PLN+2+Course+Syllabus



= Penn Literacy Network  = = University of Pennsylvania Graduate School of Education  =

= PLN II:  = = “Integrating Reading/Writing/Talking/Listening Across the Curriculum”  =

PLN Facilitator: Kathy Yorks -kathyyorks@hotmail.com, 570.295.2270

COURSE SYLLABUS
= The second level Penn Literacy Network course,“Integrating Reading/Writing/Talking/Listening across the Curriculum,”moves us to the next level of involvement with the Five Reading/Writing/Talking Processes of the //Pennsylvania Framework for Reading/Writing/Talking/Listening Across the Curriculum.// Participants collaborate with colleagues reflecting on the Framework and their current practice in order to improve the teaching and learning of literacy in their classrooms and schools. Practical activities and strategies will be explored and implemented through curriculum problem-solving sessions and try-outs. =

// The Plainer Truths // by Dr. Morton Botel PLN2 Resource Book Variety of other instructor provided materials
 * Resources: **

• Designing and implementing a final project with focused literacy instruction (unit, literacy plan, project proposal with approval) • Reflection on and improvement of student learning of literacy strategies in content areas • Developing and implementing strategy lessons to improve student engagement and comprehension • Utilization of Curriculum Problem Solving as a process for group discussion and challenge resolution
 * The seminar will have four Focuses: **

- Participants will understand the necessary components of content literacy for their students - Participants will understand how the backward design model can be used for unit and course development - Participants will examine current research in how to create motivated and engaged students and curious learners - Participants will deepen their understanding of PLN principles with increased focus on implementation
 * The seminar will have four Enduring Understandings: **

Language-Based Transacting with Text Meaning Centered Composing Text Human Extending Reading and Writing Social Investigating Language Learning to Learn
 * The Four Lenses ** view learning: **The Five Reading/Writing/Talking Processes** are:

** Course Requirements **
Participants are expected to attend all class sessions and bring all materials to each session. Tardiness and absence from class will affect the final grade. Participants who miss class are responsible for obtaining notes/information from a classmate or coach/facilitator. Additionally, after obtaining the material, participant(s) should write and submit a one to two page journal summarizing the content that was missed.
 * Attendance: **

Active class participation is an extremely important aspect of the course. Large and small group discussions, presentations, and sharing of ideas/experiences are required. It is expected that there is an equal sharing of responsibilities of all class members especially in paired projects.
 * Class Participation: **

Journal entries should reflect an integration of what has been read and demonstrated with strategies used in the classroom. Most journal reflections will consist of five parts answering the questions: •What is the learning goal(s)? •What literacy strategies/activities did you try out in the classroom? •How could you improve the lesson for the future, and what questions/concerns do you have? •How did the strategies relate to the Five Reading/Writing/Talking Processes and/or the Four Lenses?
 * Try-Outs and Journal Reflections: **

After being the presenter at a curriculum problem-solving session, the following format should be used for the try-out journal for the next class: • My curriculum problem was… • The group’s recommendations were… • I chose the following recommendation… • This is what happened… • This is what I learned about my students and teaching… • This is what I plan to do next regarding this curriculum concern…
 * Curriculum Problem-Solving Journal Reflection: **


 * Final Project: ** All participants will be required to submit a curriculum unit with lesson plans for implementation that reflects the framework. The project may be completed individually or in groups of up to four participants. In that this course is exploring PLN concepts more deeply, the project should reflect that deeper level of reflection and implementation. The project is to reflect specific areas of PLN 2 concept implementation and may consist of reviewing and reworking the participants’ PLN 1 projects. Specific expectations for this project will be distributed.

Final Course Grade
The final grade will be based upon the following criteria: Attendance Participation in class discussions Timely completion of all assignments Quality of journals Quality of final project and its implementation

The following session outline reflects the intent of the information described in the above stated course information. **__Changes to the projected sessions may occur to effectively meet the needs of participants.__**
 * SYLLABUS **


 * Session A **


 * The Four Lenses of Learning ||
 * Creating Motivated, Engaged and Curious Learners ||
 * Reading for Meaning: A Focus on Active Reading ||
 * Creating Excellent and Equitable Schools ||
 * Group Reading Talk ||
 * PLN Lesson Plan Template ||
 * Implementation Accountability Log (PIIC) ||


 * Session B **


 * Common Core Standards and Backmapping ||
 * Content Literacy ||
 * Reader Response Templates ||
 * Discussion Web article and handouts ||
 * Curriculum Problem Solving Protocol ||
 * Guidelines for Teaching Middle and High School Students to Read and Write Well ||
 * Group Reading Talk ||


 * Session C **


 * Formative Assessment ||
 * Informative Assessment: The Best Value in Formative Assessment (Educational Leadership) ||
 * Planning for Success: Good to Great Lesson Design ||
 * Reversing Readicide by Kelly Gallagher (Educational Leadership) ||
 * Group Reading Talk ||


 * Session D **


 * Document Review ||
 * A Framework for Learning to Teach ||
 * Brain-Friendly Learning for Teachers ||
 * Group Reading Talk ||
 * Project Sharing ||