lesson: different scenarios where UDBW might be useful .

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"How would I teach this?" mini-lesson: different scenarios where UDBW might be useful .

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In pairs, design mini lesson that teaches students how to use UDBW to build interpretations. 

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In pairs, design mini lesson that teaches students how to use UDBW to build interpretations. 

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adding resources to our list with potential questions. 

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adding resources to our list with potential questions. 

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watch your own rehearsal . reflection on rehearsal

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watch your own rehearsal . reflection on rehearsal

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What’s the general approach for teaching a particular genre of writing?  	Toolkit: Contrasting cases and funds of knowledge activities

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What’s the general approach for teaching a particular genre of writing?  	Toolkit: Contrasting cases and funds of knowledge activities

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Sharing your task analyses, and discussing and designing mini-lessons to address what students may need: UDBW; grammar; discussion

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Sharing your task analyses, and discussing and designing mini-lessons to address what students may need: UDBW; grammar; discussion

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grammar and punctuation: putting clauses together. english is a right-branching language - 

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grammar and punctuation: putting clauses together. english is a right-branching language - 

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Walk and talk (15): Students' learning needs

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Walk and talk (15): Students' learning needs