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EDTL 2710 Introduction to Teaching ILA MW 6:00-7:15 pm 351 Education Building

Instructor: Office: Phone: E-Mail: Office Hours:

Dr. Jim Berta Assistant Professor 573 Education Building Office: 372-7327 jberta@bgsu.edu Tuesdays & Thursdays 12:15-2:15 or by appointment

Required Texts: Burke, Jim. (2003). The English Teachers Companion. 3rd Edition. Heinemann. ISBN: 0-325-00538-9 or 0-325-01139-7. Holbrook, Sara and Michael Salinger. (2006) Outspoken. Heinemann. ISBN: 0325-00965-1 or 978-0-325-00965-0 ODE website Common Language Arts Standards Course Description & Conceptual Framework: The course is designed to prepare teachers capable of teaching the Integrated

Language Arts in grades 7-12. This course also serves as the MCE endorsement for teaching language arts. This course will focus on addressing the central issues at stake in language arts classrooms through an integrated approach. Keep in mind the vision statement of the College of Education at BGSU:
The College of Education and Human Development endorses the Ohio Department of Educations vision of producing a Caring, Competent and Qualified Teacher in Every Classroom. BGSU aspires to prepare reflective practitioners who are able to translate research and theory into practice as well as to demonstrate and promote the BGSU core values: respect for one another, cooperation, creative imaginings, intellectual and spiritual growth, and pride in a job well done.

Course Objectives: The student will be able to: met:


1. Demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated. (NCATE 3.1.2) 2. Demonstrate an understanding of the range of inquiry models applicable to the language arts classroom. 3. Examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recordings, and software which support the teaching of English Language Arts. (NCATE 4.1)

Evidence that objective has been

AssessmentLesson plans, Burke reading.TPP AssessmentInquiry Lesson Plan(s)

Assessment: TPP, Collaborative Unit Planning,

4. Demonstrate an understanding of the major concepts in the Integrated Language Arts curriculum included in the 7-12 Language Arts Common Standards: http://www.corestandards.org/thestandards/english-language-arts-standards 5. Attend classroom settings to observe students and teachers during language arts lessons and pose questions to students that help them extend or modify their understanding. 6. Develop a presentation that includes information about at least one specific teachers responsibilities. 7. Develop a working philosophy for

AssessmentStandards Analysis , Collaborative Planning, Lit Circle Presentation, Poetry Circle Presentation, Microteaching Vocabulary and Grammar

Assessment: Teacher Profile Project

AssessmentTeacher Profile Project

AssessmentShort response papers ,

teaching in the Integrated Language Arts. 8. Develop a conceptual framework for teaching and learning in the Integrated Language Arts. 9. Develop an orientation to technology and its application in the Integrated Language Arts.

Teaching Journal notes, Final Paper AssessmentLit Circles Group Project Poetry activity presentation In-class lesson plans AssessmentIn-class presentations, Incorporation of technology in curriculum projects

10. Develop a positive disposition toward the AssessmentInquiry Lesson Plans, Short response papers, Collaborative Unit implementation of stimulating curricula, effective teaching, commitment to learning presentations, professionalism in class with understanding, and the use of a variety of teaching tools. AssessmentILA Issues Statement: in11. Take informed stands on issues of class reflective essays, Final Essy professional concern. (NCATE 2.5) 12. Develop a deeper involvement with professional organizations (NCATE 2.3)
AssessmentJoin NCTE, OCTELA,

NCATE STATEMENT
Educational personnel must be well prepared with regard to content knowledge and practical skills as well as understanding of learners and the influences on them. Educators must understand the factors that impact educational success, be sensitive to cultural, linguistic and socio-economic factors as expressed in the diverse individuals they encounter, work to construct inclusive environments in which all can succeed, skillfully utilize the educational and technological tools available to them, collaboratively engage with colleagues and the community, and systematically reflect and act on the effectiveness of their practice. They must exhibit appropriate professional dispositions, concern themselves with the ethics of their actions, be accountable for their performance and be committed to ongoing improvement of their own personal capabilities. The BGSU goal is to empower our educator candidates to act in various capacities to positively impact the future of learners, clients and colleagues. Toward that end, we hold the following statements as guiding core concepts: P = An effective educator is broadly and thoroughly prepared. R = An effective educator is a reflective practitioner. E = An effective educator is actively engaged within the larger educational community. P = An effective educator is foremost a professional, with a lifelong commitment to learning and to all learners.

COMPETENCIES
Professionalism
It is expected that candidates will demonstrate professionalism throughout this course/experience. For educator candidates (initial and advanced), this means compliance with the BGSU Academic and Student Codes of Conduct (see Student Handbook) as well as evidencing accepted behaviors and attitudes appropriate to the educational circumstances, including but not limited to punctuality, personal appearance (dress, hygiene, etc.), speech, preparation, and/or quality of work. You will be held to higher standards of behavior than in many of your other classes.

Cell Phones, Pagers, Computers and Personal Digital Assistants:


The use of cell phones, pagers, and personal digital assistants (PDAs) is not allowed in class. Cell phones, pagers and PDAs must be turned off or on vibrate during class. Failure to do so will result in the student being asked to leave the classroom. Computers may be used when working on individual or group projects. At no time will: working on other projects, checking email, or surfing the net be tolerated. Please be respectful of class time. I will reduce your grade if I have to tell you to

put away the cell phone, etc.


Technology
Aspects of this course/experience require evidence of candidates technology competency and utilization. Should difficulties be encountered with technology knowledge/skills it is the candidates responsibility to consult with the instructor and/or assistants in the student technology center in the Student Technology Center, 127 Hayes Hall, 372-9277.

Diversity/Exceptionality
Educator candidates who require accommodations based on the impact of a disability should contact the instructor privately to discuss specific needs. Candidates are expected to respect all individuals, regardless of characteristics or background, and endeavor to accommodate communications and actions to learning differences arising from cultural, linguistic, and disability origins.

BGSU POLICY STATEMENTS

Codes of Conduct and Academic Honesty Policy:


The instructor and students in this course will adhere to the Universitys general Codes of Conduct defined in the BGSU Student Handbook. Specifically, the Code of Academic Conduct (Academic Honesty Policy) requires that students do not cheat, fabricate, plagiarize or facilitate academic dishonesty. For details, refer to: BGSU Student Handbook (http://www.bgsu.edu/offices/sa/book/Student_Handbook.pdf) The Academic Charter, B.II.H (http://www.bgsu.edu/downloads/file921.pdf) Student Discipline Programs (http://www.bgsu.edu/offices/sa/judicial/academic/index.html)

Disability Policy:
Any student who requires accommodation based on a disability should contact the instructor privately to discuss specific needs. In accordance with the University policy, if the student has a documented disability and requires accommodations to obtain equal access in this course, he or she should contact the instructor at the beginning of the semester and make this need known. Students with disabilities must verify their eligibility through the Office of Disability Services, 413 South Hall, 419-372-8495. (http://www.bgsu.edu/offices/sa/disability/index.html) Educator candidates are expected to respect all individuals, regardless of characteristics or background, and endeavor to accommodate communications and actions to learning differences arising from cultural, linguistic and disability origins.

Religious Holidays:
It is the policy of the University to make every reasonable effort allowing students to observe their religious holidays without academic penalty. In such cases, it is the obligation of the student to provide the instructor with reasonable notice of the dates of religious holidays on which he or she will be absent. Absence from classes or examinations for religious reasons does not relieve the student of responsibility for completing required work missed. Following the necessary notification, the student should consult with the instructor to determine what appropriate alternative opportunity will be provided, allowing the student to fully complete his or her academic responsibilities. (As stated in The Academic Charter, B-II.G-4.b at: http://www.bgsu.edu/downloads/file919.pdf)

Rules of Common Practice: Tape Recording Policy:


Students are not authorized to make recordings during class without permission from the instructor. Attendance: Come to class. This is not an option. There are no skips allowed; none. I

expect you to show up to each class. You will have to show up at your placement site. I want you to start acting in a professional manner. I take attendance at each class. If you have to miss a class, please contact me in advance by email or voice mail. Prolonged absence (2 or more absences in a row) requires some medical documentation in order for you to make up missed assignments. Attendance will be a factor in your participation/professionalism grade. In addition, if you have unexcused absences, I reserve the right to lower your final grade by one letter grade for each absence. An absence must be excused by me in advance. I am the sole arbiter who decides if the absence is excused or not. Please dont run up at the end of class and hit me with a complicated reason. See me in my office. An excused does not exclude you from participating in designated group activities during class. I will remove you from the group and have you responsible for make up assignments. Academic Responsibility & Professionalism: Academic Honesty (and the consequences of dishonesty) is outlined in the Student Affairs Handbook, so familiarize yourself with these guidelines. Cheating and plagiarism are university-wide issues, not just in-class issues. Think of them as the federal offenses of university life; in other words, they quickly escalate into big problems. For the student handbook, go to: http://www.bgsu.edu/students/ and click on Student Handbook. Because you are a pre-professional student, being prepared to function as a professional, you will be expected to conduct yourself as a professional in a number of ways in our classroom as well as out in your assigned school. You have to think of yourself as a teacher now, since you will be functioning as one when you are out in your school. Design lessons that reflect this professionalism; dress and conduct yourself as a professional, both in class, and out in the school and its community. It is expected that you will demonstrate professionalism throughout this course/experience. For educator candidates this means compliance with the BGSU Student Code of Ethics and Conduct (see Student Handbook) as well as evidencing accepted behaviors and attitudes appropriate to the educational circumstances, including but not limited to punctuality, personal appearance (dress, hygiene etc), speech, preparation, quality of work etc. As a professional, it is your responsibility to pursue remediation of any deficits revealed in your performance on Key Assessment(s) assignments completed as part of this course. *Grading Policy:

Assignments are due on the day the syllabus says they are due. However, because I want to encourage you to follow through and succeed, rather than give up, the following policy is in effect: For each day late (NOT CLASS PERIOD), the assignment drops one letter grade. No assignment will be accepted more than one class period late. You must tell me before the start of class (email; voice mail; in person) that you have difficulty with the assignment. I do not accept any assignments by email. You must bring it to my

office.

Group presentations: This is where real difficulties can occur. You have the responsibility to your group to come to class prepared to contribute. And, you have the responsibility to show up when the presentation is scheduled. I will not give you the points for participation in the group project if you tell me that you have contacted them outside of class. It just doesnt work. I will have in-class assignments that cannot be made up. So, the overall total for the course is different than the total points for the major projects. DO NOT SEND ASSIGNMENTS WITH SOMEONE ELSE. YOU NEED TO SEE ME IF THERE IS A PROBLEM. A B C D F 93% - 100% verification at TPP site (professional attendance) 85% - 92% verification at TPP site (professional attendance) 75% - 84% verification at TPP site (professional attendance) 64% - 74% verification at TPP site (professional attendance) 63% - 0% and unexcused absences; no site verification.

EDTL 2710 Assignment Descriptions


In-class Reaction, Reflection and Quizzes [as assigned] You will be asked to respond in-class to reading assignments, specific works of Literature, or issues in Education. These reflections or responses cannot be made up. These will also serve as point of departure for class discussion. You will be asked to bring in specific articles that develop topics concerning ILA education. Your first paper is a 2-3 pp. paper over Tans short story. (30). Literature Circle Presentation 100 points Each group of four or five students will present a reading of a short story after they have participated in a Lit. Circle. This project will consist of a 4-5 day unit and a presentation to the class. Your group will be able to choose from a grouping of short stories that would be part of a typical high school curriculum. Your group should engage your audience with some type of activity and/or reader response pre-reading activity. Poetry Presentation: 50 points Within a hypothetical unit. I will expect you to create at least one activity in order to help your classmates understand the purpose of teaching a specific poem. You will lead the class through the activity after presenting an outline of the unit and the specific lesson plan for the day that this activity will be experienced. You may choose an activity from Burke or Holbrook. Grammar and Vocabulary Microteaching Closely read Burke chapters 5 and 6. Each group will lead the class through an activity in order to teach vocabulary or grammar. I expect you to use an authentic text to teach the activity. Individual Assignments: Teaching Narrative Voice 100 points After reading Outspoken and creating your narrative, you will read it to the class. Of course we will not be able to read all of these assignments. If we have time, before reading you and your group will come up with a rubric according to the 6 Trait + 1 approach. Your group will grade other papers according to the standards that the group set up. Each group will explain their process to the class (50).

Teacher Profile Project (TPP) 100 points During your individual placement, gather data in order to learn about typical environment for a Language Arts teacher at your school. Overall, you should describe the range of skills of the Language Arts teachers at the school. Describe the teaching load, time spent outside of the classroom, department adoption of curriculum and rubrics, preparation for

state and NCLB testing, responsibilities other than those specifically tied to in-class presentation of materials, and how these teachers perceive themselves. You may do this through observation, interviews of teachers and administrators, interviews of students, or data gleaned from the website or artifacts of the school. Present this material in a power point of about 10-12 slides. Your last few slides should show this information that you have gathered will shape your teaching and/or your choice of a career. I plan to have some of you present these to the class. Final Essay 50 points You will write a 2 page cover letter where you applying for a specific position in a school district. I will expect you to outline your teaching philosophy in this letter and include, as examples, the material that we covered in 2710.

Professionalism/Participation Professionalism is expected both in your campus classes and at your field-placement site. You will be expected to be professional while at your field site and in our classroom. Be sure to conduct yourself with the utmost professional, appropriate behavior at all times. The expectation is that you will dress and conduct yourself as a professional at all times. This includes dressing like a professional at your placement. You will be asked to have your PT (placement teacher) sign a sheet that verifies your hours. *Collaboration
1. During course/experience lectures, activities, and field assignments, candidates will be expected to work and communicate with faculty, other students, and school/agency partners in an effective, collegial, and professional manner at all times. 2. Collaborative Unit Mapping 3. The expectation of group or individual planning is that you will adopt the inquiry approach that is discussed in Burke and Holbrook.

EDTL 2710 Course Calendar


1.9.12
TPP assignment: Placement Expectations/syllabus Plath/Spender Two Kinds Amy Tan Exit ticket typed answers in digital drop box by noon 1.11 Read Tan

1.11.12

6 ILAs and Burkes 4 Principles Response to Burke Why teach fiction? Mirrors and windows NO CLASS MARTIN LUTHER KING DAY Discuss figurative elements of Tan. Two Kinds Start Movie (35 min)

Read Burke: #1, #2, #3; look at Standards web site on ODE Bring in notes over chapters Pre discussion response to Tan

2 1.16.12 1.18.12

In-class entrance ticket concerning Two Kinds. Collect typed reading notes Assign Tan paper Take notes concerning movie

1.23.12

Introduce short story assignment Present short story options

Discussion of movie; prewriting for paper Review Common Standards. Bring Burke to class; Read Burke: Chp. 4

1.25.12

Organize groups. Review Chapter 4 * Bring ODE Standards: Lesson Planning Workday for short stories* Lit Circles Enacted* Lit Circles Enacted* Short Story Units

Due 2-3 pp. paper Tan.


Choose short stories; present group materials; start lit circles Quiz over short story (timed) Check in notes (in-progress presentations) Check in notes (in-progress presentations)

1.30.12 2.1.12 2.6.12 2.8.12

Five day lesson plan presentation: Professional Dress required. Five day lesson plan presentation: Professional Dress required Introduce poetry unit. Quiz: Burke Chapter 4

2.13.12

Short Story Units

2.15.12

Teaching Poetry and Poetry Circles Found poems

Figurative language exercises. Rd. Burke: pp.: 79-90

2.20.12

How to Teach Poetry

Outspoken: Rd: assigned pages Choose poems from list. Found poem is due. I am is due Read Found poems

2.22.12

I am poems and found poems In-class reading of poems

Placement Finalized
Must be approved

2.27.12 2.29.12 3.1.12 3.12.12

Workday: poem presentation Poetry presentations Poetry presentations Start writing unit 6 Trait Writing+1

Walt Whitman Aesthetic Voice Work a poem activity into your lesson Work a poem activity into your lesson Read Burke: Chp. 5 and 6

Quiz chapters 5 and 6 Pick activity to teach to class

3.14.12 11 3.19.12

Microteaching: presentations Microteaching: presentations


Start writing unit. Introduce Narrative and Descriptive Essays Poetry response paper due Must hand in notes or taken down .

3.21.12

12

3.26.12 3.28.12 4.2.12 4.4.12

Writing unit In-class conferencing of essays. Workday. Attendance required Readings of essays

Bring intermediate draft to conferencing


Final Draft of Narrative or Description due In-class peer evaluations

13

Narrative Readings
Readings of essays Readings of essays

14

4.9.12 4.11.12

Prewriting for final essay

4.16.12

Meet in Room: work on final essay and TTP. I can talk to students individually during the time.

Attendance mandatory; I will take attendance at 6:00 and stay in the room. You can work where you choose to. Final TPP presentations due at 12:00 in digital drop box

4.18.12 4.23.12 4.25.12 4.29.12

TPP presentations

TPP presentations TPP presentations Final Paper due on exam day

Monday: 6:00-6:30 classroom