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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
SP 2011 HOA
Hennessy, Gail B.
Assistant Professor of Education
Copley Room 317
M 12:00-1:00, T/R 1:00-2:30, W 9:00-1:00
Jan. 11-May 7
8:45 - 10:00 AM
EN 105 & En 106, passing the WCT, 15 education hours
Textbook: Fletcher, R. (1993). What a Writer Needs. Portsmouth, NH: Heinemann.
One of the following texts (please note grade levels by each titled text) Purchase text that corresponds with your intended certification area:
Jacobson, J. (2010). No More “I’m Done!”. Portland: Stenhouse. (birth-2nd)
Buckner, A. (2005). Notebook Know-How. Portland: Stenhouse. (1st-6th)
Gallagher. K. (2006) Teaching Adolescent Writers: Portland: Stenhouse. (6th-12th)
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.
Chapter Reflections/Language arts activities: For each assigned chapter in the text(s) you will write a reflection, do an activity, or connect the chapter with a language arts activity 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) is discussed.
Portfolio Writing: Each student will submit specific writings for the development of his or her professional portfolio, a requirement for Missouri teacher certification.
Academic Article Annotations/Reflected writing for journal articles: You will complete three. Criteria will be given to you prior to each.
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 be expected to share these with your peers. During the book reading/lesson presentations, each student will do a quick write after each student’s presentation that will then be given to the student presenting. If absent quick writes may not be completed since these are in class activities. Also if a student comes to class late and the quick write has begun, points will be deducted.
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.
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
Assignments MUST be typed, double-spaced and completed with correct conventions. A word document must be submitted, if necessary, in rtf document. When citing, use APA format.
Grading: Participation/Attendance 2 points each session – points will not be earned if not present (excuses not accepted); will earn points if professor must cancel. Positive/Constructive participation is evaluated. Also see classroom rules of conduct.
Academic Articles/Journals/Reflections 15 points each
Text reflection/language arts activity 5 points each
Quick Writes 5 points each
Performance Indicators/autobiography 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 class the day they are due. Due dates are on the class syllabus. Late work of daily assignments (i.e. performance indicators/autobiography, reflective writing, chapter reflections, activities, etc.) will be accepted up to one week late, but the grade will be reduced an additional 15 % of earned grade (i.e. if earned an 85% grade will be recorded as 70%). Late submission of 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: 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 and flash drives disappear. Be sure to save your work for backup purposes in several places/locations. Students must be responsible for planning ahead and meeting deadlines. The core assessment, a children's book, will be sent for publication on a date set with the publishing company prior to the beginning of the semester. 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. It is understood there may be a circumstance that someone needs to take a call/text 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. If texting is noticed by the professor, she will deduct 2 points from the attendance/participation grade from that student. The professor does not appreciate having to make this stipulation. She would prefer all in class participate and respect others’ time.
Course introduction, in class writing
Assignment: Fletcher Intro type reflection to discuss and turn in on 1/13)
Writing (Process/Skill), Triangular Perspective, Discuss Intro, Hand out book packets, Brief discussion of book
Assignment: Fletcher Ch. 1 (type reflection using directions given & discussion 1/18) Read book packet before class on 1/18—the authored book will be discussed on 1/18)
Discussion of BOOK, Quick Write, Fletcher ch.1
Assignment: BOOK is due 3/01, reflection of writing process of book is due 3/03, Fletcher ch 2( 1/20)
Discussion of Portfolio/Writing Performance Indicators, Writing guidelines for portfolio writing, Fletcher ch. 2, Love of Language, Word Choice (6-Trait)
Assignment: 1.1.2 ( 2/01), Fletcher Ch. 3( 1/25)
Quick Write , Reinforce guidelines, Discuss BOOK
Assignment: Fletcher ch. 4 & 5(1/27), 1.1.2 (2/01)(note late policy about portfolio writing), Peer review of 1.1.2 (1/27)
Peer Review 1.1.2, Discuss BOOK, Specificity and Character Development, Word Choice
Assignment: Book (3/01) Reflection (3/03), Fletcher Ch. 6 (2/01), 1.1.2 (2/01)
Voice (6-Trait), language arts activities
Assignment: Academic Article Annotation (2/08), Fletcher 7 & 8 (2/03)
Beginnings/Endings, Organization, Ideas
Assignment: Bring in "stuff" about your book for peer discussion(2/08), Annotation for article due (2/08)
Discuss BOOK with peers and class as a whole (discuss beg/end, character, word choice, voice), Discuss academic article
Assignment: Fletcher 9 & 10 (2/10), 1.1.2 (2/15) (not required -- if want to have re-graded)
Quick Write, Tension and Sense of Place, Discuss relevance of writing
Assignment: Autobiography(2/22), Fletcher 11 & 12 (2/15)
Graves DVD, Discussion of Writer and Teacher of Writing
Assignment: Fletcher 13 & Final Thoughts (2/17), Autobiography ( 2/22), Book (3/01) – includes book in the packet, the letter signed for the publisher, orders for book (if any), reflective writing on writing process of the book (3/03) -- from CARS
Final wrap up on Fletcher, Relevance of teacher’s role in developing writers
Assignment: Autobiography (2/22), Make sure that you have the text for your grade range as the readings/chapter reflections/activities will start after spring break
Discuss NCTE beliefs about teaching of writing -- thoughts on how beliefs/ideas fit into your thinking
Assignment: Book (3/01)– final of the book in the packet in order, the letter signed for the publisher, orders for book (if any), reflective writing on writing process of the book (3/03) -- from CARS
Discuss Writing Process, language arts activities (possibilities)
Assignment: Book(3/01), Reflection (3/03), 1st Text reflection/activity (3/17), Re-do of autobiography(3/15) (not required--if want re-graded)
BOOK is due!!! 6 Traits (evaluate student examples), What is a Discourse Community and how was it used when writing your book?
Assignment: Book reflection (3/03)
Hand in Reflection of Writing Process of Book, 6-Traits (evaluating student examples), Development of a Discourse Community
Assignment: Text reflection/activity (3/17), Re-do, if wish, Autobiography (3/15)
Graves DVD, Motivation in self and development for students, language arts activities
Assignment: Text reflection/activity (3/17), Academic Article (3/22) (Living Literacy)
Writer's Notebook, Graves DVD, Motivation in self and development for students, Spelling, Quick Write
Assignment: Text reflection/activity (3/22), Book Reading/Lesson Plan (4/12, 4/14, 4/19, 4/21, 4/26), Reflection from CARS due the class after presentation, Final (4/28)
Discuss Academic Article (Living Literacy), discuss performance indicators 126.96.36.199, 188.8.131.52, Language arts activities
Assignment: Text reflection/activity (3/24), Performance Indicators 184.108.40.206, 220.127.116.11 (3/29)
Discuss Writer's Workshop, Language arts activities
Assignment: Performance Indicators 18.104.22.168, 22.214.171.124 (3/29)
English Language Learners, Needs of writers, Best Practices
Assignment: Text reflection/activity (3/31)
English Language Learners, Needs of Writers, Best Practices
Assignment: Text reflection/activity (4/05), Book Reading/Lesson Plan (4/12, 4/14, 4/19, 4/21, 4/26), Reflection from CARS due the class after presentation, Final (4/28)
Needs of Writers, Best Practices, Professional Writing and its Importance
Assignment: Text reflection/activity (4/07), Book Reading/Lesson Plan(4/12, 4/14, 4/19, 4/21, 4/26), Reflection from CARS due the class after presentation, Final (4/28)
Discuss Writing Objectively, emails, proofreading, wrap up of texts
Assignment: Book Reading/Lesson Plan(4/12, 4/14, 4/19, 4/21, 4/26), Reflection from CARS due the class after presentation, Final (4/28)
Share Book Reading/Lesson Plan---Peers’ Quick writes shared
Share final projects with class, hand in resource notebook
Final REQUIRED MEETING
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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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Allen, J., (1999). Words, Words, Words Teaching Vocabulary in Grades 4-12. Portland: 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: 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.
Fletcher, R. (2010). Pyrotechnics on the Page. Portland: Stenhouse Publishers.
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.
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.
Zemelman, S., Daniels, H., & Hyde A., (1998). Best Practice New Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann.
Last Updated:12/26/2010 9:21:07 PM