Name - webapps.spcollege.edu€¦ · Web viewThis course is designed to help pre-service teachers teach the social sciences through the language arts, children’s literature, and

ST. PETERSBURG COLLEGECOLLEGE OF EDUCATION

"Preparing students to serve as effective, reflective and caring teachers."

COURSE SYLLABUS

EDE 4226Integrated Language Arts, Children’s Literature and Social Sciences

This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.

Course Prefix: EDE 4226Section #: 3845Credit Hours: 4 Credit HoursCo-requisites: EDE 4942Pre-requisites: EDF 3214, RED 3309, EDE 4304, EDE 4943 and admission to Elementary Education with

Reading BS, or Exceptional Education with Reading BS. Additional prerequisities: EDG 3620 for Elementary Education majors and EEX 3241 for Exceptional Education majors.

Day, Time and Campus: Wednesday 6:00pm – 9:40pm CL-NM162Modality: Face-to-FaceProfessor: Cynthia FreedOffice Hours: As neededOffice Location: CL-NM 162Office Phone: 727-600-4896Email Address: [email protected]

ACADEMIC DEPARTMENT: College of EducationDean: Kimberly Hartman, Ph.D.Office Location & Number: Tarpon Springs BB 101

I. COURSE DESCRIPTION

This course is designed to help pre-service teachers teach the social sciences through the language arts, children’s literature, and the creative arts. By using an integrated curricular approach, pre-service teachers acquire competencies in subject area content as well as pedagogical strategies for these disciplines. In addition, the course prepares pre-service teachers to teach using a thematic approach so that K-6 learners understand connections across curricular areas. This course is enriched through the creative arts, including art, music, drama, and dance and addresses The Florida Standards in these specific areas. 62 contact hours.

II. MAJOR LEARNING OUTCOMES

1. The student will demonstrate subject area knowledge in the language arts, including, reading, writing, speaking, listening, and viewing by:

a. conducting an oral history on a community member.b. analyzing the elements of a primary document.c. generalizing from a virtual or live field trip.

Syllabus Coordinator: Dr. Nancy Watkins EDE 4226-3845 1 of 14Spring 2015

d. completing quality oral presentations.

2. The student will demonstrate subject area knowledge in the social sciences by:

a. diagramming online subject area modules that focus on these various areas of the social sciences as outlined in the Next Generation Sunshine State Standards, and/or Common Core State Standards.(Florida Standards)

b. constructing a study guide on a topic within the social sciences.

3. The student will illustrate the literary elements of children’s literature by:

a. identifying and evaluating character development, setting, problem, conflict, climax, point of view, tone, mood, and resolution in a self–selected children’s piece of children’s literature.

b. compiling a list of quality reading materials based on given standards for primary and intermediate levels of learners that includes both fiction and nonfiction literature.

c. evaluating children’s literature for bias and sensitivity issues.

4. The student will specify how to integrate the creative arts into the elementary classroom, including, art, music, drama, and dance to enhance thematic teaching by:

a. selecting definitions and examples of the elements of art media, techniques, and processes.b. recognizing and responding to visual arts in relation to history and culture.c. relating examples to the concepts of music they represent (e.g. dynamics, rhythm, tempo, form,

tone, color, pitch, style).d. recommending techniques for developing students’ creative musical skills through use of

improvisation, listening skills, performance skills.e. relating music in relation to history and various cultures and composers.f. identifying and describing movement elements in performing dance.g. describing dance in various cultures and historical periods.h. constructing methods and approaches to using creative dramatics, role play, and improvisation in

the classroom.

5. The student will plan how to cultivate a safe, encouraging and literature-rich classroom by:

a. providing a positive work environment that supports the intellectual, personal and social development of all students, including English Language Learners (ELLs), special needs and at-risk students.

b. focusing on geographical, environmental, historical, political, and economic responsibilities; and reinforcing important ideals, freedoms, rights and responsibilities in a democratic society.

c. extending content through listening, speaking, writing and reading experiences.

6. The student will integrate instructional models and best practices in effective teaching and assessment in social sciences, language arts, children’s literature, and the creative arts by:

a. comparing different learning and teaching approaches and models.b. designing lesson plans based on what research says about effective organization,

conceptualization, and structure, including appropriate ESOL and special needs strategies; including appropriate questioning and discussion techniques in plans and classroom discussions.

c. designing traditional and performance based assessment techniques.

7. The student will synthesize the pertinent elements of Danielson’s Framework for Teaching by:

a. developing a unit plan based on the Florida Standards for the primary or intermediate level that


integrates the social sciences, the language arts, children’s literature, and the creative arts in an effective manner.

b. developing traditional and performance based assessments within the unit.c. performing the skills within instruction through in-class presentations (clear communication,

questioning, engagement, feedback, and flexibility).

III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS

A. Required Textbooks

Textbook(s) Required: Anderson, N. A. PCL Bundle: Elementary Children's Literature: Infancy through Age

13 (2nd ed.). Pearson. ISBN: 9781269373401 Smith, P. (1984). A Land Remembered. Sarasota, FL: Pineapple Press. ISBN:

9781561641161OR

Smith, P. (2001). A Land Remembered-Student Edition, Vol. 1 Sarasota, FL: Pineapple Press. ISBN: 9781561642236

Smith, P. (2001). A Land Remembered-Student Edition, Vol. 2 Sarasota, FL: Pineapple Press. ISBN: 9781561642243

Recommended: Smith, P. A Land Remembered-Teacher's Manual (Online) Sarasota, FL: Pineapple

Press. http://www.patricksmithonline.com/teachingguide.html - link also on Angel

Students using eBooks must have access to the eBooks during class sessions.

B. Supplemental Material

Resources: Albers, P. (2007) Finding the artist within: Creating and reading visual texts in the English Language Arts

Classroom. Upper Saddle River, NJ. International Reading Association. Cappiello, M. & Thulin Dawes, E. (2013) Teaching with Text Sets. Huntington Beach, CA. Shell Education. Maxim, G.W. (2014) Dynamic Social Studies for Constructivist Classrooms (10th edition). McLaughlin, M. & Overturf, B. (2013) The Common Core: Teaching K-5 students to meet the reading standards.

Newark, DE: International Reading Association. Owocki, G. (2013). The Common Core Writing Book: Lessons for a range of tasks, purposes and audiences.

Portsmouth, NH. Heinemann. Online Resources:

Just Read Florida: http://www.justreadflorida.com/ Common Core State Standards Resources:

http://www.achievethecore.org/ http://www.corestandards.org/ http://www.ascd.org/common-core-state-standards/common-core.aspx

Library: http://www.spcollege.edu/libraries//

C. Technology

Technology is an essential tool for receiving and developing instruction. Students are expected to reference ANGEL continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.Technology required for EDE 4226: Internet access, MS Word, adobe Acrobat Reader, access to a video camera (available for check-out through library), movie-making software (usually installed on your computer) & scanner. All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf), a pdf file, a video file, or image file


http://www.spcollege.edu/central/libonline/

http://www.ascd.org/common-core-state-standards/common-core.aspx

http://www.corestandards.org/

http://www.achievethecore.org/

http://www.justreadflorida.com/

(.jpg, .gif, etc.)

D. Supplies

Some supplies may be needed for presentations as described in “All Course Assignment” section below.

IV. COURSE REQUIREMENTS & EXPECTATIONS

A. School Based Hours Course RequirementsThis course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.

B. ALL Course Assignments

1. Annotated Bibliography Students will produce an annotated bibliography of 20 children’s books, including a minimum of at least four award-winning texts, such as the Caldecott and Newberry Awards. In addition, at least five of the books should reflect the cultural characteristics of Florida’s ELL population. (The ELL population refers to students whose first language is NOT English.) The literature should be appropriate for teaching interdisciplinary thematic units that integrate social studies, language arts, and the creative arts. The bibliography should include fiction, nonfiction, and poetry selections and should be appropriate for students in both K-2 (10 books) and 3-6 (10 books). (50 points)

2. Presentation of Bibliography: In a 3-5 minute presentation, students will choose their favorite book from the annotated bibliography and present it to the class by creating a digital handout/advertisement (to be shown from a flash drive using Publisher or a handout template in Word) for this book to entice classmates to use the text in their future classrooms. (25 points)

3. SAE Expert Guide Working in teams, students will become an expert on a given subtopic within History and/or Geography. Students will prepare a one-page digital study guide and 10 question quiz for classmates containing essential content for a subtopic on the ELED Subject Area Exam. Study guide and questions worth (50 points). Presentation of SAE topic worth (25 points)

4. Creative Arts Module: Students will read A Land Remembered by Patrick Smith and, in small groups, develop an anticipatory set using all of the Creative Arts (Dance/Movement, Visual Arts, Music, Poetry, and Theater/Drama) to prepare a presentation for the class. During the presentation, each group will also explain (using examples) how to integrate the Creative Arts into the elementary classroom, while including an opportunity for classmates to interact in a sample activity (designed around A Land Remembered). (50 points)

5. Primary/Secondary Sources Lesson: Students will bring in an example of a primary source and a secondary source to share in small groups. In a one-page typed printed out paper, you will explain what primary and secondary source you are sharing and address how you can incorporate primary/secondary documents into the curriculum to encourage critical thinking. (50 points)

6. Group Inquiry Projects with infused technology- Students will each develop a webquest using a template in zunal.com in an area from the SAE on Economics or Government/Civics. By creating an account, you will post your webquest online in zunal.com and also print out the pages of your webquest to provide your professor. (50 points)

7. Geography Lesson: In class, the instructor reviews elements of geography such as: geographic representations/spatial views of the world; human-environment interaction/place, regions and


culture; human population/spatial patterns and movements and global interconnections/changing spatial patterns. Students discuss strategies for teaching geography in the elementary classroom.

8. Integrated Unit Plan Students will develop a one-week integrated unit that integrates language arts (reading, writing, speaking, listening), creative arts, social studies, and related literature designed to deliver instruction for diverse students, including ESOL, ESE, & Gifted students. Within this unit, students will include one full **Danielson lesson plan (Day 1) covering the contributions of different cultural groups to the United States in a lesson that integrates the subject areas of social studies, language arts, creative arts, and multicultural children’s literature. Within the unit plan, opportunities for children to listen, speak, view, write, and read as well as reflect on their learning with assessments that determine mastery. The unit plan must be based upon The Florida Standards that will integrate social studies, language arts, and literature and will include at least three ESOL teaching strategies designed to deliver instruction to ESOL students integrating the four performance skills of listening, speaking, writing, and reading. It must include critical thinking objectives and a culminating activity for the students. The unit plan must also include the use of technology and/or information software resources. Also, the unit plan should include an adaptation of a content area test or include a variety of alternative methods to assess student learning in social studies, language arts, creative arts, and literature that reflect ESOL language levels and the diverse needs of students. (150 points: 50 points for LP, 100 for Unit)

9. Virtual Field Trip IN CLASS: Students will visit an online destination to learn more about how to integrate the creative arts into their classrooms. Students will have a field trip think sheet to complete during the trip. Students will need to bring laptop to class on the day of the virtual field trip.(50 points)

10. Reading Quizzes- 5 pop quizzes related to class readings and activities will be given randomly during class sessions. (50 points)

11. Genre presentation- Small groups of students will be assigned a literary genre and will summarize the characteristics of that genre in a 3-5 minute video-taped presentation (on a flash drive) to the class. Students will also share a portion of a read aloud and other examples of Children’s Literature from that genre. (50 points)

600 points


UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.

FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course.

If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.

Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table below.

* Assignments labeled with an (*) denote required assignments that must be passed at 75%.

For courses with lesson planning:Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.

V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

A. COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

B. SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/index.php

Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters

set in this syllabus and any syllabus addendum.


http://www.spcollege.edu/addendum/index.php

https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

VI. CALENDAR AND TOPICAL OUTLINE EDE 4226 AND EDE4942 CALENDAR OF DATES AND ACTIVITIES

DATE TOPIC READINGS ASSIGNMENTS DUEWEEK 1

JANUARY 14IntroductionsCompass PointsOrientation to the course and review of syllabusExamining the content of social studiesGenres in Literature

Start reading: A Land Remembered

Download complete syllabus and bring to class

WEEK 2JANUARY 21

Go into the 4942 course,

download and print the syllabus for

practicum--- bring to class next

week

PluralismWhy Multicultural Education?Multicultural LiteratureDefinitions of children’s literature and social studiesABC brainstorm activityThink Aloud activity

Chapters 1, 2: Elementary Children’s Literature (Anderson)

Chapter 8 ECL: Multicultural Literature

Continue reading A Land Remembered

Graphic Novels

Possible Pop Quiz on chapters

We will create foldables in class on the literary terms in Chapter 1.

Please bring to class tonight:a pair of scissors,colored pencils, 4 pieces of colored copy paper (any color you choose), and a glue stick

Come to class next week with a copy of the scaffolded Danielson Lesson Plan found in My Courses



JANUARY 28

PRACTICUM:

ATTEND PRACTICUM

ORIENTATION

Lesson PlanningCreating goals, objectives, assessments Anticipation Set Delivery of a lesson

Guided/Independent practice Enrichment/Extension of lesson

Remediation of a lesson

Materials for a lesson

Possible problems/ solutions in a lesson

**Bloom’s Taxonomy

Chapter 3 ECL: The Art of Illustration


Possible Pop Quiz on chapter

Go into 4942 course, download and print syllabus for practicum---bring to class tonight to discuss

Come to class tonightwith a copy of the scaffolded Danielson Lesson Plan

WEEK 4FEBRUARY 4

PRACTICUM:

**Contact schools

Citizenship & Character Ed.

***Continuation of Lesson Planning with the template.

SS integrated notes and literacy connection notes

Grimm 360

Maurice Sendak

Chapter 5 & 6 ECL: Traditional Literature

Chapter 6 ECL: Modern Fantasy





FEBRUARY 11

PRACTICUM:

CONTRACT OFHOURS DUE

IN 4942 COURSEDROP BOX THIS

WEEK

Marc Brown 360Arthur

Lobel—meet the author

Dr. Seuss—meet the author

Discuss 208-211

Depaola—meet the author

Bibliotherapy Notes(Stella Luna)

Chapter 7:Animal Fantasy

Chapter 9:Contemporary Realistic Fiction


Definition of Primary and Secondary Sources


***Bring a current event from a newspaper (yes a hard copy of the article) with you to class next week.

***You will also need to bring to class next week a copy of a primary source and a secondary source (is they can be related in some way…that would be perfect)

WEEK 6FEBRUARY 18

PRACTICUM:

START TO SCHEDULE

OBSERVATIONS

VIDEOTAPED MINI-LESSON #1 DUE THIS WEEK

Current Event

Primary vs. Secondary Source Lesson FSAC 7.2

One Survivor Remembers

DevelopmentallyAppropriate notes

Katherine Patterson---meet the author

Chapters 10: Historical Fiction

Chapter 11: Biography and Autobiography



Current event activity (you are to have a hard copy of a newspaper article with you forthis activity tonight.

Primary/Secondary SourcesActivity ( You are to have a copy of a primary source and a secondary source in class with you tonight—if theyare related in some way, thatwould be perfect!)

Your one-page typed paper is duein class tonight (printed out) to give to your professor. In APA format, you will explain what primary and secondary source you are sharing tonight and how you can incorporate primary/secondary documents into thecurriculum to encourage critical thinking.

**Bring an informational book to Class next week (any topic/age)



FEBRUARY 25

PRACTICUM:

PDP DRAFT DUEIN 4942 DROP

BOX THIS WEEK

Go over PDP example

Spider charts books

Citizenship: test, Presidents, notes on citizenship

Case Study p. 203

International Pencil

Chapter 12 ECL: Informational Books



**working with the Informational book you are Bringing to class tonight.

***Bring a copy of your Favorite poem for next week

WEEK 8MARCH 4

PRACTICUM:

OBSERVATION#1 BY YOUR

SUPERVISORMUST BE

COMPLETED AND UPLOADED

INTO CHALK ANDWIRE THIS WEEK

Poetry InstructionHighwayman 303-305 discussABC-poetryPoetry books (analysis)Poetry termsCreation of poetry

Chapter 13 ECL: Poetry and Verse


Possible Pop Quiz on chapter

Please bring a copy of your Favorite poem tonight

WEEK 9MARCH 11

SPRING BREAKNo class this week: Spring Break

Continue reading A Land Remembered n/a

WEEK 10MARCH 18

PRACTICUM:

YOU ARE TO WORK ON

YOUR VIDEOLESSON PLAN

AND TAPING OFVIDEO AND

SELF-REFLECTIONTHIS WEEK

Continue reading A Land Remembered **Annotated Bibliographies

due in My Courses by the class begins tonight.

**Annotated Bibliography Presentations tonight



MARCH 25

PRACTICUM:

VIDEO LESSONPLAN, SELF-

REFLECTION, AND VIDEO

ON A FLASHDRIVE

OR DISC MUSTBE GIVEN TO PROFESSOR THIS WEEK

Continue reading A Land Remembered Genre Presentations to be

Presented in class tonight

**Bring laptops to next class to conduct the virtual field trip

WEEK 12APRIL 1

PRACTICUM:VIDEO

OBSERVATIONSWILL BE

GIVENBACK TO YOUDURING CLASS

TONIGHT.YOU MUST

UPLOAD ALLBUT THE VIDEO

INTO CHALKAND WIRE

AND YOU MUST UPLOAD ALL ITEMS INTO

CHALK AND WIRETHIS WEEK

*Museum tripsContinue reading A Land Remembered Virtual Field Trip tonight

(please bring laptops to class)

WEEK 13APRIL 8

PRACTICUM:WORK ON LESSON

PLAN FOR OBSERVATION

#2 BY YOURSUPERVISOR

SAE reviewContinue reading A Land Remembered

SAE Expert Guide study guide and questions to be uploaded to My Courses by the time class begins tonight.

SAE Expert Guide Presentations will take place in class tonight

Bring a detailed map of a a country (other than the US) to class next week.


DATE TOPIC READINGS ASSIGNMENTS DUEWEEK 14APRIL 15

PRACTICUM:

CREATE A FINAL DRAFT OF PDP

AND HAVE SIGNED BY YOUR

SUPERVISORTHIS WEEK

VIDEOTAPED MINI-LESSON #2 DUE THIS WEEK

Unit planningReview of creating a lesson

Geography & Mapping Lesson


Map activities (bring a detailedmap of a country to class- not the US).

Group Inquiry Projects with Infused Technology is due In class tonight (printout) and Webquest must be active in Zunal.com

**Bring all you need to work on Your unit plan in class.

WEEK 15APRIL 22

PRACTICUM:MUST HAVE

OBSERVATION #3 (SECOND ONE

COMPLETED BY SUPERVISOR)COMPLETED

ANDUPLOADED

INTO CHALK AND WIRE

THIS WEEK

Creative Arts Review

Peer review of Danielson plans


Unit Plan is due into Chalk and Wire by the time class begins Tonight (do NOT bring a hardcopy of the whole unit to class…but DO bring a copy of the one full Danielson that youcreated for the unit—we willbe reviewing over them in class)

Bring what you need to workon your Creative ArtsModule with your team-youwill have time to work on it in class tonight.

WEEK 16APRIL 29

PRACTICUM:ALL HOURS MUST

BE COMPLETED AND

YOURSCHOOL BASED

NOTEBOOK AS WELL AS ALL FINAL

DOCUMENTS MUST BE

UPLOADED INTO CHALK AND

WIREMAY 1

(AT THE LATEST)

Florida History

Musical Arts Lesson FSAC 13.2, 14.1, 14.2Visual Arts Lesson FSAC 12.5

Give out exam reviews

A Land Remembered

Creative Arts Module to be presented in class tonight.



MAY 6Final Exam---In Class Exam at regular class scheduled time*Please bring a number two pencil to class

VII. UNIFORM CORE CURRICULUM ASSIGNMENTS

Assignment Name UCC Specific IndicatorAnnotated Bibliography RC 2.G.3

RC 2.G.4RC 4.8FSAC ELED 1.2.1FSAC ELED 1.2.3ESOL 3.2

Course Assignments OE c

Geography Lesson FSAC ELED 2.3.1FSAC ELED 2.3.2

Integrated Unit Plan FEAP 1.bFSAC ELED 2.1.1FSAC ELED 2.1.2FSAC ELED 2.1.3FSAC ELED 2.1.4RC 2.A.5RC 4.9ESOL 3.2

Primary/Secondary Sources Lesson FSAC ELED 1.5.4FSAC ELED 1.5.5

SAE Expert Guide FSAC ELED 1.5.2FSAC ELED 1.5.3FSAC ELED 2.2.1FSAC ELED 2.2.2FSAC ELED 2.2.3FSAC ELED 2.2.4FSAC ELED 2.2.5FSAC ELED 2.2.6FSAC ELED 2.2.7FSAC ELED 2.2.8FSAC ELED 2.2.9FSAC ELED 2.2.10FSAC ELED 2.3.3FSAC ELED 2.3.4FSAC ELED 2.3.5FSAC ELED 2.3.6FSAC ELED 2.3.7FSAC ELED 2.3.8FSAC ELED 2.3.9

Genre Presentation FSAC ELED 1.2.2FSAC ELED 1.2.4


Group Inquiry Project with Infused Technology FSAC ELED 1.5.6FSAC ELED 2.4.1FSAC ELED 2.4.2FSAC ELED 2.4.3FSAC ELED 2.4.4FSAC ELED 2.4.5FSAC ELED 2.4.6FSAC ELED 2.4.7FSAC ELED 2.5.1FSAC ELED 2.5.2FSAC ELED 2.5.3FSAC ELED 2.5.4FSAC ELED 2.5.5FSAC ELED 2.5.6


Documents

Name - webapps.spcollege.edu€¦ · Web viewThis course is designed to help pre-service teachers teach the social sciences through the language arts, children’s literature, and