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Published by , 2016-11-11 17:21:21

Joanna Bakers Flipbook

Joanna Bakers Flipbook

JOANNA
BAKER

ACP Fall 2016

Joanna Baker, MA

1

TABLE OF
CONTENTS

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Shot………………………………………………………………………………………………Error!
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Rubric…………………………………………………………………………………………………….2
BOPPPS Lesson Plan……………………………………………………………………………..3
Student Preparation Strategy……………..……....………………………………..…..4
Test Questions………………………………………………………………………………….…..5
Reflective Essay: What Did We Learn…………………………………………….……6
ACP Showcase Portfolio…………………………………………………………………………7

2

English 1302

Joanna Baker Major Assignments and Due Dates

Faculty Information  Weekly Essays: 1-3 page
MA English Literature and Creative Writing analytical essays on a piece we
[email protected] have read for or in class. Due
[email protected] every Monday.

Course Information:  Essay 1: Literary Analysis Paper.
Composition and Rhetoric II Due Sept ember 23.
Course Number: ENGL 1302
Course Section: 6305  Midterm Exam. October 10
Credit Hours: 3 credits: 3 hrs. lecture  Essay 2: Rogerian Paper. Due
Prerequisite: ENGL 1301
Room Number: 13.523 October 21.
 Essay 3: Rewrite and extend a

previous paper. Due November
18.
 Annotated Bibliography. Due
November 18.
 Final Project. Due December 9.

Class Highlights Textbooks

Grading Me Talk Pretty
One Day
Attendance 5 points David Sedaris
Weekly Essays 15 points
15 points Zoot Suit
Essay 1 15 points
Essay 2 15 points Luis Valdez
Essay 3 20 points
Term paper and Annotated
Bibliography 15 points
Midterm Exam

Reading

The student must come to class having already read the day’s
reading assignment.

Reading is probably the most important part of any Humanities course so
we will also be learning study and comprehension skills.

COURSE DESCRIPTION: A Mercy

Intensive study of and practice in the strategies and techniques for Toni Morrison
developing research-based expository and persuasive texts. Emphasis
on effective and ethical rhetorical inquiry, including primary and
secondary research methods; critical reading of verbal, visual, and
multimedia texts; systematic evaluation, synthesis, and documentation
of information sources; and critical thinking about evidence and
conclusions.

Dracula

Paper Format Rubric
English 1302 and all Literature Selections

Objective: This rubric is designed to assess the construction and functionality of any major paper from
the above English courses.

Criteria Above (A papers) Meets (B-C papers) Below (D-F papers)
Introduction
Paragraph Thesis is well thought out Thesis is in the right place Thesis is missing or
and in the right place misplaced or incomplete
Major Points are introduced
Each point in the paper is to reader No points are introduced
introduced clearly and with
attention to why it is Necessary background is No relevant background is
important to your argument given given

Relevant background Quotes are used if necessary Opinions or “how you feel
information is introduced about something” is given

Relevance of argument is First person speech
present “I” statements (throughout
paper)
Use of secondary or primary
sources

Body Paragraphs and Use of Transitions Each paragraph is at least Paragraphs begin or end on
Argumentation half a page to a page long quotes
Points are logically or
chronologically relevant and Contains both primary and No quotes are used
flow well together secondary source quotes or
paraphrasing First person statements
Relevance to thesis is clearly
shown Sources quotes are well
selected and uphold your
argument

Conclusion Paragraph Memorable “parting shot” Restatement of thesis in a Restatement of thesis is
different way missing
Use of secondary or primary
sources (paraphrased or Recap of points No “parting shot”
quoted)
“parting shot” No recap of points
Relevance of argument is
clearly stated First person statements

Use of Primary Source Quote sandwiches that are Use of quote sandwiches Missing or poorly cited
(if needed) correctly positioned in
paragraph Multiple quotes or No quote sandwiching
references to a single quote
Block quotes that are in each paragraph Ending or beginning a
relevant to argument and paragraph with a quote
well presented Use of MLA citation

Use of Secondary Quote sandwiches that are Use of at least 3 Missing or poorly cited
Sources correctly positioned and Use of quote sandwiches No quote sandwiching
meld well with the primary Use of MLA citation
source

Use of 5 or more Ending or beginning a
paragraph with a quote
Citation matches Works
Cited page

Works Cited Page NA Entries are placed in In-paper citation does not
alphabetical order match works cited page

Missing

Not in alphabetical order

Not in MLA style

MLA Format NA MLA format Missing name and page
 Font: times new number
roman. 12.font
 1” margins Misplaced or wrong
 Parenthetical parenthetical information
information in the
right places
 Works cited page
present

Joanna Baker (English 1302) BOPPPS LESSON PLAN

COURSE: English 1302
Lesson Title: Into to Me Talk Pretty One Day, David Sedaris, and the familiar Essay

Bridge: Play the audiobook rendition of “Go Carolina”
Estimated time: 10 mins
Course/Student Learning Outcome:
Students will read college level materials to:

1. Demonstrate knowledge of individual and collaborative research processes.
2. Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays.
3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
5. Apply the conventions of style manuals for specific academic disciplines (e. g., APA, CMS, MLA, etc.)

Learning Objectives: By the end of this lesson, students will be able to
1. (Knowledge) Identify a familiar or personal essay and its various components as it is distinguished from other types of writing.
2. (Analyze) Analyze content for cultural and social importance and critique.
3. (Create) Create their own familiar essay that includes their personal commentary on a large societal issue that they are passionate about.

Pre-Assessment: In groups, come up with three major social issues that you have noticed in the readings so far (each group reads aloud their findings)
Estimated time: 5 mins
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 1. (Analysis) Identify three instances of language and language interaction developing in this piece.
 2. (Comprehension) Why does Sedaris start his narrative with a common shared image (a universal concept)?
 3. (Evaluation) How would you prove that this pices is about language development and interaction?
 4. (Synthesis) Do you think that this essay has closure or not? Why/Why Not?
 Spinner wheel of concepts http://www.classtools.net/random-name-picker/
 (CAT#25) Student Generated Test Questions:

Time Instructor Activities Learner Activities Lesson Materials

20 mins Break essay apart and explore components Answer questions (possibly add to lecture so that the Me Talk Pretty One Day
Identify evidence and help create possible thesis students can practice with me)
(Lecture)

5 mins Operate spinner Each group will get a chance to spin the wheel to see http://www.classtools.net/random-
name-picker/
what overall concept or character they get to analyze.

10 mins Help with questions Each group will generate one test question that they will

answer in essay format (one paragraph). Each student

will hand in their paper which will count as one of the

weekly assignments for the course.

Post-assessment: Write your own Familiar Essay using the structure and qualities that we have just learned.

Estimated time: 10 mins

Summary: Ask each person what social issue they chose to talk about and why they picked it.

Estimated time: 5 mins

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)



Student Prep Strategy

Daily Outline Assignments

Due at the beginning of every class.

Instructions:

Pick a reading that particularly spoke to you and create a detailed outline with a solid and
well-constructed thesis and at least three quote sandwiches.

The quote sandwiches are the most important part of this assignment because it gives you
practice with hunting down good evidence and justifying why you picked it for your argument.

There is no set topic for these assignments. I want you to be able to write about whatever
sparks your interest concerning the literature you will be reading.

Quote sandwiches:

 Set up the quote: get your readers ready for important information relating to your hard
evidence. You are the quote’s hype man! Remember to tell your reader any important
information such as who is talking or where the action takes place.

 Quote: present the actual quote that provides you with hard evidence. (Remember to
embed all quotes!)

 Explain the quote: this is a good place to paraphrase the quote or provide the reader with
the essence of the quote. It’s your opertunity to really stress why you picked this quote
for your argument. What made it so special and why did you use it?

Weekly Essay Assignments
Due every Monday at the beginning of class.
Instructions:

Hand in a 1-3 page analysis of a piece of literature we have read for or in class.
This should include a well thought out thesis (see the supplementary literature page on
your D2L portal for further help on building a solid thesis), and at least three quotes from the
piece that back up your thesis.
You may use any of your previous daily outlines to build on for this project. There is no
set topic for these assignments. I want you to be able to write about whatever sparks your interest
concerning the literature you will be reading.
Questions to ask of the text if you get stuck (If I can’t get into a work I ask myself these
questions as I’m reading):
What social problems were popular during that time period?
Does this text talk about gender, racial, or religious issues?
How does it explore or express these social issues?

Test Questions for English 1302

Lesson Objectives: By the end of the lesson students will be able to recognize and critique elements of
different types of writing and what they are primarily used for.

(knowledge) 1. A familiar essay is always written in____ and first became it's own structure independent
from the memoir in the _____.

a) first person pov/ 20th century.

b) second person pov/ 19th century

c) hand written drafts/ 18th century

d) blood/ 17th century

(knowledge/comprehension) 2. Circle which ever are correct concerning Narrative.

a) is the oldest form of story telling

b) is the most important

c) can be used for social commentary in a time and place where speaking out is dangerous

d) can be used in any genre of writing

(analysis) 3. The dramatic writing style (play) is a two edged sward. Explain why giving up almost all
control of your characters (characterization) may be balanced out by a story that can last nearly twenty
years (remember the invention of the TV drama and the social and cultural implications of this on
narrative development).

(analysis) 4. Using your notes and handouts identify three pieces of poetry that we have read for or in
class and link them thematically to any major social issue. (HINT: race, gender, religion, nationality)

Reply to Thread

Baker 1

Joanna Baker

Bruce Caraway

ACP

Fall 2016

Reflective Essay: And What Did We Learn

I have learned not only quite a lot in terms of theory from this class, but I have also had a
considerable amount of fun laughing and learning with other faculty members. As a young
academic, being seen as a viable fellow is considerably more difficult than I had thought back in
grad school. I often get mistaken for a student by other students and professors—even when I’m
wearing my LSC ID badge. I was able to walk into the first class and have my opinions and
thoughts valued and respected—even reflected! I gained a support system through this class as
well as valuable new contacts. I often have students come to me and ask if I can recommend
other professors outside my department. Before now, this has been embarrassingly difficult, but
thanks to this class I have that new ability. But probably most of all I gained easy access to
extremely valuable educational research. I am very competent in my field of study, I am
published, and I have conference experience that help me stand on my own academic legs. I am
not, nor have I ever been accused of being a true educator. I have never taken an education
course, not even in grad school. I know that this course has helped me fill in that hideous black
spot in my education. I can now say, yes, I am an educator, I understand how learning happens,
and, of course, there is still so much I will learn.

I have already started putting my new skills to the test. One of the first things I learned in
this course was that the research says that students feel more comfortable and confident if they

Baker 2

have study questions to accompany their reading assignments. This, apparently, works both at
home and in class. I have started writing out such questions on the board to steer discussion, as
well as posting a selection of reading questions to the student’s D2L portal. I have already seen a
vast improvement in class discussion as well as in their writing assignments. Another large item
the student seemed to like was my incorporation of a paper rubric. I have not seen as much
improvement through this but I have a feeling that with some adjustments it will become more
accessible and easy to follow.

I know that my confidence as an educator has trebled through this course. This is because
I now know more and thus have a larger arsenal of information and experience to pull from, but
also because I do not feel as alone in my shortcomings. Apparently, everyone has bad days.
Everyone has troublesome students. Everyone has concepts that they have trouble
communicating. I am not unique in my struggles. I am a better team player because of this
course. We are a community of educators working together to get our students from A to B. We
need to work together.

I can see this course branching out and becoming a many level thing. Everyone starts off
in this general ACP course and once completed, they can move on to higher level classes specific
to their department. As universal as much of the information we learned was some of it was just
not applicable to certain fields of study all the time. For instance, one of our math professors
explained in her presentation how she deviated from the official BOPPPS format because it is
not appropriate for particular activities that require an inordinate amount of practice such as most
math problems and systems. I totally understand that struggle of “one size should fit all,”
however it often does not and the adaptive teacher can and should be able to adjust as she moves

Baker 3

through any situation. I would love to take part in a continuing education type setting that is
specific to my field and hope that the English department considers this.

I want to thank our fearless leader, Bruce, for being awesome, LSC for having the
wherewithal to provide a class like this for us (this is why we are the best!), and my cohort for
being a great community!



ACP Showcase
Portfolio

Name: Joanna Baker
Discipline: English
Date: November 3, 2016

Table of Con

– Student Preparation Strategy
– BOPPPS lesson-be sure to hig

– Bridge (Listen UP)
– Objectives (To Do List)
– Pre-Assessment (He Said She
– Participatory Learning (Inclu
– Post-Assessment (Survival o
– Summary (But Why?)

Reflection

ntents

y (Featuring BLOOMS questions)
ghlight the following:

e Said)
uding CAT and Technology component)
of the Craftiest)

Describe stu
strategy

– Each student must either ans
one of the below to write a o
piece the following class per

– 1. Identify three instan
this piece.

– 2. Why does Sedaris st
universal concept)?

– 3. How would you prov
interaction?

– 4. Do you think that th

udent preparation

swer all these questions in sentence format or chose
one page paper on to be handed in as a weekly essay
riod.
nces of language and language interaction developing in
tart his narrative with a common shared image (a
ve that this piece is about language development and
his essay has closure or not? Why/Why Not?

BOPPPS – B

– https://www.youtube.com/
– Open with an audio renditi
– This recording is special be

BRIDGE (Listen UP)

/watch?v=wfCQH6mWTJY
ion of the text.
ecause the author is reading his own work for us!

BOPPPS – O
List)

By the end of the lesson, the s
– Identify a familiar or person

distinguished from other ty
– Analyze content for cultura
– Create their own familiar e

large societal issue that the

OBJECTIVES (To Do

students will be able to:
nal essay and its various components as it is
ypes of writing.
al and social importance and critique.
essay that includes their personal commentary on a
ey are passionate about.

BOPPPS- PR
(He Said Sh

– In groups, the students will
likely to appear in the writi

– Since Sedaris is a late 20th a
that we are dealing with rig

– Each group will then expla
picked.

– We will then talk about tho

RE-ASSESSMENT
he Said)

l come up with three major social issues that are
ing of today.
and early 21st century American author the issues
ght now are going to be present in his work.
ain which issues they identified and why they were

ose that overlap.

BOPPPS- PA
LESSON

– Student Generated Test Qu
– Each group will generate on

(one paragraph).
– Each student will hand in th

assignments for the course

ARTICIPATORY

uestions (CAT #25)
ne test question that they will answer in essay format
heir paper which will count as one of the weekly
e.

BOPPPS- PA
LESSON

– Each group will get a chance to spin the wheel t
to analyze

– Each person will then write a one paragraph res
– http://www.classtools.net/random-name-picke

ARTICIPATORY

to see what overall concept or character they get
sponse that will count as a weekly essay
er/

BOPPPS- PO
(Survival of

– At the end of the lesson the
(that will later become thei

– The outline must include th
include a major social issue

OST-ASSESSMENT
the Craftiest)

e students will submit an outline of a familiar essay
ir mid term exam).
he correct structure, be in the appropriate voice, and
e that they are currently grappling with.

BOPPPS- SU
Why?)

– Ask each person what socia
it.

UMMARY (But

al issue they chose to talk about and why they picked

Personal Re
Experience

I gained a hefty amount of app
The resources and research th
them are very empowering. M
through this class. I am not jus
hoping that somehow along th

eflection on My ACP

preciation for the craft of teaching first and foremost.
hat I now have access to and the skills to understand
My confidence as an educator has sky rocketed
st a very young literary scholar blundering about and
he way education happened.


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