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School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDU 300 Writing in Education
UU 2009 HO
Hennessy, Gail B.
Assistant Professor of Education
Copley, Room 213
Tuesday 10:30-1:30, Thursday 10:30-11:00
June 1 - July 24
8:00 - 10:30 AM
EN 105 & En 106, passing the WCT, 15 education hours
Textbook: Fletcher, R. (1993). What A Writer Needs. Portsmouth, NH: Heinemann.
Buckner, A., (2005). Notebook Know-How Strategies for the Writer’s Notebook. Portland: Stenhouse Publishers.
All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The instructor believes that writing clearly and effectively is essential. It is the responsibility of every educator to write well and use the necessary skills to provide students in his or her classroom with ways to develop their writing skills. Stating that premise the instructor will engage each learner in a variety of writing activities with the objective of developing written communication, reflective thinking and writing, and critical analysis.
Learning Outcomes: Core Learning Outcomes
Link to Class RubricClass Assessment: “Participation” means:
· discuss your personal strengths and weaknesses in writing with the willingness to share what you have learned and develop connections between your writing and ways to assist others with improving their writing skills and experiences
· reading assignments before their due dates enabling you to participate intelligently in discussions.
· willingly sharing your reflections of the readings both in the text, articles, in class writings, etc.
· discussing issues and topics brought up in class, listening to, and respecting others as they share. Everyone is expected to speak up during class discussions, not just a few students.
Please remember since everyone is expected to share, everyone also is expected to treat all in class with respect. Opinions may differ but all opinions will be respected.
Quality Indicators ---
An objective of this course is for each student to write the needed quality indicators and/or performance indicators for their initial professional portfolio. The writing of a professional portfolio is a process that begins in EDU 105 (first education class) and continues throughout the education courses. The portfolio is a graduation and certification requirement. It will be imperative that you have your materials organized, that you participate in class discussions of the indicators, and you have and turn in the quality indicator with performance indicators on the due dates. If not turned in on due date, 10% will be deducted and the quality indicator with performance indicators will not be accepted one week after the due date.
This is an organizational activity arranging materials collected (i.e. writing activities, reflective writings, error/revision chart and narrative, quick writes, handouts, etc.). This is to be submitted on the due date. Its organization will be individual preference, but easily understood and deemed functional by the instructor.
For each assigned chapter in the text(s) you will write a reflection about what you have read prior to the class discussion. Your reflections will be specific asking you to focus your thoughts on particular questions, topics, etc. Directions will be handed out prior to the start of each text. The reflections should be typed and will be due the day the chapter(s) are discussed.
Academic Article Annotations/Reflected writing for articles
The focus of the academic articles will be on writing. Criteria will be given to you prior to each.
You will be given topics/suggestions/etc. that are possible classroom writing activities that you will be expected to do during class. You will keep these in your resource notebook and label "In Class Writings". You will be expected to share these with your peers.
Writing a Book for the Classroom and Developing a Lesson Plan to focus on the Writing Process
You will be writing a book that will be published. The company producing the book has directions that must be followed for successful production of the book. You will also do a rough draft since the final is what is actually published. Do not let technology deter you from completing this project to the best of your ability. If you feel it is necessary to use technology, you must plan in advance since technology does not always work as anticipated. There is a firm date that the book must be finished since the company must meet their publishing deadlines.
Also part of the requirement will be a reflective piece about the writing of your book. Criteria will be given to you at the time it is assigned. This activity will stress higher level outcomes: application to the classroom, analysis, synthesis/creative thinking, and evaluation/critical thinking. This activity will be keyed to various MOSTEP standards so you can use it as an “artifact” in your departmental portfolio.
After publication you will design a lesson plan that uses your book to teach the development of writing skills/ideas or the writing process. You will read your book and present your lesson plan to your peers. You will be assessed on your ability to use your book to teach a lesson. Part of your requirement will be a reflective piece about the process and the presentation. You will receive a core assessment rubric to help with the development of this process. This activity will be keyed to various MOSTEP standards so you can use it as an “artifact” in your departmental portfolio.
The final exam will be a project based exam. You will be able to select an option from a list of possibilities. Options will vary, but each will stress higher level outcomes: application to the classroom, analysis, synthesis/creative thinking, and evaluation/critical thinking. They will be keyed to various MOSTEP standards so you can use them as “artifacts” in your departmental portfolio.
Participation/Attendance 4 points each session – points will not be earned if not present (excuses not accept but will earn points if professor must cancel) Being in class on time will also be a criteria for earning all points. Positive/Constructive participation is evaluated.
Quality Indicators 10 points each (rough draft included – due dates must be met & re-submission is allowed on specific dates)
Resource Notebook 15 points
Academic Articles/Journals/Reflections 15 points each
Chapter Reflections 5 points each
Quick Writes 5 points each
Final 80 points
Book 80 points
Reflective Writing (writing process) 25 points (1st on CAR-Evaluation)
Book Reading/Lesson Presentation 35 points
Written Lesson Plan 25 points
Reflective Writing (final - 2 part) 40 points (final must address 2 from CAR-Evaluation)
Total for Core Assessment (CAR) 205 points
Late Submission of Course Materials: All assignments are considered late if not turned in the day they are due.
Due dates are on the class syllabus. Late work of daily assignments (i.e. quality indicators, reflective writing, annotations) will be accepted up to one week late, but the grade will be reduced an additional 10 percent of earned grade (i.e. if earned an 85% grade will be recorded as 75%). Late submission of teaching activities, resource notebook, book sharing/lesson plan, reflections for CAR, error/revision chart with narrative and final will result in a grade reduction of 25%. Absolutely no late work will be accepted after the assigned time of the final. Any and all work submitted at the time of the final will have a grade reduction of 25%. Any missing assignments after the final date will be recorded as a “zero”.
The authored book may not be turned in late due to publishing deadlines. The children's book has to be published on a date that has been set with the publisher. Each student must plan accordingly. No exceptions can be made since the book is the core assessment for this class; it is mandatory that the due dates are met. The books must be mailed to be printed on the scheduled date the company has given.
Classroom Rules of Conduct: As future teachers, the students in the environment should practice the dispositions that are listed in the School for Education's Conceptual Frameworks -- Knowledge, Skills, and Dispositions. In short each member of the class should be polite, focused, and a positive participant in the classroom. Everyone should be willing to share ideas and listen to others respectfully.
As computers and technology have made writing and revising easier and more productive, they have also created unique problems. Printers run out of ink and hard drives crash. Be sure to save your work for backup purposes. Students must be responsible for planning ahead and meeting deadlines. The core assessment, a children's book, will be sent for publication on a predetermined dates. Since many students want to use the computer for the book, it is essential that students plan ahead and do test runs prior to the actual due date ensuring that the book is completed as desired. The company publishes on a certain date and all books must be to the company at the same time to meet the deadline for publication. Using a computer is not a requirement for completion of the book.
Cell phones should not be used in class. Do not text message. It is understood there may be a circumstance that someone needs to take a call during class. If this happens, please excuse yourself take care of the matter and return to class as soon as possible.
Course introduction, in class writing, book packet distributed, Proofreading test, What We Know about Writing
Assignment: Read Fletcher Intro, Ch. 1 & 2 (bring to class June 4 typed reflection), READ book packet info
Authored BOOK due June 25
Quickwrite, Read & reflect on peer’s ideas to Fletcher, Discuss book packet, read examples, brainstorm ideas, Handout CARS, NCTE Beliefs, 6-Trait
Assignment: Read Ch. 3, 4, & 5 (typed reflection 6/9), Spend time thinking, discussing, and planning for your book,
Discuss BOOK, discuss writing tips and Fletcher, 6-Traits plus 1
Assignment: Read Ch. 6, 7, & 8 (typed reflection 6/11), Academic Article reflection due 6/16
BOOK DUE June 25
Quickwrite, Discuss Fletcher, Writing ideas for classroom use (voice, vocabulary, beginnings, endings), Focus on language arts development, Book ideas/comments/Lesson Plan activities
Assignment: Read Ch. 9 & 10 (typed reflection 6/16), Academic Article reflection due 6/16
TWO WEEKS FROM TODAY BOOK IS DUE JUNE 25, Reflection of Book Process/Writing CAR DUE June 30
Discuss Fletcher, Book Discussion, Discuss Academic Article, Classroom suggestions, 6- Traits plus 1, Focus on language arts development, Book ideas/comments/Lesson Plan activities
Assignment: Book 6-25, Reflection of Book Process/Writing CAR DUE June 30, Buckner Ch 1 due June 30
Quick Write, 6 Traits + 1, Writers' Workshop, Discuss/read articles about English language learners
Assignment: Book June 25, Reflection of Book Process/Writing CAR DUE 6/30
Book Reading/Lesson Plan due 7/16 or 7/21, Written reflection (s CAR reflective pieces) due the day after book reading/lesson plan, Final Project, July 23
Cont discussion about English language learners, how diversity should or should not impact teaching…is it more of awareness and knowing each individual?
BOOK DUE, Reflection of Book Process/Writing CAR DUE 6/30
Quality Indicator 1.1, performance indicators 1.1.1, 1.1.2 Portfolio writing, Foliotek, Professional writing
Discuss Book Reading/Lesson Plan--Due July 7/16 or 7/21, 2 CAR reflective pieces due the day after book reading/lesson presentation
Spelling, 6 Traits evaluating student work
Assignment: 1.1, 1.1.1, 1.1.2 due 7/02, Buckner Ch. 1 typed reflection due 6/30
Writing Notebook, Quick Write, Email discussion, Writing in the 21st Century
Share Buckner Ch. 1
Assignment: 1.1, 1.1.1, 1.1.2 due 7/02, Buckner Ch. 2(typed reflection,7/02)
Hand in 1.1, 1.1.1, 1.1.2, discuss Buckner, Writing Notebook, 6 Traits evaluating student work, Discuss 1.2.7 and Academic Article reflection as artifact
Assignment: Buckner 3 (typed reflection, July 7), Academic article reflection (artifact) due 7/07, 1.2.7 with assigned performance indicators due 7/14
Writing Notebook, Focus lessons, discuss academic article reflection and share Buckner
Assignment: Buckner 4 (in class, 7/10) Ch 5 (typed reflection, 7/10)
Laptops in class to do Chapter 4, 6 Trait review of papers, language art activities, discuss book reading/lesson plan presentation
Assignment: Book Reading/Lesson Plan Presentation 7/16 and 7/21, 2 CAR reflective pieces due the day after book reading/lesson presentation, Quality indicator/performance indicators 1.2.7due 7/14, Buckner Ch. 6 & 7 (typed reflection 7/14), final and resource notebook due 7/23
Confidence in writers both self and how teachers can instill, society’s demands, Discuss Buckner
Assignment: Final and resource notebook due 7/23, book reading and lesson presentation on sign up date, 2 CAR reflective pieces due the day after book reading/lesson presentation
Book Reading/Lesson Presentation, Writing Objectively when observing students, Portfolio discussion
Assignment: Resource Notebook and Final Due 7/23, Will share final informally with class
Book Reading/Lesson Presentation, Wrap UP
Resource Notebook Check, FINAL and Share with class
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
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Last Updated:5/18/2009 7:51:56 AM