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WEEK 1: Getting to Further Know Yourself Culturally and Academically 8/20--Mon: Introduction to the course: Puente mission, benefits, and components Also course texts, syllabus, and policies Freewrite (10 min): Describe an early reading memory at home with your parents, siblings, or friends. What were your early attitudes and feelings toward reading?HM: Get course texts, notebook for journal, and $5 Computer usage materials card 8/22--Weds: Name memorization exercise Activity: Each student puts on a nametag with his/her name. Then students line up in alphabetical order and divide into 3-4 equal groups and memorize the names of those in their group. Then people rotate in and out of groups memorizing all new people. Finally, students take off their tags and form a circle and take turns naming everyone in the circle. Freewrite (10 min): Describe yourself as a student now. What subjects do you like? Dislike? Do well in? Struggle with? How do you feel about school?HM: Read the Introduction of The Latino/a Condition pp. xvii-xix 8/24-Fri: Discussion of the Introduction to The Latino/a Condition In-class brainstorm: What are the issues/problems/struggles people of color face in the U.S.? What issues do Latinos face in particular? Freewrite (10 min): What do you hope to learn or gain from this class? How do you hope to grow as a student? As a person? What are some of your short-term goals? Some of your long-term goals? HM: Add to and gather together the past, present, and future freewriting you've done this week both in this class and in your counseling class which asked you to examine yourself personally and culturally and also academically. Bring all five (5) freewrites to class on Monday to receive credit. Each response should be about a page in length-they can be handwritten. WEEK 2: The Writing Process 8/27--Mon: Introduction to the Writing Process: freewriting, brainstorming, clustering, & listing HM: Create the following for your WHERE paper-due Weds: (1) a brainstorm-at least ½ page (2) a cluster of your main ideas and supporting details (3) a list of your main ideas and supporting details. Review the materials handed out in class on these Writing Process steps. 8/29--Weds: Writing Process continued: Journalist ?'s, thesis statements HM: Create questions using the Journalist Method that begin with Who? What? When? Where? Why? and How? in regards to your past/present/future experiences and goals. Spend about 5 minutes freewriting an answer to each question-due Friday. 8/31--Fri: Writing Process continued: outlining and organizing ideas HM: Create a formal outline for your WHERE paper. Review the materials handed out in class on outlining-be sure to use either block style or point by point to organize your points. Also include your thesis statement at the top of your outline and all outlines must be typed and ready to turn in on Wednesday. ** Getting Prepared: Paper #1 (2-3 pages) is due Monday, September 10th** WEEK 3: Writing Outlines and Introductions 9/3--Mon: No Class-Labor Day 9/5--Weds: Workshopping outlines and thesis statements HM: Write a rough introduction for your WHERE paper. Your introduction should be about 5-10 sentences and must include your thesis statement-due Friday. 9/7--Fri: Introductions, transitions, and topic sentences HM: Write Paper 1, the WHERE paper, (2-3 pages) due next class, Mon 9/10 (1) Bring 4 copies of your completed, typed, double-spaced paper to class (2) Don't put extra spacing between paragraphs; double-space throughout the paper and indent 10 spaces at the beginning of each paragraph. (3) Those without papers will be asked to leave. (4) Reminder: Workshop days count as 2 absences. (5) If you do not turn a paper in on this due date, you cannot turn in the revised version, due a week later, for a grade. You can't pass if you miss one of the required papers. WEEK 4: Workshopping Paper 1 and Discussing Mentors 9/10--Mon: Paper #1 Due-the WHERE paper (2-3 pages) In Class: Workshopping (a double absence day if missed) HM: Continue feedback on "Peer Response" sheets. Bring these sheets, your paper and your group members' papers on Wednesday to continue workshopping. 9/12--Weds: In Class: Workshopping (a double absence day if missed) HM: Now that you've written a WHERE paper for yourself, as the expert, you now know the best questions to ask; therefore, you, the students, will design the questions you will ask your mentors in order to write a WHERE paper on them. For next class write up 6 questions, ONE for each of the following categories… * Personal/Cultural: (1) PAST (2) PRESENT (3) FUTURE * Academic/Professional: (4) PAST (5) PRESENT (6) FUTURE. Please write your questions clearly and be ready to turn them in. 9/14-Fri: Creating titles and Discussing Mentors HM: In Latino/a, read "Hispanics? That's What They Call Us" pp. 3-5 and "Welcome to the Old World" pp. 6-8. Revise Paper #1 due Mon, 9/17. Please include the following: (1) A title page using MLA format: ............(a) Title of paper centered about a third from the top of page (be creative with your title; draw your reader in; win the title contest!) ............(b) Your name centered in the middle of the page ............(c) Course, instructor's name and date centered near the bottom of page. (2) Peer evaluations stapled to back (3) Must be typed, double-spaced, have 1" margins, have 12 sized font, and be 2-3 pages in length. Please note: 10 pts are removed for each page the paper is under the required minimum length and 5 pts for half a page under. Don't go solely by word count but by actual length. ** Friday, Sept 14th is the last day to drop without it appearing on your record ** Paper 1: the WHERE Paper - due Monday, Sept 10th (2-3 pages) For Paper #1, you will be writing a paper analyzing yourself in two areas: (1) Personally/Culturally and (2) Academically. You will examine these areas of your life in the past, in the present, and looking ahead to the future by answering the questions below. You will use a comparison format of either block or point by point to organize your points. .............................................................................have you been? ......................................................WHERE............are you now? .............................................................................might you be going? WEEK 5: Part I-"The Shape of the Latino Group: Who Are We and What Are We Talking About Anyway?" 9/17-Mon: Revised Paper 1 Due Possible quiz followed by a discussion 9/19-Weds: Poetry unit. Also, choosing readers and volunteers for Thursday's dinner HM: In Latino/a, read "Latino/a Identity and Multi-Identity" pp. 17-23. In your Reflection Journals, describe your own multi-identities as Leslie G. Espinoza describes in her article (pp. 17-23). Describe all the parts that make you up as a whole. 9/21-Fri: Session 1: Student writing groups share journals HM: In Latino/a, read "Masks and Identity" pp.
37-43. HM: In Latino/a, read "Re-Imagining the
Latino/a Race" pp. 60-71. Also, select one of the articles
to focus on for Paper 2 (see Paper 2 guidelines on end page
for names of the articles and the assignment). HM: Type up a formal outline with the thesis statement
at the top for Paper 2 due Friday HM: Write Paper 2 (3-5 pages) due Monday 10/1 HM: Continue feedback on "Peer Response" sheets. Bring
these sheets, your paper and your group members' papers on
Wednesday to continue workshopping. HM: In Latino/a, read "Latinos in the United
States: Invitation and Exile" (pp. 77-85). HM: In Latino/a, read "Greasers Go Home:
Mexican Immigration, the 1920's" (pp. 86-91). HM: In Latino/a, read "Undocumented Immigrants
and the National Imagination" (pp. 99-105). HM: In your Reflection Journals, describe someone
early in your life who influenced you, or inspired you, or
guided you in some way. Describe the person vividly and show
through your experiences with that person how he/she
affected or changed you. HM: In Latino/a, read "Immigration Politics,
Popular Democracy, and California's Proposition 187" (pp.
110-117). HM: In Latino/a, read "The Racial Politics of
Proposition 187" (pp. 118-124). HM: Describe what you liked about meeting your mentor.
What did you learn? How did you benefit? Any
funny/interesting stories? Write up your experience in ONE
TYPED page minimum to turn in. Also, come with a list of
ideas of things we could do for the Sat 11/10 event HM: Review reading (Midterm section on end page) and
prepare for in-class, 50 minute, open book, closed note
midterm exam. If you're going to type it, bring a disk. If
you are going to handwrite it, bring paper or a bluebook.
Meet in the computer lab. HM: In your Reflection Journals, describe a time in
your life of turmoil or indecision. Describe what happened,
how you dealt with it and what you learned. HM: Begin Macho!, read Book One: Chapters 1-5
(pp. 15-43). 10/29-Mon: Discuss Macho!, Book One: Chapters 1-5
(pp. 15-43)HM: Continue Macho!, read Book One: Chapters 6-8
(pp. 43-68) and be prepared for a quiz on Book One (pp.
15-68) on Weds in the lab. HM: Continue Macho!, read Book Two: Chapters
1-4 (pp. 69-100)For extra credit, attend "All Soul's Day
Playback Theatre performed by Opera Piccola"on Thursday,
November 1st 12:35-1:50pm in the Gallery Theatre HM: Continue Macho!, read Book Two: Chapters
5-10 (pp. 101-144) 11/5-Mon: Possible quiz followed by a discussion HM: For Weds, we will attend the Workshop "Fragments,
Run-Ons, Comma Splices" in the lab in 2108 but in the back
of the lab on the right side in the Computer Writing Center
(room 2108f) HM: In your Reflection Journals, in a minimum of one
page, describe a trip you took that made an impact on you
whether it was to somewhere close and familiar or to
somewhere far away and different. Describe the trip and how
it affected or changed you or what you learned from it. HM: Continue Macho!, read Book Two: Chapters
11-13 (pp. 145-175) 11/12-Mon: No Class-Veteran's
Day HM: Continue Macho!, read Book Two: Chapters
14-16 (pp. 177-206) HM: Finish Macho!, read Book Three: Chapters
1-3 (pp. 207-240)Last day to withdraw from classes 11/19-Mon: Discuss Macho! and possible paper topics HM: In your Reflection Journals, in a minimum of one
page, describe a happy, funny, or appreciative moment
involving you and one or more of your family members. Make
it clear why you selected the moment you did. 11/26-Mon: Session 5 (last small group session): Student writing groups share journals HM: Fill out all four portions of the "Creating
Thesis Statements" sheet - due Weds: HM: Type up a formal outline with the thesis statement
at the top for Paper 4 due Friday HM: Write Paper 4 (4-6 pages) due Monday
12/3 12/3-Mon: Paper 4
Due (4-6 pages). HM: Continue feedback on "Peer Response" sheets.
Bring these sheets, your paper and your group members'
papers on Wednesday to continue workshopping.
HM: Revise ONE of your 5 journals (the list of topics
is at the end of this homework sheet) that you have written
over the semester to share in class on Monday 12/10 and
Wednesday 12/12. Journals must be typed, double-spaced and
a minimum of 2 pages. You will be turning this typed,
revised journal in for a grade. Also, we will make a packet
of everyone's journals to give to all the Puente students on
final exam day. * Bring munchies to class on Monday and
Wednesday to share as we do the readings * 12/10-Mon: Sharing Journals HM: Revised Paper #4 due Mon, 12/17. Please
include the following: 12/17-Mon: Paper 4
due (4-6 pages). |
