Creating Daily Learning Activities Daily Lesson Planning What

Creating Daily Learning Activities

Daily Lesson Planning ● What do you want students to learn? (Goals) ● How will they learn it? (Activities) ● How will you (and they!) know? (Assessment)

Daily Lesson Plan Template Tell your students about your plans! “Here are our goals and here’s what we’re going to do today to get there” Give them updates and summaries along the way (or ask them to do it!)

Daily Lesson Planning

A Few Tips ● Show don’t tell! (Or tell then show [or model]) ● Ask students! ● Each chapter in the textbook has activity suggestions

The Believing and Doubting Game (Peter Elbow) See A&B, pp. 22 -24, for discussion and examples. How it works: Basically, in response to an assertion, or to “a possible answer to a problematic question” (22), students write one paragraph in which they fervently try to “believe” the assertion, and then write another paragraph in which they try to “doubt” it. Students can do this alone, in pairs, or in groups. For example: “The US should reinstate the military draft, ” or “States should provide free community college tuition. ”

Why I Like It: ● It doesn’t take any special tools, other than preparing the assertion (or in another variation, have students come up with viable claims). ● It requires students to use critical thinking, exemplification, logic, even empathy. ● It can be used for different purposes: invention, planning (for classical argument, e. g. ), etc. ● It encourages dialectic and opens up discussion of the differences between claims and evidence/examples, what makes a claim believable and for whom, etc.

Debate Game - Megan ● Topic-themed (transferrable to Lit classes) ● Argumentation ● FUN! ○ They get into it ■ Really really into it ● Canvas: Resources for Teaching English 1000 > Assignments > Other Assignments

Understanding Plagiarism - Emilee ● “Beyond ‘Gotcha!’: Situating Plagiarism in Policy and Pedagogy” by Margaret Price ● It’s more often than not, a teaching moment. ● Contextualizing plagiarism ● Build a plagiarism policy as a class ● Encourages students to see the different ways that plagiarism/academic dishonesty can happen and that this is an issue that extends beyond the classroom.

Plagiarism Activity - Nuts and Bolts ● This comes from the Purdue OWL’s teacher resource page ○ https: //owl. english. purdue. edu/owl/section/3/33/ ● Takes 2 class days, usually just before we start the argumentative paper sequence. ● Have students read several examples (from news outlets), then define a series of words related to plagiarism (common knowledge, originality, own work, author, borrowing) ● As a class, create a definition of plagiarism. Then make a list of types of plagiarism (Excessive repetition, improper citation, improper idea borrowing, fraud, forgery).

The First Day ● Icebreakers ● Introduce students, yourself ● Syllabus ● Policies ● “What the class will be like” mini-class

Examples and Ideas! Pull out the outcomes sheet that you coded on Tuesday: ● Pick one outcome that you put a check next to ● Think of an example of something you do now (or have done or could do)--a lesson, activity, learning experience--that supports that item ● Share with others near you and prepare to share with the large group

Some Easy Tools for Your Toolbox ● Think-Pair-Share ● Draw/map out a response/argument/analysis/etc. (collaboratively even!) ● One pager: quotations, visual representation, personal response, thoughtful questions ● Freewrite/quickwrite ● Brainstorming: freewriting, looping, mind/clustermapping, listing, cubing, metaphors/analogies ● Pick-a-verb:

Break 10 -10: 15

Work Time

Peer Feedback Session

Lunch on your own 12 -1

Resources for supporting students

Expectations and Ongoing Professional Development

Essential Functions ● Plan and prepare for class ● Guide situations for learning ● Provide feedback ● Grade student work https: //english. missouri. edu/class/instructors-guide

Professional Development ● Goal setting ● Bi-weekly mentoring meetings ● Observations ● Pedagogical workshops and events

Q&A