School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
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 2010 HO
Hennessy, Gail B.
Copley Rm 213
Tuesday 10:30-1:30, Thursday 10:30-11:00
8:00 - 10:30 AM
EN 105 & En 106, passing the WCT, 15 education hours
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:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (email@example.com) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. Your student identification number
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (firstname.lastname@example.org), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
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: Class Participation “Participation” means:
· discussing the importance of professional writing and examine your personal strengths and weaknesses in writing with the willingness to share what you have learned
· reading assignments before their due dates enabling you to participate intelligently in discussions.
· willing 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.
Resource Notebook: This is an organizational activity arranging materials collected (i.e. writing activities, reflective writings, error/revision chart and narrative, quick writes, best practices resources, 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.
Chapter Reflections: 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.
Portfolio Writing: Each student will submit specific writings for the development of his or her professional portfolio, a requirement for teacher certification.
Academic Article Annotations/Reflected writing for journal articles: You will complete three. Criteria will be given to you prior to each.
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.
Final: 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
Grading: Participation/Attendance 4 points each session – points will not be earned if not present (excuses not accepted); will earn points if professor must cancel. Positive/Constructive participation evaluated. Note phone/text usage in classroom conduct.
Resource Notebook 15 points
Quick Writes 5 points each
Quality Indicators/portfolio 10 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 during the class period they are due. Due dates are on the class syllabus. Late work of daily assignments (i.e. quality indicators, reflective writing, chapter reflections, activities) will be accepted up to one week late, but the grade will be reduced an additional 20 percent of earned grade (i.e. if earned an 85% grade will be recorded as 65%). Work is late if not turned in during the class period it is due. Work must be submitted in hard copy unless specified. Late submission of resource notebook, book sharing/lesson plan, reflections for CAR, 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 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:
Cell phones should not be used in class. Do not text. 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. The past semesters this statement has been in the syllabus and “some” students still sit in class and text. This is disrespectful to both the other students and the professor. The professor does realize that texting is something that is hard not to do, but if it is noticed by the professor, she will deduct 2 points from the attendance/participation grade from that student. As stated earlier, if it is necessary to communicate with someone by phone/texting, excuse yourself from class, take care of it, and return.
Course introduction, book packet distributed, What We Know about Writing, “Writing Thoughts”
Assignment: Read Fletcher Intro, Ch. 1 & 2 (bring to class 6/10 typed reflection), submit “Writing Thoughts” by midnight 6/08, Tuesday (today) in doc sharing week 1, READ book packet info
Authored BOOK due 7/01
Quickwrite, Read & reflect on peers’ ideas to Fletcher, Discuss book packet, read examples, brainstorm ideas, NCTE Beliefs, 6-Trait + 1
Assignment: Read Ch. 3, 4, & 5 (typed reflection 6/15), Spend time thinking, discussing, and planning for your book, Share ideas 6/15
Discuss BOOK, discuss writing tips and Fletcher, 6-Traits + 1, writing ideas for classroom use (vocabulary, character, etc)
Assignment: Read Ch. 6, 7, & 8 (typed reflection 6/17)
BOOK DUE 7/01
Quickwrite, Discuss Fletcher, Writing ideas for classroom use (voice, beginnings, endings), Focus on language arts development, Book ideas/comments/Lesson Plan activities
Assignment: Read Ch. 9 & 10 (typed reflection 6/22), Academic Article typed reflection due 6/24 (article and directions in doc sharing week 2)
TWO WEEKS FROM TODAY BOOK IS DUE 7/01, Reflection of Book Process/Writing CAR DUE 7/06
Discuss Fletcher, Share/describe ideas/thoughts about authored book, Quick Write, Classroom suggestions, 6- Traits + 1, Focus on language arts development, Lesson Plan activities
Assignment: Book 7/01, Reflection of Book Process/Writing CAR DUE 7/06
6 Traits + 1, Discuss Conventions, Peer Review, Discuss and hand in hard copy of academic article reflection, Final handed out and discussed
Assignment: Book 7/01, Reflection of Book Process/Writing CAR DUE 7/06, Book Reading/Lesson Plan due 7/22 or 7/27, Written reflection (2 CAR reflective pieces) due the day after book reading/lesson plan, Final Project, 7/29), Final due 7/29 and resource notebook
Discussion of book! Process Approach Powerpoint, Writer’s Workshop
Assignment: Book 7/01, Reflection of Book Process/Writing CAR DUE 7/06
BOOK DUE, Reflection of Book Process/Writing CAR DUE 7/06, Professional Writing, Portfolio, Proofreading quiz, Discuss Book Reading/Lesson Plan--Due July 7/22 or 7/27, TWO CAR reflective pieces due the day after book reading/lesson presentation
Assignment: Academic Article due 7/08 (article and directions in doc sharing week 4), Book Reading/Lesson Plan--Due July 7/22 or 7/27, TWO CAR reflective pieces due the day after book reading/lesson presentation, Final and resource notebook due 7/29
Writing Notebook, Email discussion, Writing in the 21st Century Spelling, Lesson plan/activities
Assignment: Plan ideas for lesson plan (anticipatory set – think about bring in ideas/questions 7/08, academic article due 7/08)
Discuss academic article reflection, Portfolio writing for 184.108.40.206, 220.127.116.11, 6 Traits evaluating student work, Writing standards
Assignment: 18.104.22.168 and 22.214.171.124 (hard copy) due 7/13, Academic Article reflection and class presentation 7/15 (article and directions in week 5)
Writing Notebook, Focus lessons, Diversity in Learners, ESOL, How diversity should or should not impact teaching…is it more of awareness and knowing each individual?
Assignment: Academic article reflection and class presentation 7/15
Academic Articles shared and discussed with peers, Diversity in Learners, ESOL, Standards in Writing, 6 Trait review of papers, language art activities, discuss book reading/lesson plan presentation
Assignment: Book Reading/Lesson Plan Presentation /722 and7/29, CAR reflective pieces due the day after book reading/lesson presentation, final and resource notebook due 7/29
Confidence in writers both self and how teachers can instill, society’s demands, Writing Objectively when observing students
Assignment: Final and resource notebook due 7/29, 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
Assignment: CAR due class after presentation, Resource Notebook and Final Due 7/29, 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 2009-2010 Undergraduate Catalog Page 92
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 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95
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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Fletcher, R. & Portalupi, J., (1998). Craft Lessons Teaching Writing K-8. Portland: Stenhouse Publishers.
Fletcher, R. (1993). What A Writer Needs. Portsmouth, NH: Heinemann.
Fletcher, R. (2010). Pyrotechnics On The Page Playful Craft that Sparks Writing. Portland: Stenhouse Publishers.
Fox, M., (1985). Wilfrid Gordon McDonald Partridge. Brooklyn: Kane/Miller Book Publishers.
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Gallagher, K. (2010). Teaching Adolescent Writers. Portland: Stenhouse.
Graves, D.H., & Kittle, P., (2005). Inside Writing How to Teach the Details of Craft. Portsmouth, NH: Heinmann.
Jacobson, J., (2010). No More “I’m Done”. Portland: Stenhouse Publishers.
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Morrow. L (2009). Literacy Development in the Early Years.Boston: Pearson.
Patz, N., (2003). Who Was the Woman Who Wore the Hat?. New York: Dutton Books.
Ray, K. W., (2001). The Writing Workshop Working through the Hard Parts (And They’re All Hard Parts. Urbana: National Council of Teachers of English.
Spandel. V., (2001). Creating Writers Through 6-Trait Writing Assessment and Instruction. New York: Addison Wesley Longman, Inc.
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Last Updated:5/17/2010 5:43:46 PM