KJimenez_Action Plan Template 21-22_6-22
Podcast Assignment Guidelines
Podcast Structure
African American Literature: Open for Antiracism (OFAR)
Overview
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
How To Remix This Template
OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. Once logged in, click the remix button on this resource to make your own version of this template. Change the title to describe your project and add text, videos, images, and attachments to the sections below. Delete this section and instructions in other sections before publishing. When you are ready to publish, click next to update the overview, license, and description of your resource, and then click publish.
Kiandra Jimenez Action Plan
The OER and open pedagogy has helped my students feel empowered and recognize their existing knowledge base as a resource to their education. In particular, I encouraged the students to use their own ideas, lived experiences, and personal knowledge to critically engage with our texts and apply literary theory to read the texts. Finally, creating a podcast episode as a way to demonstrate their knowledge gave them the opportunity to see the application of critical thinking and writing skills they are learning in the course that apply to things they do not normally associate with English. Creating this podcast allowed them to contribute their voice and knowledge to a broader conversation of literature, as well as provided the opportunity of creating and dissimenating knowledge form diverse perspectives. The students were energized and exctited about the idea of serving as "teachers" on a topic in such a public forum.
Course Description
Course Description:
Prerequisite: ENG-1A, or qualifying placement level.
Course Credit Recommendation: Degree Credit, UC, CSU
Students will critically read diverse literary texts in order to compose inquiry-driven writing. Students will write a minimum of 7500 words of assessed writing. Classroom instruction integrates writing lab activities. Students may not receive credit for both ENG-1B and 1BH. 72 hours lecture and 18 hours laboratory.
Short Description:
Students will critically read diverse literary texts in order to compose inquiry-driven writing.
Entrance Skills:
Before entering the course, students should be able to demonstrate the following skills:
- Write texts using diverse rhetorical or multimodal strategies.
- ENG-1A - Write texts using diverse rhetorical or multimodal strategies.
- ENG-1AH – Write texts using diverse rhetorical or multimodal strategies.
- Write an inquiry-driven research essay on a culturally relevant issue while engaging with text-based sources.
- ENG-1A – Write an inquiry-driven, analytical, or argument-based research essay on a culturally relevant issue that demonstrates critical reading and analysis of text-based sources.
- ENG-1A – Write an inquiry-driven, analytical, or argument-based research essay on a culturally relevant issue that demonstrates critical reading and analysis of text-based sources.
Required Texts:
- The Little Seagull Handbook w/Exercises, 3E (LS)
- Norton Anthology of African American Literature, Volumnes 1 & 2 (AALit)*
- Class Reader: I will occasionally provide links, PDFs (most times printed, but occasionally just downloads) of class readings.
Other Required Materials:
- Loose-leaf, 8.5 x 11” notebook paper for papers and note taking
- Regular access to a computer with word processing, printing, research and viewing materials
- RCC email account, that is checked regularly
Highly Recommended Materials:
- Any college level dictionary and thesaurus (print or phone app)
Course Objectives:
Upon successful completion of the course, students should be able to demonstrate the following activities:
- Identity a text’s genre elements.
- Compare and evaluate literary texts.
- Analyze in readings and use in writings different patterns of logical thinking, including inductive and deductive reasoning, cause and effect, logos, pathos, ethos, and other rhetorical appeals and strategies.
- Gain practice identifying logical fallacies in language and thought.
- Use common literary terms for analysis of literature.
- Compare thesis-driven arguments about literature to suit different rhetorical purposes, including interpretations, evaluation, and analysis.
- Find relevant secondary sources for inquiry-based writing.
- Use primary and secondary sources to compose inquiry-driven writing.
- Practice conventions for citation and documentation of sources systematically.
- Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing.
- Learn to give and to act on productive feedback to works in progress.
- Gain experience at proofreading and editing for presentation of writings.
Student Learning Outcomes:
Upon successful completion of the course, students should be able to demonstrate the following skills:
- Analyze diverse literary texts through various social, historical, cultural, psychological, or aesthetic contexts.
- Critical Thinking: Students will be able to demonstrate higher-order thinking skills about issues, problems, and explanations for which multiple solutions are possible. Students will be able to develop, test, and evaluate rival hypotheses. Students will be able to construct sound arguments and evaluate the arguments of others.
- Develop written arguments in response to diverse literary texts.
- Critical Thinking: Students will be able to demonstrate higher-order thinking skills about issues, problems, and explanations for which multiple solutions are possible. Students will be able to develop, test, and evaluate rival hypotheses. Students will be able to construct sound arguments and evaluate the arguments of others.
Final Podcast Assignment
For the final project students work both individually and collaboratively to produce a podcast episode performing a close-reading of a poem/poems of their choice. The assignment is based on their poetry essay, where they are charged to perform a close-reading of a poem or set of poems their team collobaratively select.
They are assessed separately and colloboratively.
- Their essays are turned in separately, but they are encouraged to work as a team discussing the text and thinking about the poetry selections in community.
- Their group podcast episode is assessed as a whole, and each member is assessed by their separate performance, which must be also supported by their essay.
Students are encouraged to bring their personal life experiences to their readings and into the conversation assessing the poetry. They are required to use literary theory as well as incorporate analysis of craft techniques the poet(s) used in the poetry.
OER Resources we used in class to learn about Literary theory and Close-reading of poetry:
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/poetry_close_reading.html
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools_of_criticism/index.html