WEEK

TOPIC/NAME OF OBJECTIV
Unit

ACTIVITY TYPE ACTIVITY E DESCRIPTION WHAT I NEED TO DO Done? Progress? Resources Resources

Video Record course orientation Record course orientation Done

Fixed
Getting Started

Fixed
Add in Getting Started Survey:
(Preferred name and pronouns,
Week 0

confidence level, computer vs.

done mobile, challenges/need help)
Intro to Cultural
Lecture: Analysis
http://www.polk
decat.com/Tool
“Courageous kit%20for%20C
Conversations” ourageous%20
Class Conduct Create survey in D2L to have Conversations.
Activity Contract students "sign the contract Survey created pdf
https://jamboar
d.google.com/d
/1C2Y6UT0z5
WLcgF-xJfvPe
LXvt_bUNdikW
Create Jamboard ROFYUo0Ko4/
Create Accessible version of Jamboard done edit?usp=shari
Discussion Wheel of Power Wheel of Power Accessbile WoP done ng
Watch Critical Thinking video. https://docs.go https://docs.go
Survey before: How confident ogle.com/forms ogle.com/forms
are you that you know what /d/e/1FAIpQLS /d/e/1FAIpQLS
critical thinking is? How much of c9dM4W6097c c47PJWJlyeph
a critical thinker do you think you XLWmFF9us2L VZdvwym4gEy
are? Survey after: Did you learn 3bShw8T5eQb SrFCsoZbOLd
something new about critical aAzM5HR-AHe RevBlCsKPTC
thinking? How much of a critical 2dsQ/viewform oBQ/viewform?
Activity Critical Thinking (MPO 2.2) thinker do you think you are? Create two surveys. Surveys done. ?usp=sf_link usp=sf_link
 Watch video. have students https://www.uvu
contribute to Padlet: Which .edu/writingcent
writing strategies do you already er/docs/handou
(MPO 1.1, use? Which writing strategies do Padlet made ts/writing_proce
Writing Process & 1.2, 1.6, you want to work on this https://padlet.com/ntrui ss/prewriting.pd
How to Outline 2.2) semester? Make padlet tt/bpbkvq7bn1pqfz01 f

Build Thesis statement page

Week 1

Thesis Statements (MPO 1.1, Load in Thesis statement

Practice exercise 1.2, 1.3) Create as self-assessment? practices https://www.uvu.edu/writingcente
Activity Implicit Bias Test Plan introduction to IBT done
Students will assess sample
Information sources using the CRAAP
Activity Literacy (MPO 2.1) model. Compile sources can use Info Lit Ppt
Lecture: APA (MPO 1.5) Create a thinglink for APA referen Create thinglink
Ended up creating this
Do APA page together on Find the Errors activity:
screen; students will tell me https://docs.google.co
what to include and how to m/document/d/129-dc
format it. Students can be Cc5_8J_hr47JOMZBrZ
APA Assessment following along or can watch the u8lWkzR-dU6uJWe6IZ
Activity workshop (MPO 1.5) video recording afterwards MY/edit?usp=sharing
Tone, Connotation,
Discussion Bias
 https://human.li
bretexts.org/Bo
Review both rhetorical/literary okshelves/Liter
elements - give an overview. Put ature_and_Liter
into 3 groups, have each one acy/Writing_an
define and explain one of the d_Critical_Thin
Rhetorical Elements to the rest king_Through_
of the group (context, audience, Literature_(Rin https://writingce
purpose). Then, ask them to go_and_Kashy nter.tamu.edu/
identify a few of each of the ap)/04%3A_Ab Students/Writin
Literary Elements that they out_Fiction-_Sh g-Speaking-Gui
weren't already familiar with - or Jamboard done: ort_Stories_an des/Alphabetic
that they think will be very Create Jamboard. Load content https://jamboard.googl d_the_Novel/4. al-List-of-Guide
important and report out to the from new resources into e.com/d/139Da2fRqHB 05%3A_How_t s/Academic-Wri
other group. Ask them how they course. Change thematic to ig9XXqzVGKuWFJ92a o_Analyze_Fict ting/Analysis/A
Week 2

Rhetorical/LIterary (MPO 1.2, could identify this/talk about this literary elements (assignment, Ttc6p0cRUO4TAcLA/e ion-_Elements_ nalyzing-Novel
Discussion Elements 2.2) with relation to a movie. schedule, content, and rubric) dit?usp=sharing of_Literature s-Short-Stories
https://jamboar
d.google.com/d
/177XTlYaHRm
Review glossary in small mcngaLjKx6I9J
breakout groups. Ask students Byn6gUopU__
Unit 1

Vocabulary of to contribute answers on Create Jamboard from existing CJVaBilSg/edit

Discussion social justice jamboard questions Jamboard done ?usp=sharing
(MPO 1.2,
Intro to Summary 1.4, 1.6,
Lecture: Synthesis 2.2)
https://docs.go
ogle.com/prese
Matrix done. NEED ntation/d/1iyEIF
CONTENT (One XhhQmC_swB
Done, one needed) TgLx25PiDjZ6
(MPO 1.2, CAN USE ONE CHZkDqcatVfo
Synthesis Matrix 1.4, 1.6, Students fill in a sample matrix EXAMPLE FOR ALL JSVA/edit?usp
Activity Practice 2.2) in Google Slides in groups Create Sample Content GROUPS? =sharing
Paraphrasing / Summary examples, students
Summary Writing (MPO 1.1, discuss correct vs. incorrect Paraphrasing page
Activity Practice 1.2, 1.6) techniques Using Paraphrasing page copied from SBX
 Embed Kialo into page.
Practice/work out bugs
<p><iframe
src="https://www.kialo-edu.com/p/
3e85d5c1-0e52-48d3-9790-6d4a https://www.kial
eb48fc6c/54864?embedder&amp o-edu.com/p/3e
MAKE THIS HOMEWORK: ;scriptlessEmbedVersion=1" 85d5c1-0e52-4
“Should Writers Students will add arguments and width="100%" height="600px" 8d3-9790-6d4a
Use They Own upvote or downvote each others' style="height: 80vh;" eb48fc6c/5486
Discussion English?” arguments on a Kialo debate allowfullscreen></iframe></p> Kialo done 4
(MPO 1.1,
Week 3

1.2, 1.3,
Lecture: Bias-Free Writing 1.6)
Put students into small groups
and have them review the
Sojourner Truth:Two speeches
activity. Ask them to consider https://jamboar
posted questions among d.google.com/d
themselves. 5 questions - 5 /1b8eE23lFo6I
breakout rooms - give one Nkrq8LcCq4wu
“Ain’t I a Woman” question to each group and kYD7w928J223
Two Speeches have them report out after 5yZp5yl0/edit?
Activity Comparison discussion. Create Jamboard for reporting Jamboard done usp=sharing
Ask students to look at a copy of
their first paper. Illustrate
different citation scenarios, ask
students to identify examples in
Lecture Types of Evidence their own papers. Did they do it
(Activity? & Source (MPO 1.3, right? Did they do it wrong? Do
Discussion?) Management 1.4) they have questions? https://www.dropbox.com/s/h8aq
Ask students to look at a copy of
their first paper. Illustrate
different citation scenarios, ask
students to identify examples in
their own papers. Did they do it
Embedded right? Did they do it wrong? Do
Activity Citations (MPO 1.5) they have questions?
Ask students to keep their
papers out. Identify common
grammar errors - run-ons and
Grammar commas - ask students to try
(Sentence and find these errors in their
Week 4

Structure, own papers. How could they fix

Lecture/Activity Commas) (MPO 1.1) it?
 Review/Q&A: APA (MPO 1.5)
Put students in pairs, ask them
to bring up their summary
APA Assessment synthesis sources. Workshop
Activity workshop (MPO 1.5) APA references together
Ask students to answer in the
chat: What constitutes a
quotation? When is it useful to
use quotations? How many
quotations are acceptable? How
long should quotations be? Why
is it important to paraphrase?
Paraphrasing vs. (MPO 1.1, What are the benefits of
Discussion Quotations 1.2, 1.3) paraphrasing?
Week 5
Unit 2

(MPO 1.1,
Activity Peer Review 1.2, 1.6)
Intro Cause &
Lecture: Effect Analysis
https://docs.go
ogle.com/prese
ntation/d/1-jUE
zYFcyJFWkfoE
Develop examples and practices. v61S9i44T4FO
Find examples of imprecise Create Google Slides for xMowmKaI65Q
Grammar / precise language, ask students how reporting from each breakout Practices done. Q_5A/edit?usp
Lecture: language (MPO 1.1) they could correct this. group Google slides done =sharing
information literacy
Discussion review (MPO 2.1) Reminder about C.R.A.A.P.
 Provide list of cause & Effect
transition words
https://www.butte.edu/department
s/cas/tipsheets/style_purpose_str
ategy/cause_effort.html Led to
Because
Cause & Effect Story Chain - Cause(s)
Provide students wtih list of Reasons(s)
cause/effect words. Someone Explanation(s) https://docs.go
starts with an action, the next So ogle.com/docu
student uses the transition word Therefore ment/d/187uIoh
to explain the effect, the next As a result oGLj0zUYsneM
student uses the effect as a new Consequently qhlauQgUHa0o
'cause' and uses the transition Thus rJsCM4gWc87j
Cause & Effect (MPO 1.3, word to explain what happens Then Activity developed, c/edit?usp=sha
Activity practice 1.4) next. Thanks to words listed ring
Discussion Board, students find
an example of something that
fits one of the featured hashtags
Week 6

#Socialmediamatt and posts it in the DB; in class

Activity ers activity discussion
Good Men vs.
Real Men Load discussion questions into
Discussion discussion the course Done
Source
Management (MPO 1.3, Reminder/Review - do not need
Lecture: Video 1.4) to watch video again
Ethos, Pathos,
Lecture: Logos
Students can work in groups to
identify examples of EPL in
advertising - debrief afterwards, Done (saved in
Week 7

how does this apply to Adapt EPL examples into a Summer ENG 101
Activity EPL Practice persuasive research? Self-assessment 2W2 for use in 101)
Ask students to post on a
Padlet- glossary terms they'd https://padlet.c
LGBTQ+ glossary never heard of. Glossary terms om/ntruitt/8gh0
Activity activity they think are important Create Padlet Padlet created p7304z2rtqen
APA References Students attempt to correct Develop incorrect entries (use Saved as Google doc,
Review activity (MPO 1.5) errors on APA reference entries old APA assessment) link created
 (MPO 1.1,
1.2, 1.3,
Week 8
Unit 3

1.4, 1.5,
Activity Peer Review 1.6)
Intro Persuasive
Lecture: Research
Discuss starting with a broad
topic, narrowing it, shifting
based on search results.
Discuss keywords. Demonstrate https://docs.google.co
brainstorming a good research m/spreadsheets/d/1rF6 https://writingce
Research topic - ask students to contribute VeERERH8PqguV6zz nter.gmu.edu/g
Question ideas to a Whiteboard, then PjB7pdbChDxUzLn4y2 uides/how-to-w
Development / (MPO 1.2, discuss adv and disadv of Create research question 181vwE/edit?usp=shar rite-a-research-
Activity: Approval 1.3) different questions. submission form ing question

How do these pieces fit

Using Research, together? Define the terms and
Argument, (MPO 1.1, explain how each element plays
Lecture: Audience, Thesis 1.2, 1.3) a role.
Discuss the value of including a
counterargument. Brainstorm
Week 9

(MPO 1.3, possible counterarguments to

Discuss Counterargument 1.4) student theses.
https://docs.go
ogle.com/prese
ntation/d/1AnU
Recognize differences between 5DAkLUYKga
informative and persuasive Develop examples of each to WCC-1LqE-iCF
writing; write informative vs. share with the class. Develop a XqaWB-LCV7
Persuasive vs. persuasive theses for example Google Doc for students to fill in Examples developed. MkKi_ays/edit?
Activity: Informative (F) (MPO 1.3) topics with their own examples. Slides developed usp=sharing

Discussion: Precise Language (MPO 1.1) Reminder/ Review

 https://docs.go
ogle.com/docu
ment/d/11qTmE
l_AptaL66tjylby
yoirf3vdRvxEc
G9VnYEnNMY/
ESL Interview Have students generate a short Create document to record edit?usp=shari
Activity questions list of interview questions questions Document done ng
https://jamboar
d.google.com/d
/1v3lsMNsfXNr
One rule you already know. One OGT92x9PDG
Week 10

rule you didn't know. One rule Come up with questions. Load 0mtaJagnvvA2
Grammar: Picky that's hard to remember - On a Picky Rules of Writing (needs Questions and yZDg_t4u5w/ed
Discussion: Writing Rules (MPO 1.1) jamboard or google doc to be revised) Jamboard done. it?usp=sharing
Ask students to help develop https://docs.go
questions? Together, brainstorm ogle.com/docu
questions and decide on what ment/d/10u89R Alternate
we'll be asking. Remind students jHtZtfDPtJKGv activity?
to assign questions and have a WVM6QQRAM https://www.ten
recorder - What were most Google doc table UWgGam-XKS ement.org/visit/
ESL Student important takeaways, most developed for students sy9ZtM/edit?us virtual-tenemen
Activity: Interview surprising answers? to record responses p=sharing t-tours/

Discussion: Fallacies (MPO 1.4) *Make this homework

Break students into small

groups, ask them to come up
with a fallacious statement that
applies to the fallacy/ies that Develop reporting form - Google https://yourlogic
Activity: Fallacies (MPO 1.4) they've been assigned. slides? Google doc done https://docs.googalfallacyis.com/
(MPO 1.1,
Week 11

1.2, 1.3,
1.4, 1.5,
Activity: Writing Workshop 1.6)
 https://docs.go
ogle.com/docu
ment/d/10ctztv
What are some examples of GBtte2N9cuF1
ableism that you have LlduVi3TEA42x
experienced personally or poxhdnc08zWY
observed/witnessed? Sort into Create form to record answers / /edit?usp=shari
Discussion Disability Matters types of discrimination sort into categories Form created ng
https://writingce
(MPO 1.1, nter.gmu.edu/g
Week 12

1.2, 1.3, uides/23-ways-t

1.4, 1.5, o-improve-your
Activity: Peer Review 1.6) -draft
https://www.kial
o-edu.com/invit
ed?token=005-
Should Prisoners create a quick Kialo debate ; ask e2d2ccd5-b63d
Unit 4

Be Allowed to students to add the most salient -4f83-bf34-303

Discussion: Vote? arugments on both sides. Set up Kialo board Kialo board done 3ffaf8d69
Intro Ora
Lecture: Presentation
Refresh from ENG 124. Have
students report on elements to
(MPO 3.1, keep in mind in small groups, Create interactive Google doc -
Effective Oral 3.2, 3.3, then report out on a Google doc highlight major categories to
Discussion: Presentations 3.4) or slides prompt good discussion
Week 13

(MPO 3.1,
3.2, 3.3,
Activity: Oral Citations 3.4)
Show sample outline and visual;
Outline / Visual identify good and bad elements;
Activity: Workshop (MPO 3.4) students can work on their own
W Week 14

(MPO 3.1,
Unit 5

3.2, 3.3,
Activity: Rehearsals 3.4)
Activity Watch speeches
ee

15
k

Activity Reminder to complete evals

INDEX of
Resource resources Link to all resources
Check and
update course
schedule!!!

Still neec Cause &

SAMPLE Effect. Emailed Write sample critical analysis
PAPERS Kim McFetridge essay Essay sampe written

Instructor Guide done

& aligned with
INstuctor guide Create instructor guide schedule
Check all
assignment
instructions