Academic Literacy OER Project: Resources for Faculty by dccpub

Funded by: The LCTCS e-Learning Innovation Fund Open Educational Resource Initiative

Table of Contents Introduction…………………………………………………………………………………………………………

Academic Literacy Guiding Principles…………..............................................................

Academic Literacy Syllabus …………………………………………………………………………………..

Rubric………………………………………………………………………………………………………………….

Diagnostic & Post-Diagnostic Essay………………………………………………………………………..

End of Semester Portfolio……………………………………………………………………………………..

Meta-Analysis Essay …………………………………………………………………………………………….

Unit Plans…………………………………………………………………………………………………………….

Belonging…………………………………………………………………………………………………………

Identity & Community………………………………………………………………………………………

Race, Ethnicity & The Changing American Family……………………………………………….

Virtue……………………………………………………………………………………………………………..

Why Words Matter…………………………………………………………………………………………..

New Orleans……………………………………………………………………………………………………

The Hustle: Money, Work, & Education……………………………………………………………..

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References…………………………………………………………………………………………………………..

113

Introduction The Academic Literacy OER Project is designed to provide instructors with a semester’s long unit plans for the course Academic Literacy (ALIT 099), an accelerated integrated-reading and writing course, that replaces the traditional developmental reading and writing sequence, which would take upwards of 12 college credit hours and two or more semesters to complete, depending on placement. This course is modeled after the Community College of Baltimore County’s (CCBC) Academic Literacy 052, “an accelerated developmental course that uses an academic literacy model to provide students with multiple, low-risk opportunities to practice authentic, college-level reading, writing, and thinking tasks, along with the support they need for mastery” (Hayes & Williams, 2016)*. ALIT 099 does not simply combine the traditional reading and writing courses into one. Rather, as per the CCBC model, it is an entirely new course with its own SLO’s and a new course design. It is not a simple structural change. It is a full-scale curricular and pedagogical reform that will transform the classroom, the students, and the faculty. In addition to reducing the time in sequence, this curriculum saves students a significant amount of money on textbooks. Each Academic Literacy Unit plan that follows is built around a theme and an anchor text that costs $25 or less. The anchor text is supplemented by freely available materials on the internet, including readings, videos, and other multimodal texts. At Delgado Community College, a student who had to complete the traditional developmental English and Reading sequences would spend over $190 on textbooks. At Delgado Community College during the implementation period, all faculty who teach ALIT 099 are required to use one of these unit plans when teaching the course. After two years of implementation and after all have become familiar with the new pedagogy and curriculum, instructors will be able to create their own semester’s long unit plans that must first be approved by a committee. The unit plans and other course documents that follow provide other developmental reading and writing instructors a blueprint for adopting this or a similar curriculum that reduces the number of credit hours a student must take in developmental courses, the number of semesters a developmental student spends in developmental courses, the cost of course materials and ultimately, increases students’ success in the gateway course, English Composition I.

ACADEMIC LITERACY GUIDING PRINCIPLES During the planning and development phase, a core team of faculty met regularly to create the new curriculum. The first step was to establish the Guiding Principles of the reform. This is a dynamic document that we will revisit and revise every year. Curriculum • Reading, writing, and critical thinking skills are inseparable and necessary for success in all college courses. • College-level reading and writing assignments require complex, critical, and abstract thinking. • Metacognition is essential to the development of reading, writing, and critical thinking skills. • Students are capable of such work. Pedagogy • Instructors assign theme-based college-level reading assignments that are relevant and engaging. • Readings provide context for discussion and writing assignments. • Students must engage with a variety of complex texts. • Course materials must be affordable and easily accessible. All course materials must be OER except one low-cost anchor text ($25.00 or less). • Students assume responsibility for their own learning, and the instructor facilitates student-centered learning. • Collaboration in the classroom is vital for student success. • Discrete grammar and reading skills are taught neither in isolation nor in a specific order. • Instruction of reading, critical thinking, and writing skills are embedded in classroom discussion, assigned readings, and student writing. • Students have multiple opportunities to meet course outcomes. • Academic support services such as tutoring and advising are central to student success. • Student-teacher communication extends beyond the classroom. • Students and instructor engage in a semester’s long dialogue about the course, the students’ understanding, and the learning process. Assessment • Students are assessed through a variety of listening and speaking, reading and writing, and viewing and visual representing assignments. • Low-stake assignments allow students to “practice college.” • Both assignments and assessments are progressive, so students have multiple opportunities to learn and improve before final assessment. • Rubrics are used for all major assignments. • Students compile a 1500-word portfolio of polished prose to demonstrate their ability to read and understand complex texts, to respond critically to those texts, and to write with audience awareness, clear purpose and focus, logical development of ideas, adequate support, and control of Standard English conventions. Implementation 7

• • • • • •

Faculty development is integral to the effective implementation and continuous improvement of the course. Transformation Team members will mentor new faculty as part of the onboarding process. During the first two years, all faculty teaching the course must use one of thematic course outlines created by Transformation Team members. During the first semester of teaching Academic Literacy, all faculty will meet regularly to discuss classroom experiences. Collaboration among colleagues will play a crucial role in the implementation and improvement of the course. Data will be gathered and analyzed regularly to inform and drive instructional design, practice, and innovation.

Academic Literacy ALIT 099 COURSE LECTURE-LAB-CREDIT and/ CONTACT HOURS: 5-0-5 / 75 COURSE MAXIMUM ENROLLMENT: 22 LAB FEE: $30.00 SPECIAL FACILITY OR EQUIPMENT NEEDS/SAFETY RULES AND ISSUES: COURSE TITLE: Academic Literacy COURSE PREFIX AND NUMBER: ALIT 099 COURSE DESCRIPTION: A theme-based, student-centered lecture course that provides intensive instruction in reading, writing, and critical thinking to prepare students for college level courses and the workplace. This course may not be used as credit towards an associate’s degree. PRE- AND/OR CO-REQUISITES: Pre-requisite(s): ACT of 15 or below in English; or NextGeneration Writing score of 200-239; or Next-Generation Accuplacer Reading score of 200-255 and Next-Generation Accuplacer Writing score of 200-249; or Accuplacer Sentence Skills score of 20-74 and Accuplacer Reading Comprehension score of 20-84; or concurrent enrollment in developmental English (ENGL 098 or 099) and developmental reading (READ 071 or 072). COURSE GOAL: ALIT 099 prepares students to read, analyze, and respond to texts for success in college courses and the workplace. STUDENT LEARNING OUTCOMES: • Upon completion of this course, students will be able to: • Comprehend and analyze complex texts • Compose a variety of well-organized texts that exhibit reading comprehension, audience awareness, clear purpose and focus, logical development of ideas, adequate support, and control of Standard English conventions. • Demonstrate oral competency in various contexts. COURSE CONTENT: • Reading Comprehension o Reading process o Inference o Patterns of organization

•

Composition o Writing process o Audience awareness o Purpose and focus o Patterns of development o Response to texts o Sentence structure and variety o Essay and paragraph structure o Summary, paraphrase, and quotation o Plagiarism o Grammar, mechanics, and style o Document format

•

Critical Thinking o Evaluation of arguments o Meta-cognition

•

Oral Communication

TEXTS AND READINGS: Supplementary materials loaded in course management site, or provided on electronic reserve at the College’s libraries. Purchase of low cost (less than $25.00) print/electronic materials may be required based on the topic/theme of the course. Check with your instructor prior to purchasing materials for this course. ASSESSMENT: Assessment in this course will include a variety of assignments, including but not limited to: • Reader responses • Journals • Oral presentations and responses • Essays Additionally, students are required to compile a final portfolio of at least 1500 words as a capstone assessment for this course. Portfolio will be assessed using departmental rubric. Final Grades will be calculated as follows: Final Portfolio: 30% of final grade. The total word count is a minimum of 1500 words and portfolios must include at least: • Two revised writing assignments • One non-revised writing assignment • One meta-analysis writing assignment Oral Communication: 10% of final grade. Assignments may include but are not limited to: • Oral presentations • Short explanation of concepts • V-logs 10

• • •

Videos Oral examinations with instructor Group presentations/presentations within a group

Additional Assessments: 50% of final grade. Assessments may include but are not limited to: • Reading journals • Outlines • Pre-writing assignments • Essays • Discussion boards • Quick writes/low stakes writing assignments • Reading questions/quizzes • Annotating texts • Paraphrasing, summarizing, and quoting texts • Editing practices • Videos, blogs, and other digital assignments • Reading responses • Cover letters • Meta-analysis assignments Attendance: 10% of final grade DISABILITY STATEMENT: It is the general policy of Delgado Community College to provide an equal opportunity for academic success to all students. Reasonable accommodations for a student with a disability will be made provided the student has self-identified with the Office of Disability Services and has provided the required documentation. Instructors will appropriately modify their methods of instruction, course and examination requirements and general procedures to accommodate the special needs of the student provided the academic integrity of the course or examination is not violated and the accommodation does not jeopardize the health and welfare of all students. Accommodations will not be made without the letter of accommodation from the Office of Disability Services. [Contact Information included on Course Syllabus.] ACADEMIC HONESTY STATEMENT: Delgado Community College requires that students adhere to the highest standards of academic integrity. Students are entrusted to be honest in every phase of their academic life and to present as their own work only that which is genuinely theirs. Cheating, plagiarism, violation of test conditions, complicity in dishonest behavior, or other falsification of academic work is a serious breach of College standards. Plagiarism is defined as any attempt to represent the work of another as one's own original work. More specifically, plagiarism is the direct appropriation of the language, thoughts, or ideas of another--either literally or in paraphrase--without appropriate notation on the source and in such fashion as to imply that the work is one's own original work. Depending upon the nature of the case, a student guilty of academic dishonesty may receive penalties ranging from a grade of "F" for the work submitted to expulsion from the College. Such penalties may be of both an academic and disciplinary nature. Please see the College Catalog for additional information. 11

TITLE IX STATEMENT: Delgado Community College is committed to creating and maintaining an environment in which sexual violence against men and women is not tolerated. Intervening in such instances helps to foster a safe environment for all, while sending a message that his kind of behavior will not be tolerated and is unacceptable in our community. As part of its commitment to providing an educational environment free from discrimination, Delgado Community College complies with Title IX of the Education Amendments, which prohibits discrimination and harassment based upon sex in an institutionâ&#x20AC;&#x2122;s education programs and activities. Title IX prohibits sexual harassment, including sexual violence, of students at Delgado Community College sponsored activities and programs whether occurring on-campus or offcampus.

Rubric The following rubric is used to assess all major assignments. It is also used to evaluate the diagnostic assignment assigned at the beginning of the semester and to evaluate a postdiagnostic given at the end of the semester. The results are used to track individual student growth as well as to assess the overall success of the course.

4 Understanding and Integration of Source Material

Point and Support

Structure

Grammar and Mechanics

Name:

The work adequately integrates a critical discussion of ideas in the text(s) with relevant elements of the writer’s experience.

The work integrates some ideas from the text(s) with some relevant elements of the writer’s experience, but may do so inconsistently.

The work demonstrates a good understanding of the main ideas and the complexity of the text(s).

The work demonstrates an adequate understanding of the main ideas and of some of the complexity of the text(s).

Ideas are thoroughly developed, and development strategies are skillfully used to support and covey the writer’s ideas. The work has a clear, specific, and insightful main point or focus.

Most ideas are adequately developed, and development strategies are competently used to support and covey the writer’s ideas. The work has a clear main point or focus.

The work demonstrates some understanding of the main ideas in the text(s), but understanding is inconsistent, superficial, or incomplete. Development of ideas is general or inconsistent, and development strategies sometimes support the clarity of the writer’s ideas. The work has a main point or focus, but it may be vague.

Specific details and examples from the text(s) and from the writer’s experience are used effectively to develop ideas. Organization demonstrates a clear plan with a progression of ideas that supports the writer’s central focus and the clarity of the writer’s ideas.

Specific details and examples from the text(s) and from the writer’s experience are usually used to develop ideas.

The work includes some specific details and examples from the text(s) and from the writer’s experience to develop ideas.

The organizational structure is evident and competently supports the writer’s central focus and the clarity of the writer’s ideas. Relevant ideas are grouped together, and there may be some evidence of progression of ideas.

The work has a basic or inconsistent organizational structure that sometimes supports the writer’s central focus and clarity of ideas. For the most part, relevant ideas are grouped together.

Transitions clearly convey relationships among ideas throughout the work.

Sentences have effective structural variety throughout the work. Style

The work effectively integrates a critical discussion of ideas in the text(s) with relevant elements of the writer’s experience.

Though sometimes simple and obvious, transitions are usually made to convey relationships among ideas. Sentence variety appears throughout most of the work.

Word choice is precise and effective in conveying the writer’s ideas and reflects a keen awareness of the college-level audience.

Word choice is specific and appropriate for a college-level audience.

Though there may be a few errors in grammar, usage, mechanics, or spelling, good command of language is apparent, and meaning is clear.

Language use is competent. Grammar, usage, mechanics, and spelling are mostly correct, and meaning is usually clear.

Score

There is minimal, if any, integration of ideas from the text(s) with elements of the writer’s experience. The work demonstrates little, if any, understanding of the main ideas in the text(s).

There is minimal or no development of ideas and little, if any, use of relevant development strategies. The work may also lack a main point or focus. If any details and examples from the text(s) or from the writer’s experience are present, they are brief, general, undeveloped, or irrelevant. There may be an attempt to group related ideas together, but the main focus of the response is unclear. Transitions are rarely, if ever, used.

Some simple and obvious transitions are sometimes used to convey relationships among ideas. The work has some sentence variety though it may occasionally be awkward or lack clear intention. Word choice is general yet acceptable for a college-level audience.

Sentence patterns are repetitive or awkward. Word choice is simplistic, vague, or imprecise. While ideas may be clear, word choice is not suitable for a college-level audience.

L#:

Command of language is inconsistent. Grammar, usage, mechanics, and spelling are generally correct but some errors are distracting and may impede understanding.

The work demonstrates minimal command of language. Grammar, usage, mechanics, and spelling are often flawed, and errors frequently impede understanding.

TOTAL

Diagnostic and Post-Diagnostic Essay This is an example of the diagnostic that is given to students during the first week of class and a post-diagnostic at the end of the semester. The diagnostic helps instructors evaluate students’ reading comprehension and writing skills. Neither of these are formal, graded assignments. Instead, we use the data collected by the rubrics to analyze the course as a whole, to see if the SLOs are being met, and to see what curricular areas need to be improved.

Directions: Read the text below and write an essay responding to the ideas it presents. In your essay, be sure to summarize the passage in your own words, stating the author’s most important ideas. Develop your essay by identifying one idea in the passage that you feel is especially significant and explain its significance. Support your claims with evidence or examples drawn from what you have read, learned in school, and/or personally experienced. Remember to review your essay and make any changes or corrections that will help your reader follow your thinking.

Cheryl Strayed Yard Sale Fifteen years ago, I had a weekend yard sale. I’d just moved to Portland, Oregon, and I was down to my very last dime. So, on both Saturday and Sunday, I put nearly everything I owned out on the lawn — my thrift store dresses and books, my bracelets and knick-knacks, my dishes and shoes. Customers came and went throughout the day, but my primary companions were a group of very young neighborhood boys. Late Saturday afternoon, one of the kids told me that another of the boys had stolen something from me — a camera case. It was old and leather and empty, and I’d once used it as a purse. The camera case was a small thing, a barely-worth-botheringabout item that would’ve sold for something like five bucks, but still I asked the accused boy if he’d taken it. “No!” he yelled and stormed off. The next day he returned. He lurked near the table where I’d set my things to sell and, when he believed I wasn’t looking, he pulled the camera case from beneath his jacket and placed it where it had been sitting the day before. “Your thing is back,” he said to me nonchalantly a while later, pointing to the camera case as if he’d played no part in its reappearance. “Good,” I said. “Why did you steal it?” Again, he denied that he had. “Why’d you steal my camera case?” I asked once more, and this time he didn’t deny it. Instead, he looked down at the ground and said very quietly but very clearly, “Because I was lonely.” I’ve thought about that boy so many times in these last fifteen years. When I was a kid, I used to steal things, too. I had the inexplicable urge to take what didn’t belong to me. I didn’t know 17

why I stole things and I still can’t say, though “because I was lonely” seems about the rightest thing I’d ever heard. I don’t know what ever came of that lonely boy at my yard sale. I hope he’s made right whatever was wrong inside of him. That camera case he stole from me was still sitting on the table when I closed down my sale for good that Sunday evening. “You want this?” I asked, holding it out to him. He took it from me and smiled.

Use the below checklist to ensure that you have followed directions for this assignment.

CHECKLIST

YES/NO

I summarized the text in my own words, staring the author’s most important ideas. I developed my essay by identifying one idea in the text that seems especially significant and explained its significance. I supported my claims with evidence or examples drawn from what I have read, learned in school, and/or personally experienced. I reviewed my essay and made any changes or corrections that will help the reader follow my thinking.

End of Semester Portfolio Students are required to build a portfolio over the course of the semester. After receiving feedback on major writing assignments, students spend time working during the lab portion of the class to revise and improve upon their writing with the assistance of the instructor. In addition to revised essays, the student also includes an essay that has not been assessed by the instructor and a meta-analysis essay. The portfolio should demonstrate a mastery of the SLO’s and a readiness for college reading and writing assignments. Academic Literacy Final Portfolio Instructions Due Date: ______________ You will submit a final portfolio that includes: • • •

Two revised writing assignments One non-revised writing assignment One end of semester meta-analysis assignment

The portfolio must: • Be a minimum of 1500 words • Include original graded assignment with instructor comments attached to the final revised assignment • Be organized according to instructor’s requirements An incomplete portfolio will not be accepted. ____________________________________________________________ This portfolio demonstrates that the student: 0—does not meet outcome 10—shows some progress towards meeting outcome 20—Meets outcome 1. _______Comprehends & analyzes college-level texts. 2. _______Integrates ideas from these texts into own writing. 3. _______Writes for a variety of audiences with clear purpose and focus. 4. ______Organizes ideas and uses textual support to develop concepts. 5. ______Controls grammar and mechanics and demonstrates style Total Points/Grade: _____________ Feedback:

End of Semester Meta-Analysis Essay Metacognition is a foundational component of this course. From day one, instructors help students reflect on their own learning through low-stakes, reflective assignments. At the end of the semester, students a meta-analysis essay in their final portfolio. This course’s Student Learning Outcomes (the things you as a student were supposed to master in this course) were: Comprehend and analyze complex texts Compose a variety of well-organized texts that exhibit reading comprehension, audience awareness, clear purpose and focus, logical development of ideas, adequate support, and control of Standard English conventions. • Demonstrate oral competency in various contexts • •

Instructions: Please write an essay in which you organize the answers to the questions below. Each section should be its own paragraph and you should follow the conventions of essay writing. Use specific, concrete examples from the class and your experience as a writer when appropriate. Essay length should be around 600-800 words. 1. As you reflect on yourself as a collegiate learner, what do you think your comprehension and analysis skill-level is as an academic reader? Why? What are your strengths? What are your weaknesses? What has helped you most this semester to achieve these skills? Are you reading differently than you had before taking this class? In what ways? Which assignment demonstrates your mastery of comprehension and analysis skills? How so? 2. What does it mean to be a collegiate writer? What are some things you have learned that have improved your writing? What are you still struggle with as a writer? Review your pre-course and end-of-course writing sample (diagnostic). What has changed in your writing? What are you still working on? Which, if any, resources are you using and how have those benefitted you? Which assignment demonstrates your mastery of academic writing? Why and how so? 3. In what ways has your ability to present in and/or to a class changed? What did you gain from these presentations? Which presentation do you feel was your best? Why and how so? 4. Discuss your skills as and what it means to you to be a critical thinker. What are your strengths? Where do you see a need for improvement? Are you thinking about things differently than you had before taking this class? Which assignment demonstrates your mastery of critical thinking skills? 5. Discuss your motivation this semester. What was motivating you to do the work? Why was that important and/or helpful for keeping you going? Were there moments when your motivation slipped? If so, what happened? How did you put yourself back on track?

6. Discuss 2 positive classroom experiences you had during this semester. Describe the experiences in detail. What did you learn (about yourself or about others) from those experiences? How so? 7. Think big picture. What do you wish you would have known about this course on Day 1? If you had to tell someone about this class, what would you say about this class experience. Summarize 2-3 major things you are taking away from this semester's course. How do you think these things will help you in other future courses?

Unit Plans During the first two years of implementation, all faculty are required to follow one of the seven semesterâ&#x20AC;&#x2122;s long plans that follow. After implementation, faculty who teach the course will be able to submit their own plan for approval before using in their classroom. We want to make sure that our students are having similar experiences in the classroom and that we are able to have department-wide discussions about what is working in the course and what is not as we try to reform our developmental courses. Because the curriculum and pedagogy are so different from what we have traditionally taught in the developmental Reading and English classrooms, we are committed to constant discussion, revision, and reflection about the reform. The units the follow provide a blueprint for teaching an integrated developmental reading and writing class that is focused on critical thinking and critical reading, and provide students with the opportunity to practice source based academic writing. The units include instructorâ&#x20AC;&#x2122;s notes, guiding questions, additional readings, and an end of the unit essay assignment. What is not included are all of the low-stakes assignments that are essential in this class. These are the day to day small activities that give the student the opportunity to practice college in the confines of a safe, collaborative classroom. The Unit Plan template is modified from Community College of Baltimore Countyâ&#x20AC;&#x2122;s Academic Literacy course (ACLT 057).

Theme: Belonging Author: Carol McCarthy, Associate Professor of English Anchor Text: Swan: Poems and Prose Poems Author: Mary Oliver ISBN:9780807069141 Cost: $15

ACADEMIC LITERACY UNIT PLAN Unit #1: Literacy Narrative

Belonging Anchor Text: Mary Oliver, Swan INSTRUCTOR NOTES: This unit is runs 4 weeks. Students have a difficult time wrapping their heads around the idea that this essay can look like anything (not the standard 5 paragraph essay). From day 1, I assume that students already know everything, so I offer mini lectures to “remind” them of what they forgot. Some of the challenges I face are getting students to flesh out the singular story—often they want to regurgitate their entire academic history. It is important that students keep brainstorming and washing up those stories that might be buried deep inside them. Within this unit, students were reminded of reading skills such as annotating texts and context clues in each reading assignment. Students learned MLA format for document design, how to use Canvas, how to use email, and how to access Microsoft office through Delgado. Their main source for writing documents was to use google docs and they also created a new gmail account. These aspects of digital literacy need to be checked during each lab day. Students created their own groups. Some students preferred to work alone. I left group assignments up to each student, although I did sometimes encourage specific students to work together as the semester progressed. In this unit, it is imperative that the instructor sets the tone and pace of this course. Instructor should demonstrate rigor in assignment choices, be consistent with checking in assignments, and hold students accountable for their work. I do not accept late assignments (unless we have arranged a new deadline). By the end of this unit, students will earn 400 points in both low and high stakes assignments. ESSENTIAL QUESTIONS: Does our past predict our future? Can education really change us? What purpose does education serve for us? COMMON READINGS: Alexie “Superman and Me” (OER in Canvas) Mairs “Disability” (OER in Canvas) Malcolm X “Literacy Behind Bars” (OER in Canvas) Mary Oliver: “When” p. 35 The Poet Dreams of the Classroom” p. 21 “I Worried” p. 39 27

“A Fox in the Dark” p. 6 Vamba Sherif “Where is Home?” https://youtu.be/c0mVa7d08tg “Identity and Belonging Themes and Ideas” https://youtu.be/fpesndjLDRY Chimamanda Ngozi Adichie "The danger of a single story": https://youtu.be/D9Ihs241zeg ESSAY PROMPT: A literacy narrative is the story of how you learned something significant about yourself as a reader and writer. Write your literacy narrative. Think about the following: • • • • • • • • •

What is your current attitude toward reading/writing? What are your beliefs about yourself as a reader/writer? What happened in the past to make you have that attitude or those beliefs? What experiences were most significant? What obstacles have you encountered (and perhaps overcome) in learning to read or write? What are your most vivid memories of reading or writing? What unexpected problems with learning to read or write have you encountered in school? What issues have arisen from: learning a second language? being bilingual? speaking a nonstandard dialect? having a speech or hearing impediment or a learning disability? What teachers or mentors have helped or hindered your development as a literate person?

ACADEMIC LITERACY UNIT PLAN Unit #2: Poetry Analysis

Belonging Anchor Text: Mary Oliver, Swan INSTRUCTOR NOTES: This unit is runs 4 weeks. Students build on their critical thinking skills with the unit summative essay of a poem analysis paper. Students will write an analysis on one poem, use quotes from that poem, and refer to the secondary source, Rachael Mead, to help their analysis. Students builds on their MLA skills by adding a works cited page and by learning how to properly cite poetry in essays (line breaks, parenthetical citations). The secondary source is a chapter from a PhD dissertation, so you can imagine the difficulty students might encounter when reading that text. However, the 11 paragraphs are discussed over the course of four class periods. Students emerge from this reading feeling proud of their ability to decipher difficult texts. Students then read the poems through the lens of this dissertation, which is pretty amazing to witness. Because much of Oliver’s poetry deals with nature, if weather allows, take them outside for portions of the class (read and discuss poetry); most students enjoyed those “field trips.” Students will also really engage with their own fear/love/ambivalence about nature and the natural world. They will be completing their second presentation, one that will require them to look at something in nature through the lens of Rachael Mead. Some students are already self-reflective and have a general grasp about nature and its importance to their lives; for some students, looking critically at their own surroundings and beginning to analyze it may feel like a worthless task. You’ll want to make sure those who “get it” collaborate with those who are reluctant—the peer pressure is often what will push a student further into critical analysis (better than anything you can do as an instructor). You’ll also witness leaders emerge in this unit. Continue to challenge those students. Major Assessment #1 will be returned during this unit. Students need to create a plan for how they intend to remediate grammar and usage errors. Use the Writing Center referral when necessary. ESSENTIAL QUESTIONS: What does the natural world teach us? Are humans really any different from other animals? To what extent do humans have a responsibility to nature? COMMON READINGS: “I Own a House” p. 38 “In Your Hands” p. 37 29

“For Example” p. 11 “Percy Wakes Me (At Fourteen)”, p. 13 “Torn,” p. 27 “Chapter 3” of The Sixth Creek by Rachael Mead (OER in Canvas) Additional Resources: Websites: Literary terms: https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_terms/index.h tml How to read poems: https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/poetry_close_reading. html Writing about poetry: https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/writing_about_poetry. html

ACADEMIC LITERACY UNIT PLAN Unit #3 Problem/Solution

Belonging Anchor Text: Mary Oliver, Swan INSTRUCTOR NOTES: This unit is runs 2 weeks and is a precursor for the larger unit, Unit 4. Students build on their critical thinking skills as well as their skills in becoming aware of their neighborhood and city and their duty. Students work on a more abstract level of engagement in this unit in order to prepare they to be activists in the final unit. Self-evaluation returns in this unit; students are asked to explore deficits in their hierarchy of needs (Maslow) and explore their community. As with Unit 1, students might be reluctant to share or to “go there” with these complex feelings. Keep pushing students to brainstorm and think/share with one another. Remind students that they belong here (at school, at Delgado). Although this assessment is an in-class writing, students are issued a prompt prior and have a week to build the outline and sketch paragraphs. Major Assessment #2 will be returned during this unit. Make sure students create a plan on how they intend to remediate grammar, usage, and any MLA formatting issues that keep popping up. ESSENTIAL QUESTIONS: How does my environment affect my survival? What factors contribute to a successful democracy? In what ways can our schools and cities better develop its citizens? COMMON READINGS: Eric Liu “How to Revive Your Belief in Democracy” Saul McLeod “Maslow’s Hierarchy of Needs” Maslow excerpt from Education textbook Mary Oliver: “The Living Together” 29 “In Provincetown, and Ohio, and Alabama” 25 “The Riders” 20 ESSAY PROMPT: Write your Problem/Solution essay using Google docs or Microsoft Office Word on your dcc email or on a regular computer. Your essay should be around 500 words (going over is fine). Considering the Hierarchy of Needs, you will define one or two deficits and discuss two to three 31

things that your community (school, city, etc) can do to help citizens meet these needs. See Major Assessment #3 Prompt.

ACADEMIC LITERACY UNIT PLAN Unit #4: Belonging, Activism, and Volunteerism

Belonging Anchor Text: Mary Oliver, Swan INSTRUCTOR NOTES: This unit is runs through the final weeks of the semester. This is the longest unit and the most complex. Students research and find out who leads their block, neighborhood, city, school, state, parish, etc. Students create a personal essay about belonging, write two letters (letter of compliment and letter of complaint) and email those letters to their recipients, as well as complete a long summative essay about volunteerism and activism that includes references to two or more sources. Students struggle with some readings in this unit. I purposely included peer to peer journal articles; some of these are quite difficult and include jargon. I think it is important for us to let students practice with the frustration they might feel when they are faced with these kinds of readings and materials. How will they overcome their anxiety? This unit, although complex, was the most fun to be a part of. Students were all leaders, for the most part, during different aspects of the unit. It was during these weeks where I saw students break their developmental habits and emerge as college students and find their academic identity. Writing weaknesses were still present, though, so remind students to embrace the tools available to them (tutors, office hours). ESSENTIAL QUESTIONS: Where do you belong? To what places do you belong? What is the difference between volunteerism and activism? Why do some people “complain” and some stay quiet? What factors motivate one to become an activist? COMMON READINGS: Buckley “Why We Don’t Complain” (OER in Canvas) Gilster “Comparing Neighborhood-Focused Activism and Volunteerism: Psychological Well-Being and Social Connectedness” Smith “Activism and Social Status as Determinants of Neighborhood Identity” Howarth “The Activist’s Handbook: A Step-by-Step Guide to Participatory Democracy” Mele “How to Complain and Get Results” (OER in Canvas) “Why You Should Get to Know Your Neighbors” https://youtu.be/-x9F2i2bAxE “A Guerilla Gardner in South Central LA” https://www.ted.com/talks/ron_finley_a_guerilla_gardener_in_south_central_la?language=en& utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare 33

Mary Oliver “Lark Ascending” pgs. 40-41 “More Evidence” pgs. 49-53 “Swan” ESSAY PROMPT: Define volunteerism and activism. Then discuss ways in which citizens can be active in their community, and why citizens should be active in their community. See Paper Prompt for detailed instructions

Theme: Identity & Community Author: Joe Howard, Assistant Professor of English Anchor Title: House on Mango St. Author: Sandra Cisneros ISBN: 978067973477-2 Cost: $12

ACADEMIC LITERACY UNIT PLAN Unit #1: Identity & Community

Personal Belonging Anchor Text: Sandra Cisneros, House on Mango St. INSTRUCTOR NOTES: First Week First Day Diagnostic: We are required to give a combined reading and writing assignment the first or second day of class. This is supplied by the department and is intended to test students’ ability to read and comprehend a text, summarize the major ideas in the text, and respond to the ideas presented in the text. Students’ work is scored according to the Departmental Rubric. Fill out the rubric for each student and either turn them in to the department or save them because the idea is to compare students’ first day writing with a similar end of the semester assignment. In the course introduction, naturally we look at the syllabus and I stress the course requirements and grading policies. We also look at Delgado’s definition of Academic Literacy and discuss its many aspects. One idea that should be particularly stressed is the importance of keeping up with the coursework because students who fall behind have a very difficult time catching up, and many do not catch up. The tricky part here is to impress upon them how difficult this class will be without discouraging them. Spending time introducing necessary technology is very important in this class. They must know how to log-in to and navigate Canvas. It would be nice if they could all open their Delgado email, but for some reason this is always difficult for new students. At the least they have to have an email address they can open from a computer (not just from their phones). Most students will need to know basic word processing functions (double space, center, tab, etc). I try to show them Microsoft Word online so students are all working on the same program, and they can have access to all the work they’ve done. I make sure they turn in at least one assignment over Canvas the first week. A lot of class time is annoyingly lost when students can’t use the technology. I like to start the semester with a definition and example of summary because they will often be expected to summarize what they have read. There are many videos on summary on Youtube. I like this one because the instructor is clearly talking to college students. In the video, the instructor is looking at a summary of a NYT article called “Taxing Sugar to Fund a City.” We read the article together first, discuss it briefly, and then watch the video. They are then required to write a summary of the reading from the diagnostic assignment. Unit One Unfortunately, this is probably the hardest unit of the semester because the students will be learning so many things for the first time. The theme of this unit is Personal Identity, but I try to narrow that big topic by getting them to think about labels and how labels affect the way people think about themselves. Until we finish the book, each week there will be a reading 37

assignment of about ten pages from HoMS – these stories have varying degrees of relevance to the theme. The additional reading assignments deal directly with the theme for the unit, and for each one the goal is to have students recognize how labels are being used or discussed and consider what experience or opinion they have about that use of labels. The summary/response assignments are for them to articulate the idea expressed in the text and explain what they think of that idea. This is the same thought process they will use when composing their final essay. The other extremely important and difficult objective of Unit One is to introduce the fundamental components of an essay (Introduction, Body, Conclusion). First, I show them a basic five paragraph essay so they can see what one looks like. The focus of this unit is body paragraphs and getting students to see the relationship between main idea and support. The first few examples I show them won’t use quotes as support because that tends to confuse them. However, by the end of Unit One, I want them to be able see how a quote can be used as a form of support. With luck, the discussions they’ve had and writing they’ve done about the readings will form the building blocks for the body paragraphs of their essay. Again, these first four weeks are probably the hardest of the semester for the students, and most are shocked by what I expect them to do, but if they can make it through this, they’ve made it through the hardest part. ESSENTIAL QUESTIONS: What does it mean to label a person or to be labeled? What are the different ways people can be labeled? How do we label ourselves or other people? What effects do labels have on how we see ourselves, how we see others, and who we are? COMMON READINGS: Videos: “MrBTV: The Summary/Response Essay,” Dan Beugnet “Between the Kabah Sharif and a Hard Place.” Sharbari Ahmed. TedxFergusonLibrary. Readings: “Taxing Sugar to Fund a City,” Mark Bittman. New York Times. 25 May 2016. “I Just Wanna Be Average,” Mike Rose. “Who Are You?” Taylor Gage. – I can find the website, but I recommend using the PDF. “Everyday Use.” Alice Walker. “Labels – Identity vs Descriptor” Medium.com “Who Do You Think You Are? How Labels Influence Identity.” Brain Food. “Still Me Inside.” Mai Goda. “Black Men and Public Space” Brent Staples ESSAY PROMPT: In “Who Are You?” Taylor Gage talks about both positive and negative aspects of using labels to define who we are. In this unit we’ve talked about many different effects labels can have. Incorporating ideas from at least two sources we’ve discussed in this unit and your own 38

experience, discuss how labels affect a personâ&#x20AC;&#x2122;s sense of identity.

ACADEMIC LITERACY UNIT PLAN Unit #2: Identity & Community

Language and Identity Anchor Text: Sandra Cisneros, House on Mango St. INSTRUCTOR NOTES: The theme of this unit is Language and Identity, and the focus is on how language both reflects and shapes identity. There are two difficult readings, “How to Tame a Wild Tongue” and “The Language of Maya Angelou” that are difficult for the students and require detailed class discussion. I don’t expect them to read “Wild Tongue” out of class on their own. I usually read section three with them in class. Some instructors drop this reading from the unit, but once students understand her point, many of them quote this reading in their essays. The essay on Maya Angelou is a little more accessible, but I still plan to spend the better part of a day working on comprehension with that essay. I expect them read the other essays on their own, but it’s still important to discuss these essays in class. I require that students reference at least one of the readings in their final essay for this unit. A big idea in this unit that will probably be new to them is code switching. Students tend to respond well to the Youtube videos that we watch in week 5. There are numerous videos about code-switching on Youtube, so that’s why I decided to make the code-switching group presentation assignment. (Each group finds a code-switching video on Youtube and submits it to me through Canvas. Then they present their video to the class. If the video is longer than 5 minutes, they only need to show what they consider to be the most important 5 minutes). I think these presentations can be managed in different ways. Of course, they can be done all at once, and I’ve done it that way, but that can take up a week. Another way could be to do one a day and stretch the presentations across the whole unit. I make all the videos that were presented available on Canvas, and students can reference one of these videos as their second outside source in their essay. Students will still be struggling with using outside sources as support for their points in this essay, and a new challenge will be how to reference a video. In this unit I finally discuss Introductions in detail with them. I say finally because students are constantly complaining that they don’t know how to start out, and I am constantly telling them that one doesn’t start writing an essay with the first sentence. That’s why I wait until Unit Two to talk about introductions in any detail. Finally, I have Mid-Term Conferences scheduled for week 8, but that is time permitting. It’s likely I won’t be able to devote class time to conferences. ESSENTIAL QUESTIONS: How does language reflect who we are? Where we are from? What we have done? Who we intend to be? COMMON READINGS: 41

YouTube Videos “To Code Switch or Not to Code Switch.” Katelynn Duggins. TedxMaysHighSchool. “The Cost of Code Switching.” Chandra Arthur. TedxOrlando. “Clip: President Obama’s Anger Translator.” C-Span. Readings “Five Reasons People Code Switch” “How to Tame a Wild Tongue.” Gloria Anzaldua “The Language of Maya Angleou.” Anne H. Charity Hudley. Slate.com “All of Your Relationships are Affected by Code Switching.” Curiosity.com ESSAY PROMPT: As we’ve discussed during this unit, the way we use language both reflects and shapes our identity. It reflects our identity because the way use language is a result of where we are from, who raised us, the people we’ve come in contact with, and the education and experiences we’ve had. But language can also shape our identity. If we speak in a professional manner, we are regarded as professional; if we speak like rude, immature trolls, we are rude, immature trolls. In this essay I want you to explain what roll language plays in your identity.

ACADEMIC LITERACY UNIT PLAN Unit #3: Identity & Community

Identity and Place/Community Anchor Text: Sandra Cisneros, House on Mango St. INSTRUCTOR NOTES: The final two units move a little faster, both because we have to in order to finish on time and because they should be starting to understand what they are expected to do. This unit focuses on how community affects identity, and community can be defined as broadly or narrowly as a student chooses, but it has to be a physical place because Unit Four is about online communities, and they can talk about the broader idea of community there. In the readings from the first week, there is a podcast interview of an author discussing how where he lived affected the way he saw the world. I honestly wish I could find more essays like this about places that are not New Orleans. I know essays like this must exist, but so far I haven’t found the right one. I think reading about other places would give them a better perspective on where they live. Many of the readings in the unit come from newspapers, and that should help them integrate what other people have said about New Orleans into their final essays, but there aren’t as many ideas to agree or disagree with. “What It Means to Grow Up in New Orleans” is simple and full of clichés, but the students love it. I tried to pair that essay with the “Children of Central City” article to get them to form more complex opinions of this place. The readings for Week Eleven are too long to assign them both in full, so it’s probably a good idea to only ask them to read segments, and “10 Years After Katrina” is conveniently divided into sections that can be read alone. It is tempting to avoid both readings, but I wanted some reading that addressed the idea of change so they could discuss it in their essay if it was an issue for them. Finally, they will all complain that none of our readings are about where they are writing about. All that matters is that the ideas about the place are the same. Be sure to finish HoMS during this unit, even if you have to increase the amount students read each week. Once we have finished the book, I spend most of a day talking about that book as a whole and the ideas it has brought up. The book brings up many ideas about community and the individual, and those ideas work especially well in this unit. I encourage them to use this book as a source in Essay #3. Week 12 is thin on readings and activities because the goal is to finish this essay early (due mid-week rather than the end of the week) and use at least half of Week 12 to introduce their final essay. By now they know what I expect them to do, so the writing process shouldn’t take them quite as long. ESSENTIAL QUESTIONS: Does where we live affect who we are? What are some positive or negative ways a community can affect an individual? Can people choose not to be affected by their community? What happens when communities change? COMMON READINGS: 43

“Where you live affects your personality,” Natalie Jacewicz. “10 Years after Katrina,” Campbell Robertson and Pichard Fausett. “The Children of Central City,” Jonathan Bullington and Richard A. Webster. “What it Means to Grow Up in New Orleans,” Bond Bordelon. Hillbilly Elegy Podcast. J.D. Vance. “The Gentrification of New Orleans,” Olivier Cyran. “A Tale of Two New Orleans,” John Stanton. ESSAY ASSIGNMENT: No doubt, people become active members of online communities because they offer people something that is not as easily accessible in their real lives. As we’ve seen, this can be both good and bad. Using examples from our readings and your own experience, discuss the possible positive OR negative effects of online communities.

ACADEMIC LITERACY UNIT PLAN Unit #4: Identity & Community

Online Communities/Online Identities Anchor Text: Sandra Cisneros, House on Mango St. INSTRUCTOR NOTES: This unit spans the final three weeks of the semester, and that’s why I wanted to start the reading and the discussion for this unit in Week 12. There are not as many scripted activities in this unit because the students will be working individually on what they need to do to finish the semester. Counting part of Week 12, I spend about two weeks devoted to Essay #4. It is important to establish early that “Online Community” means a group of people who connect with each other online over a shared interest. Facebook by itself is not a community, but there can be communities on Facebook, etc. The essay assignment should be one of the easier ones they’ve seen – all they need to do is write about three potentially good or three potentially bad things about online communities, and the readings cover three or more of each. The other obviously big issue in this unit is preparing their final portfolio. I have students do their two revisions now rather than right after they get their graded papers for two reasons. First, they are usually sick of working on a particular essay by the time they get it back, and second, one would hope that now at the end of the semester when students look back on their earlier essays they will see how they could be better. As with every writing class, students need to learn that revision does not mean only going back and fixing commas and spelling, so plan to spend time explaining and illustrating that to them. Students also fear the end of the semester meta-essay, but most end up saying that writing it isn’t that bad when they have the instruction sheet. Therefore, I think lab time in this unit is better spent working on Essay #4 and the revisions. The end of the semester diagnostic is the same standardized process as the diagnostic at the beginning of the semester. ESSENTIAL QUESTIONS: What are online communities? Why do people join them? Do they enhance our “real world” lives or separate us from the real world? COMMON READINGS: “Echo Chambers Are Dangerous,” David Robert Grimes. “What Does ‘Community’ Mean?” Megan Garber. “Game Never Over,” Michael Waters. “What Happened after my 13-Year Old Joined the Alt-Right,” Anonymous. Washingtonian.com “How Robert Bowers Went from Conservative to White Nationalist,” Rich Lord. “The Challenge of Going Off Psychiatric Drugs,” Rachel Aviv. ESSAY PROMPT: No doubt, people become active members of online communities because they offer people something that is not as easily accessible in their real lives. As we’ve seen, this can be both 45

good and bad. Using examples from our readings and your own experience, discuss the possible positive OR negative effects of online communities.

Theme: Race, Ethnicity, & the Changing American Family Author: Kathy Favret, Associate Professor of Reading Anchor Text: The Color of Water: A Black Man's Tribute to His White Mother Author: James McBride ISBN:9781594481925 Cost: $16

ACADEMIC LITERACY UNIT PLAN Unit #1: Race, Ethnicity, Prejudice, and Stereotyping

Race. Ethnicity, and the Changing American Family Anchor Text: James McBride, The Color of Water INSTRUCTOR NOTES:

INSTRUCTOR NOTES: The beginning of the semester is extremely important in the ALIT course in terms of setting the tone for success. Many students are transitioning from high school to college and the ALIT course is their first experience in college. Introductory information about the purpose of the course and expectations of the students provide an understanding of the rigor of this 5-hr. course. All assignments and work culminate in successful progression to English 101 and acquisition of necessary skills for future college courses. First Day Diagnostic: All ALIT students are required to write a diagnostic essay on the first day of class. This essay is in response to one of the approved readings provided by the English department. The essay is intended to demonstrate the student’s ability to read and comprehend a text, summarize the main points of the text, and respond to ideas presented in the text. Each essay is scored by the instructor according to the Department Rubric. Rubrics are then submitted to the department. (Diagnostic essays are not returned to the students.) There will be a similar end-of-semester essay that will be graded using the same rubric. The purpose of these diagnostic essays is to compare students’ growth from the first day of the semester to the end of the semester. Introductory Information: Students introduce themselves on the second day of class. This could be considered as a mini oral presentation. Each student shares what his/her intended majors is and a few personal details. I, in turn, introduce myself and share my history with DCC and a few details related to my teaching career and personal life. A Student Survey is filled out by each student so that I will have current email addresses, phone numbers, etc. I review the syllabus (required materials, attendance policy, homework policy, late assignment policy, assessment, end-of-semester portfolio, etc.) and show the students how to locate the Academic Calendar, Final Exam Schedule, Programs of Study, DCC email, and Canvas on the DCC website. Digital Literacy: ALIT students must know how to navigate Canvas (DCC’s LMS). It is important to explain to the students how you will be using Canvas. Point out that each instructor may use the features in Canvas in a slightly different way. I put everything in Modules, each week being a Module. By listing everything in Modules, it will not be necessary for students to check Assignments and Announcements. I give an assignment during the first week to be submitted in Canvas. It might be important to point out that work done on cell phones may not be compatible with Canvas.

I give a brief overview of Microsoft Word, MLA format, and the Learning Resource Center. All of these will be covered in greater detail in the first weeks of the semester. A coach from the LRC is invited to speak to the students. The first lessons of the semester involve annotating, summarizing, vocabulary development, context clues, and essay form. Not all minor assignments are connected to the anchor text, The Color of Water by James McBride. Anchor Text: In order to understand race and ethnicity, a brief history can provide invaluable insight about why and how the definition of race has changed and continues to change. Race is thought of differently for various purposes. It is essential that students understand the difference between race and ethnicity and come closer to the realization that the lines can be blurred when it comes to defining race, as well as, ethnicity. When groups of individuals view other groups of individuals as different or unacceptable, stereotyping begins and prejudice and discrimination are likely to follow. I have several videos that introduce and explain the difference between these terms. Class discussions follow the videos. I use many videos in this course and the first one is an interview with our author, James McBride. The students enjoy seeing him and listening to him talk about his book, The Color of

Water.

Students listen to most of the chapters of The Color of Water in class on Audible.com. ESSENTIAL QUESTIONS: What is the definition of race? What is the definition of ethnicity? Is there a difference between race and ethnicity? How are race and ethnicity viewed differently for different purposes? What is stereotyping and how can it lead to prejudice and discrimination? COMMON READINGS: “What Do We Mean by Race, Ethnicity, and Diversity?” The Tilford Group, Kansas State University “Prejudice and Stereotypes” by Douglas A. Bernstein “Black Men and Public Space” by Brent Staples “A Taste of Snow” by Jeanne Wakatsuki Houston “Superman and Me” by Sherman Alexie Race and Ethnicity, The U.S. Census Bureau (purple handout) “The Changing Categories the U.S. Has Used to Measure Race” Videos: Global Perspectives: James McBride Interview 25:29 Race & Ethnicity video 6:53 Redefining Race & Ethnicity in the US video 4:03 Being Multi-Racial in America video 4:27 50

Race, Racism, Prejudice and Discrimination-What Are They? Video 5:23 Understanding the Difference Between Stereotypes, Prejudice, and Discrimination video 9:46 The Atlantic Slave Trade 5:39 Jeanne Wakatsuki Houston Interview video Part one (4:50) Jeanne Wakatsuki Houston Interview video Part two (17:16) Farewell to Manzanar video (21:55) Manzanar This is Us video (9:16) ESSAY PROMPT: Think of an example of a stereotype or belief about a certain group of people that you once held, but no longer believe to be true. State what the stereotype was and what your beliefs were. Write a narrative essay detailing how and why your beliefs changed. This essay is to be at least 600-800 words and follow MLA format as discussed in class.

ACADEMIC LITERACY UNIT PLAN Unit #2: The American Dream

Race. Ethnicity, and the Changing American Family Anchor Text: James McBride, The Color of Water INSTRUCTOR NOTES:

INSTRUCTOR NOTES: The American Dream can be different for every individual. The term was first coined during the Great Depression. The American Dream can represent freedom and independence to the immigrant, or wealth and status to natural born U.S. citizens. Let’s take a look beyond the obvious description and focus on what we Americans believe to be true and sometimes take for granted about our American Dream. Self-Reflection: Unit Two, The American Dream, requires the student to think about what is really important. Students will begin to think about their goals, careers, family plans, interests, philosophies, material possessions, and more. The videos and discussions are about the American Dream for immigrants, as well as, the American Dream for those born in the United States. “The American Dream” speech by Martin C. Jischke provides an opportunity for annotating and outlining. The Unit Two Major Essay will include at least one embedded quote from Jischke and a Works Cited page. I read many of the essays aloud to the class and also ask for volunteer readers. The concept of reading a text more than one time and reading for different purposes is discussed in this unit. A review of essay structure and paragraph structure is continued in this unit. Also included are: thesis statement, topic sentences, and supporting details. MLA format and submitting assignments in Canvas is an ongoing process. The students gradually perfect their skills and feel a sense of accomplishment, knowing that they are making progress. The concept that improving in the areas of punctuation and grammar is the responsibility of the student is extremely important. With the help of the coaches in the LRC and tutorials offered online by the English Department, students begin to understand that they must put in the time and effort to improve in areas where they are making mistakes. I talk about plagiarism and DCC’s policies concerning plagiarism in this unit. I review the Turnitin.com feature of Canvas. Many students have been in the habit of copying and pasting information directly from research articles and have never been told that this is unacceptable. ESSENTIAL QUESTIONS: What is typically meant by the American Dream? What is your American Dream? Is the American Dream different for immigrants coming to our country than it is for native born Americans? 53

Can race and ethnicity affect achieving the American Dream? Is the American Dream possible for everyone (all races, all ethnic groups)? COMMON READINGS: “What is the American Dream? The History That Made It Possible” by Kimberly Amadeo “The American Dream” by Martin C. Jischke (Start with paragraph #15, “I have seen the power

of education in my own life …”) “A New American Dream: The Rise of Immigrants in Rural America” by Sherrie Wang Videos: Immigrants Perspective: The American Dream video 2:51 First Generation Americans Talk About the American Dream video 2:05 How do you define the American Dream? Video 4:16

ESSAY PROMPT: Martin Jischke points out that the “The American Dream” is much more than a dream of individuals, but rather the dreams of our nation. Define what the American Dream is for you and include some of Jischke’s concepts that make that dream possible. This essay is to be at least 600-800 words and follow MLA format as discussed in class.

ACADEMIC LITERACY UNIT PLAN Unit #3: Nation of Immigrants

Race. Ethnicity, and the Changing American Family Anchor Text: James McBride, The Color of Water INSTRUCTOR NOTES: This unit presents the opportunity for students to reflect upon the concept that the United States of America is a nation founded on immigrants. Unless one is a direct descendant of a pure lineage of Native American Indians, then one is a descendant of immigrants. Immigrants have come to America for many reasons and are still coming to America for many reasons. Our ancestors were once those immigrants. As our nation becomes more diverse, we have the opportunity to embrace the diversity or condemn it. This diversity in our population makes us unique and for that we should be grateful. I show a video of the history of immigration in the United States of America. For many students, this is an eye-opener. Learning about the reasons that immigrants initially came to our country and the roles they have played in our economy and development is thoughtprovoking. Seeing that immigration policies have always changed and continue to change in our country is a concept that most students have never thought about. We watch videos, read articles, and have class discussions about the contributions made my immigrants. This sets the groundwork for the first oral presentation. Students select one industry that immigrants have made significant contributions to and give a presentation that includes a video component. This topic can also be used for Unit Three Major Writing Essay. The oral presentations usually go very well and there is good audience participation. Students are proud that they have successfully done one oral presentation and are not as fearful of the one in Unit Four. We continue to listen/read The Color of Water. There are three major tests associated with this book. Students continue to work on individual grammar/mechanics issues in their writing. ESSENTIAL QUESTIONS: What contributions do immigrants make to our economy and culture? Can multi-ethnic and bi-racial families reduce stereotyping and prejudice in America? Do the children of immigrants feel a stronger obligation to please their parents because of the sacrifices their parents have made to come to America? Do the children (of immigrants) born in the U.S. have difficulty identifying with Americans and their ancestors from the parentsâ&#x20AC;&#x2122; country? COMMON READINGS: 55

“An Immigration Policy for ‘Real Americans’” by Jack Chambliss “The Good Daughter” by Caroline Hwang (Starts on page 13) “Parents: Are you Hindering Your Adult Children by Helping Them?” by Aman Litt “My Spanish Standoff” by Gabrielle Kuntz Videos: Fingers to the Bone-Child Farmworkers in the U.S. video 5:41 Made in the U.S.A: Child Labor and Tobacco video 8:20 Bee Keepers video 4:31 ESSAY PROMPT: Immigrants have made many contributions to the American culture and economy. From your own experience, explain how immigrants have helped this country. Choose one contribution that immigrants have made. Read articles and watch videos online to help you decide what you will write about. This essay is to be at least 600-800 words and follow MLA format as discussed in class.

ACADEMIC LITERACY UNIT PLAN Unit #4: The Changing American Family

Race. Ethnicity, and the Changing American Family Anchor Text: James McBride, The Color of Water INSTRUCTOR NOTES:

There is no question that the American family, as we once knew it, is changing. There are many options now that were not possible several generations ago. We will discuss all of the possible different family arrangements and consider the possibility that diversity in American families can be a good thing. After reading “Changing American Families” and viewing several videos on types of American family arrangements, the class brainstorms and makes a list of all family types. Students then choose one family type to give an oral presentation about. The presentations are to include advantages and disadvantages of this particular type of family using references from research. Students generally feel more at ease with this second presentation. By now, the students have built a rapport with each other and feel comfortable asking questions and sharing information. This same topic can be used for the Unit Four Major Writing Essay. These last few weeks are extremely busy. I review many times what the end of the semester will look like in terms of the Final Portfolio. I encourage students to begin revising one of the three major essays that have already been returned to them. They know exactly when the Meta-Analysis Essay and the two revised essays are due. The Unrevised Essay will be written in class on final exam day. ESSENTIAL QUESTIONS: What was the “traditional American family” like? How has the American family become more diverse? Is the diversity in American families inevitable? Can the diversity in American families be a good thing for our country? COMMON READINGS: “The Changing American Family” by Alvin and Heidi Toffler

(NOTE: Available on page 703 of a book entitled, The Writer’s Workplace with Readings: Building College Writing Skills) “Changing American Families” Videos: The Changing American Family video 7:43 Mixed Race Family – That’s a Family video 2:48 Raising Bi-racial Children video 7:00 Interracial marriages Changing American video 3:58 Number of Interracial Marriages, Multiracial Americans Growing Rapidly video 2:54 Couples Share the Happiness and Heartache of Interracial marriages video 3:50 57

ESSAY PROMPT: Choose one of the possible types of American families that we have discussed in this unit. Read articles online and watch videos online to increase your understanding of this type of family. Write an essay giving some of the advantages and disadvantages of this type of family. This essay is to be at least 600-800 words and follow MLA format as discussed in class.

Theme: Virtue Author: Ari Zeiger, Assistant Professor of English Anchor Text Title: Meditations A NEW TRANSLATION Author: MARCUS AURELIUS (translated by Gregory Hays) ISBN: 9780812968255 Cost: $11.00

ACADEMIC LITERACY UNIT PLAN Unit #1 Virtue Anchor Text: Meditations by Marcus Aurelius INSTRUCTOR NOTES: The goal of this course is to improve our students’ critical thinking through the use of close reading, text-based writing, and academic in-class discussion. Put differently, reading, writing, and discussing serve our objective (critical thinking); they are a means for achieving this allimportant end: solving problems through self-reflective reasoning. Given the goal stated above, we now discuss a kind of mental structure you’ll do well to keep in mind: the ALIT triangle. Whereas the goal of ALIT provides a rationale for all coursework, the ALIT triangle provides a structure for assignments and activities. The 3 sides of the ALIT triangle is as follows: Students will 1. Independently read and understand complex academic texts, 2. Critically respond to the ideas and information in those texts, and 3. Write essays integrating ideas and information from those texts. Gradually, the above enumeration ought to feel intuitive to the ALIT teacher. We pin our pedagogy to this triangle. In certain ways, we “solve” for this triangle. We ask, how will my students independently read and understand complex academic texts; how will my students critically respond to the ideas and information in those texts; and how will my students write essays integrating ideas and information from those texts. In asking these specific questions, we generate unit plans, lesson plans, assignments, activities, discussion questions, essay prompts — you name it. The overarching theme of this specific ALIT course is virtue. The anchor text, fittingly, is Marcus Aurelius’ Meditations, a kind of diary where the Roman Emperor captured his “notes to self” on living well, moral excellence, and personal excellence. Aurelius prizes, more than anything else, the pursuit and embodiment of virtue. To help our students understand such a lofty and abstract concept, we begin with the pragmatic and practical: offering helping students a framework to write about what they read. They will use this framework repeatedly through the semester — though, at times, with some variation. Students in this first unit will the following ground in this unit. Week 1. You will want to conduct in-class discussions that produce answers to these foundational questions: What is rhetoric? What is analysis? What is a summary? Why write about what we read? Who is the audience for what we write? What is academic writing? 61

Given the focus on a “that clause” in the first part of the precis, the following will also need to be covered. 4. The definition of a sentence 5. The difference between a phrase and a clause 6. The definition of a thesis Model how to write the first sentence of the rhetorical precis. Then, write one together as a class. Finally, have them write one on their own. For homework, students will produce the first sentence of a précis for Barry’s “The Ugly Truth about Beauty.” As homework, students will also take a quiz on the foundational questions as well as questions relating to “the sentence; the difference between a phrase and a clause; and the thesis.” Week 2. This week begins with a focus on reading for HOW writers support their theses. As a class, reread Barry’s “The Ugly Truth about Beauty,” annotating and discussing how the author develops his idea. Students will then write their second sentence for the précis relating to Barry’s essay. Troubleshoot any common difficulties students encounter. Then, walk students through how to write the third and fourth sentences of the précis, continuing with Barry’s essay as the source material for this. Also, use the sample précis to guide students toward what we’re looking for. Homework: Students should produce at least one completed precis from the common readings. Students should also be quizzed on the key terms for this unit. Week 3. In class, read and discuss Staples’ “Black Men and Public Space.” Students will write the first draft of their précis. Then, in class, read and discuss "Who Cares if Johnny Can't Read?" by Larissa MacFarquhar. Prompt students to write a first-draft précis on this text, too. For the remaining days, students will revise their two précis. On their own, students will produce a precis on “The Empire of Images in Our World of Bodies” by Susan Bordo. See what they can do with no assistance. Homework: Three précis are due by the end of week three. Students receive feedback along the way. ESSENTIAL QUESTIONS: What is rhetoric? What is analysis? What is a summary? Why write about what we read? Who is the audience for what we write? What is academic writing? COMMON READINGS: "Who Cares if Johnny Can't Read?" Larissa MacFarquhar 62

“The Empire of Images in Our World of Bodies” Susan Bordo “Black Men and Public Space” Brent Staples “The Ugly Truth about Beauty” Dave Barry ESSAY PROMPT: The précis is a highly structured four-sentence paragraph that records the essential elements of a unit of spoken or written discourse, including the name of the speaker/writer, the context of the delivery, the major assertion, the mode of development and/or support, the stated and/or apparent purpose, and the relationship established between the speaker/writer and the audience (the last element is intended to identify the tone of the work). Each of the four sentences requires specific information. You are also encouraged to integrate brief quotations to convey the author’s sense of style and tone.

ACADEMIC LITERACY UNIT PLAN Unit #2 Virtue Anchor Text: Meditations by Marcus Aurelius INSTRUCTOR NOTES: For this second unit, we now are in the theme proper of the course: virtue. A way for students to access a glimpse of what they’ll encounter in Aurelius is the bucket list assignment. Put simply, students will read about bucket lists and write their own. We want to get students thinking about their lives — not just their daily existence and circumstances, but also where they want to go, who they want to be, what they want to do. We want students to consider these questions with an eye toward their future. In other words, we’re less interested in prodding students to consider what they want today or this month, and much more interested in spurring them to consider what they want to do with their lives. If students can consider who they want to be and what they want to do with their lives, they’ll be able to see how Aurelius was engaged in the same project — albeit in a much more disciplined way. As you teach this unit, remember the following: You want students to lift their gaze to the bigger questions of philosophy — those that inquire into who we want to be, what we want to do. These are not easily or readily answered, and so teachers of this unit will do well to adopt a stance of inquiry. That is, we are raising these questions and seeing what surfaces, and then pursuing these ideas in the spirit of intellectual curiosity. Week 1. Read the text set with students for this unit. Yes, all the texts are grouped under the theme of the bucket list, but there’s a fair bit of variety. The texts range in both purpose and genre: from explaining what a bucket list is (expository) to how to create one’s own (process analysis) to a first-hand report of someone living her bucket list (narrative). After reading, prompt students to reflect with a low-stakes journal assignment. This gives students a chance to respond to what they’ve read, while also giving them practice in writing — not to mention you can then have a better class discussion about the text, since students have had a chance to process the reading. Thus, students can use their writing as a springboard for entering the conversation. Homework: At a minimum, students should have a robust list of things they want to accomplish while alive. They also should have at least one response (submitted on Canvas) to a more analytical question related to either a reading or the theme in general. Week 2. You may have one or two texts from the common readings to still work through. So, front-load the week with those articles. The big-picture goal, however, of this week is helping students FOCUS their list into the key items worth discussing in detail in their essays. The essays students write should not be a mere list in sentence form. The essays should be analytical and rich in development, elaboration, and support. Ideally, students will produce essays where the body of their papers will focus on two or three items from their bucket lists. The job of these 65

body paragraphs is not to merely announce or insist on the items but rather to help the reader understand why the author deeply values the items in question. Therefore, teaching the basic parts of the essay will likely be required. So, expect to devote classtime to teaching the purpose of the introduction, the body, and the conclusion. These parts should not be taught as ingredients that just belong in an essay. They should be taught as serving an organic purpose. Homework: At a minimum, students should end the week with a rough draft of their essay, and all essays in the text set should be read and responded to in some form (journal, short-answer, critical-thinking question). Week 3. Students should workshop their papers this week. Set up a peer review protocol, so students know HOW you want to them to respond to the drafts their readings. Towards the end of the week, have students read the “Reverse Bucket List: How to Benefit from Grateful Recounting.” Students should be able to really respond to a critical-thinking question related to this article. Remember: The ALIT goal is to lift BOTH the reading and writing skills of our students. We are not having them read ONLY so they can write better essays. We have them write essays, so they can ALSO read more skillfully as a result of having written thoughtfully. Thus, students should be able to tackle a higher-order question related to this article given the work they’ve already done so far. ESSENTIAL QUESTIONS: What What What What

is a bucket list? is the value of a bucket list? explains the popularity of the bucket list? are some common criticisms of the bucket list?

COMMON READINGS: The Ultimate Guide to Creating Your Bucket List Right Now Bucket List Ideas: 101 Things To Do Before You Die Sample Bucket List Essay Tim McGraw Live Like You Were Dyin Daring to Live Fully: Bucket List A list for living, not a bucket list Reverse Bucket List It’s Time to Kick the Bucket List ESSAY PROMPT: Read “It’s Time to Kick the Bucket List” by Joe Queenan and write a multi-paragraph paper responding to the ideas it presents. In your paper, be sure to summarize the passage in your own words, stating the author’s most important ideas. Develop your essay by identifying ONE idea in the passage that you feel is especially significant and explain its 66

significance. Support your claims with evidence or examples drawn from what you have read, learned in school, and/or personally experienced. Remember to review your essay and make any changes or corrections that will help your reader follow your thinking.

ACADEMIC LITERACY UNIT PLAN Unit #3 Virtue Anchor Text: Meditations by Marcus Aurelius INSTRUCTOR NOTES: Students should be well positioned to engage with this unit, as it challenges the common conception of what populates a bucket list. The anchor text for this unit is Brooks’ “The Moral Bucket List,” which frames the issue as such: “It occurred to me that there were two sets of virtues, the résumé virtues and the eulogy virtues. The résumé virtues are the skills you bring to the marketplace. The eulogy virtues are the ones that are talked about at your funeral — whether you were kind, brave, honest or faithful. Were you capable of deep love?” Our previous unit centered on pursuits of the Self: pleasure, entertainment, excitement, etc. All of which have their place! But what about — as Brooks coins it — eulogy virtues? How might we pursue those, too? Not instead but along with. These are the kinds of questions explored in this unit. Week 1. This unit should follow — more or less — the same Week-1 pattern established in the previous unit. In other words, work through this unit’s text set with students, beginning with Brooks’ “The Moral Bucket List,” as it sets up an alternative view for personal development from the previous unit. Also, show students Brooks’ concise TedTalk on the subject. Remember, once you begin reading the rest of the text set, prompt students to reflect on the articles with a low-stakes journal assignment. As already mentioned, class discussions about a reading go better when students have first had the opportunity to process their thoughts through journaling. Students use their “first draft” thinking as the basis for the in-class conversation. The discussion gets going by first having students share what they wrote down (not verbatim but the central idea or gist). Homework: Students should be quizzed on Brooks’ essay and TedTalk. This will hopefully ensure that they studied carefully the major ideas in these texts. Students should also submit some “reader response” answers to the various assigned texts. This should be fairly low-stakes and assessed mainly for grasp of ideas in the readings. Week 2. You will likely have a few remaining texts from the common readings to teach. Begin there. The goal, however, for Week 2 is for students to begin writing a draft that focuses on some key character traits they’d like to develop (the text set will be a major help here). Explicitly teach or reteach students how to include source material into their own papers through paraphrase, summary, or quote — and WHY writers do this. (Some of this might have lightly touched already when you taught the rhetorical precis.) Homework: At a minimum, students should end the week with a rough draft of their essay, and all essays in the text set should be read and responded to in some form (journal, short-answer, critical-thinking question).

Week 3. Students will workshop their essays. Use the peer review protocol established last unit. Be sure to make any improvements to the protocol based on what you observed last unit. Revised final drafts are due at the end of the week. On the day they’re due, have students complete a self-assessment of their essays to produce the kind of meta-cognition that we know is crucial in ALIT. ESSENTIAL QUESTIONS: What is virtue? What virtues seem most important, most timeless, most urgent? What is the content of good character? COMMON READINGS: “The Moral Bucket List” By David Brooks David Brooks | TED2014 Should you live for your résumé ... or your eulogy? “Love People, Not Pleasure” by Arthur C. Brooks Relationships Are More Important Than Ambition Don’t be a Donkey The Zen Valedictorian: A Radical New Model for Getting the Most Out of College The Career Craftsman Manifesto The Content of Our Character: Ten Essential Virtues ESSAY PROMPT: Read “The Moral Bucket List” by David Brooks and write a multi-paragraph paper responding to the ideas it presents. In your paper, be sure to summarize the passage in your own words, stating the author’s most important ideas. Develop your essay by identifying ONE idea in the passage that you feel is especially significant and explain its significance. Support your claims with evidence or examples drawn from what you have read, learned in school, and/or personally experienced. Remember to review your essay and make any changes or corrections that will help your reader follow your thinking.

ACADEMIC LITERACY UNIT PLAN Unit #4 Virtue Anchor Text: Meditations by Marcus Aurelius INSTRUCTOR NOTES: This unit is ground zero for the rest of the course. Thus, we now bring in our anchor text — not just for this unit but for the duration of the course: Meditations by Marcus Aurelius. The book is Marcus’s private journal, his notebook, his place for capturing little reminders for how to live well (hence, “virtue” as the theme of this course). Students have both directly and obliquely approached the idea of virtue in the previous units. They should now be ready to begin the heavy lifting involved in critically engaging with Meditations. While we know land on this book, the course shouldn’t feel much different to students. We still lean on the ALIT triangle to drive our pedagogy: read, discuss, write. Week 1. This unit should begin with an introductory discussion about ancient philosophy. This can be done in maybe ten minutes. You want students to get the beginning gist of Socrates and the idea of philosophy as a lifestyle for the pursuit of moral/ethical wisdom. Show one or two videos that offer a kind of crash course on this. Once an initial direction is charted for the unit, read Book 1 with students. Facilitate their understanding through “think alouds,” short-answer responses, quizzes, journal entries, class discussion, etc. See if they can paraphrase or identify the main idea of certain passages. Homework: Students should be quizzed on the videos and Book 1. This will help you assess their understanding. Students should also submit some “reader response” answers to select passages from Book 1. This should be fairly low-stakes and assessed mainly for grasp of ideas. Week 2. Reteach anything from Book 1 as needed. Use low-stakes quizzes to assess student understanding. The big-picture goal for this week, of course, is to get students working on a rough draft of their essays (see “essay prompt”). You’ll want to teach students to better paraphrase, summarize, and quote from sources. You’re NOT reteaching; you’re reinforcing — and showing how to write with sources even better. Homework: At a minimum, students should end the week with a rough draft of their essay, and all essays in the text set should be read and responded to in some form (journal, short-answer, critical-thinking question). Week 3. Students will workshop their essays. Use the peer review protocol established last unit. Be sure to make any improvements to the protocol based on what you observed last unit.

Revised final draft are due at the end of the week. On the day their due, have students complete a self-assessment of their essay to produce the kind of meta-cognition that we know is crucial in ALIT. ESSENTIAL QUESTIONS: How might we develop a set of rules to live one’s life by? How can we develop moral and ethical guidelines? Why are we here? How can we cope with the stresses and pressures of daily life? How can we do what is right? How can we cope with loss and pain? How can we handle misfortune? How do we live when we know that one day we won’t? COMMON READINGS: Meditations by Marcus Aurelius (students will have purchased this book) YouTube lecture: Marcus Aurelius' Meditations: The Stoic Ideal (Michael Sugrue, Ph.D. Princeton University)" circa 1995: ESSAY PROMPT Introduction • In this section, your goal is motivate your audience to read your body paragraphs. First paragraph • In this paragraph, your goal is to explain what Book 6, Entry 2 says and means. And to offer your own opinion about the significance of the ideas the author puts forward. Second paragraph • In this paragraph, your goal is to explain what Book 6, Entry 16 says and means. And to offer your own opinion about the significance of the ideas the author puts forward. Third Paragraph • In this paragraph, your goal is to explain whaT _______________________ says and means. And to offer your own opinion about the significance of the ideas the author puts forward. [BTW: You can pick an entry from any book (chapter) in Meditations; it doesn't have to be from Book 6.] Conclusion In this paragraph, include any final thoughts for the reader to think about.

Theme: Why Words Matter Author: Lilian Gamble, Professor of English Anchor Text: House on Mango St. Author: Sandra Cisneros ISBN: 978067973477-2 Cost: $12

ACADEMIC LITERACY UNIT PLAN Unit #1: Beginnings Say What? – How and Why Words Matter Anchor Text:

House on Mango Street by Sandra Cisneros INSTRUCTOR NOTES: Preparations: I find it important to spend some time going over some of the differences between high school and college and explain how Academic Literacy is a course to bridge the gaps between what students learned during high school and what they need in order to be successful in college. During this week, we review the syllabus, write a diagnostic essay (which will not be passed back out to students until the end of the semester), and to begin preparing students for the kind of work we are going to be doing this semester. Success: Students do not know what they need to be successful until someone informs them of what they need to be successful, so I think it is important to tell them to get a binder, paper, highlighters, and a good pen. I actually spend a few minutes talking about what a good pen can do for their motivation. We discuss what it means to be motivated and what will be their motivation this semester. I also make sure they have an association with the Writing Center, even if it is just in passing for now, but to visit it or to have coaches come to the class as well so that students are aware of their resources. Digital Literacy: To help them succeed, I give them directions on setting up an MLA formatted document and have that be one of their first assignments so that they know from the first week what is expected of them when they type an assignment in college. I also spend some time making sure they understand how to log into the LMS (Canvas) so that they can already start looking into what college in the digital age means. We discuss how not all college work should be done on their phones because the phone isn’t always compatible with the LMS (Canvas). Teacher Business: Throughout all of this time, I am making mental notes as to their names, making sure I can say everyone’s name correctly (this will be an important conversation later in the semester; after all, Words Matter is the theme of this course). I make sure students write something and submit something for each time we meet (both in the classroom and in the computer lab) for two reasons – the first, I want them to understand the intensity of this course and to know that they will be working every day; the second, this helps to ensure I have a record of every student who comes to class. This is important for bookkeeping purposes, especially prior to the census day in the semester. ESSENTIAL QUESTIONS: What What What What What What What

are some of the differences between high school versus college? are some of the similarities between college and work? are the responsibilities of college students and/or professors? are the expectations of college students and/or professors? is our motivation? does Academic Literacy mean? is the purpose of this course? 75

COMMON READINGS: “There is More than One Kind of Intelligence” “What We’ve Got Wrong about Helping Others” Jay Shetty ESSAY PROMPT: Diagnostic Essay - Read the text below and respond to the ideas it presents. In your essay, be sure to summarize the passage in your own words, stating the author’s most important ideas. Develop your essay by identifying one idea in the passage that you feel is especially significant and explain its significance. Support your claims with evidence or examples drawn from what you have read, learned in school, and/or personally experienced. Remember to review your essay and make any changes or corrections that will help your reader follow your thinking. Additional Resources: “What I Do on the First Day of School” “Teachers Expectations can Influence how Student Perform” Alix Spiegel “What Most Teachers Expect their Students to do” “8 Things Teacher can do to Help Students Succeed” Melissa Kelly

ACADEMIC LITERACY UNIT PLAN Unit #2: Critical Reading, Critical Thinking, and Critical Writing

Say What? – How and Why Words Matter Anchor Text:

House on Mango Street by Sandra Cisneros INSTRUCTOR NOTES: Classroom Management: Students will still have trouble logging in to the LMS (Canvas) despite having done so last week. Because of this, take some extra time to remind students how to log in and to begin remembering their password(s). Critical Reading: Students may have read their first reading assignment, but they do not know how to take notes nor do they know what to do to help their reading skills. Because of this, it is important to begin by discussing what critical reading, or active reading, means. The first homework assignment is to read an article about “Note-taking from Reading,” but despite having read it, many of them will not have done what the article says to do. In discussing the article, students should garner what they should do in the future when reading an article. Also, during this discussion, addressing comprehension issues and learning disabilities will come up. Reminding students of the various intelligences will help their confidence and willingness to try to do better next time. For the second reading assignment, I often give students credit (5 points) for having written in the margins and highlighting the text. Showing an effort is a first step and is “rewarded” for an initial attempt. In addition to making notes in the margins and highlighting/underlining the readings, I teach students how to outline what they read. I know this will become an important task as students read textbook chapters for their degree coursework. Critical Thinking: In having students understand the expectations of college, I believe it is important to teach students what it means to be critical thinkers. College is a time when students are encouraged to be inquisitive and curious, to be expressive and creative. Being able to think for oneself is crucial, particularly for these students, so explaining to students why memorization will not be enough for college success is important. Providing insight into how to apply and analyze information will help them throughout every assignment, test, reading, project, and assessment they will face in college, in the workforce, and in their personal lives. Far too often, we expect students to go from knowledge and understanding to evaluating and creating without helping them with the middle part of critical thinking. However, they are not two year olds who will tolerate “because I said so” as an answer; at least, we don’t want them to just accept and memorize the answer as what someone simply tells them it is. While they struggle with these concepts during these initial weeks of the semester, constantly reminding students throughout the semester about critical thinking helps them begin to make deeper connections to what they are being asked to do. By the end of the semester, students are especially grateful for having learned about critical thinking. This week lays the foundation for that future. Critical Writing: Going along with the idea of outlining what students read, I also explain to students how to outline (and other forms of prewrite) for their own academic writing. Though 77

this is not a lecture intensive course, there must be some groundwork for what an academic essay is. Without explaining the structure of an essay to students, they will flounder and continuously struggle with what they are supposed to do in order to write an academically sound, well-thought out essay that adheres to the general principles of collegiate writing. This includes MLA formatting, topic sentences, thesis statement, paragraph structure, embedding quotes, and using transitional words and phrases. This is a good time to visit the Writing Center and/or have a coach come to the classroom to discuss the Writing Center’s resources. Using Sources: They will undoubtably do awful the first time they attempt to embed a quote (using the author’s first name, not putting the or even not using any punctuation where it belongs, not using or only using the same signal phrase), but perfection is not the goal of assigning this task, especially at the beginning of the semester. The goal is for students to try, to learn, to fail, and to try again. This is a good time to discuss plagiarism. As a reminder, at this stage (unless the entire essay is copied) most students are attempting to not plagiarize but don’t know how to correctly cite their sources. Keep in mind that throughout the semester, students will have various opportunities to continue working on embedding quotes into their writing, and with each time, most of them continue to see their errors and correct them. By the end of the semester, most students have an true understand of how to punctuation a quote, use parenthetical documentation, explain what the quote means in their own words, and, though more challenging and not as successful, can make a connection between the quote and their own ideas within the paragraph and essay as a whole. General Notes about Coursework: Students will especially like the Neil deGrasse Tyson video and want to use that in their essay. All YouTube videos chosen for the course have Closed Captioning, so students are able to review the video and quote him specifically. They will also find “A Brief History of the Idea of Critical Thinking” somewhat tedious and boring. This is a good opportunity to remind them that not everything they read in college will be easy to read or entertaining, but despite that, they must still read to comprehend, gain as much insight from the reading as possible, take notes, and ask questions of their professor and classmates when they do not understand. ESSENTIAL QUESTIONS: How does the way we think about school affect the words we choose when thinking about schoolwork? What is the difference between thinking and critical thinking? Why is critical thinking important? How is it useful in college, in work, and in daily life? What does critical thinking look like? In what ways have we used critical thinking in the past? How does our perception of readings affect our approach to doing the work of reading? How do we feel when we come across words we don’t know in something we are reading? What do we do/what should we do when we come to those words? How do these things affect our /critical/ thinking? What is academic writing? COMMON READINGS:

“Note-Taking from Reading” “An Introduction to Critical Thinking” Steven D. Schafersman “Bloom’s Taxonomy: The Ultimate Guide” Christine Persaud “The Importance of Critical Thinking” Janny Gedeon “Neil deGrasse Tyson on Knowledge versus Thinking” “A Brief History of the Idea of Critical Thinking” Richard Paul, Linda Elder, and Ted Bartell “Embedding Quotations” Cassia Homann “Transitional Words and Phrases” “Transition Sentences” ESSAY PROMPT: Define critical thinking. Using the information in the articles listed above, the class discussions, and the coursework, explain what critical thinking is. In your body paragraphs you can consider contrasting it to the idea of thinking, provide examples from your own life experiences, and explain how Bloom’s Taxonomy and/or Neil deGrasse Tyson’s video apply to the definition. Additional Resources for Instructors: Dan Kurland’s Website “How the Language Really Works: The Fundamentals of Critical Reading and Effective Writing” has various articles, in particular a section on Critical Reading, information on the relationship between Reading and Writing, and the kinds of Choices Writers make for Readers to Understand The full article “California Teacher Preparation for Instruction in Critical Thinking: Research Findings and Policy Recommendations” by Richard W. Paul, Linda Elder, and Ted Bartell “Reading Critically” by Jennifer Duncan and modified by Michael O’Connor from Stetson University “Critical Thinking” by David Hitchcock from the Stanford Encyclopedia of Philosophy “Bloom’s Taxonomy of Cognitive Learning Objectives” by Nancy E. Adams from the Journal of

the Medical Library Association “Critical Thinking: How to Help Your Students Become Better Learners” by Bradley Busch “How to Teach Critical Thinking” by Daniel T. Willingham

ACADEMIC LITERACY UNIT PLAN Unit #3: Hidden Meanings

Say What? – How and Why Words Matter Anchor Text:

House on Mango Street by Sandra Cisneros INSTRUCTOR NOTES: Nursery Rhymes: First, it is important to note that many students do not know these nursery rhymes. I had only handed out the titles, and while I knew a few of the titles were not extremely popular, I was surprised to learn many students had not heard of most of these. Not all nursery rhymes have a hidden meaning, but many of them do or they are at least unknown meanings to us after being so far removed from the original inception of them. Students are often horrified to learn of the hidden meanings behind most nursery rhymes, so I make sure we discuss the benefits of nursery rhymes (mentioned in the Clemency Burton-Hill article). The Giles and Shea article will be somewhat challenging for them, but I spend a few minutes addressing where this article came from (a medical journal) and discussing who the article was intended for so that they understand that we are not necessarily the audience for this article. However, for those students wanting to join the medical profession, these are the kinds of articles they will have to read. When students give their oral presentations, it is important for them to take notes on one another’s presentations so that they can – if they so choose to – use a different nursery rhyme than the one they looked up in their essay. Slave Spirituals: This is perhaps the part of the semester that students remember the most. I believe, in part, it is because they have some general context for the notion of slavery and the Underground Railroad, but for many of them, they learned so much about slavery and the Underground Railroad that they had never realized or heard before. One such detail that I had to spend a few minutes explaining was that the Underground Railroad was not an actual train that went underground like a subway. So many of them believed this that I began to question my own understanding of the Underground Railroad. The video, “The William Still Story” is quite moving, and the facts presented somewhat upset some of my students because they hadn’t previously understood the brutality of what their ancestors endured. Again, not all slave spirituals have hidden messages encoded in them, but there were certain words that were coded within many songs. Most of the students had heard “Wade in the Water” before and had been baptized with that song playing, but learning the meanings behind the words really helped them understand the connections to the meanings. Code Talkers: If time permits, I added this article to briefly address the idea that codes are used across various cultures and ethnicities. This is another way to see how code-switching was used in American history and in a different way. This also helps bridge the idea that sometimes codes are right in front of us, and if we aren’t paying attention, we will miss the message. Modern Songs: Though more recently songs are not quite as covert with hiding messages in the lyrics, often students are not really paying attention to the words of a song at all. Therefore, I love ending this unit on their favorite songs. I play for them a few “modern” songs (though I am still shocked by how many have never heard John Lennon’s “Imagine” or Lady Gaga’s “Born This Way”) and explained the kinds of hidden messages that are in some songs – themes of 81

politics, identity, drugs, sex, social commentary, love (parental, familial, relational). For some students, when they chose a song to decode, the song itself did not really have a /hidden/ message per se, but they had never really paid attention to the song lyrics, so it was an eyeopening experience for them to share with the class what they were able to decode. Potential for Extra Credit: I have often considered bringing in Cryptograms from the newspaper or from a puzzle book to have students complete as an extra credit assignment, but I worry that it may be too difficult for some of them to understand how to do it. I have also considered asking them to create a secret code for someone in the class to break. ESSENTIAL QUESTIONS: How can people twist language to alter the meanings? What messages are we being influenced by (nursery rhymes, slave spirituals, our favorite songs)? Why do people hide messages in songs? How long has this been happening? What are some things we can do to decode messages? Why does what we say and how we say it matter? COMMON READINGS: “Head Injuries in Nursery Rhymes” Sarah M. Giles and Sarah Shea “The Dark Side of Nursery Rhymes” Clemency Burton-Hill “Underground Railroad: The William Still Story” “Freedom Land” Excerpt (page 4-5) from The Messages in the Freedom Songs of Slavery “Historical Background” “Undercurrents in a Deep River: The Hidden Meanings of Spirituals” by Linda Freeman Excerpt end of “Chapter 2” (document pages 10-12; PDF version pages 28-30) from The

Narrative Life of Frederick Douglass “Frederick Douglass Audiobook Chpt 2” Josh Banks YouTube video (starting at 9:01-15:32) “Navajo Code Talkers Create an Unbreakable Code” Shondiin Silversmith Interview with Navajo Code Talker Chester Nez ESSAY PROMPT: Hidden Meanings: Consider how lyrics contain personal or hidden meanings. What are some hidden messages in songs? OR What is a common theme that seems to be hidden in songs? Additional Resources: “Bringing the Magic of Folk Literature and Nursery Rhymes to Communication Classes” Ivan Gan “Risk and Resilience: A Perspective from Traditional Tales and Nursery Rhymes ”Trish Frecklington and Peter Stanley “The True Story of Insy Winsy by A. Spider” “The Use of British Nursery Rhymes and Contemporary Technology as Venues for Creating and Expressing Hidden Literacies Throughout Time by Children, Adolescents, And Adults” Lisa A. Hazlett “African American Slave Spirituals” “The Double Meaning of Slave Spirituals” Charshee Charlotte Lawrence-McIntyre 82

“American Indian Code Talkers” “Navajo Code Talkers and the Unbreakable Code”

ACADEMIC LITERACY UNIT PLAN Unit #3: Critical Reading, Critical Thinking, and Critical Writing

Say What? – How and Why Words Matter Anchor Text:

House on Mango Street by Sandra Cisneros INSTRUCTOR NOTES: Understanding the Author: More often than not, students will assume that the author of something is also the narrator, so I like to give students the opportunity to research and discover who Sandra Cisneros is. We do this prior to reading the book so that students have a sense or the person behind the words on the page. Soon after their research, I read the first chapter of The House on Mango Street aloud to them so that they can hear the words but also so that they can identify the similarities and the differences between Sandra Cisneros and Esperanza. Vignettes: I like to discuss what a vignette is to students. Often they have never heard the word before, but they are also so used to a narrative that they don’t really understand that this is not going to be a story with a beginning, middle, and end in the traditional sense; rather, a vignette is going to reveal something and that is what they are going to be asked to do as they write their own vignettes over the course of the next few weeks. Each vignette is timed/aligned with the section that students are supposed to be reading. Some students really do well with these because it gives them a chance to be creative in their writing. Culture and Identity: There is also a moment during this when we continue to look at culture and identity. Students are asked to research something of their own cultural background, and in doing so, we discuss what the differences are between cultures and ethnicities. Students pick things from riding in Mardi Gras parades to going to the Macy’s Thanksgiving Day parade from making gumbo and red beans and rice to cabbage for New Year’s. Some students write about jewelry passed down to them while others look up the origins of baseball. One student looked up “the wedding dance of the single older sister” and other presented on the Columbian feast of lights. They enjoy learning about the similarities and differences between their own traditions and those of their classmates. We continue to look at word usage by reading about the “Hoax” regarding the Eskimos 100 different words for snow. ESSENTIAL QUESTIONS: How does the language we use affect our identity and/or the way other people see us? What labels do we put on ourselves? What labels do others put on us? Why and/or How do we get these labels? What do these labels have to do with our individual identity, school identity, cultural identity? COMMON READINGS: “Sandra Cisneros – Early Life” House on Mango Street by Sandra Cisneros “There Really are 50 Eskimo Words for ‘snow’” Dave Robson “The Inuit Don’t have 100 Words for Snow” Tom Chivers 85

“The Great Eskimo Vocabulary Hoax” Geoffrey K. Pullum “House on Mango Street – The Story” ESSAY PROMPT: Compilation of Five Vignettes - Students will write a series of five vignettes modelled on some of the vignettes from The House on Mango Street. These will involve a vignette on their name, a moment they realized they were coming of age, an experience of loss or death, a item or event of cultural significance, and a sense of home. They will create their own title for the entire collection as well as for each individual vignette. Additional Resources for Instructors: “Language and Identity in Sandra Cisneros’ House on Mango Street” Adriane Ferreira Veras “House on Mango Street Themes” “Vignette” “How to Write a Vignette” Douglas Matus “How Many Words Do Eskimos Really Have for Snow?”Arika Okrent

ACADEMIC LITERACY UNIT PLAN Unit #4: Language Usage and Code-Switching

Say What? – How and Why Words Matter Anchor Text:

House on Mango Street by Sandra Cisneros INSTRUCTOR NOTES: Revision: Discussing and understanding audience, purpose, and tone is the foundation of how I begin discussing revisions and code-switching. Looking at the word revision (since again, Words Matter) helps students to begin to understand what is supposed to happen in a true revision stage of the Writing Process. By doing some simple and fun(ny) activities to assist them in thinking about how they already consider audience and what they already know to change when in different situations with different people. During this part of the unit, I give them some dense articles to read about grammar (which is met with groans and head scratches), but helps them begin to understand that there is more to why the “rules” of grammar exist and when the “regulations” of grammar happen. These are not easy articles for them to read and/or get through, so reminding them to critically read, and possibly even doing another annotation grade for, the Curzan article in particular will be beneficial to their success in linguistical understanding. We also begin discussing the Final Portfolio at this point in the semester. I expect them to submit a revision during this unit and during the next unit so that they are not attempting to revise and finish the semester by rushing through this part of the Writing Process. Code-Switching: This is perhaps the second most favorite thing students learn throughout the semester. Many of them already code-switch, but they have never been taught what the phrase code-switching is or what it means. They especially like the video “To Code-Switch or Not to Code-Switch: That is the Question” – I believe – because she is a young girl who explains what it means to change one’s language, clothing, or attitude without compromising who she is. I think when discussing linguistical changes in our students, they begin to feel as though Academia is not respecting who they are, but in hearing Katelynn Duggins explain it, they can follow the logic of why and how it has to happen. During this part of the unit, students are also asked to interview someone of a different generation than they are (so they often choose a parent or grandparent) and discuss how language has changed throughout the years. When they present their results of the interviews to the classmates, there is often laughter and cries of “mine too” throughout the room. Several expressed that this was a chance for them to talk to their relatives about things they never would have thought to while at the same time opening a great conversation into the differences between their generations. I also have students provide a photo of their interviewee, and many express that “s/he would never let anyone photograph her/him,” but I remind them that they will want to have this picture one day. Only one student has ever /not/ gotten the person to take a picture or provide a picture he could use. Identity of Names: Though this is a brief part of the entire unit, I think it is a good segue into House on Mango Street. During this part of the unit, we look at the difference between having 87

an accent and code-switching and between what we want to be called versus what we are called by people. Usually I remind students that the first few days of the semester, I work diligently on saying their names correctly because identifying someone by the appropriate or chosen title is a form respect for who the person is. During this time, we also read “How to Tame the Wild Tongue” by Gloria Anzaldúa. This is perhaps one of the most challenging articles I give them to read this semester in part because there are some Spanish and Chicano languages being used throughout the article, but also because of the nature of the topics involved. I show them a lecture by Anthony Gonzales to help them understand it before reading it and encourage them to rewatch it before and/or during reading the article. Understanding and respecting different cultures seems to happen innately at this point in the semester, which helps as we begin to look at the themes and work on House on Mango Street. ESSENTIAL QUESTIONS: When do we use different languages? How does the context or situation dictate what words/language we use? What is the difference between descriptive versus prescriptive language? How are we affected by prescriptive language? How can understanding code switching and prescriptive language make us better writers? Do the words we use matter to the people around us? How does what we call someone affect them? COMMON READINGS: “When You Shouldn’t Tell it Like it is” by Deborah Tannen “Your Words Matter” by Karen Stefano “Says Who? Teaching and Questioning the Rules of Grammar” by Anne Curzan “What is Diglossia” LangFocus YouTube video (ending at 3:13) “To Code Switch or Not to Code Switch? That is the Question” Katelynn Duggins TEDxMausHighSchool video “Do You Speak American?” Episode 3 YouTube video “The Grammar Debate – Prescriptive vs. Descriptive” by Ron G. “‘Weird Al’ Yankovic – Word Crimes” YouTube video “Prescriptive vs Descriptive Approaches to Grammar” by Penny Hands “Do You Speak American?” Episode 1 YouTube video (9:58-18:15) “Lecture: “‘How to Tame the Wild Tongue’ by Gloria Anzaldúa” Anthony Gonzales YouTube video “How to Tame the Wild Tongue” by Gloria Anzaldúa “Gloria Pritchett Best of - Modern Family - Sofia Vergara Funny Moments” YouTube video “Struggles of Having a Unique Name” BuzzFeed YouTube video “Stop Asking People with Unique Names if They Have a Nickname” by ‫جہانزیب‬ “Just Try Saying My Name” Decoded MTV YouTube video “Amazing poetry by Hiwot Adilow” Hope Music Ethiopia YouTube video “Strong Job Candidates with Foreign Names Miss Out on the Job” by Jane Burnett

ESSAY PROMPT: Essay #4– Language Usage and Code-Switching: Why do some people alter the way they speak or write? How does this affect people’s identity? Focus on the reasons WHY but consider the situations in which these would occur. Additional Resources: “How to Revise and Edit” from National Council of Teachers of English: Read, Write, Think “Revising Drafts” from the Writing Center at the University of North Carolina – Chapel Hill “Revising Your Paper” from ODEGAARD Writing and Research Center at the University of Washington “Diglossia Linguistics” by Brian Duignan from the Editors of Encyclopaedia Britannica “Diglossia in Sociolinguistics” by Richard Nordquist “Bidialectalism: Living in Two Worlds” Benjamin Schilaty “Learn the Function of Code Switching as a Linguistic Term” by Richard Nordquist “The Social Psychological Significance of Code Switching in Cross-Cultural Communication” by Fred Genesee “Five Reasons Why People Code-Switch” by Matt Thompson “Code Switching Solves Workplace Communication in 2020” by Audrey Nelson “The Evolution of Language” by Martin A. Nowak and David C. Krakauer

ACADEMIC LITERACY UNIT PLAN Unit #5: Identity and The House on Mango Street

Say What? – How and Why Words Matter Anchor Text:

“House on Mango Street – The Story” ESSAY PROMPT: Compilation of Five Vignettes - Students will write a series of five vignettes modelled on some of the vignettes from The House on Mango Street. These will involve a vignette on their name, a moment they realized they were coming of age, an experience of loss or death, a item or event of cultural significance, and a sense of home. They will create their own title for the entire collection as well as for each individual vignette. Additional Resources for Instructors: “Language and Identity in Sandra Cisneros’ House on Mango Street” Adriane Ferreira Veras “House on Mango Street Themes” “Vignette” “How to Write a Vignette” Douglas Matus “How Many Words Do Eskimos Really Have for Snow?”Arika Okrent

Theme: New Orleans Author: E. Shaye Hope, Associate Professor of English Anchor Text: Nine Lives: Mystery, Magic, Death, and Life in New Orleans Author: Dan Baum ISBN: 978-0385523202 Cost: $17

ACADEMIC LITERACY UNIT PLAN Unit #1

New Orleans Anchor Text: Dan Baum, Nine Lives INSTRUCTOR NOTES: This unit is “Meeting the Challenge.” Because the anchor text for this course touches on very sensitive topics including domestic violence, gender identity, racism, and institutional corruption, as well as the trauma of Hurricanes Betsy and Katrina, I give the class a trigger warning for these topics and emphasize that as this class is an adult class, we will discuss adult topics. The text also uses explicit language. The idea is that we all have a story, and how we tell that story, even to ourselves, impacts how our lives unfold. Though this unit is not as directly tied to the theme of New Orleans as the following units, the characters in Nine Lives and Leah Chase’s “The Slow Curve” tie the New Orleans theme to this unit. Also, this unit asks students to consider the challenge they are now facing, college, and encourages them to reflect on the attitudes, behaviors, and choices that will lead them to completion. The major assessment for this unit is a narrative essay asking students to write about a moment that they faced a significant challenge in their life and to reflect on how they navigated that challenge. They also had to make a connection in their narratives to one of the narratives/stories of our characters and authors. The major learning objectives embedded in this unit include: critical reading and annotating texts, identifying a clear purpose in writing, supporting a main idea, selection of details, precision in word choice, and concrete development in the form of examples. In addition, my objectives for this unit include essential Canvas, Microsoft Word, and email skills that students need to be successful in college. ESSENTIAL QUESTIONS: How do people respond to challenges? How do background, culture, and environment influence our response to challenges and obstacles? What skills, attitudes, and behaviors help us meet challenges successfully? How do stories help us? COMMON READINGS: Sherman Alexie. "Superman and Me." "Me Talk Pretty One Day." David Sadaris "I Just Wanna Be Average." Mike Rose "The Healing Power of Reading." Michelle Kuo "Theme for English B." Langston Hughes 95

Dan Baum, Nine Lives. a) Ronald Lewis, pgs. 3-8; 14-17 b) Belinda Carr, pgs. 51-53, 71-72, 86-87 c) Joyce Montana, pgs. 18-23 d) Frank Minyard, pgs. 24-30, 37-38 ESSAY PROMPT: For this assignment, I ask you to write one of your stories. Specifically, I ask you to write a story about a time when you have faced a challenge. What was the challenge? What was your first thought/reaction? How did you meet that challenge? What was the outcome? In your conclusion, you must compare/contrast/relate your experience to one of the authors or characters we have read. Who do you feel your experience was most like?

ACADEMIC LITERACY UNIT PLAN Unit #2

New Orleans Anchor Text: Dan Baum, Nine Lives INSTRUCTOR NOTES: This unit is â&#x20AC;&#x153;The Struggle is Real, but Is It New?â&#x20AC;? Major assessments will include a researched group presentation and essay. Instructor provides some sources but encourages students to begin research on their own. This is the most challenging unit for several reasons, but top are the challenge of the readings and assignments and the sensitive material in the anchor text readings for this unit, including sexuality, gender identity, and police violence. I let the class take the lead on the discussions for these topics and do not force discussion on any of the above. A trigger warning is advisable. Because this unit asks for two major assessments, this unit is the longest one in the sequence. Students will need extra pushes here as the difficulty of this unit can be overwhelming. Learning objectives embedded into this unit are applying the conventions of essay structure, distinguishing fact from opinion, making logical inferences, supporting opinions with sufficient evidence, conducting research, creating visual tools for presentations, and presenting information orally. Students also gained proficiency in One Drive and/or Google Docs/slides. ESSENTIAL QUESTIONS: What are the major problems the city faces? How would you prioritize these problems and why? Which of these problems are unique to New Orleans and/or unique to contemporary New Orleans? What solutions have been offered for these problems and how effective have these solutions been? What changes are needed for the city and its people to prosper? COMMON READINGS "New Orleans' Affordable Housing Crisis: How Did We Get Here?" "Cost for a family of 4 in New Orleans" "New Orleans Poverty Rate Top among US Metros" "Violent Crime by Juvenile Offenders in New Orleans" "New Orleans' Overall Crime Rate Has Fallen" "Gentrification Might Kill New Orleans before Climate Change Does" ESSAY PROMPT: For this essay, you will explore a New Orleans problem in depth and use sources to help make your point. 97

The Topics: Choose one of the questions below and write an essay of at least 600 words in response: 1. What has created the housing crisis in New Orleans and how could it be addressed? Imagine you are addressing your argument and explanation to city government officials. 2. Explain why New Orleans experiences a higher rate of poverty than other areas. What can be done to help alleviate poverty in the Metro area? Your audience for this prompt is your classmates. 3. Explain crime in New Orleans to a visitor. What are the trends? What are the attitudes that surround the problem? Are public perceptions correct? What can be done to address the problems in the city? Group Presentation: For this assignment, you will research and present to the class an overview of a problem in the city. This assignment will strengthen not only your knowledge of the city, but you will also gain strength in research skills, digital skills, and oral presentation skills. Teamwork is essential for this project. Guidelines: • • • • •

Groups may consist of 2-4 people. No one can work alone. No more than 4 people per group. Your presentation may take the form of one of two formats: a PowerPoint presentation or Prezi. You must provide a list of sources for this project. You need at least three sources. You do not necessarily need a Works Cited page, but links to the sources are required. Your presentation should last approximately 7-10 minutes. Your team must provide a one-page typed document that explains each member's contribution. This is a team document, so only one submission per team.

ACADEMIC LITERACY UNIT PLAN Unit #3

New Orleans Anchor Text: Dan Baum, Nine Lives INSTRUCTOR NOTES: This unit is “New Orleans and Her People.” Because we have already practiced most of the skills necessary for this unit’s major assessment, this is a shorter unit with heavier reading in the anchor text. The major assessment for this unit is a character analysis essay requiring a specific number of direct quotes and paraphrases from the anchor text. The major challenge teaching this unit is keeping up the pace of reading in the anchor text. The text moves fast, but I try to limit readings to about 10 pages a day. Many pages are not full pages, so students will have number shock when assigned readings, but a gentle reminder that the text moves in short episodes help alleviate the resistance. Learning objectives embedded in this unit are analysis and close reading skills, asserting and supporting a complex thesis, paraphrasing and quoting texts according to MLA format, and connecting complex problems to everyday people. ESSENTIAL QUESTIONS: What common ground do people in New Orleans share? What divides the people of New Orleans (class, race, religion, etc)? How does a person’s actions reveal character? How do the people in the city react to, resist, and/or participate in the problems we discussed in the previous unit? Does neighborhood shape character? ADDITIONAL READINGS “The Complicated History of Race and Mardi Gras” “How Mardi Gras in New Orleans Became a Party for Everyone” Lily Rothman Nine Lives, pgs. 130-210 ESSAY PROMPT: We have discussed personal challenges and challenges that face the city of New Orleans. For this assignment, I ask you to make a connection between 1-2 characters in Nine Lives and one of the following problems that affect the city: • • •

Poverty Racism Crime 99

â&#x20AC;¢

Classism

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ACADEMIC LITERACY UNIT PLAN Unit #4

New Orleans Anchor Text: Dan Baum, Nine Lives INSTRUCTOR NOTES: The final unit, “What Does it Mean to be New Orleans” asks students to reflect on all we have discussed this semester and synthesize the course materials and their own research to define what makes this city unique and what creates its character. The majority of the reading in this unit, like the previous unit, is the anchor text. In addition, students find and read their own sources for their final essay. The anchor text picks up at Hurricane Katrina for this unit, but as most students and instructors are either burnt out on that topic and video footage triggers traumatic memories, I did not focus on Katrina in class. The major assessment for this unit is an academic essay that asks students to find their own topic and sources. Most students do include the text as a source as it touches on several cultural traditions in the city. Learning objectives embedded in this unit include revision and editing, research, and synthesizing materials. ESSENTIAL QUESTIONS: What is culture? What are some of the defining characteristics of New Orleans culture? Why is it important that the city preserve its culture? COMMON READINGS: Complete Nine Lives (207-323) “What is Culture?” “Leah Chase” “Mardi Gras Indians Meet the Baby Dolls” ESSAY PROMPT: For your final academic essay, focus on one cultural event, group, feature, etc. that is distinctly part of New Orleans's character. Imagine your audience to be unfamiliar with the city, so you will need to explain your topic and its importance to the city in detail. To be successful, your essay should answer the following questions: • •

What is your topic? Provide a definition in your introduction. What is the history/background of your topic? You will want to give your readers some context. Let this be your second body paragraph. 101

â&#x20AC;˘ â&#x20AC;˘

For at least two paragraphs, explain at least two important characteristic of your topic. Use vivid examples and evidence. For your conclusion, explain how this topic is unique to New Orleans or, if it is not entirely unique, explain how/why it is a deeply rooted part of New Orleans's culture.

Topic ideas: Mardi Gras Indians, New Orleans food, New Orleans music (think jazz, bounce, brass bands), New Orleans slang, Carnival and Mardi Gras, second lines, jazz funerals, New Orleans voodoo, famous New Orleans figures and characters...

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Theme: The Hustle: Money, Work, Education Professor: Sarah Inman, Professor of English Anchor Text: Down and Out in Paris and London Author: George Orwell ISBN: 978-0156262248 Cost: $10

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ACADEMIC LITERACY UNIT PLAN Unit #1

The Hustle: Money, Work, Education Anchor Text: George Orwell, Down and Out in Paris and London INSTRUTOR NOTES: Much of class time early on is spent getting to know one another and becoming familiar with the tools necessary for communication such as email and Canvas. Connecting students with the college’s resources such as the LRC is another part of the first unit as is establishing a routine of reading, listening, viewing, and responding. Introductions include a discussion of the importance of education. We discuss why they are here. What is their past experience with education and with work? What do they hope to accomplish? These introductory questions lead directly into the class’s theme. Because the anchor text is over a hundred years old, historical background is necessary. This can be a fun in-class activity and low-stakes assignment. Embedded here are pre-reading and reading activities such as annotating the text. Making vocabulary, especially the foreign words in Down and Out in Paris and London, challenging and not daunting is part of the task. This is a good time to emphasize specificity and the use of concrete language as well. A trigger warning is necessary because in an early chapter of the anchor text there’s a reference to sexual assault. Derogatory language and cultural sensitivity with regard to language also should be addressed. By the end of the first four weeks, students should be able to navigate Canvas to upload assignments and be in the habit of reading and submitting a weekly reading journal. ESSENTIAL QUESTIONS: Why do people not work? What makes a job miserable? What careers are respected? Which ones are disrespected? Why? Is there a connection between success and education? COMMON READINGS:

Down and Out in Paris and London

“Success is Counted Sweetest” Emily Dickinson “What Life Means to Me” Jack London ESSAY PROMPT: For this first assignment, choose one of the following prompts and respond in an essay of at least 500 words:

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We’ve been reading about work and types of employment. In class we discussed professions that are revered or respected and those that are reviled or disrespected. Choose one profession and discuss whether or not is should be revered or reviled. Your topic does not have to be one that we discussed. However, you should be specific. Support your ideas with what you’ve read, observed, and experienced. OR

•

We’ve been reading about success and failure. Write an essay in which you discuss what defines success and failure and what makes people succeed or fail. Support your ideas with what you’ve read, observed, and experienced.

Your essay should be about 500 words (two pages double spaced). Please format your paper according to MLA with your name, the course, my name, and the date in the upper left-hand corner. Double space, proofread your work, and title your essay. In class you will have a time to workshop a draft with your peers. Once you have workshopped the paper for ideas and support, be sure to check or to proofread your paper carefully, and use a dictionary. You will upload final drafts to Canvas.

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ACADEMIC LITERACY UNIT PLAN Unit #2

The Hustle: Money, Work, Education Anchor Text: George Orwell, Down and Out in Paris and London INSTRUCTOR NOTES: Students read Booker T. Washington’s “Boyhood Days” and continue the dialogue on education. A discussion of scams and the nature of deception as seen through Washington’s chapter and parts of Down and Out in Paris and London ensues. Students begin a “scam” project. Students practice with other computer programs such as Power Point, visual aids, and media to enhance presentations. Students continue to work with one another, this time with higher stakes. This is a good unit to emphasize audience, purpose, and context as well as introduce ethos, logos, and pathos. While working together, students are developing or honing their individual skills. At this point in the semester I’m familiar enough with the students’ work to create individualized plans of practice for each student before student conferences and after the second major assignment. The following are included: • • • •

Recommendations and resources for practice with sight words and vocabulary Recommendations and resources for practice with grammar Incentive to meet with a coach in the LRC Recommendations of what to read. This is the most important--Find out what interests the students and direct them to books and authors they may like.

A midterm reflection is assigned. Students write this essay in class. ESSENTIAL QUESTIONS: Is there an element of deception in all work? How do we define work? How do other societies define work? What role does it play in our lives? How does work shape our identity? What’s the difference between work and a career? COMMON READINGS:

Down and Out in Paris and London From Up from Slavery, “Boyhood Days” Booker T. Washington “Babylon Revisited” by F. Scott Fitzgerald ESSAY PROMPT: 107

Discuss the importance of appearance and character in the chapters weâ&#x20AC;&#x2122;ve read so far in Down

and Out in Paris and London and as expressed in other works. Be specific, using examples from the text, and express your own thoughts on this idea. Your essay should be about 500 words (two pages double spaced). Please format your paper according to MLA with your name, the course, my name, and the date in the upper left-hand corner. Double space, proofread your work, and title your essay. In class you will have a time to workshop a draft with your peers. Once you have workshopped the paper for ideas and support, be sure to check or to proofread your paper carefully, and use a dictionary. You will upload final drafts to Canvas.

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ACADEMIC LITERACY UNIT PLAN Unit #3

The Hustle: Money, Work, Education Anchor Text: George Orwell, Down and Out in Paris and London INSTRUCTOR NOTES: I allow time to work in groups on scam presentations and schedule class time for those presentations. We continue to discuss scams and the nature of scheming, of appearance and character, and of materialism. We listen to popular music of their choice and discuss the lyrics, the music, and the videos. This in class activity shows students that anything is valid for intellectual examination. My students voted on a song to examine together as a class. We listened to Kevin Gates’ “By My Lonely” and analyzed the lyrics, interpreted them, discussed the song itself, the audience for whom it was intended, the themes that emerged, the genre. This is a good time to give more guidance and emphasis on quoting, summarizing and paraphrasing. The prompt here can deviate a bit from the theme if students choose. Here, again, a trigger warning is necessary as is a discussion of derogatory language. ESSENTIAL QUESTIONS: What do you do when you have money? How do you spend it? What do you do when you have time? How do you pass it? What role does education play in survival? COMMON READINGS: “By My Lonely” Kevin Gates “Big Pimpin’” Jay-Z

Down and Out Whatever songs student choose ESSAY PROMPT: For your next essay, I ask that you write an analysis of a song of your choice. You may pick a song that speaks to our class’s theme of the hustle. Whatever song you choose, make sure you have an interest in it. For your analysis to be successful, your essay should include the following:

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The work’s title and the artist or artists responsible for the creation and performance of the song.

•

An exploration of the creative techniques that the artist or artists use to make the song appealing. How would you describe the beat of the music, the lyrics, or anything else?

•

An analysis of the music, paying particular attention to the details you feel are important to your overall thesis. State the genre or type of music you’re examining.

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An analysis of the lyrics. Like poetry, a song’s lyrics are integral to its meaning. What is the artist trying to say?

•

A sense of audience. In other words, for whom is the song intended? (You are not limited to choosing music that you feel is geared toward you.)

•

An overall thesis. Your purpose can be to point out the subtleties of a song that someone not paying close attention might miss, or you can argue that the song does not understand the audience for whom it is intended, or any other point you want to make. Whatever thesis you choose, you will be graded on the level of thought that goes into supporting it and on whether or not you effectively communicate your point.

Your essay should be about 500 words (two pages double spaced). Please format your paper the way you’ve been formatting all assignments with your name, the course, my name, and the date in the upper left-hand corner. Double space, proofread your work, and title your essay. Prepare drafts for peer critiquing. Final papers should be uploaded in Canvas. Do the best you can.

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ACADEMIC LITERACY UNIT PLAN Unit #4

The Hustle: Money, Work, Education Anchor Text: George Orwell, Down and Out in Paris and London INSTRUCTOR NOTES: In this unit we get a little deeper into the discussion of the point of work and materialism. At this point students should be familiar with how to revise and edit their own work. We return to some of the initial ideas about success and materialism. It’s a good time to hold individual conferences again to go over what they want to include in their final portfolios and to discuss what they plan on taking next semester. I incentivize attendance and taking the final diagnostic, by offering to drop the lowest quiz or low-stakes assignment grade or give extra points. I also give the final meta-analysis during exam week. ESSENTIAL QUESTIONS: Do you live to work or work to live? How do other societies define work? What are alternative ways of living? What is universal basic income? Does money equate success? How much of success is determined by chance, how much is determined by effort, and how much is determined by character? COMMON READINGS: “The Way to Wealth” Benjamin Franklin “The Lesson” by Toni Cade Bambara “kitchenette building” Gwendolyn Brooks ESSAY PROMPT: For your final essay, please respond to one of the following: • • • •

Discuss the relationship between people and the things they own or want to have. Discuss a piece of Franklin’s advice. What’s the lesson to be learned in Bambara’s story? Are diligence, thrift, and humility the way to wealth as Franklin suggests?

Your essay should be about 500 words (two pages double spaced). Please format your paper the way you’ve been formatting all assignments with your name, the course, my name, and the 111

date in the upper left-hand corner. Double space, proofread your work, and title your essay. Final papers should be uploaded in Canvas. Do the best you can. This essay can serve as the unrevised paper that appears in their portfolios.

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Out 1(2). Bickerstaff, S. & Raufman, J. (2017) From “additive” to “integrative”: experiences of faculty teaching developmental integrated reading and writing courses. New York:, NY: Teacher’s College, Community College Research Center. Barragan, M., & Cormier, M. (2013). Enhancing rigor in developmental education. Inside Out 1(4). Caverly, D., Taylor, J., Dimino, R., & Lampi, J. (2016). Connecting practice and research: integrated reading and writing instruction assessment. Journal of Developmental

Education. 39(3). 30-31. Coleman, Dawn. (2014). Replicating the accelerated learning program: updated findings. Retrieved from Achieving the Dream website: https://www.achievingthedream.org/resource/14910/replicating-the-acceleratedlearning-program-updated-findings

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Hayes, S., & Williams, J. (2016). ACLT 052: academic literacy—an integrated, accelerated model for developmental reading and writing. NADE Digest. 9(1). 13-22. Edgecombe, N. Accelerating the academic achievement of students referred to developmental education. In….. (Eds). Innovative practices in developmental education (pp. 256-265) City:… Edgecombe, N., & Bickerstaff, S. (2018). Addressing academic underpreparedness in service of college completion. Texas Education Review. 6(1). 75-83. Edgecomb, N., Cormierr, M., Bickerstaff, S., & Barragan, M. (2013). Strengthening developmental education reforms: evidence on implementation efforts from the scaling innovation project. New York:, NY: Teacher’s College, Community College Research Center. Edgecomb, N., Jaggers, S., Xu, D. & Barragan, M. (2014). Accelerating the integrated instruction of developmental reading and writing at Chabot College. New York:, NY: Teacher’s College, Community College Research Center. Jaggers, S., Hodara, M., Choo., S., & Xu, D. (2015). Three accelerated developmental education programs: features, student outcomes, and implications. Community College Review 43(1). 1-26. Pierce, C. (2017). Research-based integrated reading and writing course development. Journal

of Developmental Education. 40(2). 23-25. Saxon, P., Maritrosyan, N, & Vick, N. (2016). NADE members respond: best practices and challenges in integrated reading and writing, part 1. Journal of Developmental

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Education. 39(3). 34-35. Stahal, N. (2017). Integrating reading and writing instruction in an accelerated curriculum: an interview with Katie Hern. Journal of Developmental Education. 40(3). 24-27.

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