Lesson Plans for the Integration of Academic Related (ACA) and Developmental Reading & English (DRE)...

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Lesson Plans for the Integration of Academic Related (ACA) and

Developmental Reading & English (DRE) Courses within the North

Carolina Community College System (NCCCS)

Developmental Reading & English (DRE) is comprised of three

"mini-mester" (8 week, 3 credit hour) courses of integrated English

and reading. I propose that DRE courses for the NCCCS use the content

of the Academic Related (ACA) courses as reading subject matter and

writing prompts. DRE 096: Integrated Reading and Writing I would use

subject matter from ACA 111 College Success Skills and ACA 118 College

Study Skills. DRE 097: Integrated Reading and Writing II would use

subject matter from ACA 120 Career Assessment. DRE 098: Integrated

Reading and Writing III would use subject matter from ACA 220

Professional Transition.

Malcolm Knowles’ andragogy (teaching strategy for adult learners)

posited: “Adults are motivated to learn to the extent that they

perceive that learning will help them perform tasks or deal with

problems that they confront in their life situations. Furthermore,

they learn new knowledge, understandings, skills, values, and

attitudes most effectively when they are presented in the context of

application to real-life situations” (67). Community college students

scoring into the first level of DRE courses will be presented with

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study skill material that is relevant to their real life challenge of

successfully completing their course of study. Community college

students scoring into the second level of DRE courses will be

presented with career assessment material that is relevant to their

real life challenge of successfully acquiring or transitioning to a

new vocational path. Community college students scoring into the third

level of DRE courses will be presented with college transfer or

professional transition material that is relevant to their real life

challenge of successfully planning their move from community college

to university or workplace.

In “Optimistic Reciprocities: The Literacy Narratives of First-

Year Writing Students,” Scott DeWitt maintains that "we must design

curricula that involve genuine audiences and genuine occasions for

reciprocity for students’ composing." The re-envisioned series of DRE

courses will invite students to individually and as a group read,

reflect, write, and comment on topics of genuine interest to them in

the here and now. In "Reflections on Academic Discourse: How it

Relates to Freshmen and Colleagues," Peter Elbow reminds us that "the

writing that most students will need to do for most of their lives

will be for their jobs—and that writing is very different from

academic discourse" (136). DRE 097’s focusing on career assessment and

DRE 098’s focusing on professional transition would reflect the

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ongoing writing demands for most students who do not intend to make a

career out of composing academic discourse.

In "Basic Skills as a Foundation for Success in the California

Community Colleges," Deborah Boroch et al. stated that: “Studies of

developmental students consistently show that the most successful

programs are those where faculty members spend as much time on self-

concept development as on teaching basic skills” (50). In "The

Development of Academic Self-Efficacy," Dale H. Schunk and Frank

Pajares found that students with higher academic self-efficacy

participate more readily, work harder, persist longer when they

encounter difficulties, and achieve at a higher level (2-3). In

“Improving self-efficacy and motivation: What to do, what to say,”

Howard Margolis and Patrick McCabe suggest teaching specific learning

strategies and capitalizing on students' interests to improve self-

efficacy for struggling students (218-227). During the first thematic

unit of DRE 096, 097, and 098, students will read and write on the

topics that promote self-efficacy. All three DRE course will

capitalize on students’ interest: DRE 096 will teach specific learning

strategies and DRE 097 and DRE 098 will capitalize on students' self-

chosen academic and vocational interests.

Within Teaching Developmental Writing: Background Readings, Leif Fearn and

Nancy Farnan promote functional grammar instruction in “When Is a Verb?

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Using Functional Grammar to Teach Writing” and Laura R. Micciche

promotes rhetorical grammar instruction in “Making a Case for

Rhetorical Grammar.” All three scholars believe that grammar should be

taught in the context of writing rather than separate from writing and

that grammar decisions require strategic thinking about audience and

objectives. Rather than use an orientation to grammar that is error

driven and disciplinary, all three promote grammar instruction that is

an integral part of the thinking process involved in writing. Each DRE

course will employ teaching functional grammar; for instance, the DRE

096 lesson plans will include students being asked to write a sentence

without adjectives and adverbs and then write that sentence with the

addition of adjectives and adverbs and discuss the merits of each

sentence. Rhetorically, the DRE 098 lesson plans will ask students to

experiment with language and then reflect on the interaction between

content and grammatical form. Why might one idea be subordinated to

another? Is it more persuasive to compose a paragraph of similarly

structured sentences or variably structured sentences? Functionally or

rhetorically, DRE student outcomes will include their controlling the

tool of grammar to meet their own desired goals.

In The Way Literacy Lives: Rhetorical Dexterity and Basic Writing Instruction, Shannon

Carter asserts that DRE students should be challenged to recognize the

communities of practice in which they are already fluent. Adding to

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Carter’s assertion, the DRE 097 lesson plans will ask students to

reflect on the literacy standards of the community of practice they

are likely to find in their intended workplace. Students will compare

and contrast the literacies of the community of practice of their

intended workplace and the communities of practice in which they are

already fluent. Students will be asked to write a letter to multiple

audiences conveying the same information but using the literacy

standard required by each community of practice. These types of

exercises will help DRE students see that they are already literate in

multiple communities of practice and to more clearly understand the

type of literacy needed for the community of practice they want to

join.

Each DRE lesson plan will include a few ideas from Joseph M.

Williams’ Style: Ten Lessons in Clarity and Grace. Students will be asked to use

Williams’ Five Principles of Concision: delete meaningless words;

delete doubled words; delete what readers can infer; replace a phrase

with a word; change negatives to affirmatives (101-104). The DRE 098

lesson plan will invite students to develop composition subjects made

of flesh and blood rather than abstraction and air (52).

Inspired by James A. Herrick’s The History and Theory of Rhetoric: An

Introduction, all DRE lesson plans will include students’ being invited

to interact with reading and writing assignments that are directly

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relevant to their lives by having them read and write about the

potential career paths that drew them to take courses at the community

college. The DRE 097 lesson plan will ask students to write a

persuasive paper to convince me (and themselves) that they have chosen

the right career path. The DRE 098 lesson will invite students to

incorporate Aristotle’s logos, ethos, and pathos along with the qualities

of clarity and naturalness as essential elements of a persuasive cover

letter written to a specific employer audience.

Challenged by Richard Ohmann’s English in America: A Radical View of the

Profession, DRE 098 students will be asked to explain their point of view

on the issue of Freshman English's being in cahoots with business and

government elites to produce future managers and professionals who

conform to the rules of Standard English and polite society. Do they

agree or disagree with the statement? If they agree, do they find that

alliance harmful or helpful? Do the students themselves believe that

learning the rules of Standard English will aid them, stifle them, or

both? Peer groups will then review each other’s written responses and

reflect on those qualities which make one paper more convincing to

them than another. Do spelling and grammar errors detract from the

message in understanding and/or credibility? Are some arguments better

built or explained? Did any student change their own opinion? If so,

why did they do so?

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While developing the lessons plans for the integrated DRE/ACA

courses, every effort has been made to comply with the NCCCS

Developmental Reading and English (DRE) Curriculum's recommended

pedagogical approach:

Reading materials were carefully selected for student interest,

relevance to career and academic goals, participation, and

challenge; sequencing of learning strategies takes students from

literal interpretation to evaluative thinking; activities include

verbal interaction through small group and full class discussion;

writing assignments include responses, summaries, critiques, or

syntheses developed from the readings; and assessments require

students to demonstrate mastery of reading and writing

competencies as they interpret, analyze, evaluate, synthesize,

organize, and convey information coherently and meaningfully (3).

Additionally, the re-envisioned DRE lessons plans attempted to

follow the NCCCS Developmental Reading and English (DRE) Curriculum's

recommended teaching parameters and student success tips:

Use intentionality to select appropriate and high quality texts based on Lexile® level;

Encourage students to base most writings on textual evidence; Assign no more than one major writing assignment that results in

personal narrative. Other writing assignments should result in third person texts;

Find ways to contextual reading and writings to students’ interests or career goals;

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Grammar instruction should be included in the context of writing activities and/or during lab time;

Focus on active classroom activities rather than lecture; Emphasize reading and writing as processes; Use mastery-based assessments; Count everything leading up to major assignments as part of the

grade on those assignments; Focus on deep reading of fewer selections; Do more things with fewer writings; Offer continual and timely feedback to students; Access students’ affective domains to motivate high efforts and

successful results; and Frequently model the integrated reading and writing process (5)

Each DRE course meets for 7 hours each of the 8 weeks. There is

variance in how the 58 community colleges in the NCCCS schedule the

DRE courses. The re-envisioned DRE lesson plans use the following

model: 4 hours of instructor-led activities, 2 hours of lab time for

individual work and conferences, and 1 hour online on- or off-campus.

Each DRE course is divided into four two-week thematic units which

follow this cycle: Week 1 Meeting 1 Pre-Reading/Post-Reading; Week 1

Meeting 2: Pre-Writing/Low-Stakes Writing; Week 2 Meeting 1: Pre-

Writing/Low-Stakes Writing (for the sake of continuity); and Week 2

Meeting 2: High Stakes Writing. DRE courses are graded “P” (pass) or

“R” (repeat) based on placement testing taken at the end of the

course.

Finally, since many DRE students are low-income, all of the

reading assignments will be available online for free to avoid a

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pricey textbook charge. Hard copies of the articles could be made

available in the library. Several of the online articles will come

from the College Foundation of North Carolina's CFNC.org website which

is a portal for planning, applying, and paying for college. To help

increase awareness of this valuable resource, DRE students will be

assigned to read articles from the website on successful study

techniques, how to increase your reading comprehension, what to expect

in your freshman year, time management, and exploring post-secondary

schools. All articles have been measured for Lexile appropriateness at

each DRE level.

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DRE 096: Integrated Reading and Writing I Lesson PlanClass 2.50 Lab 1.00 Clinical 0 Work 0 Credit 3This course is designed to develop proficiency in specific integrated and contextualized reading and writing skills and strategies. Topics include reading and writing processes, critical thinking strategies, and recognition and composition of well-developed, coherent, and unified texts; these topics are primarily taught at the introductory level using texts primarily in a Lexile (TM) range of 960 to 1115. Upon completion, students should be able to apply those skills toward understanding a variety of academic and career-related texts and composing effective paragraphs. (Combined Course Library)

ACA-111 College Student Success: This course introduces the college's physical, academic, and social environment and promotes the personal development essential for success. Topics include campus facilities and resources; policies, procedures, and programs; study skills; and life management issues such as health, self-esteem, motivation, goal-setting, diversity, and communication. Upon completion, students should be able to function effectively within the college environment to meet their educational objectives (Combined Course Library)

ACA-118 College Study Skills: This course covers skills and strategiesdesigned to improve study behaviors. Topics include time management, note taking, test taking, memory techniques, active reading strategies, critical thinking, communication skills, learning styles, and other strategies for effective learning. Upon completion, studentsshould be able to apply appropriate study strategies and techniques tothe development of an effective study plan. (Combined Course Library)

Goal 1: Students will demonstrate the use of reading and writing processes.Goal 2: Students will apply critical thinking strategies in reading and writing.Goal 3: Students will recognize and compose well-developed, coherent, and unified texts.

Student Learning Outcomes Students will demonstrate the use of pre-reading, reading, and post-

reading strategies, including using previewing strategies to comprehend texts; activating prior knowledge; identifying text attributes; using context clues; identifying stated main ideas in paragraph-length texts; and making text-to-self connections.

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Students will demonstrate the use of the writing process (prewriting, drafting, revising, editing, and proofreading),·including narrowing the focus of the text, establishing a clear main idea, generating supporting details, and determining appropriate organization.

Students will apply critical thinking strategies in reading and writing and demonstrate an understanding of technical and academic language, including the difference between formal and informal language.

Students will demonstrate an understanding of purpose, point of view, and tense.

Students will demonstrate an understanding of fact and opinion in reading and by writing paragraphs using facts and opinions for support of main ideas.

Students will recognize inferences in texts and analyze and evaluategraphic materials in a text.

Students will recognize and compose well-developed, coherent, and unified texts, including writing clear topic sentences and relevant body sentences; demonstrating an understanding of specific and adequate supporting information; and analyzing and evaluating body sentences in texts and student writings for specific and adequate support.

Students will demonstrate an understanding of coherence through organizational patterns, including employing a variety of organizational patterns to draft texts; and using transitions, key words, and synonyms to connect ideas and achieve coherence in writing.

Students will apply the conventions of Standard Written English.

Weeks 1-2 Thematic Unit: Self-Efficacy

Week 1: Meeting 1 Classroom / Computer Lab: Pre-reading/Post-reading (120 minutes)

00:00 - 00:10 Introduction: Introduce self and class: great opportunity to strengthen reading and writing skills while learning about college success and study skills. All lessons will be relevant to students' success in college and the workplace.

00:10 - 00:25 Activity: Group students by major or educational division. Watch video: Is Developmental Education making a difference?

https://www.youtube.com/watch?v=IptK9qXTkdk

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Ask students about their hopes and expectations for the course and their education.

00:25 - 00:45 Activity: Show Got Grit JPG. Students will write answersto the following questions: What is the student's purpose / passion for attending college? When has the student shown perseverance in the past? How did that perseverance manifest itself? How could those stepsapply to their college education? Students will share within their group and then with the entire class. Teacher will collect writings aspre-course samples.

00:45 - 00:55 Break / Go to Computer Lab

00:55 - 01:25 Activity: Students log into, overview, and familiarize themselves with the Edmodo Online Classroom [Group Code: m9jyah] and its resources. Review the syllabus, course expectations, and student outcomes.

01:25 - 01:45 Activity: Students will access the Week 1 folder in the Edmodo Online Classroom to locate the assignment. Students will read the introductory paragraph of The Writing Revolution. (Lexile 950) Theclass will discuss the following questions: What do you think the article is about based on the introduction? Why do you think this? What do you think is the author's purpose in writing the article? Why do you think this? What connection do you feel to the article?

01:45 - 02:00 Conclusion: So, have you got grit? If so, finish reading The Writing Revolution prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. We will meet in the computer lab for our next class so wecan begin our first writing project!

http://celestefoley.edu.glogster.com/dre096wk1-2readingassignment

http://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/?single_page=true


https://edmo.do/j/nipwbi

http://celestefoley.populr.me/dre-096-syllabus

https://edmo.do/j/nipwbi

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Meeting 2 Computer Lab: Pre-writing/Low Stakes Writing (120 minutes)

00:00 - 00:10 Warm-Up: During our 1st class, we discussed grit. For your homework assignment, you read and analyzed The Writing Revolution. Today, you will have the opportunity to add your written voice to those conversations!

00:10 - 00:40 Socrative Quiz [Virtual Room # CAR0010; Quiz: SOC-3774841] and Class Discussion: Reading comprehension for The Writing Revolution . Students will be able to use their reading assignment as they answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you connected to The Writing Revolution. How could you relate to the article? What thoughts and feelings did it generate? Hope? Resolve? How would you like to respond using your written voice? What would your main point be? How would you support that point?

00:55 - 01:10 Break

01:10 - 01:45 Mind-Mapping Activity: Narrow the focus of your responseto the article and establish a clear main idea (topic sentence). Generate supporting details for a specific purpose and audience, and determine appropriate organization.

01:45 - 02:00 Conclusion: So, have you still got grit? If so, your assignment is to complete a rough draft of your response to The Writing Revolution. Please refer to the Writing Assignment in Edmodo for details. You must bring a hard copy of your rough draft to class next week. We will meet in the classroom in our small groups to play with our writing drafts!

Lab (120 minutes)Homework, reading, writing, rewriting, editing, individual conferences

Online (60 minutes)Homework

Week 2: Meeting 1 Classroom: Pre-writing/Low Stakes Writing (120 minutes)

http://celestefoley.edu.glogster.com/dre096wk1-2writingassignment



http://mind42.com/




http://www.socrative.com/



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00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on The Writing Revolution!

00:10 - 00:55 Functional Grammar Activity: Rewrite one of your sentences using three verbs. Write a sentence without adjectives and adverbs and then write that sentence with the addition of adjectives and adverbs and discuss the merits of each sentence. Rewrite a paragraph in a different tone: angry, serious, detached, playful, scholarly, or informal. [Use Sentence Sense exercises as needed for specific grammar lessons.]

00:55 - 01:10 Break

01:10 - 01:45 Group Edit Activity: Identify sentences that are off-topic. Revise drafts by adding, deleting, and reorganizing content to ensure a narrow focus, a clear main idea, adequate supporting details,and a consistent point of view. Delete meaningless words; delete doubled words; delete what readers can infer; replace a phrase with a word; change negatives to affirmatives

01:45 - 02:00 Conclusion: Who still has grit? Your assignment is to polish your draft of your response to The Writing Revolution and shareit with your group in Edmodo. You are required to peer edit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic access to your revised draft for class next week which willmeet back in the computer lab for final proofreading, edits, and revisions. You are about to finish your first college paper!

Meeting 2 Computer Lab: High Stakes Writing (120 minutes)

00:00 - 00:10 Warm-Up: Writing your first college paper is scary so I want to say that I admire the courage of everyone in this room! How are you feeling about your paper? Let's all take a deep breath knowingthat we have this entire class period to proofread, edit, and revise our papers which will be due before class begins next week.

00:10 - 00:45 Individual Editing Activity: Open your paper in Microsoft Word. See any red or green squiggles? If so, please check them out. After you have tended to the squiggles, copy and paste your



http://rubistar.4teachers.org/index.php?screen=PrintRubricDownloadFile&rubric_id=2422504&


http://www.ccc.commnet.edu/sensen/



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paper into PaperRater and pay attention to the feedback you receive onspelling, grammar, writing suggestions, and plagiarism.

00:45 - 01:15 Group Editing Activity: Review another group member's paper (not a member who has already peer-reviewed your work) using theEssay Rubric as a revision tool.

01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You've all got grit! Your final writing assignment is to finalize your response to The Writing Revolution and upload it in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing your first college paper! Next week, we will meet back in the classroom to explore our learning styles. There are many ways to learn and many ways to be intelligent ~ which ways do you favor?! We'll find out!



Weeks 3-4 Thematic Unit: Learning Styles

Week 3 Meeting 1 Classroom: Pre-reading/Post-reading (120 minutes)

Flipped: Prior to class, students should have taken the Learning StyleQuiz: and then read Learning Styles Quiz Results: Digging Deeper [Lexile 930]

00:00 - 00:15 Share Albert Einstein JPG and ask for students’ thoughts. Ask students about any connections between Einstein’s sentiment and Howard Gardner’s multiple intelligences. Ask students about their MI quiz results.

http://www.edutopia.org/your-learning-styles

http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

http://www.symbaloo.com/mix/drestudenttools



http://www.paperrater.com/

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00:15 - 00:30 Activity: Group students by major or educational division. Watch Multiple Intelligences video. Have group members sharetheir top two intelligences. Are there similarities within their educational division? Have the different groups share their results with the class? Do different educational divisions seem to attract different intelligences?

00:30 - 01:00 Activity: Students will write in response to the following prompt: Do you agree or disagree with Howard Gardner’s theory of multiple intelligences? Why or why not? Please substantiate your opinion. Students will share within their group and then with theentire class.

01:00 - 01:15 Break

01:15 - 01:45 Activity: Students will read the first dyad of Learning Styles and Strategies [Lexile 1090]. Ask the class: What is the heading of this section? What are the subheadings? Students will then write a response to the following questions: Which type of learner areyou? Why do you think this? How might your learning style affect your

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

http://www.youtube.com/watch?v=1wkFGXqJxas

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academic performance? What can you do to accommodate your learning style? This process will be completed until each dyad is covered or time runs out.

01:45 - 02:00 Conclusion: Class, I challenge you to make the most of your learning styles as you read Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ [Lexile 1080] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive theanswers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please look up any words with which you are unfamiliar. Please remember that you will be quizzed on the reading material but you can use your assignment duringthe quiz! We will meet in the computer lab for our next class so we can begin our next writing project!


00:00 - 00:10 Warm-Up: Last class, we discussed multiple intelligencesand learning styles. For your homework assignment, you read and analyzed Howard Gardner: Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles.’ Today, you will have the opportunity to add your written voice to those conversations!

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles.’ Students will be able to use their reading assignment as they answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you connected to Howard Gardner: ‘Multiple intelligences’ are not‘learning styles.’ How could you relate to the article? What thoughts and feelings did it generate? How would you like to respond using yourwritten voice? What would your main point be? How would you support that point?

00:55 - 01:10 Break

01:10 - 01:45 Mind-Mapping Activity: Narrow the focus of the article and establish a clear main idea (topic sentence). Generate supporting details for a specific purpose and audience, and determine appropriateorganization

http://mind42.com/

http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/







http://celestefoley.edu.glogster.com/dre096wk3-4reading-assignment



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01:45 - 02:00 Conclusion: Learners of all styles, your assignment is to complete a rough draft of your response to Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles.’ Please refer to the Writing Assignment in Edmodo for details. You must bring a hard copy of your rough draft to class next week. We will meet in the classroom in our small groups to play with our writing drafts!



Week 4 Meeting 1 Classroom: Pre-writing/Low Stakes Writing (120 minutes)

00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles.’


00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Do you agree with Howard Gardener's theory of multiple intelligences? Why or why not? How have different intelligences played out in your life? Your assignment is to polish your draft of your response to Howard Gardner: ‘Multiple








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intelligences’ are not ‘learning styles.’ and share it with your groupin Edmodo. You are required to peer edit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic access to your revised draft for class next week which will meet back in the computer lab for final proofreading, edits, and revisions. Yourexperience and insight matter. I look forward to reading your paper!


00:00 - 00:10 Warm-Up: Are you feeling intelligent today? Multiply intelligent? How are you feeling about your paper? Let's all take a deep breath knowing that we have this entire class period to proofread, edit, and revise our papers which will be due before class begins next week.

00:10 - 00:45 Individual Editing Activity: Open your paper in Microsoft Word. See any red or green squiggles? If so, please check them out. After you have tended to the squiggles, copy and paste your paper into PaperRater and pay attention to the feedback you receive onspelling, grammar, writing suggestions, and plagiarism.


01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: We are all intelligent in our different ways! Your Writing Assignment is to finalize your response to Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ and uploadit in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing this college paper! Next week, we will meet back in the classroom to explore study skills. Are there tips and tricks that will make your college life easier? We'll find out!


Online (60 minutes)










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Homework

Weeks 5-6 Thematic Unit: Study Skills


Flipped: Prior to class, students should have read two articles from the College Foundation of North Carolina (CFNC) website: Successful Study Techniques [Lexile 1050] and How to Improve Your Reading Comprehension [Lexile 1220].

00:00 - 00:15 Warm-up: Share Bloom’s Taxonomy JPG and ask for students’ thoughts. Are you a critical thinker? Why or why not? How could your thinking skills be improved?

00:15 - 00:30 Activity: Group students by major or educational division. Watch Community College Study Tips and Learn How To Get GoodGrades videos. What study tips have worked for you in the past? Have the different groups share their study skills tips with each other andthen with the class.

00:30 - 01:00 Activity: Students will write in response to the following prompt: Think back on any one of the following: Successful Study Techniques or the How to Improve Your Reading Comprehension article or the Community College Study Tips video or the Learn How To

https://www.youtube.com/watch?v=L7OjBIvwq9g

https://www.youtube.com/watch?v=iZ5SFdwULpU

https://www1.cfnc.org/Home/Article.aspx?articleId=LTFCaGLkIy82k0ijZOievgXAP3DPAXXAP3DPAX&level=3XAP2FPAX6J7I3kztATGuYyXAP2BPAXDahIQXAP3DPAXXAP3DPAX

https://www1.cfnc.org/Home/Article.aspx?articleId=oYXy8UCrRSMy1TErPODCFAXAP3DPAXXAP3DPAX&level=3XAP2FPAX6J7I3kztATGuYyXAP2BPAXDahIQXAP3DPAXXAP3DPAX




https://www.youtube.com/watch?v=iZ5SFdwULpU





http://www.edudemic.com/blooms-taxonomy-critical-thinking/

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Get Good Grades video. Take one idea from these sources through the Bloom’s Taxonomy stages by writing one sentence that displays each of the following critical thinking skills: knowledge, comprehension, application, analysis, synthesis, and evaluation.

01:00 - 01:15 Break

01:15 - 01:45 Activity: Students will preview How to Read a Book [Lexile 1170]. Ask the class: What are the headings of this article? What are the subheadings? Students will then write a response to the following questions: Do you think reading is still relevant or passé? Please substantiate your answer. Please share your response with your small group.

01:45 - 02:00 Conclusion: Class, I challenge you to make the most of your learning styles as you read How to Read a Book [Lexile 1170] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please look up any words with which you are unfamiliar. Please remember that you will be quizzed on the reading material but you can use your assignment during the quiz! We will meet in the computer lab for our next class so we can begin our next writing project!


00:00 - 00:10 Warm-Up: Last class, we discussed successful study techniques and how to improve your reading comprehension. For your homework assignment, you read and analyzed How to Read a Book. Today, you will have the opportunity to add your written voice to those conversations!

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for How to Read a Book. Students will be able to use their reading assignment as they answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you connected to How to Read a Book. How could you relate to the article? What thoughts and feelings did it generate? How would you like to respond using your written voice? What would your main point be? How would you support that point?

http://www.artofmanliness.com/2013/06/17/how-to-read-a-book/









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00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Are you excited about learning through reading? If so, your assignment is to complete a rough draft of your response to How to Read a Book. Please refer to the Writing Assignmentin Edmodo for details. You must bring a hard copy of your rough draft to class next week. We will meet in the classroom in our small groups to play with our writing drafts!




00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on How to Read a Book!


00:55 - 01:10 Break

01:10 - 01:45 Group Edit Activity: Identify sentences that are off-topic. Revise drafts by adding, deleting, and reorganizing content to ensure a narrow focus, a clear main idea, adequate supporting details,and a consistent point of view. Delete meaningless words; delete





http://mind42.com/

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doubled words; delete what readers can infer; replace a phrase with a word; change negatives to affirmatives

01:45 - 02:00 Conclusion: Ready to write about reading? Your assignment is to polish your draft of your response to How to Read a Book. and share it with your group in Edmodo. You are required to peeredit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will needto have electronic access to your revised draft for class next week which will meet back in the computer lab for final proofreading, edits, and revisions. You are about to finish yet another college paper!


00:00 - 00:10 Warm-Up: How are you feeling about your writing about reading? Let's all take a deep breath knowing that we have this entireclass period to proofread, edit, and revise our papers which will be due before class begins next week.



01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: Ironically, your Writing Assignment is to finalize your response to How to Read a Book and upload it in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing another college paper! Next week, we will meet back in the classroom to explore life management when college is part of your life!

Lab (120 minutes)Editing, rewriting, homework, individual conferences










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Weeks 7-8 Thematic Unit: Life Management


Flipped: Prior to class, students should have read the CFNC article: What to Expect in Your Freshman Year [Lexile 1060].

00:00 - 00:15 Share the Booker T. Washington JPG and ask for students’thoughts. Ask students about their commitment level to their education. How do they plan to succeed? Do they have a support system?What will they do when challenges arise?

00:15 - 00:30 Activity: Group students by major or educational division. Watch Good Study Habits - Time Management for Students video. Prioritize your life: family, friends, work, college, entertainment, etc. Do you actually spend your time in accord with your priorities or do you allow a lower priority to interfere with a higher priority? Discuss within your group.

00:30 - 01:00 Activity: Students will write in response to the following prompt: Do you actually spend your time in accord with your priorities or do you allow a lower priority to interfere with a higherpriority? Students will share within their group and then with the entire class.

01:00 - 01:15 Break

01:15 - 01:45 Activity: Students will preview CFNC's Time Management 101 [Lexile 1130]. Ask the class: What are the subheadings? Based on the subheading, what do you think is this article's purpose? Students

https://www1.cfnc.org/Home/Article.aspx?articleId=wYPss6RnAW1AbfMNvgAqTQXAP3DPAXXAP3DPAX&level=3XAP2FPAX6J7I3kztATGuYyXAP2BPAXDahIQXAP3DPAXXAP3DPAX


https://www.youtube.com/watch?v=HUjsEFkFyYs

https://www1.cfnc.org/Home/Article.aspx?articleId=szewXAP2FPAXx9UHuoJXAP2BPAXCjKjM0PPAXAP3DPAXXAP3DPAX&level=3XAP2FPAX6J7I3kztATGuYyXAP2BPAXDahIQXAP3DPAXXAP3DPAX

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will then write a response to the following questions: What are your long term goals? What are your short term goals? Do your long and short term goals support each other? How will you break down your longand short term goals into manageable chunks? What is your specific plan of action for succeeding in this course?

01:45 - 02:00 Conclusion: Class, I challenge you to make the most of your learning styles as you read Time Management 101 [Lexile 1130] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please look up any words with which you are unfamiliar. Please remember that you will be quizzed on the reading material but you can use your assignment during the quiz! We will meet in the computer lab for our next class so we can begin our next writing project!


00:00 - 00:10 Warm-Up: Last class, we discussed what to expect your freshman year, good study habits, and time management. For your homework assignment, you read and analyzed Time Management 101. Today,you will have the opportunity to add your written voice to those conversations!

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for Time Management 101. Students will be able to use their reading assignment as they answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you connected to Time Management 101. How could you relate to thearticle? What thoughts and feelings did it generate? How would you like to respond using your written voice? What would your main point be? How would you support that point?

00:55 - 01:10 Break


http://mind42.com/








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01:45 - 02:00 Conclusion: Are you ready to make your life's goals a reality? If so, your assignment is to complete a rough draft of your response to Time Management 101. Please refer to the Writing Assignment in Edmodo for details. You must bring a hard copy of your rough draft to class next week. We will meet in the classroom in our small groups to play with our writing drafts!




00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on Time Management 101!


00:55 - 01:10 Break


01:45 - 02:00 Conclusion: You are moving one step closer to achieving your goals! Your assignment is to polish your draft of your response to Time Management 101 and share it with your group in Edmodo. You arerequired to peer edit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic access to your revised draft








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for class next week which will meet back in the computer lab for finalproofreading, edits, and revisions. You are about to finish your fourth college paper!


00:00 - 00:10 Warm-Up: Are you ready to make your goals become reality? How are you feeling about your paper? Let's all take a deep breath knowing that we have this entire class period to proofread, edit, and revise our papers which will be due before class begins nextweek.



01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You are all on top of things! Your Writing Assignment is to finalize your response to Time Management 101 and upload it in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on completing DRE 096! During your lab time, you will prepare and take the placement test for reading and writing to see if you are ready to move, run, or sprint ahead to your goal of completing your college education!









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DRE 097: Integrated Reading and Writing II Lesson Plan

DRE-097 Integrated Reading Writing IIThis course is designed to develop proficiency in integrated and contextualized reading and writing skills and strategies. Topics include reading and writing processes, critical thinking strategies, and recognition and composition of well-developed, coherent, and unified texts; except where noted, these topics are taught at a reinforcement level using texts primarily in a Lexile (TM) range of 1070 to 1220. Upon completion, students should be able to demonstrate and apply those skills toward understanding a variety of complex academic and career texts and composing essays incorporating relevant,valid evidence. (Combined Course Library)

ACA-120 Career Assessment: This course provides the information and strategies necessary to develop clear personal, academic, and professional goals. Topics include personality styles, goal setting, various college curricula, career choices, and campus leadership development. Upon completion, students should be able to clearly statetheir personal, academic, and professional goals and have a feasible plan of action to achieve those goals. (Combined Course Library)


Student Learning Outcomes: Students will demonstrate the use of pre-reading, reading, and post-

reading strategies, including applying a variety of previewing strategies to complex texts; activating prior knowledge; identifyingimportant text attributes; using context clues; distinguishing between connotative and denotative meanings and between informal language and Standard Written English; employing introductory metacognitive strategies; identifying stated and implied main ideas at the introductory level; recognizing organizational patterns; responding in writing to complex texts using text-to-text connections; and paraphrasing and summarizing texts at an introductory level.

Students will demonstrate the use of the writing process (prewriting, drafting, revising, editing, and proofreading),

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including narrowing the focus of the text; establishing a clear mainidea (thesis statement); generating supporting details for a specific purpose and audience; determining appropriate organization;composing and revising drafts; and using MLA or APA guidelines.

Students will apply critical thinking strategies to analyze complex texts and to inform and strengthen their writing, including making logical conclusions based on prior knowledge and inference; understanding the difference between formal and informal language; using types of technical and academic language in complex texts; recognizing figurative language, simile, metaphor, and personification; determining the author’s purpose, point of view, and tone in complex texts; identifying fact and opinion statements in complex texts; demonstrating an understanding of verbal and situational irony; and understanding bias, logical fallacies, and propaganda techniques.

Students will identify and write clear thesis statements, including identifying thesis statements in multi-paragraph complex texts, and writing clear, focused thesis statements for essays.

Students will demonstrate an understanding of specific and adequate supporting information, including analyzing and evaluating body paragraphs in complex texts and student writings for specific and adequate support; assessing, synthesizing, and integrating relevant and valid evidence from assigned readings to support a main idea; avoiding plagiarism by paraphrasing; and documenting source materialusing MLA or APA guidelines.

Students will achieve unity and coherence in essays, including identifying points that are off-topic in complex texts, and composing body paragraphs that support the thesis statement of an essay.

Students will apply the conventions of Standard Written English. Students will employ appropriate technology when composing texts.



00:00 - 00:10 Introduction: Introduce self and class: great opportunity to strengthen reading and writing skills while learning about career choices. All lessons will be relevant to students' success in college and the workplace.

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00:10 - 00:25 Activity: Group students by major or educational division. Watch Career Development Tutorial video Ask students about their hopes and expectations for the course and their career.

00:25 - 00:45 Activity: Show Michael Jordan JPG. Students will write answers to the following questions: Describe a time when you overcame a failure. What happened? What did you learn? Did anything positive come out of the experience? Teacher will collect writings as pre-course samples.


00:55 - 01:25 Activity: Students log into, overview, and familiarize themselves with the Edmodo Online Classroom [Group Code: j9xfct] and its resources. Review the syllabus, course expectations, and student outcomes.

01:25 - 01:45 Activity: Students will read 10 Rejection Letters Sent to Famous People. The class will discuss the following questions: Whatconnection do you feel to one or more of these letters? Do you see anysimilarities between yourself and the person being rejected? How mightyou rise above any future rejections?

01:45 - 02:00 Conclusion: Are you ready to be a success in your new career? If so, read How to Escape the Community-College Trap [Lexile 1200] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. We will meet in the computer lab for our next class so we can begin our first writing project!



http://www.theatlantic.com/magazine/archive/2014/01/how-to-escape-the-community-college-trap/355745/

http://mentalfloss.com/article/55416/10-rejection-letters-sent-famous-people

http://mentalfloss.com/article/55416/10-rejection-letters-sent-famous-people


https://edmo.do/j/wgy9ut

http://youtu.be/CWNnNOSH9nk

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00:00 - 00:10 Warm-Up: During our 1st class, we discussed overcoming rejection. For your homework assignment, you read and analyzed How to Escape the Community-College Trap. Today, you will have the opportunity to add your written voice to those conversations!

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for How to Escape the Community-College Trap. Students will be able to use their reading assignment as they answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you connected to How to Escape the Community-College Trap. How could relate to the article? What thoughts and feelings did it generate? How are you going to thrive in college and then in your career? How would you like to respond using your written voice? What would your main point be? How would you support that point?

00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Are you ready to be successful? If so, your assignment is to complete a rough draft of your response to How to Escape the Community-College Trap. Please refer to the Writing Assignment in Edmodo for details. You must bring a hard copy of your rough draft to class next week. We will meet in the classroom in our small groups to play with our writing drafts!


00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on How to Escape the Community-College Trap!

00:10 - 00:55 Functional Grammar Activity: Rewrite one of your sentences using three verbs. Write a sentence without adjectives and



http://celestefoley.edu.glogster.com/dre097wk1-2writing-assignment




http://mind42.com/






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adverbs and then write that sentence with the addition of adjectives and adverbs and discuss the merits of each sentence. Rewrite a paragraph in a different tone: angry, serious, detached, playful, scholarly, or informal. Employ a variety of organizational patterns todraft texts. [Use Sentence Sense exercises as needed for specific grammar lessons.]

00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Are you ready to emerge from college victorious? Your assignment is to polish your draft of your response to How to Escape the Community-College Trap and share it with your group in Edmodo. You are required to peer edit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic access to your revised draft for class next week which willmeet back in the computer lab for final proofreading, edits, and revisions. You are on your way!

Week 2:Meeting 2 Computer Lab: High Stakes Writing (120 minutes)

00:00 - 00:10 Warm-Up: How are you feeling about your paper? Let's alltake a deep breath knowing that we have this entire class period to proofread, edit, and revise our papers which will be due before class begins next week.









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01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You're going to escape that trap! Your Writing Assignment is to your response to How to Escape the Community-College Trap and upload it in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing your first paper in this course! Next week, we will meet back in the classroom to explore the right career choice for you!



Weeks 3-4 Thematic Unit: Career Assessment


Flipped: Prior to class, students should have taken CFNC's The Career Key Inventory and read commentary on at least three careers falling inyour top interest areas. [Lexile 1250].

00:00 - 00:15 Activity: Show Career Planning JPG. Students will answerthe following questions: Which CFNC inventories did you take? What were the results?

00:15 - 00:30 Activity: Group students by major or educational division. Students will write in response to the following prompts: Where are you at in planning your career? Do you have a specific focus, a general focus, or an open focus? Have you researched the

https://www1.cfnc.org/Plan/For_A_Career/Learn_About_Yourself/Career_Key/Career_Key.aspx


http://www.symbaloo.com/mix/dre097studenttools





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career? Students will share within their group and then with the entire class.

00:30 - 01:00 Activity: Watch What Career Should I Choose video. What are your natural strengths that come easily to you? What is your personality type? What are the passions or values you want to live out? Have the different groups share their results with the class.

01:00 - 01:15 Break

01:15 - 01:45 Activity: The instructor will navigate to the CFNC’s TheCareer Key Inventory to demonstrate the exploration of careers based on interests. Students will become familiar with comparing careers anddeveloping career plans.

01:45 - 02:00 Conclusion: Class, I challenge you to make the most of your natural strengths, personality, and interests as you explore several career options offered by the The Career Key Inventory [Lexile1250] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please look up any words with which you are unfamiliar. Please remember that you will be quizzed on the reading material but you can use your assignment during the quiz! We will meet in the computer lab for our next class so we can begin our next writing project!


00:00 - 00:10 Warm-Up: Last class, we discussed career assessment and planning. For your homework assignment, you read and analyzed several career options offered by the The Career Key Inventory. Today, you will have the opportunity to persuade yourself and others that you areon the right career track!

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for career options offered by the The Career Key Inventory. Students will be able to use their reading assignment as they answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you connected to your top career choice. Why is this the right










https://www.youtube.com/watch?v=AgyjmO9h-6k

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field for you? How do you fit? How would you convince others that you are a fit for this field?

00:55 - 01:10 Break

01:10 - 01:45 Mind-Mapping Activity: For your writing assignment, you are going to write a persuasive paper to convince yourself and/or yourconcerned parties that you have chosen the right career path for you. Why are you a good fit for the field and/or for a potential employer? Use your mind map to narrow the focus of your argument, establish a clear main idea (topic sentence) and generate supporting details for your audience, and determine appropriate organization.

01:45 - 02:00 Conclusion: Convince me that you are on the right path! Your assignment is to complete a rough draft of your persuasive paper.Please refer to the Writing Assignment in Edmodo for details. You mustbring a hard copy of your rough draft to class next week. We will meetin the classroom in our small groups to play with our writing drafts!



Week 4: Meeting 1 Classroom: Pre-writing/Low Stakes Writing (120 minutes)

00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on your persuasive paper!

00:10 - 00:55 Functional Grammar Activity: Write an original sentence without adjectives and adverbs and then write that sentence with the addition of adjectives and adverbs and discuss the merits of each sentence. Rewrite a paragraph to mean the opposite of your original position. Employ a variety of organizational patterns to draft texts. [Use Sentence Sense exercises as needed for specific grammar lessons.]

00:55 - 01:10 Break



http://mind42.com/

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01:45 - 02:00 Conclusion: Are you convinced that you are on the right career path? Your assignment is to polish your draft of your persuasive paper and share it with your group in Edmodo. You are required to peer edit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic access to your revised draftfor class next week which will meet back in the computer lab for finalproofreading, edits, and revisions. You are on your way!





01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You've all got direction! Your Writing Assignment is to finalize your persuasive paper and upload it in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing your first college paper in DRE 097! Next week, we will meet back in the classroom to develop our academic and professional goals!







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Weeks 5-6 Thematic Unit: Professional Goals


Flipped: Prior to class, students should have read CFNC Plan for a Career/Explore Careers [Lexile 1230].

00:00 - 00:15 Share William Raspberry JPG and ask for students’ thoughts. Ask students about any connections between JPG and the careers they have explored. Do different careers have different expectations when it comes to grammar and writing?

00:15 - 00:30 Activity: Group students by major or educational division. Watch Grammar Matters video. Do you communicate differently to different people or groups of people in your life? Do you think that you will need to communicate differently at your future workplaceor to secure your future job? Have the different groups share their results with the class. Do different educational divisions seem to attract different intelligences?

00:30 - 01:00 Activity: Students will write in response to the following prompt: Do you agree or disagree that grammar matters? Why or why not? Please substantiate your opinion. Students will share within their group and then with the entire class.

http://youtu.be/i0B1bFPneFI

https://www1.cfnc.org/Plan/For_A_Career/Explore_Careers/_default.aspx

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01:00 - 01:15 Break

01:15 - 01:45 Activity: Students will read the first paragraph of Why Good Grammar (and Teeth) are Important for Getting a Job [Lexile 1120]. Students will then write a response to the following question: What similarities do you see between job seeking and dating? Students will share their responses within their groups.

01:45 - 02:00 Conclusion: Class, I challenge you to think about the role of grammar as you read Why Good Grammar (and Teeth) are Importantfor Getting a Job [Lexile 1120] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please look up any words with which you are unfamiliar. Please remember that you will be quizzed on the reading material but you can use your assignment during the quiz! We will meet in the computer lab for our next class so we can begin our next writing project!


00:00 - 00:10 Warm-Up: Last class, we discussed the role of grammar inhelping us achieve our academic and professional goals. For your homework assignment, you read and analyzed Why Good Grammar (and Teeth) are Important for Getting a Job. Today, you will have the opportunity to add your written voice to those conversations!

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for Why Good Grammar (and Teeth) are Important for Getting a Job. Students will be able to use their reading assignment as they answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you related to Why Good Grammar (and Teeth) are Important for Getting a Job. How could you relate to the article? What thoughts and feelings did it generate? What literacy standards are you likely to find in your intended workplace? How do the literacy standards of yourfuture workplace’s “community of practice” differ from the standards of your friends and family’s community of practice?

http://theundercoverrecruiter.com/grammar-teeth/












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00:55 - 01:10 Break

01:10 - 01:45 Mind-Mapping Activity: For your writing assignment, you are going to write a letter to your best friend, a respected elder, and your boss explaining why you will be out of town all next week. Each letter will be a minimum of 100 words. You will be conveying the same information but using the literacy standard required by each community of practice. Use your mind map to map each letter, generate supporting details for each audience, and determine appropriate organization.

01:45 - 02:00 Conclusion: Got grammar or grammars? Your assignment is to complete a rough draft of your letters to three audiences. Please refer to the Writing Assignment in Edmodo for details. You must bring a hard copy of your rough draft to class next week. We will meet in the classroom in our small groups to play with our writing drafts!




00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on "Got grammar or grammars!"

00:10 - 00:55 Functional Grammar Activity: Rewrite one of your sentences using three verbs. Write a sentence without adjectives and adverbs and then write that sentence with the addition of adjectives and adverbs and discuss the merits of each sentence. Rewrite a paragraph in a different tone: angry, serious, detached, playful, scholarly, or informal. Employ a variety of organizational patterns todraft texts. [Use Sentence Sense exercises as needed for specific grammar lessons.]

00:55 - 01:10 Break



http://mind42.com/

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01:45 - 02:00 Conclusion: Got grammar or grammars? Your assignment is to polish your draft and share it with your group in Edmodo. You are required to peer edit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic access to your revised draftfor class next week which will meet back in the computer lab for finalproofreading, edits, and revisions. See you next week!



00:10 - 00:45 Individual Editing Activity: Open your paper in Microsoft Word. See any red or green squiggles? If so, please check them out for your letter to your boss. After you have tended to the squiggles, copy and paste your paper into PaperRater and pay attentionto the feedback you receive on spelling, grammar, writing suggestions,and plagiarism.


01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You've got what it takes! Your Writing Assignment is to finalize your three letters and upload them as one document in Edmodo. Be sure to use the Symbaloo student tools prior tosubmitting your final version. Next week, we will meet back in the classroom to explore creating or developing your personal brand!







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Weeks 7-8 Thematic Unit: Personal Brand


Flipped: Prior to class, students should have read Define your X (Y & Z) factor [Lexile 1050]

00:00 - 00:15 Share Personal Brand JPG and ask for students’ thoughts.Ask students about any connections between JPG and Define your X (Y & Z) factor. What are your selling points? How will you convince an employer to hire you?

00:15 - 00:30 Activity: Group students by major or educational division. Watch PwC people share their personal brand advantage video.What is your X factor, your Y factor, and your Z factor? Have the different groups share their results with the class? Do different educational divisions seem to attract different intelligences?

00:30 - 01:00 Activity: Students will write in response to the following prompt: What is your personal brand? Please substantiate your claim. Students will share within their group and then with the entire class.

01:00 - 01:15 Break

http://youtu.be/yvEvwDPhGA4

http://www.pwc.com/c1/en/personal-brand/define-your-x-factor.jhtml




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01:15 - 01:45 Activity: Explore the PWC Your Personal Brand [Lexile 1070] website with students to demonstrate its navigation and content:Overview; Get started; Make your plan; and Market yourself where students will find a description for a branded bio which will serve astheir writing assignment.

01:45 - 02:00 Conclusion: Class, I challenge you to think about your X, Y, and Z factors as you continue to explore PWC Your Personal Brand[Lexile 1070] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please look up any words with which you are unfamiliar. Please remember that you will be quizzed on the reading material but you can use your assignment during the quiz! We will meet in the computer lab for our next class so we can begin our next writing project!


00:00 - 00:10 Warm-Up: Last class, we discussed developing a personal brand. For your homework assignment, you read and analyzed PWC Your Personal Brand. Today, you will have the opportunity to add your written voice to those conversations!

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for PWC Your Personal Brand. Students will be able to use their reading assignment as they answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you connected to PWC Your Personal Brand. How will you develop your branded bio?

00:55 - 01:10 Break

01:10 - 01:45 Mind-Mapping Activity: Narrow the focus of your branded bio and establish a clear main idea (topic sentence). Generate supporting details for a specific purpose and audience, and determine appropriate organization.

http://mind42.com/

http://www.pwc.com/us/en/careers/campus/programs-events/personal-brand/index.jhtml#overview







http://www.pwc.com/us/en/careers/campus/programs-events/personal-brand/index.jhtml%20-%20overview#market_yourself


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01:45 - 02:00 Conclusion: Are you branded? Your assignment is to complete a rough draft of branded bio which must be at least 300 words. Please refer to the Writing Assignment in Edmodo for details. You must bring a hard copy of your rough draft to class next week. We will meet in the classroom in our small groups to play with our writing drafts!



Week 8Meeting 1 Classroom: Pre-writing/Low Stakes Writing (120 minutes)

00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on your branded bio!


00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Do you like your brand? Your assignment is to polish your draft of your branded bio and share it with your group in Edmodo. You are required to peer edit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic





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access to your revised draft for class next week which will meet back in the computer lab for final proofreading, edits, and revisions. You are about to brand yourself!


00:00 - 00:10 Warm-Up: How are you feeling about your branded bio? Let's all take a deep breath knowing that we have this entire class period to proofread, edit, and revise our papers which will be due before class begins next week.



01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You've all got a great story to tell and brand to sell! Your Writing Assignment is to finalize your branded bioand upload it in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing your first college paper! During your lab time, you will prepare for and take the placement test for reading and writing to see if you are ready to move ahead to your goal of completing your college education!







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DRE 098: Integrated Reading and Writing III Lesson Plan

DRE-098 Integrated Reading Writing IIIThis course is designed to develop proficiency in integrated and contextualized reading and writing skills and strategies. Topics include reading and writing processes, critical thinking strategies, and recognition and composition of well-developed, coherent, and unified texts; these topics are taught using texts primarily in the Lexile (TM) range of 1185 to 1385. Upon completion, students should beable to apply those skills toward understanding a variety of texts at the career and college ready level and toward composing a documented essay. (Combined Course Library)

ACA-220 Professional Transition: This course provides preparation for meeting the demands of employment or education beyond the community college experience. Emphasis is placed on strategic planning, gathering information on workplaces or colleges, and developing human interaction skills for professional, academic, and/or community life. Upon completion, students should be able to successfully make the transition to appropriate workplaces or senior institutions. (CombinedCourse Library)


Student Learning Outcomes: Students will demonstrate the use of pre-reading, reading, and post-

reading strategies to comprehend texts at the career and college ready level, including activating prior knowledge; identifying important text attributes; using context clues; distinguishing between connotative and denotative meanings and between informal language and Standard Written English; employing metacognitive strategies; identifying stated and implied main ideas and details incareer and college ready texts and student writing; recognizing organizational patterns in career and college ready texts; summarizing; and responding to texts using text-to-world connections.

Students will demonstrate the use of the writing process (prewriting, drafting, revising, editing, and proofreading),

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including narrowing the focus of the text; establishing a clear mainidea; generating supporting details for a specific purpose and audience; determine appropriate organization; composing and revisingdrafts; using editing and proofreading strategies to reflect Standard Written English; using MLA or APA guidelines.

Students will apply critical thinking strategies to analyze texts atthe career and college ready level and to inform and strengthen writing, including comprehending figurative language--simile, metaphor, personification; interpreting imagery, symbols, and analogies; determining the author's purpose and point of view; identifying fact and opinion statements; using inference skills; demonstrating an understanding of verbal and situational irony; understanding bias, logical fallacies, and propaganda techniques; and demonstrating consistent point of view, clear purpose, appropriate tone, and appropriate use of facts and expert opinions.

Students will recognize and compose well-developed, coherent, and unified texts, including clear thesis statements and specific and adequate supporting information; analyzing and evaluating body paragraphs in texts at the career and college ready level and student writing; assessing, synthesizing, and integrating relevant and valid evidence; employing a variety of organizational patterns to draft texts and using transitional strategies to connect ideas and achieve coherence; avoiding plagiarism by paraphrasing; and documenting source material using MLA or APA guidelines.

Students will apply the conventions of Standard Written English. Students will employ appropriate technology when composing texts.



00:00 - 00:10 Introduction: Introduce self and class: great opportunity to strengthen reading and writing skills while learning about successfully transitioning to a four-year school or new profession. All lessons will be relevant to students' success in college and the workplace.

00:10 - 00:25 Activity: Group students by major or educational division. Watch Famous Failures video. Ask students about their hopes and expectations for the course and their education.

http://youtu.be/zLYECIjmnQs

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00:25 - 00:45 Activity: Show Nora Ephron JPG. Students will write answers to the following questions: What have you learned from a past failure? How are you the heroine or hero of your life's story? Students will share within their group and then with the entire class.Teacher will collect writings as pre-course samples.


00:55 - 01:25 Activity: Students log into, overview, and familiarize themselves with the Edmodo Online Classroom [Group Code: auchmb] and its resources. Review the syllabus, course expectations, and student outcomes.

01:25 - 01:45 Activity: Students will access the Week 1 folder in Edmodo Online Classroom to locate the assignment. Students will read the introductory paragraph of The Power of Failing (Lexile 1360). The class will discuss the following questions: What do you think the article is about based on the introduction? Why do you think this? What do you think is the author's purpose in writing the article? Why do you think this? What connection do you feel to the article?

01:45 - 02:00 Conclusion: Are you ready to take a risk? If so, finish reading The Power of Failing prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please remember that you will be quizzed on the reading material but you can use your assignment during the quiz! We will meet in the computer lab for our next class so we can begin our first writing project!


http://www.theatlantic.com/sponsored/dell-power/2014/03/power-of-failing/99/


https://edmo.do/j/p4jgxm


https://edmo.do/j/p4jgxm

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Meeting 2 Computer Lab: Pre-writing/Low Stakes Writing (120 minutes)00:00 - 00:10 Warm-Up: Last class, we discussed learning from failure and becoming the hero(ine) of your life. For your homework assignment,you read and analyzed The Power of Failing. Today, you will have the opportunity to add your written voice to those conversations!

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for The Power of Failing. Students will be able to use their reading assignment as they answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you connected to The Power of Failing. How could you relate to the article? What thoughts and feelings did it generate? How would youlike to respond using your written voice? What would be your main point? How would you support that point?

00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Are you still ready to take a risk? If so, your assignment is to complete a rough draft of your response to The Power of Failing. Please refer to the Writing Assignment in Edmodo fordetails. You must bring a hard copy of your rough draft to class next week. We will meet in the classroom in our small groups to play with our writing drafts!




00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on The Power of Failing!






http://mind42.com/





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00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Are you ready to help others as they take a risk and to allow others to help you? Your assignment is to polish your draft of your response to The Power of Failing. and share it withyour group in Edmodo. You are required to peer edit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic access to your revised draft for class next week which willmeet back in the computer lab for final proofreading, edits, and revisions. Be a hero to yourself and others!


00:00 - 00:10 Warm-Up: Writing a college paper is scary so I want to say that I admire the courage of everyone in this room! How are you feeling about your paper? Let's all take a deep breath knowing that wehave this entire class period to proofread, edit, and revise our papers which will be due before class begins next week.







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01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You've all got resilience! Your Writing Assignment is to finalize your response to The Power of Failing and upload it in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing your first college paper for DRE 098! Next week, we will meet back in the classroom to explore potential employers or universities!



Weeks 3-4 Thematic Unit: Qualities Employers Seek


Flipped: Prior to class, students should have read What Employers Say about College Graduates’ Job Preparedness [Lexile 1300]

00:00 - 00:15 Share NACE JPG and ask for students’ reflections. Which qualities that employers seek do you possess? Which do you not possess? What is your plan to strengthen those qualities which are lacking?

http://jamesrovira.com/2014/02/18/what-employers-say-about-college-graduates-job-preparedness/







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00:15 - 00:30 Activity: Group students by major or educational division. Watch 10 Things Employers Want From A New Hire video. Do youthink these are the 10 things that employers in your future professionmost want from a new hire? What are some other qualities that may be just as important to your future employer? Have the different groups share their results with the class? Do different educational divisionsseem to value different qualities?

00:30 - 01:00 Activity: Ask students if they think College English should be in cahoots with business to produce future managers and professionals who conform to the rules of Standard English. Do students believe that learning the rules of Standard English will aid them, stifle them, or both? Students will substantiate their claims.

01:00 - 01:15 Break

01:15 - 01:45 Activity: Peer groups will review each other’s written responses and reflect on those qualities which make one paper more convincing to them than another. Do spelling and grammar errors detract from the message in understanding and/or credibility? Are somearguments better built or explained? Did any student change their own opinion? If so, why did they do so?

01:45 - 02:00 Conclusion: Class, I challenge you to read What Employers Say about College Graduates’ Job Preparedness [Lexile 1300] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please look up any words with which you are unfamiliar. Please





http://youtu.be/XGdTTbXizYI

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remember that you will be quizzed on the reading material but you can use your assignment during the quiz! We will meet in the computer lab for our next class so we can begin our next writing project!


00:00 - 00:10 Warm-Up: Last class, we discussed the qualities employers most value in new hires. For your homework assignment, you read and analyzed What Employers Say about College Graduates’ Job Preparedness. Today, you will have the opportunity to add your writtenvoice to those conversations!

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for What Employers Say about College Graduates’ Job Preparedness. Students will be able to use their reading assignment asthey answer the questions.

00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the ways you connected to What Employers Say about College Graduates’ Job Preparedness. How could you relate to the article? What thoughts and feelings did it generate? How would you like to respond using your written voice? What would your main point be? How would you support that point?

00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Have you got what it takes to please an employer? If so, your assignment is to complete a rough draft of your response to What Employers Say about College Graduates’ Job Preparedness. Please refer to the Writing Assignment in Edmodo for details. You must bring a hard copy of your rough draft to class next week. We will meet in the classroom in our small groups to play with our writing drafts!


Online (60 minutes)




http://mind42.com/








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Homework


00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft homework assignment on What Employers Say about College Graduates’ Job Preparedness!


00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Have you got what it takes? Your assignment is to polish your draft of your response to What Employers Say about College Graduates’ Job Preparedness and share it with your group in Edmodo. You are required to peer edit one other group member's paper. Please refer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic access to your revised draft for class next week which will meet back in the computerlab for final proofreading, edits, and revisions. Finishing this college paper brings you one step closer to meeting an employer's top sought quality of good written communication skills!


00:00 - 00:10 Warm-Up: How are you feeling about your paper? Let's alltake a deep breath knowing that we have this entire class period to







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proofread, edit, and revise our papers which will be due before class begins next week.



01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You all possess qualities an employer wants!Your Writing Assignment is to finalize your response to What EmployersSay about College Graduates’ Job Preparedness and upload it in Edmodo.Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing another college paper! Next week, we will meet back in the classroom to explore writing coverletters!



Weeks 5-6 Thematic Unit: Cover Letters


Flipped: Prior to class, students should have read Cover Letter No-No's [Lexile 1200]

00:00 - 00:15 Share Cover Letter JPG and ask for students’ thoughts. Ask students What might you say in your "disruptive" cover letter?

http://jobs.aol.com/articles/2013/10/25/cover-letter-no-nos-what-kills-the-chances-of-yours-getting-re/?goback=.gde_59747_member_5833024529953226756#!&a_dgi=aolshare_twitter








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00:15 - 00:30 Activity: Group students by major or educational division. Watch How to Write a Cover Letter video. Have you written a cover letter? What makes you nervous about doing so? Was Nika Harper'sappearance in the video professional? What advice might you give her if she were going on a job interview?

00:30 - 01:00 Activity: Students will write in response to the following prompt: Sell yourself to a probable employer. What makes youspecial? Why should an employer hire you? Please substantiate your claim. Students will share within their group.

01:00 - 01:15 Break

01:15 - 01:45 Activity: Students will read the "PS - Always Start WithAn Exciting Statement" section from Cover Letter No-No's [Lexile 1200]. Students will then write an exciting opener for a cover letter to their ideal employer for their ideal job.

01:45 - 02:00 Conclusion: Class, I challenge you to imagine your vocational dreams coming true as you read Cover Letter No-No's [Lexile1200] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please look up any words with which you are unfamiliar. Please remember that you will be quizzed on the reading material but you can





http://youtu.be/dGwNVP23TwE#aid=P-Hadg4dBi4

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use your assignment during the quiz! We will meet in the computer lab for our next class so we can begin our next writing project!


00:00 - 00:05 Warm-Up: Last class, we discussed how to write an effective cover letter. For your homework assignment, you read and analyzed Cover Letter No-No's. Today, you will have the opportunity toadd your written voice to those conversations!

00:05 - 00:20 Socrative Quiz and Class Discussion: Reading comprehension for Cover Letter No-No's. Students will be able to use their reading assignment as they answer the questions.

00:20 - 00:55 Activity: Introduce students to Classical Rhetoric 101: The Three Means of Persuasion. Invite students to incorporate Aristotle’s logos, ethos, and pathos (flesh and blood rather than abstraction and air) along with the qualities of clarity and naturalness in their persuasive cover letter written to a specific employer audience.

00:55 - 01:10 Break

01:10 - 01:45 Mind-Mapping Activity: Narrow the focus of your cover letter. Generate supporting details for a specific purpose and audience, and determine appropriate organization

01:45 - 02:00 Conclusion: Are you ready to get your dream job? If so, your assignment is to complete a rough draft of your cover letter. Please refer to the Writing Assignment in Edmodo for details. You mustbring a hard copy of your rough draft to class next week. We will meetin the classroom in our small groups to play with our writing drafts!





http://mind42.com/

http://www.artofmanliness.com/2010/12/21/classical-rhetoric-101-the-three-means-of-persuasion/

http://www.artofmanliness.com/2010/12/21/classical-rhetoric-101-the-three-means-of-persuasion/




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00:00 - 00:10 Warm-Up: What was your experience composing your rough draft? Anxious? Fun? Challenging? Interesting? Today we are going to play with your rough draft of a cover letter!

00:10 - 00:55 Rhetorical Grammar Activity: Experiment with language and then reflect on the interaction between content and grammatical form. Why might one idea be subordinated to another? Is it more persuasive to compose a paragraph of similarly structured sentences orvariably structured sentences?

00:55 - 01:10 Break


01:45 - 02:00 Conclusion: Ready to get hired? Your assignment is to polish your cover letter and share it with your group in Edmodo. You are required to peer edit one other group member's paper. Please referto the peer editing portion of the writing assignment sheet in Edmodo for details. You will need to have electronic access to your revised draft for class next week which will meet back in the computer lab forfinal proofreading, edits, and revisions. You are about to finish a professional cover letter!


00:00 - 00:10 Warm-Up: How are you feeling about your cover letter? Let's all take a deep breath knowing that we have this entire class period to proofread, edit, and revise our papers which will be due before class begins next week.

00:10 - 00:45 Individual Editing Activity: Open your cover letter in Microsoft Word. See any red or green squiggles? If so, please check them out. After you have tended to the squiggles, copy and paste your paper into PaperRater and pay attention to the feedback you receive onspelling, grammar, writing suggestions, and plagiarism.



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00:45 - 01:15 Group Editing Activity: Review another group member's cover letter (not a member who has already peer-reviewed your work) using the Essay Rubric as a revision tool.

01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You've all got a persuasive story to tell and sell! Your Writing Assignment is to finalize your cover letter andupload it in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing anothercollege paper! Next week, we will meet back in the classroom to explore establishing your professional digital image!



Weeks 7-8 Thematic Unit: Digital Footprints / Online Brand


Flipped: Prior to class, students should have read Temptation to overshare online can come back to haunt teens [Lexile 1180], 11 Tips For Students To Manage Their Digital Footprints [Lexile 1290], and Fixing a Faulty Social Media Reputation [Lexile 1060].

00:00 - 00:15 Share Digital Footprints JPG and ask for students’ thoughts on their comfort level with and control of their digital identities and footprints.

http://associationdatabase.com/aws/NCDA/pt/sd/news_article/53982/_PARENT/layout_details_cc/false

http://www.teachthought.com/technology/11-tips-for-students-tomanage-their-digital-footprints/

http://www.teachthought.com/technology/11-tips-for-students-tomanage-their-digital-footprints/

http://seattletimes.com/html/businesstechnology/2017692604_ptteentween11.html

http://seattletimes.com/html/businesstechnology/2017692604_ptteentween11.html




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00:15 - 00:30 Activity: Group students by major or educational division. Watch Your Digital Footprint May Be Unflattering video. Within your small groups, discuss the types of information that might inhibit an employer from hiring you. Discuss as a class.

00:30 - 01:00 Activity: Students will write in response to the following prompt: Do you think employers should research your digital

http://youtu.be/o8C1a2z_cuQ

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identity before hiring you? Please substantiate your opinion. Studentswill share within their group and then with the entire class.

01:00 - 01:15 Break

01:15 - 01:45 Activity: Introduce students to the LinkedIn and WorkHands websites. Ask students to write their response to the following prompts and then discuss their response within their small groups: Which site would be more appropriate for you? What are the pluses and minuses of joining one or both sites?

01:45 - 02:00 Conclusion: Class, I challenge you to think about your digital identity and footprints as you read 25 Ways to Make LinkedIn Work for You [Lexile 1160] or WorkHands Is A LinkedIn For Blue Collar Jobs [Lexile 1180] prior to our next class meeting. Please refer to the Reading Assignment questions before you read, as you read, and after you read the article. Asking the questions before you read will get your brain ready to receive the answers. As you read, make notes to yourself about those answers as well as your questions and points of interest. Please look up any words with which you are unfamiliar. Please remember that you will be quizzed on the reading material but you can use your assignment during the quiz! We will meet in the computer lab for our next class so we can begin our next writing project which will be creating your online professional profile! If any of you are uncomfortable creating an online professional profile, you have an alternative: Please read FAKTSA: An Easy Acronym for Remembering Key Resume Enhancers [Lexile 1220] and prepare to develop a resume.


00:00 - 00:10 Warm-Up: Last class, we discussed our digital identitiesand footprints. For your homework assignment, you read and analyzed 25Ways to Make LinkedIn Work for You [Lexile 1160] or WorkHands Is A LinkedIn For Blue Collar Jobs [Lexile 1180]. Today, you will have the opportunity to develop your digital identity.

00:10 - 00:40 Socrative Quiz and Class Discussion: Reading comprehension for 25 Ways to Make LinkedIn Work for You [Lexile 1160] or WorkHands Is A LinkedIn For Blue Collar Jobs [Lexile 1180]. Students will be able to use their reading assignment as they answer the questions.

http://www.fastcoexist.com/3017043/workhands-is-a-linkedin-for-blue-collar-jobs

http://www.businessweek.com/management/25-ways-to-make-linkedin-work-for-you-02102012.html






http://www.quintcareers.com/resume_enhancers.html

http://www.quintcareers.com/resume_enhancers.html






https://www.workhands.us/

https://www.linkedin.com/

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00:40 - 00:55 Brainstorm Activity: In Microsoft Word, jot down the items you want to include in your LinkedIn or WorkHands profile.

00:55 - 01:10 Break

01:10 - 01:45 Mind-Mapping Activity: Organize your online profile. Generate supporting details for each profile area keeping in mind the importance of intentional purpose and messaging in your digital identity.

01:45 - 02:00 Conclusion: Are you ready to take it online? If so, yourassignment is to complete a rough draft of your LinkedIn or WorkHands profile. Please refer to the Writing Assignment in Edmodo for details.Your rough draft must be available online next week when our class will meet in the computer lab.



Week 8 Meeting 1 Computer Lab : Pre-writing/Low Stakes Writing (120 minutes)

00:00 - 00:10 Warm-Up: What was your experience developing LinkedIn orWorkHands profile? Anxious? Fun? Challenging? Interesting? Today we are going to play with your profile and think about the footprints youwant to leave!

00:10 - 00:55 Rhetorical Grammar Activity: Experiment with written andvisual communication. Reflect on the interaction between content and form. Why might one idea be subordinated to another? Is it more persuasive to combine written and visual communication? What elements best convey your story and selling points? How damaging would spellingand grammar errors be to your digital identity?

00:55 - 01:10 Break

01:10 - 01:45 Group Edit Activity: Review a group member's profile andmake suggestions for improvement. Should your classmate add, delete, or reorganize content? Delete meaningless words; delete doubled words;






http://mind42.com/



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delete what readers can infer; replace a phrase with a word; change negatives to affirmatives

01:45 - 02:00 Conclusion: Are you excited about establishing your professional digital identity? Your assignment is to polish your LinkedIn or WorkHands profile and share it with your group in Edmodo. You are required to peer edit one other group member's profile. Pleaserefer to the peer editing portion of the writing assignment in Edmodo for details. You will need to have electronic access to your LinkedIn or WorkHands profile for class next week which will meet back in the computer lab for final proofreading, edits, and revisions. You are about to finish your LinkedIn or WorkHands profile!


00:00 - 00:10 Warm-Up: Creating a digital identity is scary so I want to say that I admire the courage of everyone in this room! How are youfeeling about your profile? Let's all take a deep breath knowing that we have this entire class period to proofread, edit, and revise our papers which will be due before class begins next week.

00:10 - 00:45 Individual Editing Activity: Copy and paste your profilecontents into Microsoft Word. See any red or green squiggles? If so, please check them out. After you have tended to the squiggles, copy and paste your profile into PaperRater and pay attention to the feedback you receive on spelling, grammar, writing suggestions, and plagiarism.


01:15 - 01:30 Break

01:30 - 01:45 Questions?

00:00 - 02:00 Conclusion: You've all got footprints ~ make them work for you rather than against you! Your Writing Assignment is to finalize your LinkedIn or WorkHands profile and share your URL in Edmodo. Be sure to use the Symbaloo student tools prior to submitting your final version. Congratulations on finishing your LinkedIn or WorkHands profile! During your lab time, you will prepare for and take the
















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placement test in reading and writing. Best wishes as you complete your educational and vocational goals!



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Conclusion

"Lesson Plans for the Integration of ACA and DRE courses for the

NCCCS" is a rather presumptuous title and ambition; yet, it can be

topped: How about "Lesson Plans for the Absorption of DRE courses into

ACA courses within the NCCCS"? The "developmental" designation is an

eyesore on transcripts, a downer to self-esteem, and a seeming waste

of time to students under time pressure to complete their diplomas or

degrees so they can better support themselves or their families. Non-

credit bearing courses with a pre-college-level stigma are a tough

pill to swallow. As Sharon Crowley stated in her "Response to Edward

M. White": "In the current mean-spirited political climate, I doubt

whether we serve 'new students' well by using mass examinations to

segregate them into classrooms that can be readily identified as

remedial or special" (90). Ira Shor mirrored Crowley's message in his

“Our Apartheid: Writing Instruction and Inequality”: Separate and

unequal does not empower disempowered students.

In "A Basic Introduction to Basic Writing Program Structures,"

William Lalicker suggested integrating developmental writing into

regular college course structures. In "Improving Student Success by

Strengthening Developmental Education in Community Colleges: The Role

Of State Policy," Derek V. Price and Brandon Roberts suggested

providing alternative delivery of programs to accelerate the

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transition from developmental education to college-level courses (3).

Why not designate certain sections of the ACA courses for "DRE"

students? The ACA courses are college-level and cover relevant topics

including study skills, student success, career assessment, and

professional transitions. Section numbers are subtle, if not

invisible, on transcripts and rarely arise in conversation. DMA

Developmental Mathematics courses could likewise be absorbed into BUS

125 Personal Finance, BUS 121 Business Math, AIB 110 Principles of

Banking, AIB 133 Bank Cards, AIB 143 Financial Planning, or other pre-

existing NCCCS courses.

"Lesson Plans for the Absorption of DRE courses into ACA courses

[and DMA courses into BUS/AIB courses] within the NCCCS" is a rather

presumptuous title and ambition; yet, it can be topped: How about

“Let’s Align Placement Tests and College Course Expectations with

Reality?” Let us allow calculators and dictionaries and grammar and

spell checks. The issue at hand is whether or not our students can get

to the correct answer with the use of these tools which are

commonplace. Finally, let us face the fact that the future does not

belong to the library stacks and only a very small percentage of our

students seek membership in the academic discourse community post-

graduation: Down with the tyranny of MLA and APA citation standards

which are not the norm outside of the ivy walls and are not the only

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means by which plagiarism can be battled. Education should focus on

critical thinking, problem-solving, creativity, innovation,

collaboration, and communication; not on whether a comma or a period

follows the date of publication.

Students entering the open doors of the North Carolina Community

College System deserve every chance to exit those doors having met

their academic and vocational goals. Let us support them rather than

build unnecessary hurdles for them to clear. Our hearts are in the

right place; let's align our policies!

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Boroch, Deborah, et al. "Basic Skills as a Foundation for Success in

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Boyle, Justin. "11 Tips For Students To Manage Their Digital

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Carter, Shannon. The Way Literacy Lives: Rhetorical Dexterity and Basic Writing

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Crowley, Sharon. "Response to Edward M. White," Journal of Basic Writing 15:1

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DeVoss, Danielle Nicole, Elyse Eidman-Aadahl, and Troy Hicks (eds.).

Because Digital Writing Matters. San Francisco: Jossey-Bass, 2010. Print.

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DeWitt, Scott Lloyd. “Optimistic Reciprocities: The Literacy

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