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1 | This course plan is licensed under a CC BY Share-Alike 4.0 license | |||||||||||||||||||||||||
2 | Your course-level objectives: | |||||||||||||||||||||||||
3 | - 1A - Demonstrate an ability to (1A) determine the purpose, | |||||||||||||||||||||||||
4 | (1B) analyze and outline rhetorical structures and textual features, and | |||||||||||||||||||||||||
5 | - 1C - Demonstrate an ability to identify inferred meanings in a broad range of advanced academic and everyday texts. | |||||||||||||||||||||||||
6 | - 2 - Identify, select, and employ SQ3R / KWL, or other frameworks | |||||||||||||||||||||||||
7 | - 3 - Acquire and demonstrate an ability to use words and phrases found in advanced level academic and everyday life texts. | |||||||||||||||||||||||||
8 | - 4 - Summarize, paraphrase, and respond to advanced level academic and everyday texts in ways that support the development of stronger overall academic skill. | |||||||||||||||||||||||||
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13 | Week | Topic | Narrative overview / Goal | Course objective | Activity | Deliverables: | Weekly Quiz: | Weekly HW: | Weekly Journal: | |||||||||||||||||
14 | 1 | Schema | schema help us remember more - ie, help us learn more. Understand the basic idea of schema; be able to explain the concept in your own words | watch video https://www.youtube.com/watch?v=WB9raKI-cJY&t=6s | On Q1 | syllabus, schema. New reading: SOCIOLOGY "Story of Danielle" | none | Read example, fill out Word Family form | ||||||||||||||||||
15 | SQ3R | using a reading technique helps us read faster. Be able to identify what SQ3R stands for | 2 | watch video https://www.youtube.com/watch?v=5hK0pJ7brAA | On Q2 | |||||||||||||||||||||
16 | Guessing vocab from context | guessing at words rather than looking them up helps us read faster. Learn 3 textual clues for guessing words in context and use them with a variety of sentences | 3 | watch video - https://studio.youtube.com/video/8VEjsY2Aihk/edit | On Q2, in-class practice | |||||||||||||||||||||
17 | NONFICTION READING 1 | Our first reading is non-fiction - from a textbook - it's expository, non-fiction, for students. We will make notes about this reading in this journal - we'll keep notes about all our readings and apply skills to them as we go. Goal: Read unabridged college textbook | 1 ,2 | read: https://openstax.org/books/introduction-sociology-2e/pages/5-introduction-to-socialization | Reading Journal | |||||||||||||||||||||
18 | Week | Topic | Narrative overview / Goal | Course objective | Activity | Deliverable | Weekly Quiz: | Weekly HW: | Weekly Journal: | |||||||||||||||||
19 | 2 | AWL Vocab | start to learn AWL words for sociology; what is the AWL? how many words can we learn a week? setting reasonable goals | 3 | vocab list (GDoc) - Pages 85-88 In SSL8 | Journal Entry | AWL, schema and SQ3R questions. New reading: PSYCHOLOGY "Resiliency" | SQ Form 1 | Info for both readings; study Vocab List 1 | |||||||||||||||||
20 | Fluency | reading fast = understanding more. Goal: 200 WPM or faster. It's OK to understand ~70% or more, don't need 100%. Do NOT read aloud. | Fluency Reading 1, page 83 in SSL8 | none | ||||||||||||||||||||||
21 | Guessing vocab from context | guessing at words rather than looking them up helps us read faster. Practice first 3 3 textual clues | 3 | class activity | none | |||||||||||||||||||||
22 | Using SQ | Let's review the HW: you did the reading, now let'sfill out an SQ form. WATCH ME DEMO | 1 | class activity | none | |||||||||||||||||||||
23 | Using SQ | |||||||||||||||||||||||||
24 | Using SQ | Fill out SQ form for Harlow reading - showing ability to preview and write appropriate questions for each heading | 2 | S Q Form | SQ Form | |||||||||||||||||||||
25 | NONFICTION READING 1 | Last time we read 2 parts of a textbook. That has a certain style and organization (expository) - now let's read a different writing style. This is an article. Articles have kind of different audience and different organization. But they are also expository. Key differences are length and tone. Let's put these entries into our journal. "Harry Harlow Theory & Rhesus Monkey Experiments In Psychology” | 1A, 1B | Read: https://www.verywellmind.com/harry-harlow-and-the-nature-of-love-2795255 | Journal Entry, SQ form | |||||||||||||||||||||
26 | NONFICTION READING 2 | “Maslow’s Hierarchy Explained” | 1A, 1B | https://docs.google.com/document/d/1_5dSlEZeCZt7025YHweTeuslP0qyh8FJNiSyFzBFtWE/edit?usp=sharing | Journal entry | |||||||||||||||||||||
27 | Week | Topic | Narrative overview / Goal | Course objective | Activity | Deliverable | Weekly Quiz: | Weekly HW: | Weekly Journal: | |||||||||||||||||
28 | 3 | Vocab | Words for discussing fiction | 3 | Reading Journal entry | Journal + Weekly quiz | Vocab & Reading Review | Lit Assignment 1 | Short Story 1 | |||||||||||||||||
29 | Vocabulary Study | Lecture on how to learn vocab; | 2 | Vocabulary-How to Study | ||||||||||||||||||||||
30 | Write Original Vocab Quiz | Write your own fill-in-the blank quiz | 3 | In-Class Vocabulary Project: Write a Quiz! | "Quiz" for classmates to try | |||||||||||||||||||||
31 | Using SQ | Let's focus on the first part of SQ3R. Also called previewing | 2 | 1) watch video - https://studio.youtube.com/video/GjsvlnKgq-I/edit | ||||||||||||||||||||||
32 | FIction Intro | What is fiction? What does it mean to analyze? What's a setting, character, plot? | Ch 1 Workbook: http://spot.pcc.edu/~dramirez/OER/OER_Short%20Stories_Reading8_2ndEd.pdf Lecture and H5P activities | In book, H5P exercises | ||||||||||||||||||||||
33 | Book Work | Ch 1 and 2 | Pages 1-15 AND 17-18 | |||||||||||||||||||||||
34 | Learn about Fable Form | two videos / slideshows | ||||||||||||||||||||||||
35 | Reading: "The Rabbits Who Caused All the Trouble" - Fable by Thurber | Read our first short story; use dictionary and supplememental info to understand | Watch video: https://www.youtube.com/watch?v=RVmrmetqx68 | |||||||||||||||||||||||
36 | Lit Assignment 1 | Demonstrate understandign of fable, context, sentences, symbolism | 3 | Lit Assignment 1 - Thurber 23 | Graded HW | |||||||||||||||||||||
37 | Week | Topic | Narrative overview / Goal | Course objective | Activity | Deliverable | Weekly Quiz: | Weekly HW: | Weekly Journal: | |||||||||||||||||
38 | 4 | Vocabulary Study | List 2: Look up word families in online dictionary | 3 | Reading Journal entry | Journal | Vocab & Character | Lit Assignment 2 | Word families | |||||||||||||||||
39 | SQ3R Practice | Ch 16.3 in "Sociology" textbook - Use SQ | 2 | Task 4.2 - SQ Review | In-class activity | |||||||||||||||||||||
40 | Figurative Language & Symbolism review | Complete Ch 1 in SSL8 | 1C, 4 | Reading 8 Group Tasks - Lit, Figurative Language | In-class activity | |||||||||||||||||||||
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42 | Introduction to Chopin | Learn facts about Chopin and themes to consider | 1C | ChopinStoryofanHourIntro | Quiz | |||||||||||||||||||||
43 | Reading: "Story of an Hour" | Listen to section read aloud; read independently | ||||||||||||||||||||||||
44 | Analyze "SOAH" with both timeline & narrative arc | Demonstrate understanding of the story | 1C, 4 | Jamboards: Timeline vs Narrative Arc | In-class activity | |||||||||||||||||||||
45 | Lit Assignment 2 | Demonstrate understanding of both context & the story | Lit Assignment 2: The Story of an Hour | Graded HW | ||||||||||||||||||||||
46 | Week | Topic | Narrative overview / Goal | Course objective | Activity | Deliverable | Weekly Quiz: | Weekly HW: | Weekly Journal: | |||||||||||||||||
47 | 5 | Timed Reading | Gap Year - Practice fast reading | SSL8 | Vocab & Comprehension (Art History) | SQ Form | Fable | |||||||||||||||||||
48 | Vocabulary Study | Affix study: Complete pages in book | 3 | Reading Journal entry | Journal + Weekly quiz | |||||||||||||||||||||
49 | Vocabulary Study | Clusters: Vocab List 2 with preposition clusters. Understand collocations/clusters | 3 | Reading Journal entry | Journal + Weekly quiz | |||||||||||||||||||||
50 | New reading: "What Is Art?" | Let's go back to a non-fiction reading. Notice how the fact that it is from a longer work affects the organization. Read college textbook after previewing using SQ3R | 1 - 2 | What is Art? | Journal Entry + Weekly Quiz | |||||||||||||||||||||
51 | Review textbook | Let's outline the long reading in groups to prepare for this week's quiz. SQ3R with emphasis on VISUALS; make an outline | 2 | https://jamboard.google.com/d/1VVTToDvBQa1NCqgBEmOGdtdLqEqmiuKWeybVccOepL0/edit?usp=sharing | In-class activity | |||||||||||||||||||||
52 | SQ Page | Complete an SQ form for the reading after Jamboard work | 2 | S Q Form | ||||||||||||||||||||||
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54 | Week | Topic | Narrative overview | Weekly objective | Course objective | Activity | Deliverable | Weekly Quiz: | Weekly HW: | Weekly Journal: | ||||||||||||||||
55 | 6 | Vocab & Paraphrase | Self-Assessment 2 | Textbook chapter: Art History 2 | ||||||||||||||||||||||
56 | New reading: Art History | Let's keep going with art history. | 1 | https://www.oercommons.org/courses/art-appreciation-and-techniques-2/view | Journal entry | |||||||||||||||||||||
57 | Paraphrase | One of the main reasons to paraphrase is to take something that is difficult and make it easier. We also want to make it fit into our own writing. You will use that skill in writing it. First, let's recognize and paraphrases, then let's write some. Remember a good paraphrase is almost always simpler. And as you will see it can be quite a bit longer. | Paraphrase Ss from textbook | 4 | Ungraded in-class work, quiz questions | |||||||||||||||||||||
58 | vocab list 5 from art textbook | Here are your weekly words ... | Keep learning academic words | 3 | Handout; in-class review | 5-8 quiz questions | ||||||||||||||||||||
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62 | Week | Topic | Narrative overview | Weekly objective | Course objective | Activity | Deliverable | Weekly Quiz: | Weekly HW: | Weekly Journal: | ||||||||||||||||
63 | 7 | Vocab & Myth | Summary; Identify theme | Myths | ||||||||||||||||||||||
64 | FICTION | Review reading: Art History | Review the long reading in groups. | Group work; create outline, annotate | 1, 4 | https://www.oercommons.org/courses/art-appreciation-and-techniques-2/view | Group work: outline , ungraded | |||||||||||||||||||
65 | Introduce mythology, POV and theme | Let's have another short story ... these are myths - compare to fairy tales and folk tales | Read background info and a short story. Recognize / identify elements of fiction. Connect reading to historical context. | 1 - 3 - 4 - 6 | Ch 4 Workbook: http://spot.pcc.edu/~dramirez/OER/OER_Short%20Stories_Reading8_2ndEd.pdf | Journal entry | ||||||||||||||||||||
66 | " | Listen in "chunks" | Practice recognizing thought / grammar groups | 3 | " | Marks on handout | ||||||||||||||||||||
67 | Summarize | You know that we paraphrase in order to make something that's difficult or easy to understand. We also paraphrase to put fitted into our own writing. Summarizing is a little different. We make it very short. We usually don't paraphrase fiction but we can summarize it. | Write a summary of 1-3 myths | 4 | Lectur4e and in-class practice: polls, MC, writing | Study Guide: Written summary-response paragraphs | ||||||||||||||||||||
68 | Respond | Which version of the myth makes sense to you? | 7 | Classroom discussion | Study guide: Written summary-response paragraphs | |||||||||||||||||||||
69 | vocab list 6 from art textbook | Here are your weekly words ... | Keep learning academic words | 3 | Handout; in-class review | 5-8 quiz questions | ||||||||||||||||||||
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71 | Week | Topic | Narrative overview | Weekly objective | Course objective | Activity | Weekly Quiz: | Weekly HW: | Weekly Journal: | |||||||||||||||||
72 | 8 | Vocab & FIgurative Lang | Figurative language & Inference | POEMS | ||||||||||||||||||||||
73 | POETRY | INFERENCE | Let;s practice the skill of inference with poems. Poetry is a very specific type of literature. Every culture has poems, but the form can be very different. Key is: a poem shares an enormous amount of emotion and imagery with a few words. Since there are only a few words, you must make inferences to understand the information that is left out. | Read a poem and make guesses about the meanig of lines | 1C | Read poems in groups and inmdependently: Chapter 5 "Read Faster https://drive.google.com/drive/folders/1Um6u1Nx8A06_Kp3dZKEBpCb8TRYYH-_I | Group work - fillin blanks and discuss. Journal entry | |||||||||||||||||||
74 | Figurative language | Let's review Figurative Language from Ch 1-2 of Workbook. Let's look at some metaphors & infer attitudes about tem. | Review FigLang and practice inference | 1C | in-class actitvities | Homework - FIB; Quiz Questions MC | ||||||||||||||||||||
75 | Inference | Watch video | review concepts | https://www.youtube.com/watch?v=ESXlWB9cYeo | ~3 quiz questions | |||||||||||||||||||||
76 | vocab list - | Here are your weekly words ... | Keep learning academic words | 3 | Handout; in-class review | 5-8 quiz questions | ||||||||||||||||||||
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79 | Week | Topic | Narrative overview | Weekly objective | Course objective | Activity | Deliverable | Weekly Quiz: | Weekly HW: | Weekly Journal: | ||||||||||||||||
80 | 9 | Vocab & Character | Short writing about ending of Chopin story | Wikipedia AND Textbook chapter | ||||||||||||||||||||||
81 | NONFICTION | |||||||||||||||||||||||||
82 | timed reading | let's start with an article from Wikipedia. Everyone is familiar with Wikipedia. Notice how powerful the headings are. They let you zoom in on the part you want to read. Let's practice together – preview the entire entry, then focus only on the headings that we need. Note specific definitions given in the reading. Create a timeline based on the events. Notice how the order given in a reading doesn't always match the order if your timeline! | 1) use SQ 3R to preview, use the visuals, and to focus only on the headings that are of interest. --- 2) use both outlining and time lining skills on the same reading | 1B, 4 | https://en.wikipedia.org/wiki/1854_Broad_Street_cholera_outbreak | Group work: create an outline and a timeline. Contrast the two methods of notetaking. | additional reading: From Science Museum UK. https://www.sciencemuseum.org.uk/objects-and-stories/medicine/cholera-victorian-london | |||||||||||||||||||
83 | Watch video | " | 8 | https://opb.pbslearningmedia.org/resource/envh10.sci.life.nathis.johnsnow/john-snow-pioneer-of-epidemiology/\ | n/a | |||||||||||||||||||||
84 | Paraphrase | Paraphrase a challenging sentence into a simpler one. Use the vocabulary you have learned previously | 4 | " | ||||||||||||||||||||||
85 | Longer reading: Chapter from a tetbook | Let's put everything together. Remembering that Dr. Snow is called "the father of modern epidemiology" let's go on – what is the field of epidemiology? What is the field of public health? Let's read an entire chapter. Remember textbook chapters are different from articles and they're different from Wikipedia. Pay attention to all of the text cues that identify the different types of writing. Make a journal entry about the Wikipedia article and this chapter. Notice the learning objectives. Let's try to achieve all of them. | read an unabridged, unaltered textbook. Identify and understand AWL words. Connect to the textbook to an earlier article. | 1 - 2- 3 -4 | https://openstax.org/books/microbiology/pages/16-2-tracking-infectious-diseases | Journal Entry | ||||||||||||||||||||
86 | vocab list - | Here are your weekly words ... | Keep learning academic words | 3 | Handout; in-class review | 5-8 quiz questions | ||||||||||||||||||||
87 | Week | Topic | Narrative overview | Weekly objective | Course objective | Activity | Deliverable | Weekly Quiz: | Weekly HW: | Weekly Journal: | ||||||||||||||||
88 | 10 | Warm up with a timed reading | here's our final timed reading! Has your reading speed improved? | Practice reading faster, above 100 WPM now | 8 | Practice timed reading | n/a | ??? | Create your own study guide | ???? | ||||||||||||||||
89 | NONFICTION &FICTION | Review the longer reading in groups. | \ | Assess which SQ 3R skills you need to use. Independently assess what type of note taking you need to use: outline, timeline, questions from headings, summary? | 1 - 2- 3 -4 | Grouo work - review and create notes/study guide. Use Bloom's Taxonomy to create "easy-medium-hard" questions | Last HW: student created study guide with questions | |||||||||||||||||||
90 | Last short story | This is our last short story. There are a lot of difficult words in the first part, not a WL words. I'll explain them with a gloss. Watch the video about the short story. Please focus on the moral conflict this story explored. What's your personal reaction? | Prepare to write final paper: Summary-response | 7 | Ch 5 Workbook: http://spot.pcc.edu/~dramirez/OER/OER_Short%20Stories_Reading8_2ndEd.pdf first, listen to the story read aloud, then read independently at home | Summary response paper | ||||||||||||||||||||
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92 | FINALS WEEK | |||||||||||||||||||||||||
93 | On the final exam: | |||||||||||||||||||||||||
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95 | VOCAB QUESTIONS | |||||||||||||||||||||||||
96 | SQ3R Questions | |||||||||||||||||||||||||
97 | Outline questions | |||||||||||||||||||||||||
98 | Fiction questions | |||||||||||||||||||||||||
99 | Elements of text questions | |||||||||||||||||||||||||
100 | New reading comprehension questions | |||||||||||||||||||||||||