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
SP 2008 HOB
Hennessy, Gail B.
Copley Room 213
M, 9:00-12:00, T, 8:30-10:00, W, 9:30-10:30, Th, 11:45-1:00
Jan. 14-May 1
5:00 - 7:30 PM
Prerequisites: EN 105 and EN 106 with at least a "C" passing the WCT, and accumulation of at least 60 hours, 15 of which must be in education. 3:0:3.
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Educational Philosophy: The instructor believes that writing clearly and effective 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: 1. Class Participation
· discussing the quality indicators and looking at 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.
· 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.
2. 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 (3 required). 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 indicators on the due dates.
3. Resource Notebook
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.
4. 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.
You will complete three. Criteria will be given to you prior to each.
6. Quick Writes
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.
7. CORE ASSESSMENT
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.
8. Error/Revision Chart and Narrative
Each student will evaluate his/her own writing (portfolio, authored book, class writings, etc.) noting personal strengths and weaknesses. Areas of improvement will need to be represented in a graphic of the student's choosing and a narrative will be written discussing what the student has learned about his/her own writing, how this experience will help them in the future both as a student and a teacher, impact it will have in a classroom setting, etc.
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.
Quality Indicators 10 points each (rough draft included) (due dates must be met and re-submisssion is allowed on specific due date)
Revision/Error Chart and Narrative 25 points
Academic Article Annotations 15 points each
Chapter Reflections 5 points each
Quick Writes 5 points each
Resource Notebook 15 points
Final 80 points
Book 60 points
Reflective Writing-Writing Process 25 points (one addressed from CAR - all must do the same)
Book Reading/Lesson Presentation 35 points
Written Lesson Plan 25 points
Reflective Writing from CARS 40 points (final one, must address two from CAR)
Late Submission of Course Materials: Timely completion is built into assignment criteria. Late work of daily assignments (i.e. reflective writing, academic articles, etc.) 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%). Quality indicators/performance indicators (portfolio writings) must be turned in on the date due or will be considered late and a deduction of 10 percent will be applied to the earned grade. Quality indicators/performance indicators will not be accepted after one week. Due dates are on the class syllabus. Late submission of resource notebook, book, book sharing/lesson plan, 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’s date will be recorded as a “zero”. The children's book has to published on a date that was set spring, 2007. 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 Philosophy and Frameworks of the Education Department. 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 date. 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 sent at the same time to meet the deadline for publication. Using a computer is not a requirement for completion of the book.
Course introduction, in class writing, Importance of Writing, Triangular Perspective, Discuss Intro, Hand out book packets, Brief discussion of book
Discussion of BOOK, Quick Write, Fletcher Intro & ch.1
Discussion of Writing Quality Indicators/Standards, Writing guidelines for indicators/standards, Fletcher ch. 2, Love of Language, Word Choice (6-Trait)
Assignment: BOOK is due 3-4, reflection of writing process of book is due 3-11
Fletcher Ch 2 & Ch. 3 (1-29)
Voice, Organization, Ideas (6-Trait), Academic Article read and discuss
Assignment: Academic Article Annotation (2-12), Fletcher 6 (2-12)
Bring in "stuff" about your book for peer discussion, Make sure you are communicating about book on e-Companion
Quick Write, Tension, Discuss BOOK with peers, Motivation, Discuss academic article annotation & turn in
Assignment: Re-do of 1.1, 1.1.1 & 1.1.2 due 2-19 (not required -- if want to have it re-graded -- turn in first drafts also)
Fletcher 7 & 8 (2-19)
Graves DVD, Discussion of Writer and Teacher of Writing, NCTE Beliefs about Teaching of Writing, Discuss Fletcher 7 & 8, Updates on progress of Book
Choice Indicator or Autobiography Discuss Fletcher 9 & 10, Discuss NCTE beliefs about teaching of writing -- thoughts on how beliefs/ideas fit into your thinking
Assignment: Book and Reflection due March 4 – includes rough draft, final of the book in the packet in order, the letter signed for the publisher, orders for book (if any), -- from CARS
Assignment: Choice Quality indicator or autobiography due 3-18, Fletcher 11 & 12 due 3-18, Handout Final
Quick Write, Spelling, handwriting, quirks, Graves DVD, Discuss Fletcher 11 & 12
Academic Article Discussion, Discuss Writer's Notebook, Peer discussion of 1.2.7, post questions/comments on e-Companion
Assignment: Re-do of Choice or Autobiography due 4-1 along with draft if wish not required, 1.2.7 Due 4-15, Reading and assigned reflection due 4-1
Assignment: Reading post comments, Neglected "R"
Assignment: Book Reading/Lesson Plan (4-15), Reflection from CARS due the class after presentation, Final (5-1), Resource Notebook (5-1), Error Revision Chart/Narrative due 4-22
Share Book Reading/Lesson Plan, Discuss Error Revision Chart/Narrative
Assignment : Error Revision Chart/Narrative due 4-22, Reflective writing from CARS due class after presentation, Final April 29 (will share with peers), Resource notebook April 29
Share Book Reading/Lesson Plan
Assignment: Final April 29 (will share with peers), Resource notebook April 29
Share final projects with class, hand in resource notebook
Notice: Absolutely no late work will be accepted after the designated final date.
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 2007-2008 Undergraduate Catalog Page 85-86
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 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88
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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Bomer, K., (2005). Writing a Life Teaching Memoir to Sharpen Insight, Shape Meaning---and Triumph Over Tests. Portsmouth, NH: Heinemann.
Buckner, A., (2005). Notebook Know-How Strategies for the Writer’s Notebook. Portland: Stenhouse Publishers.
Calkins, L. McC., (1994). The Art of Teaching Writing. Portsmouth, NH: Heinemann.
Culham, R., (2003). 6 + 1 Traits of Writing. New York: Scholastic Inc.
Fletcher, R. & Portalupi, J., (1998). Craft Lessons Teaching Writing K-8. Portland: Stenhouse Publishers.
Fletcher, R. (1993). What A Writer Needs. Portsmouth, NH: Heinemann.
Fox, M., (1985). Wilfrid Gordon McDonald Partridge. Brooklyn: Kane/Miller Book Publishers.
Freedman, R., (1987). Lincoln A Photobiography. New York: Scholastic Inc.
Graves, D.H., & Kittle, P., (2005). Inside Writing How to Teach the Details of Craft. Portsmouth, NH: Heinmann.
Kirby, D., Kirby, D.L., & Liner, T., (2004). Inside Out Strategies for Teaching Writing. Portsmouth, NH: Heinemann.
Lane, B., (1993). After the End. Portsmouth, NH: Heinemann.
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.
Zemelman, S., Daniels, H., & Hyde A., (1998). Best Practice New Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann.
Last Updated:12/30/2007 10:52:44 AM