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COURSE SYLLABUS Term: Spring 2017 Course #: MAT 534P – Language Arts and Social Studies Methods Instructor: Phil Dietrich Office Room #: 500 Phone #: 219-256-4592 (call or text) E-mail: pdietrich1@ccsj.edu Hours (Available): See instructor Instructor Background: Phil Dietrich is a 5th grade teacher at Myers Elementary School in Portage, where he has taught since 2011. His Bachelor’s degree in Advertising is from Ball State University, and he completed CCSJ’s Transition to Teaching program in 2010. In 2013, he earned his Master’s in Teaching through CCSJ’s final phase of the MAT program. His family of 5 keeps him busy when he is outside of the classroom and he enjoys drumming in his spare time. Course Time/Classroom #308: 8:00 a.m. – 4:00 p.m. Saturday, April 1 8:00 a.m. – 4:00 p.m. Saturday, April 8 5:00 p.m. – 8:00 p.m. Tuesday, April 18 (rescheduled due to Holy Saturday) Course Description:

LANGUAGE ARTS: This course provides a study of methods and materials used in developing an integrated Language Arts program in the elementary classroom. This course provides teacher candidates with strategies to understand and use Language Arts concepts to teach reading, writing, speaking, viewing, listening, and thinking skills while incorporating the professional teacher standards of a Language Arts teacher that include the reading components of the ability to comprehend, interpret, and analyze literary texts, such as creative nonfiction, fiction, drama, and poetry; and nonliterary texts, such as informational, persuasive, technical, and functional texts as well as major genres, authors, and works of American, world, and children's literature. The course also provides instructional strategies and materials for developing a Language Arts lesson plan according to the common core standards. SOCIAL STUDIES: Teacher candidates will gain knowledge, understand, and use the major concepts and modes of inquiry from the Social Studies-the integrated study of history, geography, the social sciences, and other related areas that will promote students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world while exploring multi-cultural perspectives and backgrounds as they relate to Social Studies. Prerequisites: Education Psychology, Foundations of Education, and Curriculum Development.

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Learning Outcomes/ Competencies: Students in this course will utilize Bloom’s Taxonomy to plan and implement a Language Arts and/or Social Studies lesson plan. Students will be introduced to theoretical foundations for instruction in these areas, and exposed to best practices and resources to apply this knowledge in the classroom. Textbooks: Learning Strategies: (Blackboard, Technology, Experiential learning, Group Discussions, Team Projects, Collaborative Learning, Lecture)

Language Arts Topics DISCUSSION TOPICS IDOE Elem Generalist English/LA Assignments

(How do I know, that you know?) Opening Session Comprehension Strategies

Comprehend, interpret, and analyze literary texts, such as creative nonfiction, fiction, drama, and

poetry; and nonliterary texts, such as informational, persuasive, technical, and functional texts

Demonstrate analyzing poetry by completing a poetry survey and incorporating into ELA/SS unit plan

Types of Writing & the Writing Process

Recognize major developmental stages of emergent writing and factors that affect the development of writing skills

Discuss the development of writers, use of developmental appropriate rubrics and anchor papers

Writing Conventions, Spelling, and Vocabulary

Examine conventions of Standard American English, including conventions of spelling, capitalization, punctuation, word usage, and grammatical sentence structure

Develop a writing rubric that you will use to score and assess a writing assignment in ELA/SS unit plan.

Process Writing Using Technology

Demonstrate major forms and functions of writing and methods of discovering, developing, and shaping ideas for writing; drafting, revising, editing, and proofreading written texts; and publishing texts using various technologies, including the Internet, Smart Board, Document Imager, and Kidspiration Software

Explore Kidspiration software and/or other child-appropriate writing websites. Utilize technology and exemplar for ELA/SS unit lesson plan.

Research Process Examine major components of the research process, including methods of finding, selecting, and refining research topics; locating and working with sources; assessing the reliability of sources; paraphrasing, summarizing, and quoting source information; and citing and acknowledging sources

In-class discussion. You will also complete a history music album research project. For more information about this project, visit: http://phillipdietrich.wix.com/historyrocks

Speaking Strategies Demonstrate characteristics and components of effective speaking and strategies for communicating effectively in large and small groups

Present Social Studies with trade books project and Social Studies with ELA unit plan

Visual&ViewingRepresentation

Demonstrate the characteristics and components of visual and media literacy, including analysis and interpretation of media and the use of media to present information and ideas

Classdiscussionanddemonstrationofvariousinstructionaltechnology,includingbutnotlimitedto:Socrative,Padlet,Wordle,Prezi,WixWebsitebuilding,QRCodes,Kahoot!

Instruction & Assessment Implement the Indiana Academic Standards and Core Standards for English/Language Arts, the Common Core State Standards for English/Language Arts, and the ability to apply and utilize state and national standards and resources in English/Language Arts and applying the standards to the clinical experience and field trips.

Prepare a 6 day unit plan to teach a major topic in Language Arts with text or texts that explore Social Studies standards or a topic in Social Studies using Language Arts Strategies Clinical Teaching Experience

Instruction & Assessment Implement methods for planning and delivering Clinical Teaching Experience

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evidence-based English Language Arts instruction that fosters students' understanding and mastery of concepts and skills related to English Language Arts and the development of critical- and creative-thinking, reasoning, problem-solving, and performance skills

Instruction & Assessment Implement strategies and skills for effectively

assessing students' understanding and mastery of essential English Language Arts concepts and skills, using ongoing assessment to monitor progress and inform instruction, and applying Response to Intervention (RtI) procedures such as utilizing learning stations to differentiate instruction and administering pre/post assessments.

Clinical Teaching Experience

Social Studies Topics DISCUSSION TOPICS

IDOE Elem Generalist Social Studies Assignments

(How do I know, that you know?) Historical Analysis & Interpretation

Demonstrate major concepts and processes related to Social Studies and Social Studies inquiry, including skills related to chronological thinking and spatial awareness

Use of Language Arts strategies and practices in a Social Studies context Parker, W.C. (2012) Social Studies in elementary education.

History Recognize major eras, events, and perspectives in the development of world civilization, including the establishment and spread of major world religions and the major events and consequences of global exploration, territorial expansion, colonization, and post colonialism

Prepare a 6-Day Unit Plan to teach a major era or event in Social Studies infused with ELA strategies.

Geography Describe major concepts and processes of geography, including characteristics and locations of major human and physical features of the world, characteristics of human and physical systems, and interactions between human and physical systems

Class discussion Plaster of Paris Elevation Map (in-class) Parker, W.C. (2012) Social Studies in elementary education.

Government, Civics, & Economics

Develop major concepts and processes of government, including features and concepts of citizenship and civic responsibility in a democratic society; structures, functions, and purposes of government; and major features and processes of the Indiana and U.S. governments Describe basic concepts and theories of economics, including the basic principles of a market economy, and how they relate to historical and contemporary issues

In class discussion History Album “buying/selling” (ongoing) Processing as a class. Parker, W.C. (2012) Social Studies in elementary education.

Anthropology & Sociology Understand the principles and methods of inquiry in Social Studies, including the characteristics and functions of resources and tools used in Social Studies inquiry Apply strategies for identifying and analyzing central ideas, assumptions, and questions in Social Studies resources and for seeking out and respecting multiple perspectives during Social Studies inquiry

Clinical Teaching Experience

Instruction & Assessment Implement the Indiana Academic Standards and Core Standards for Social Studies and the ability to apply and utilize state and national standards and resources in Social Studies and applying the standards to the clinical experience and field trips.

Clinical Teaching Experience

Instruction & Assessment Implement methods for planning and delivering evidence-based Social Studies instruction that fosters

Clinical Teaching Experience

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students' understanding and mastery of concepts and skills related to Social Studies and the development of critical- and creative-thinking, reasoning, problem-solving, and performance skills

Instruction & Assessment Implement strategies and skills for effectively assessing students' understanding and mastery of essential Social Studies concepts and skills, using ongoing assessment to monitor progress and inform instruction, and applying Response to Intervention (RtI) procedures such as utilizing Learning Stations to differentiate instruction and administering pre/post assessments.

Clinical Teaching Experience

Experiential Learning:

Ø Clinical experiences are required for each education methods course. You will observe in a classroom setting as well as develop and then teach a Language Arts lesson which includes a Social Studies component.

Ø Lesson plans must include all components as listed on the CCSJ lesson plan template. Ø Submit a one-page reflection about the lesson using the CCSJ Reflection form located on Blackboard. Ø Your students will complete a Pre & Post Assessment for the topic you are teaching. You will design this

and administer the pre-test during the week prior to instruction and then the post test at the end of your clinical experience.

Ø The Evaluation form must be completed and signed by the cooperating teacher. Ø Clinical experiences require that you dress appropriately for your assignment. Ø You will video tape your lesson and post along with a reflection

Assessment: Clinical Experiences 34 % of grade Class participation/collaboration/attendance/assignments 33 % of grade Class presentation and assessment instruments 33% of grade Class Policy for Assignments: All assignments are due on the due date specified. Late assignments will lose 1% or total assignment points per day late. Grading Scale:

Grade Points A 100-92 A- 91-90 B+ 89-88 B 87-82 B- 81-80 C+ 79-78 C 77-72 C- 71-70 D+ 69-68 D 67-62 D- 61-60 F 59 and below

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Class Policy on Attendance: Attendance is mandatory, students are expected to be present and on time for all classes. Attendance will impact student grades. Late arrival and/or early departure will result in a 5-point reduction in a student’s participation grade. Class Policy on Electronic Devices: (Cell phones, Beeper, Pagers…etc.) Please keep your cell phones on vibrate so that they don’t interrupt the class. You may return calls during break time. Course Outline: Readings: Assigned reading is your responsibility. We will cover several topics and in most cases, these will be provided via electronically sent materials and handouts. I will not, however, discuss them page by page. You will find the readings correlate with the assignments and class discussions. ASSIGNMENTS AND CLASS OUTLINE BY WEEK: Day1 Time Discussion TCObjectives

8:00 – 8:30 Introduction and Objectives/Assignment Review TCWBATunderstandsyllabusanditscomponents.

8:30-9:30 Set up blog via www.blogger.com

a.) TED Talk – Sir Ken Robinson https://www.youtube.com/watch?v=iG9CE55wbtY

b.) Select Education article & read c.) Blog your opinion on the issue, drawing upon both texts

Comment on at least three classmates’ blog posts.

TCWBATmakeandsupportastanceoncontroversialLanguageArtstopic.

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9:30 – 11:00 Classroom Environment and Differentiated Instruction -Teachers of Reading Best Practices: QAR, Reciprocal Reading, Academic Vocabulary, Close Reading -Scheduling the day

• 90 Minutes – How do we use them? • How do we “fit in” content areas such as SS?

-Workshop, Stations, Centers (Creating space with purpose) http://teacher.scholastic.com/tools/class_setup/ -Tech in the room 1:1, 1 to many, little to no tech? -Using data Diagnostic & Predictive: NWEA, STAR Rdg. & Math, Acuity -Tiered Lessons - G.R.A.S.P.S – Authentic Assessment (Wiggins & McTighe, 2008)

TCWBATcreateaschedule,classroomdesign,andvisionforauthenticassessmentwithintheliteracyblock.

11:00 – 12:30

Writing -Standards - what do they say? -Writing Process -Writing in the content areas -Instructional Strategies -Styles of Writing -Mentor Texts

TCWBATincorporatethewritingprocessandinstructionalstrategiesintoalessonplan.

12:30-1:30 Lunch

1:30 – 2:30 Close Read As a class Plan a Close Read

- In groups - Divide into 1st read, 2nd read, 3rd read stations

TCWBATdevelopalessonplanforconductingaclosereadingexperiencewithaclass.

2:30 - 4:00 Literacy Across the Curriculum -Strategies -Trade Books and Social Studies -Strategies for Teaching Social Studies

TCWBATunderstandthecomponentsandadvantagesofusingliteraturecirclesandinquirygroups

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Day2Time Topic of

Discussion Resource/Text Assessment Objectives

8:00-9:00 Reading – Best Practices (QAR, Reciprocal Reading)

Articles (Distributed during session 1)

Participation‘Practicingbestpractices’

TCWBATcreate15-minute,team-taughtlesson,usingbestpractices

9:00-10:00 Social Studies -neighborhood, city, state, US, World history

Indiana State Standards History Rocks Website Internet Resources

ParticipationStandardsAnalysisHistoryAlbumProject(truncatedforclasssession)

TCWBATcreateSocialStudiesbasedthematicunitthatincorporatestradebooks,SocialStudiesinstructionalstrategies

10:00–11:00

Vocabulary MarzanoacademicvocabFrayerModelOrganizer

Createalistofacademicandtextbasedvocabularyandhowstudentwillshowmastery

TCWBATcreateamini-lessonandappropriateassessmentofstudentacademicandtextbasedvocabulary.

11:00-12:00

American Revolution - Classroom Literature Discussion Strategies

Trade Books History Pockets – Revolutionary War

Participation(Socratic) TCWBAT use strategies to discuss Social Studies, using both fictional and non-fiction literature.

12:00-1:00 Lunch

1:00-2:00 Article Response ELA/SS peer reviewed articles (distributed April 1)

2:00-4:00 Thematic Unit and Unit Lesson Planning

Student Plans Indiana Academic Standards

CCSJRubric TCWBAT present and analyze units.

Day 3 **DATE CHANGE** Due to April 15 being Holy Saturday, Day 3 will be held the evening of Tuesday, April 18, from 5-8 p.m. Time Topic of Discussion Resource/Text Assessment Objectives

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5:00-6:00 Poetry Museum Walk Student Poetry Projects

ClassCreatedRubric

TCWBAT proved feedback to other TC on use of Poetry.

6:00 – 7:30 Video Tape Presentations Videotaped lessons

ClassCreatedRubric

TCWBAT provide feedback and reflection of Language Arts or Social Studies lesson.

7:30 – 8:00 Inquiry Results Discussion Participation TCWBAT reflect and discuss further opportunities for inquiry into Language Arts and Social Studies.

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Language Arts Electronic Poetry Book Teacher candidates will compose 8 poems to be used as exemplar within the thematic unit, then share with class. Follow the formula for each poem as explained on the handout from Mr. Dietrich. Be creative, your poetry should be something you will use in your elementary classroom. Please title your document as well as label the following forms of poetry that you author into an original poem:

1. Five-Sense Poem 2. “I Am” Poem 3. Diamante Poem 4. “Imagine That” Poem 5. Quatrain Poem 6. Haiku Poem 7. Limerick Poem 8. Acrostic Poem

Trade Book Assignment: Create a set of eight trade books in using Social Studies standards which you will focus on a specific subject you plan to teach. Briefly display and discuss all eight books on a power point (title, author and one or two sentences about each book and the standards for each book). Post your Power Point of Trade books on Blackboard to share. Present to the class for 5 minutes. Final Language Arts/Social Studies Unit Plan

• Develop a LA 6 day unit plan utilizing the CCSJ lesson plan template. You will present the developed unit. Your unit should show evidence of Core Standards, & ACEI Standards that will be implemented during the instructional delivery of your lesson. You will turn in the entire 6 day unit plan.

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Final Social Studies Unit Plan

• Develop a SS 6 day unit plan utilizing the CCSJ lesson plan template. You will present the developed unit. Your unit should show evidence of Core Standards & ACEI Standards that will be implemented during the instructional delivery of your lesson. You will turn in the entire 6 day unit plan.

You are to dress professionally for all presentations! Men and women are to dress in business attire during all classroom presentations and appropriate casual attire for non-presentation days.

Google Drive Internet Search Assignment – You will create an annotated Internet Search of 15 websites focused on addressing Social Studies and Reading and Writing Instruction (5 of each). You will list the most useful URLs and the grade level at which it would be appropriate. You may include kid site, professional sites, video clips, etc. that pertain to Social Studies and/or Language Arts. Share this.

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Google Drive Internet Search Assignment (Cont.) In addition to simply giving the title and listing the URLs, you must also include a short annotation explaining the relevance and usefulness of that site to teachers. "Short" means…no more than 3 sentences. One sentence would not be sufficient as an annotation. Student Success Center: The Student Success Center supports Calumet College of St. Joseph students through an interactive learning experience. Students work with tutors to develop course competencies and study skills such as time management, test preparation, and note taking. In addition, students are provided with tutoring support to help pass courses, to improve grade point average, and to promote continuing education and career advancement. Tutors have a specific charge: to help students learn how to master specific subject matter and to develop effective learning skills. The Student Success Center is open to all students at Calumet College of St. Joseph at no charge and is available to support academic courses at the introductory and advanced levels. For assistance, please contact the Student Success Center at 219 473-4287 or stop by room 413. The Supplemental Instruction (SI) Program is an academic support program designed to increase student performance and retention. The SI Program provides peer-assisted study sessions to aid students in academic courses that often prove challenging. Weekly study sessions are led by a supplemental instructor, a “peer facilitator” who helps students master course content and practice effective study skills. In SI sessions, students are provided with an opportunity to review lecture notes, clarify difficult concepts, discuss ideas, and study for tests in group settings. SI sessions are for students who need or want supplemental instruction in courses in which SI support is provided. Students may attend as many sessions as they deem helpful. For more information regarding the SI Program, contact the Academic Support Programs Office at 219 473-4352. Statement of Plagiarism: If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. PLEASE NOTE: All papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/Databases. Citation Guidelines: Calumet College of St. Joseph uses citation guidelines, generally MLA or APA format, to document sources quoted or paraphrased in student papers. Check the syllabus for each course to see what each instructor requires. The Library has reference copies of each manual; the Bookstore has copies for sale when required by the instructor. In addition, there are brief MLA and APA checklists in your spiral “Student Handbook and Planner” and on the Library website and literature rack. These texts show how to cite references from many sources, including electronic media, as well as how to space and indent the “Works Cited” and “References” pages respectively. EBSCO and ProQuest articles provide both formats for you to copy and paste. Proper documentation avoids plagiarism. Withdrawal from Classes Policy: After the last day established for class changes has passed (see College calendar), students may withdraw from a course in which they are registered and wish to discontinue. A written request detailing the reason(s) for the withdrawal must be completed with the Office of Academic Advising and filed with the Registrar. The Office of Academic Advising must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests should be submitted in person or, when an in-person visit is not possible, may be mailed to the Office of Academic Advising, emailed, or faxed to 219-473-4336. Students are to make note of the refund schedule when withdrawing from courses. If the request requires instructor approval

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per the College calendar, it must be forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored by the faculty member, the student will receive notification of official withdrawal from the Registrar after meeting or speaking with a member from Academic Advising, Financial Aid and Athletics (if applicable). These departments will notify the student of academic, financial, and athletic eligibility effects of a possible withdrawal. If the request is denied by the faculty member, the notification will indicate why the withdrawal is disallowed. Please note that if the request does not require instructor approval, the student must still meet or speak with a member from Academic Advising, Financial Aid and Athletics (if applicable) before the withdrawal will be processed. An official withdrawal is recorded as a "W" grade on the student's transcript. Discontinuing a course without a written request for withdrawal automatically incurs an "FW" grade for the course (see Refund Schedule). Failure to Withdraw (FW) is indicated when the student does not complete withdrawal paperwork with the Office of Academic Advising nor does the student notify the instructor of their intent to withdraw due to an illness, accident, grievous personal loss, or other circumstances beyond the student’s control. This grade is submitted by the instructor at the end of term. Disability Services: Disability Services strives to meet the needs of all students by providing academic services in accordance with Americans Disability Act (ADA) guidelines. Students must meet with the Coordinator of Disability Services to complete an intake form in order to request an accommodation and/or an auxiliary aid (e.g., additional time for tests, note taking assistance, special testing arrangements, etc.). It is the student’s responsibility to contact the Academic Support Programs Office to request an accommodation at least one month prior to enrollment for each academic term. Students who are requesting an accommodation and/or an auxiliary aid must submit documentation from a professional health care provider to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act of 1990. The cost of obtaining the professional verification is the responsibility of the student. If a student believes that he or she needs a “reasonable accommodation” of some kind because of a physical, psychological, or mental condition, he or she should contact Disabilities Services. The Coordinator will secure documentation pertinent to the disability and work with faculty and staff, if necessary, to address the matter. All questions and inquiries pertaining to disability services should be directed to the Disability Services Coordinator at 219-473-4349.

CCSJ Alert: Calumet College of St. Joseph utilizes an emergency communications system that transmits messages via text, email, and voice platforms. In the event of an emergency, of weather related closings, or of other incidents, those students who are registered for the system shall receive incident specific message(s) notifying them of the situation. Please sign-up for this important service at any time on the College’s website. Alternatively, you can register at the time you register for classes. This service requires each user to register once per academic year. Therefore, at the beginning of each academic year, please remember to re-register for the system. This can be done at: http://www.ccsj.edu/alerts/index.html.

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School Closing Information:

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