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 2008 HO
Hennessy, Gail B.
Assistant Professor of Education
Copley Room 213
June 3 - July 24
8:00 - 10:30 AM
EN 105 & En 106, passing the WCT, 15 education hours
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.
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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
· 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.
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 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
You will complete three. 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.
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 in 10 pts)
(due dates must be met and re-submisssion is allowed also on a
specific due date)
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
Late Submission of Course Materials: All assignments are considered late if not turned in the day they are due.
Timely completion is built into some assignment criteria. 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%). Due dates are on the class syllaus. Late submission of teaching activities, resource notebook, book sharing/lesson plan, and final will result in a grade reduction of 25%. The authored book may not be turned in late due to publishing deadlines. Absolutely no late work will be accepted after the assigned time of the final. Any missing assignments after the finals date will be recorded as a “zero”. 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, 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.
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 5 typed reflection), READ book packet info
Authored BOOK due June 24
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 6-10), Spend time thinking, discussing, and planning for your book,
Bring in 1.1.1 & 1.1.2 on June 12--DUE June 17
Discuss BOOK, discuss writing tips and Fletcher, Read academic article in class---Reflection/Annotation
Assignment: Read Ch. 6, 7, & 8 (typed reflection 6-12), Reflection/Annotation due June 14
BOOK DUE June 26, Look at 1.1.1 & 1.1.2 and address any of the “tips” in your indicators, bring 1.1.1 & 1.1.2 to class June 12---DUE JUNE 17
Quickwrite, Discuss Fletcher, portfolio, requirements, format, Writing ideas for classroom use (voice, vocabulary, beginnings, endings)
Assignment: DO 1.1.1 & 1.1.2 due June 17
TWO WEEKS FROM TODAY BOOK IS DUE JUNE 24, Reflection of Book Process/Writing CAR DUE 6-26
Read Fletcher Ch. 9 & 10 (typed reflection 6-17)
Discuss Fletcher, Book Discussion, Classroom suggestions, 6 Traits
Assignment: Book 6-24, Reflection of Book Process/Writing CAR DUE 6-26, Read academic article to discuss 6-19, Reflection/Annotation due 6-26
Quick Write, Discuss academic article, 6 Traits,Writers' Workshop
Assignment:Book June 24, Reflection of Book Process/Writing CAR DUE 6-26
Book Reading/Lesson Plan due July15, Written reflection due the day after book reading/lesson plan, Final Project, July 24
BOOK DUE, Reflection of Book Process/Writing CAR DUE 6-26
Read and discuss article about writing, Begin discussing 1.2.7 6-26, Writer’s Workshop, Discuss 1.1.1 & 1.1.2, Article 7-1
Discuss Book Reading/Lesson Plan--Due July 15
Writer’s Workshop, Spellling
Discuss next quality indicator
Assignment: Choice/ Quality Indicator due July 3, Buckner Ch. 1 (typed reflection July 1) Book Reading/Lesson Plan--Due July 15
Final due July 24
Writing Notebook, Quick Write, Email discussion
Share Buckner Ch. 1
Assignment: Buckner Ch. 2(typed reflection, July 3)
Hand in choice quality indicator, discuss Buckner, Writing Notebook, 6 Traits or evaluation, Discuss 1.2.7
Assignment: Buckner 3 (typed reflection, July 8), 1.2.7 with performance indicators due July 15
Writing Notebook, Focus lessons, discuss articles and Buckner
Assignment: Buckner 4 (in class, July 10) Ch 5 (typed reflection, July 10)
Computer Lab doing Chapter 4, 6 Trait review of papers
Assignment: Book Reading/Lesson Plan Presentation July 15, 17, 22, Quality indicator 1.2.7due July 15, Buckner Ch. 6 & 7 (typed reflection 7-15, Final due July 24
Book Reading/Lesson Presentation, discuss error/revision chart and narrative,confidence in writers
Assignment: Final due July 24, and Resource Notebook due July 24
Book Reading/Lesson Presentation, Writing Objectively, Portfolio discussion
Assignment: Resource Notebook, Error/Revision Chart & Narrative, and Final Due July 24
Book Reading/Lesson Presentation, Discuss Error/Revision learning, Wrap UP
Error/Revision Chart and Narrative due, 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 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 .
Additional Information: .
Allen, J., (1999). Words, Words, Words Teaching Vocabulary in Grades 4-12.
York: Stenhouse Publishers.
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:
Culham, R., (2003). 6 + 1 Traits of Writing. New York: Scholastic Inc.
Fletcher, R. & Portalupi, J., (1998). Craft Lessons Teaching Writing K-8. Portland:
Fox, M., (1985). Wilfrid Gordon McDonald Partridge. Brooklyn: Kane/Miller
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
Last Updated:4/23/2008 8:41:15 AM