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Education Major Version

EDU 300 Writing in Education
Hennessy, Gail B.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The 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.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The 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


Course

EDU 300 Writing in Education

Semester

SP 2013 HO

Faculty

Hennessy, Gail B.

Title

Assistant Professor of Education

Office Location

Copley 317

Office Hours

Tuesday/Thursday 10:00-12:00

Daytime Phone

816.584.6323

E-Mail

gail.hennessy@park.edu

Semester Dates

Jan 14-May 10

Class Days

--T-R--

Class Time

8:45 - 10:00 AM

Prerequisites

EN 105 & En 106, passing the WCT, 15 education hours

Credit Hours

3


Textbook:
 WILL USE BELOW TEXT AT BEGINNING OF SEMESTER:

Fletcher, R. (1993).  What a writer needs. Portsmouth, NH: Heinemann.    ISBN#0-435-08734-7

One of the following texts (please note grade levels by each titled text) Purchase text that corresponds with your intended certification area WAIT TO PURCHASE TEXT UNTIL AFTER SEMESTER BEGINS):

Jacobson, J. (2010). No more “I’m done!”. Portland: Stenhouse. (birth-2nd) ISBN#978 157 110 784 8

Buckner, A. (2005). Notebook know-how. Portland: Stenhouse.  (2nd-8th)   ISBN#157 110 413 5

Daniels, H, Zemelman, S., Steineke, N. (2007). Content-area writing: every teacher’s Guide. Portsmouth:Heinemann. (6th-12th)        ISBN# 978-032 500 972 8

Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), 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. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

              a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number

d.     Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

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 (carol.williams@park.edu), 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.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDU300 Writing in Education: A writing intensive course for those preparing to teach. Emphasis will be on specific language arts competencies through reading, reflection, and development of knowledge and skills appropriate for teaching language arts and the writing process. Focus will also be on writing appropriate for classroom teachers including community communication, reflectice thinking and writing, and critical analysis of education literature. This course will satisfy the EN306. Prerequisites: EN 105 and EN 106 with at least a "C" passing the WCT. 3:0:3.

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

  1. demonstrate his/her writing skills for professional purposes
  2. analyze and interpret the quality indicators for his/her professional portfolio
  3. formulate a design for the writing process
  4. examine what a discourse community is
  5. analyze, evaluate, and reflect on professional/scholarly periodicals
  6. write a children's story with a clear beginning, middle, and end
  7. write a Lesson plan that incorporates the Children's book that they wrote.


Core Assessment:
Lesson plan using Student written story/book

Link to Class Rubric

Class Assessment:
  Class Participation   “Participation” means:

·        attending class

         discussing the importance of professional writing and examine your personal strengths and weaknesses in writing with thewillingness 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.

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.

Text/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 using APA format and will be due the day the chapter(s) is discussed. 

 Portfolio work/Autobiography/Artifact Essay:  Each student will submit specific writings for the development of his or her professional portfolio, a requirement for Missouri teacher certification. APA format required.

Academic Article Annotations/Reflected writing for journal articles:  Criteria will be given to you prior to each.  APA format required.

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.   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 MoSPE standards so you can use it as an “artifact” for your professional 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/explain 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 criteria to assist you with the development of this process. This activity will be keyed to various MoSPE standards so you can use it as an “artifact” in your professional 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 MoSPE standards so you can use them as “artifacts” in your departmental portfolio. APA format required.

Assignments MUST be typed, use APA formatting, and completed with correct conventions.   If a word document is  submitted electronically it must be as a rtf document. APA format required in all written assignments (e.g., double-space, indent paragraphs, left margin justification, page numbers in upper right, correct in-text citations, references, etc.) Use people-first language. Assignments not using APA format correctly will result in a reduction of 10% of earned grade.

Please use resources to ensure assignments are completely professionally. Park University has writing support services at the Academic Support Center (Mabee 406, near the library, 584-6330). The service is free and available to all.  

Grading:
 

EDU 300 Assignments

Total Points

%

Assignment

Total

Academic Articles, Journals, Reflections

15

45

8%

Text reflection, Language arts activity

5

100

19%

Quick writes

5

20

4%

Artifact essay, Autobiography

10

20

4%

Participation/Attendance:     points will not be earned if not present (excuses not accepted); will earn points if professor must cancel.                            

Positive/Constructive participation isevaluated.  This includes deduction for cell phone or laptop usage.  Also see classroom rules of conduct.

                              2         

64

12%

Final Project

80

80

15%

CORE ASSESSMENT

                         205                   

205

38%

Authored book

80

80

Reflective Writing, (writing process)

25

25

Book Reading, Lesson Presentation

35

35

Written lesson plan

25

25

Reflective Writing, (book reading – lesson presentation)

                           40

          40

Grand Total

534

100%

534-478

100-90%

A

477-425

89-80%

B

424-372

79-70%

C

371-318

69-60%

D

Below 317

F

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. artifact essay/autobiography/indicator, reflective writing, text reflections/activities, 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, written reflections for book (all assignments that are part of the core assessment), 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 classroom 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 or check email. Laptops are not to be used during class discussion/activities.  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. Texting and use of electronics is disrespectful to both the other students and the professor. If texting, etc. 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.

Check your Park email regularly for emails from the professor. When emailing the professor (or others) please use appropriate email etiquette. Make sure you email the professor from your Park email address. Address the professor, type the email using correct conventions, and conclude the email with your full name.

Practicing professional written communication is necessary in your education and future career.   

Course Topic/Dates/Assignments:
 

   

1

1/15

Course introduction, in class writing

Assignment: Complete writing survey/plan to discuss and turn in on 1/17)

1/17

Writing (Process/Skill), Triangular Perspective, Discuss Intro, Book packets, Brief discussion of book

Assignment: Fletcher Ch. 1 (type reflection using directions given &will discuss and hand in on 1/22) Read book packet before class on 1/22—the authored book will be discussed on 1/22)

2

1/22

Discussion of BOOK, Quick Write, Fletcher ch.1

Assignment: BOOK is due 3/05, reflection of writing process of book is due 3/07, Fletcher ch 2( 1/24)

1/24

Professional Writing, Fletcher ch. 2, Love of Language, Word Choice (6-Trait)

Assignment:  autobiography (2/05),  Fletcher Ch. 3(1/29)

3

1/29

Quick Write (autobiography activity), language arts activities, Discuss BOOK

Assignment: Fletcher ch. 4 & 5(1/31), autobiography (2/05)

1/31

Peer Review autobiography, Specificity and Character Development, Word Choice

Assignment: Book (3/05) Reflection (3/07), Fletcher Ch. 6 (2/05) andautobiography (2/05)

4

2/05

Voice (6-Trait), language arts activities

Assignment: Academic Article Annotation (2/14), Fletcher 7 & 8 (2/07)

2/07

Beginnings/Endings, Organization, Ideas

Assignment: Fletcher 9 &10 (2/12), Bring in "stuff" about your book for peer discussion(2/14), Annotation for article due (2/14)

5

2/12

Quick Write, Tension and Sense of Place,  Discuss relevance of writing

Assignment: Bring in "stuff" about your book for peer discussion(2/14), Annotation for article due (2/14) autobiography (2/21) (not required -- if want to have re-graded)

2/14

Discuss BOOK with peers and class as a whole (discuss beg/end, character, word choice, voice), Discuss academic article

Assignment: Fletcher 11 & 12 (2/19)

6

2/19

Place, Time, Language, Discussion of Writer and Teacher of Writing

Assignment: Fletcher  13 & Final Thoughts (2/21), Book(3/05)– includes book in the packet, the letter signed for the publisher, orders for book (if any), reflective writing on writing process of the book (3/07) – directions will be given

2/21

Final wrap up on Fletcher, Relevance of teacher’s role in developing writers

7

2/26

Discuss NCTE beliefs about teaching of writing -- thoughts on how beliefs/ideas fit into your thinking, writer’s workshop

Assignment: Book (3/05)– 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 (3/07) directions will be given

2/28

Discuss Writing Process, language arts activities (possibilities)

Assignment: Book (3/05) Reflection (3/07), need new text for firstreflection/activity (3/21)

8

3/05

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 (3/07)

3/07

Hand in Reflection of Writing Process of Book, 6-Traits (evaluating student examples), Writer’s workshop, Final choices

Assignment:  reflection/activity (3/21)

3/11

Spring Break

3/15

Spring Break

9

3/19

Motivation in self and development for students, language arts activities, MoSPE standards, Portfolio

Assignment:  reflection/activity (3/21), Academic Article (4/16), MoSPE Essay w/artifact (4/23)

3/21

Quick Write, language arts activities (ie. writer’s notebook, etc.), lesson plan

Assignment: text reflection/activity (3/26), Book Reading/Lesson Plan (4/04, 4/09, 4/11, 4/16, 4/18, 4/23, 4/25, 4/30) and 2  reflections/activities during the book reading/lesson plan dates announced, Reflection from CARS due the class after presentation, Final (5/02)

10

3/26

Lesson Plan, Language Arts Activities, Differentiation

Assignment: text reflection/activity (3/28)  

3/28

Lesson Plan, Language arts activities, Differentiation

Assignment: text reflection/activity (4/02), Book Reading/Lesson Plan (4/04, 4/09, 4/11, 4/16, 4/18, 4/23, 4/25, 4/30), Reflection from CARS due the class after presentation, Final (5/02)

11

4/02

Best Practices and discussion of book reading/presentations

Assignment: Academic Article (4/16), MoSPE Essay w/artifact (4/23), Book Reading/Lesson Plan (4/04, 4/09, 4/11, 4/16, 4/18, 4/23, 4/25, 4/30) and Reflection from CARS due the class after presentation, Final (5/02)

4/04

Share Book Reading/Lesson Plan --- Peers’ Quick Writes Shared

Best Practices and English Language Learners

12

4/09

Share Book Reading/Lesson Plan---Peers’ Quick writes shared

Best Practices and English Language Learners

Assignment: Academic Article (4/16) DUE on the 16th students will share either the 16th or 18th , MoSPE Essay w/artifact (4/23), Final (5/02)

4/11

Share Book Reading/Lesson Plan---Peers’ Quick writes shared

13

4/16

Share Book Reading/Lesson Plan---Peers’ Quick writes shared

Share Academic Article Assignment

4/18

Share Book Reading/Lesson Plan --- Peers’ Quick writes shared

Share Academic Article Assignment

Assignment: MoSPE Essay w/artifact (4/23), Final (5/02)

14

4/23

Share Book Reading/Lesson Plan---Peers’ Quick writes shared

Discussion of MoSPE Essay

4/25

Share Book Reading/Lesson Plan---Peers’ Quick writes shared

15

4/30

Share Book Reading/Lesson Plan---Peers’ Quick writes shared

Survey

5/02

Turn in and Share final projects with class

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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 98

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 .

Bibliography:
Allen, J., (2007).  Inside words tools for teaching vocabulary in grades 4-12.  Portland:       Stenhouse Publishers.

Allen, J., (1999). Words, words, words teaching vocabulary in grades 4-12. Portland: Stenhouse Publishers.

Babbage. K. (2010). Extreme writing: discovering the writer in every student. Lanham: Rowman & Littlefield Publishers, Inc.

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.

Chapman, C. & King, R., (2009). Differentiated instructional strategies for writing in the content areas. Thousand Oaks: Corwin.

Culham, R., (2003). 6 + 1 traits of writing. New York: Scholastic Inc.

Dudliey-Marling, C. & Paugh, P., (2009). A classroom teacher’s guide to struggling writers.     Portsmouth: Heinemann.

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.

FU, D. (2009). Writing between languages: how English language learners make the transition to fluency. Portsmouth, NH: Heinemann.

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.

Greenwood, S. (2010). The power of words. Lanham: Rowman & Littlefield Publishers, Inc.

Holland, R.W. (2013). Deeper writing: quick writes and mentor texts to illuminate new possibilities. Thousand Oaks: Corwin.

Jacobson, J., (2010). No more “I’m done”. Portland: Stenhouse Publishers.

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.

Polette, K. (2012). Teaching grammar through writing: activities to develop writer’s craft in all students in grades 4-12. Boston: Pearson.

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.

Ritchart, R., Church, M. & Perkins, K. (2011). Making thinking visible. San Francisco: Jossey-Bass.

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



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation: Student Reflection                                                                                                                                                                                                                             
Outcomes
A and C                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Student Reflections includes all of the following:









____Discuss the process of writing a children's book









____Relate the process of writing a children's book to teaching the writing process in a classroom









____Relate the process of writing a children's book to the development of writing skills/ideas









____Discuss the correlation between the children's book and lesson plan and its effectiveness when presented









____Appraise the student's ability to connect the children's book with an effective lesson









 
Student Reflection includes three of the following:









____Discuss the process of writing a children's book









____Relate the process of writing a children's book to teaching the writing process in a classroom









____Relate the process of writing a children's book to the development of writing skills/ideas









____Discuss the correlation between the children's book and lesson plan and its effectiveness when presented









____Appraise the student's ability to connect the children's book with an effective lesson









 
Student Reflection includes two of the following:









____Discuss the process of writing a children's book









____Relate the process of writing a children's book to teaching the writing process in a classroom









____Relate the process of writing a children's book to the development of writing skills/ideas









____Discuss the correlation between the children's book and lesson plan and its effectiveness when presented









____Appraise the student's ability to connect the children's book with an effective lesson









 
____Student Reflection has one or is missing. 
Synthesis:  Combine Lesson Plan with Student written story                                                                                                                                                                                                 
Outcomes
D and E                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
___Lesson and Student Written Story compliment and support each other.  









____Lesson Plan combines with the Student Written Story for an interrelated learning experience that blends into each other so that the transition is natural and unnoticeable.









 
___ Lesson Plan and Student Written Story are complete and teach to an identified topic.









___Lesson Plan and Student Written Story are connected to each other but learner can detect that they were two assignments that were blended









 
___Lesson Plan or Student Written Story is complete.









___ Lesson Plan and Student Written Story are only inferred to be connected









 
___ Lesson Plan and Student Written Story are incomplete









___Lesson Plan and Student Written Story are not connected









 
Analysis: Lesson Plan components                                                                                                                                                                                                                           
Outcomes
D                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Lessons include:









____  Standards (national, state, and local)









____ Anticipatory Set (creative, motivating, and lesson specific)









____ Objectives (measurable, motivating and match the lesson procedures)









____  Clarity of Procedures (steps) of lesson plan that are detailed, descriptive, and sequential.









____ Closure is brief, is motivating, assesses learning, and related to objective.









____ Creative and motivating adaptations/accommodations that are lesson specific for special needs



















 
Lessons include:









____  Standards (National and State)









____ Anticipatory Set (lesson specific)









____ Objectives (measurable and related to lesson procedures)









____  Clarity of Procedures (steps) of lesson plan that are sequential









____ Closure is brief and assesses objective









____ Appropriate adaptations/accommodations for special needs that are lesson specific





























 
Lessons include:









____  Standards (State)









____ Anticipatory Set (not lesson specific)









____ Objectives included, but not clearly related to the lesson.









____  Procedures (steps) of lesson plan must be interpreted









____ Closure is lengthy and teaches.









____Adaptations/accommodations for special needs are not lesson specific



















 
Lessons lack:









___Standards









___Anticipatory Set









___Objectives that match the lesson









___Clarity of Procedures (steps)









     of lesson plan









___Closure









___Adaptations/accommodations









for special needs









 
Application: Usage of Lesson Plan                                                                                                                                                                                                                          
Outcomes
D                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
____ Classroom ready Lesson Plan and Student Written Book with all materials needed and supplemental suggestions complete and included ____Classroom ready Lesson Plan and Student Written Book  with teaching materials needed included ____ Lesson Plan or Student Written Book are classroom ready









(materials described but not included)









 
___ Lesson Plan and Student Written Book are not classroom ready (Materials needed are not described or included) 
Content of Communication: Format and documentation                                                                                                                                                                                                         
Outcomes
A and G                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
___ Identified theorists with educational terms









___ Bibliography included for all sources used









___ Punctuation and grammar correct









___ Writing style reflects individual creative effort  









___Format is efficient, easy to follow









 
___  Able to use education terms correctly









___Bibliography for student's authored book only









___ Grammatically correct









___ Punctuation correct









___Format easy to follow









 
___ Generalized forms of speech in writing but not specific educational references or language.









____Bibliography for student's authored book incorrect









____No more than 4 errors in grammar/punctuation









____Format is inconsistent



















 
_____Does not use educational references or language.









_____Grammar/punctuation is poor









____No bibliography for authored book









____More than 4 errors in grammar/punctuation









____No recognizable format









 
Technical Skill in Communicating: Formal Presentation                                                                                                                                                                                                      
Outcomes
A and F                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Presentation:









___ Easy to hear









___ Read book with meaning, inflections effective, and well practiced









___Demonstrated the mood of the writing when read









___Sequential and able to keep class's attention and involved members during the reading and/or lesson plan









____Rarely, if ever, needed to refer to the lesson plan during the presentation or discussion









____Included anticipatory set, reading of book, lesson plan presentation or discussion of the plan in its entirety, dressing professionally, and having a presentation style that matched the book and lesson









____Connected the presentation and the reflection  









 
Presentation:









___ Easy to hear









___ Read book with meaning, inflections effective, and well practiced









___ Sequential









____May have needed to refer to the lesson plan but once used easily demonstrated that information in plan was known and practiced









____Included anticipatory set, reading of book, lesson presentation or discussion of the plan in its entirety









____Discussed the reflection









 
Presentation:









____Difficult to hear half the time









____Read book with little expression and or in a monotone but obvious the book had been practiced









____Presentation was not sequential although all parts were present









____Referred to the lesson plan frequently









____Did not discuss the reflection









 
Presentation:









____Did not present









             or









____Difficult to hear









____Book was not read smoothly and it had not been practiced









____Presentation was not sequential and parts were missing









____Read from the lesson plan presentation









____Did not refer to the reflection



















 
Disciplinary Competency: MoSTEP Indicator 1.2.7                                                                                                                                                                                                            
Outcomes
The pre-service teacher models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.                                                                                                                                                                                                                                                                                                                                 
___ models exceptional verbal/nonverbal communication skills (no errors) 1.2.7.1









___ documents an sensitivity to cultural, gender, intellectual, and physical ability differences classroom communication and in responses to students' communications in each lesson/card. 1.2.7.2









____ documented multifaceted support and expansion of learner expression in speaking, writing, listening, and other media. 1.2.7.3









____  always uses more than three media communication tools 1.2.7.4



















 
___ models effective verbal/nonverbal communication skills. (errors are few and do not disrupt communication) 1.2.7.1









___ documents sensitivity to cultural, gender, intellectual, or physical ability differences classroom communication or in responses to students' communications. 1.2.7.2









____  evidence of support and expansion of learner expression in speaking, writing, listening, and other media. 1.2.7.3









___ uses three media communication tools 1.2.7.4









 
____  inconsistent in modeling effective verbal/nonverbal communication skills (errors disrupt communication) 1.2.7.1









____  Inferred sensitivity to cultural, gender, intellectual, or physical ability differences classroom communication and in responses to students' communications. 1.2.7.2









____ unsubstantiated  support and expansion of learner expression in speaking, writing, listening, and other media. 1.2.7.3









____  uses at least two media communication tools 1.2.7.4



















 
____  does not model effective verbal/nonverbal communication skills (errors are frequent and many) 1.2.7.1









____ does not demonstrate sensitivity to cultural, gender, intellectual, and physical ability differences classroom communication and in responses to students' communications.(biased information, i.e. favors girls) 1.2.7.2









____  does not support and expand learner expression in speaking, writing, listening, and other media 1.2.7.3









____ uses only one media communication tools  1.2.7.4



















 
Disciplinary Competency: MoSTEP Indicator: 1.2.9                                                                                                                                                                                                           
Outcomes
The pre-service teacher is a reflective practitioner who continually assesses the effects of choices and actions on others.  This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.                                                                                                                                                                                                   
____ applies and includes a multifaceted  self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them. 1.2.9.1  









____  uses a variety of documented resources available for professional development 1.2.9.2









____ practices and reflects upon professional ethical standards 1.2.9.3









 
____ applies a self-assessment and problem-solving strategy for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them. 1.2.9.1  









____ uses a documented resource for professional development 1.2.9.2  









____ practices  professional ethical standards 1.2.9.3  









 
____  a self-assessment or problem-solving strategy for reflecting on practice is included, but their influences on students' growth and learning, and the complex interactions between them is not included.   1.2.9.1  









____ evidence of but no documentation of resources available for professional development inconsistently or on a limited basis 1.2.9.2









____  fails to practice one of the  professional ethical standards 1.2.9.3



















 
____  does not apply a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them. 1.2.9.1  









____  does not use resources available for professional development 1.2.9.2









____ Fails to practice two of the professional ethical standards  1.2.9.3



















 

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Last Updated:12/30/2012 12:41:33 PM