st. petersburg college course syllabus ede...
TRANSCRIPT
Dr. Cher Gauweiler Spring 2015 1 of 12
ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EDE 4226
Integrated Language Arts, Children’s Literature and Social Sciences
This syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix: EDE 4226
Section #: 3581
Credit Hours: 4 Credit Hours
Co-requisites: EDE 4942
Pre-requisites: EDF 3214, RED 3309, EDE 4304, EDE 4943 and admission to Elementary Education with
Reading BS, or Exceptional Education with Reading BS. Additional prerequisites: EDG
3620 for Elementary Education majors and EEX 3241 for Exceptional Education majors.
Day, Time and Campus: Tuesday/Thursday 11:20 p.m.-2:00 p.m. BB 203, Tarpon Springs
Modality: Face to Face
Professor: Cher N. Gauweiler, Ph.D.
Office Hours: As posted on office door or
by appt.
Office Location: BB 106
Office Phone: (727) 712-5420
Email Address: [email protected] or through MyCourses (preferred)
ACADEMIC DEPARTMENT: College of Education Dean: Kimberly Hartman, Ph.D.
Office Location & Number: Tarpon Springs BB 101
I. COURSE DESCRIPTION
This course is designed to help pre-service teachers teach the social sciences through the language arts,
children’s literature, and the creative arts. By using an integrated curricular approach, pre-service teachers
acquire competencies in subject area content as well as pedagogical strategies for these disciplines. In
addition, the course prepares pre-service teachers to teach using a thematic approach so that K-6 learners
understand connections across curricular areas. This course is enriched through the creative arts, including art,
music, drama, and dance and addresses The Florida Standards in these specific areas. 62 contact hours.
II. MAJOR LEARNING OUTCOMES
1. The student will demonstrate subject area knowledge in the language arts, including, reading, writing,
speaking, listening, and viewing by:
a. conducting an oral history on a community member.
b. analyzing the elements of a primary document.
c. generalizing from a virtual or live field trip.
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d. completing quality oral presentations.
2. The student will demonstrate subject area knowledge in the social sciences by:
a. diagramming online subject area modules that focus on these various areas of the social sciences
as outlined in the Next Generation Sunshine State Standards, and/or Common Core State
Standards (Florida Standards).
b. constructing a study guide on a topic within the social sciences.
3. The student will illustrate the literary elements of children’s literature by:
a. identifying and evaluating character development, setting, problem, conflict, climax, point of
view, tone, mood, and resolution in a self–selected children’s piece of children’s literature.
b. compiling a list of quality reading materials based on given standards for primary and
intermediate levels of learners that includes both fiction and nonfiction literature.
c. evaluating children’s literature for bias and sensitivity issues.
4. The student will specify how to integrate the creative arts into the elementary classroom, including, art,
music, drama, and dance to enhance thematic teaching by:
a. selecting definitions and examples of the elements of art media, techniques, and processes.
b. recognizing and responding to visual arts in relation to history and culture.
c. relating examples to the concepts of music they represent (e.g. dynamics, rhythm, tempo, form,
tone, color, pitch, style).
d. recommending techniques for developing students’ creative musical skills through use of
improvisation, listening skills, performance skills.
e. relating music in relation to history and various cultures and composers.
f. identifying and describing movement elements in performing dance.
g. describing dance in various cultures and historical periods.
h. constructing methods and approaches to using creative dramatics, role play, and improvisation in
the classroom.
5. The student will plan how to cultivate a safe, encouraging and literature-rich classroom by:
a. providing a positive work environment that supports the intellectual, personal and social
development of all students, including English Language Learners (ELLs), special needs and at-
risk students.
b. focusing on geographical, environmental, historical, political, and economic responsibilities; and
reinforcing important ideals, freedoms, rights and responsibilities in a democratic society.
c. extending content through listening, speaking, writing and reading experiences.
6. The student will integrate instructional models and best practices in effective teaching and assessment in
social sciences, language arts, children’s literature, and the creative arts by:
a. comparing different learning and teaching approaches and models.
b. designing lesson plans based on what research says about effective organization,
conceptualization, and structure, including appropriate ESOL and special needs strategies;
including appropriate questioning and discussion techniques in plans and classroom discussions.
c. designing traditional and performance based assessment techniques.
7. The student will synthesize the pertinent elements of Danielson’s Framework for Teaching by:
a. developing a unit plan based on the Florida Standards for the primary or intermediate level that
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integrates the social sciences, the language arts, children’s literature, and the creative arts in an
effective manner.
b. developing traditional and performance based assessments within the unit.
c. performing the skills within instruction through in-class presentations (clear communication,
questioning, engagement, feedback, and flexibility).
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s) Required:
Anderson, N. A. PCL Bundle: Elementary Children's Literature: Infancy through Age
13 (2nd ed.). Pearson. ISBN: 9781269373401
Smith, P. (1984). A Land Remembered. Sarasota, FL: Pineapple Press. ISBN:
9781561641161
OR
Smith, P. (2001). A Land Remembered-Student Edition, Vol. 1 Sarasota, FL: Pineapple
Press. ISBN: 9781561642236
Smith, P. (2001). A Land Remembered-Student Edition, Vol. 2 Sarasota, FL: Pineapple
Press. ISBN: 9781561642243
Recommended:
Smith, P. A Land Remembered-Teacher's Manual (Online) Sarasota, FL: Pineapple
Press. http://www.patricksmithonline.com/teachingguide.html - link also on
MyCourses
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources:
Albers, P. (2007) Finding the artist within: Creating and reading visual texts in the English Language Arts
Classroom. Upper Saddle River, NJ. International Reading Association.
Cappiello, M. & Thulin Dawes, E. (2013) Teaching with Text Sets. Huntington Beach, CA. Shell Education.
Maxim, G.W. (2014) Dynamic Social Studies for Constructivist Classrooms (10th edition).
McLaughlin, M. & Overturf, B. (2013) The Common Core: Teaching K-5 students to meet the reading standards.
Newark, DE: International Reading Association.
Owocki, G. (2013). The Common Core Writing Book: Lessons for a range of tasks, purposes and audiences.
Portsmouth, NH. Heinemann.
Online Resources:
Just Read Florida: http://www.justreadflorida.com/
Common Core State Standards Resources:
http://www.achievethecore.org/
http://www.corestandards.org/
http://www.ascd.org/common-core-state-standards/common-core.aspx
Library:
http://www.spcollege.edu/libraries//
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference MyCourses
continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or
familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to
disseminate information and engage preservice learners and students.
Technology required for EDE 4226: Internet access, MS Word, adobe Acrobat Reader, access to a video camera (available
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for check-out through library), movie-making software (usually installed on your computer) & scanner. All work must be
submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf), a pdf file, a video file, or image file (.jpg,
.gif, etc.)
D. Supplies
Some supplies may be needed for presentations as described in “All Course Assignment” section below.
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of
School Partnerships.
B. ALL Course Assignments
1. Reading Quizzes: There will be TEN quizzes over the semester that covers specific content. Quizzes
must be taken independently online prior to the start of the class session in which the reading is due.
There will no opportunity to make up missed quizzes. (10 quizzes @ 10 points each = 100 points)
2. Annotated Bibliography: Students will produce an annotated bibliography of 20 children’s books,
including a minimum of at least four award-winning texts, such as the Caldecott and Newberry Awards.
In addition, at least five of the books should reflect the cultural characteristics of Florida’s ELL
population. (The ELL population refers to students whose first language is NOT English.) The literature
should be appropriate for teaching interdisciplinary thematic units that integrate social studies, language
arts, and the creative arts. The bibliography should include fiction, nonfiction, and poetry selections and
should be appropriate for students in both K-2 (10 books) and 3-6 (10 books). See template and checklist
for additional information. (50 points)
3. Presentation of Bibliography: In a 7-10 minute presentation, students will present the theme from the
annotated bibliography to the entire class and will share four books on the assigned day of the
presentation. In addition, students will read a portion of ONE book as a read aloud AND create a
handout/advertisement for this book to entice classmates to use the text in their future classrooms.
Additionally, the student will distribute hard copies of the handout to the entire class. A checklist for
evaluation will be provided (20 points)
4. Genre presentation: Small groups of students will be assigned a literary genre and will summarize the
characteristics of that genre (including literary devices typical to the genre) in a multimedia presentation
to the class. Students will also share a read aloud and other examples of children’s literature from that
genre and include appropriate techniques for varying student responses to various texts (e.g. think-pair-
share, reader response journals, etc). ***PARTICIPATORY/IN CLASS (15 points)***
5. Geography Lesson: In class, the instructor reviews elements of geography such as: geographic
representations/spatial views of the world; human-environment interaction/place, regions and culture;
human population/spatial patterns and movements and global interconnections/changing spatial patterns.
Students discuss strategies for teaching geography in the elementary classroom.
***PARTICIPATORY/IN CLASS (15 points)***
6. SAE Expert Guide: Working in small groups, students will become an expert on a given subtopic -
History and/or Geography. Students will prepare a study guide for classmates containing essential
content for the subtopic on the ELED Subject Area Exam and will summarize this content in a
presentation while focusing on listening and speaking strategies. (25 points)
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7. Group Inquiry Projects with infused technology: small groups will develop questions and plan
inquiries in the areas of Economics or Government/Civics. This information will be synthesized
incorporating current and emergent technologies into a multimedia presentation to share with the class.
(e.g. webquests, Imovies, digital story-telling, animation software, integrating social media, online
collaboration-blogs, presentation tools, apps, etc). ***PARTICIPATORY/IN CLASS (25 points)***
8. Primary/Secondary Sources Lesson: Students will examine and evaluate a variety of primary and
secondary documents and share with the class how to incorporate primary documents into the curriculum
to encourage critical thinking. Also, students will address ethical processes for various resources such as
identifying credible sources, avoiding plagiarism, etc. (30 points)
9. Creative Arts Module: Students will read A Land Remembered by Patrick Smith and develop an
integrated lesson based on one assigned Creative Arts area (e.g. Dance/Movement, Visual Arts, Music,
Poetry, Theater/Drama) and prepare a short presentation for the class. During the presentation, each
student must cover the basics, how to integrate it into the elementary classroom, and include an
opportunity for classmates to interact in a sample activity. Students may start this project in class but may
be required to finish it beyond class time. ***PARTICIPATORY/IN CLASS (50 points)
10. Creative Arts Field Trip: Students will visit a destination to learn more about how to integrate the
creative arts into their classrooms. Students will have a field trip think sheet to complete after/during the
trip. Students not in attendance that day will be required to visit another creative arts location and write a
three page paper based on the experience. ***PARTICIPATORY/IN CLASS (20 points)***
11. Integrated Unit Plan: Students will develop a one-week integrated unit that integrates language arts
(reading, writing, speaking, listening), creative arts, social studies, and related literature designed to deliver
instruction for diverse students, including ESOL, ESE, & Gifted students. Within this unit, students will
include one full **Danielson lesson plan (Day 1) covering the contributions of different cultural
groups to the United States in a lesson that integrates the subject areas of social studies, language
arts, creative arts, and multicultural children’s literature. Within the unit plan, opportunities for
children to listen, speak, view, write, and read as well as reflect on their learning with assessments that
determine mastery. The unit plan must be based upon The Florida Standards that will integrate social
studies, language arts, and literature and will include at least three ESOL teaching strategies designed to
deliver instruction to ESOL students integrating the four performance skills of listening, speaking, writing,
and reading. It must include critical thinking objectives and a culminating activity for the students. The
unit plan must also include the use of technology and/or information software resources. Also, the unit
plan should include an adaptation of a content area test or include a variety of alternative methods to
assess student learning in social studies, language arts, creative arts, and literature that reflect ESOL
language levels and the diverse needs of students. (A template and rubric for evaluation will be provided)
(100 points)
12. Comprehensive Final Exam: (100 points)
TOTAL POINTS: 550 points
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UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least
75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in
order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score
on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4
(Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to
successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have
an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The
assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of
cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical
Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table below.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that,
if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then
rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything
adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary
materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE
lesson plans unless the instructor directly specifies otherwise.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/index.php
Each student must read all topics within this syllabus and the content of the links. If the student needs
clarification on any items in the syllabus or linked statements, he/she should contact the course
instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters
set in this syllabus and any syllabus addendum.
Dr. Cher Gauweiler Spring 2015 7 of 12
VI. CALENDAR AND TOPICAL OUTLINE *SUBJECT TO CHANGE AT THE DISCRETION OF THE
PROFESSOR. ALL QUIZZES AND COURSE READINGS MUST BE COMPLETED BY THE FIRST CLASS
SESSION OF EACH WEEK (with the exception of Week One).
ALL ASSIGNMENTS FOR EDE 4942 ARE IN RED AND SHOULD BE UPLOADED TO THE DROPBOX IN THE
EDE 4942 SHELL IN ANGEL BY THE DESIGNATED DATE.
DATE TOPIC READINGS ASSIGNMENTS DUE
WEEK 1
1/13 & 1/15
Introductions
Orientation to the course and review of syllabus
Definitions of children’s literature and social studies
NCSS Themes
Examining the content of social studies
Teaching the Common Core Standards through
Integrated Content
Genres in Literature
Chapter 1
and 2 in ECL
by 1/15
Read Terrible
Things by
1/15
T: Download
complete syllabus and
have available in class
for review
Th: Quiz #1
WEEK 2
1/20 & 1/22
Pluralism
Demographic Changes to Society
Why Multicultural Education?
Multicultural Literature
Traditional Literature
ESOL readings
Teaching Tolerance programs Annotated bibliography directions and overview
Chapters 5 &
8 of ECL
and
Complete
ESOL
readings (see
MyCourses
for links)
Begin reading
A Land
Remembered
T: Quiz #2
T: Genre Presentation
(In Class)
WEEK 3
1/27 & 1/29
Animal Fantasy/Creativity
Geography & Mapping Lesson
Learning Stations – experiential learning
Read Chapter
7 of ECL
and
Chapter in
MyCourses
on Teaching
Social Studies
T: Quiz #3
Th: Geography Lesson
(In Class)
EDE 4942: Attend
mandatory practicum
orientation on 1/30
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WEEK 4
2/3 & 2/5
Modern Fantasy
Discuss Subject Area Exam Expert Guide assignment
Review Practicum Expectations, SBN, etc.
Read Chapter
6 in ECL T: Quiz #4
TH: Annotated
Bibliography DUE
TH: Bibliography
Presentations – TEAM
A
EDE 4942: Contact
school, start working on
Contract of Hours
WEEK 5
2/10 & 2/12
Citizenship and Character Education
Critical Thinking and Problem Solving
Contemporary Realistic Fiction
Discuss Oral History Assignment
Read Chapter
9 of ECL
T: Quiz #5
T: Bibliography
Presentations – TEAM B
TH: Bibliography
Presentations – TEAM C
EDE 4942:
Contract is due in
MyCourses
WEEK 6
2/17 & 2/19
Historical Fiction Read Chapter
10 of ECL T: Quiz #6
T: Bibliography
Presentations – TEAM D
TH: Bibliography
Presentations –
TEAM E
TH: SAE Expert Guide
and Group Inquiry
Presentations DUE
WEEK 7
2/24 & 2/26
Biography and Autobiography
Primary and Secondary Sources
Read Ch. 11
of ECL
and
Article in
MyCourses
on primary
sources
T: Quiz #7
TH: Primary/
Secondary Sources
Lesson DUE
Dr. Cher Gauweiler Spring 2015 9 of 12
WEEK 8
3/3 & 3/5
Informational Books
Higher order and text dependent questions
Teaching with Text Sets
Lesson and Unit Planning
Chapter 12 in
ECL T: Quiz #8
EDE 4942: Observation
#1 DUE
Draft of Videotaped
Minilesson DUE
WEEK 9
3/10 & 3/12
NO CLASS – SPRING BREAK
WEEK 10
3/17 & 3/19
Exploring Creativity
Poetry
Leepa-Rattner Museum Field Trip
Read Chapter
13 of ECL
and
Chapter on
Integrating
the Arts in
MyCourses
T: Quiz #9
TH: Creative Arts Field
Trip/Leepa Rattner
Visit
EDE 4942: Draft PDP
due
Observation #2 (Video
Lesson) DUE
WEEK 11
3/24 & 3/26
NO CLASS: Release time for Practicum
WEEK 12
3/31 & 4/2
Discuss A Land Remembered
T: Quiz #10
Th: Creative Arts
Module Due
Dr. Cher Gauweiler Spring 2015 10 of 12
WEEKS 13-16
4/7-4/30
NO CLASS: Release time for Practicum in
Schools
Unit Plan DUE in Chalk
and Wire
EDE 4942:
Observation #3
completed by
supervisor by 4/17
(Week 14)
Final Videotaped
Minilesson and
Reflection DUE
(Week 15)
Complete all hours by
4/30 (Week 16)
Final School Based
Notebook with all forms
DUE (Week 16)
WEEK 17
5/4-5/7
Final Exam Week Final Exam
VII. UNIFORM CORE CURRICULUM ASSIGNMENTS
Assignment Name UCC Specific Indicator Annotated Bibliography RC 2.G.3
RC 2.G.4
RC 4.8
FSAC ELED 1.2.1
FSAC ELED 1.2.3
ESOL 3.2
Course Assignments OE c
Geography Lesson FSAC ELED 2.3.1
FSAC ELED 2.3.2
Integrated Unit Plan FEAP 1.b
FSAC ELED 2.1.1
FSAC ELED 2.1.2
FSAC ELED 2.1.3
FSAC ELED 2.1.4
RC 2.A.5
RC 4.9
ESOL 3.2
Primary/Secondary Sources Lesson FSAC ELED 1.5.4
FSAC ELED 1.5.5
SAE Expert Guide FSAC ELED 1.5.2
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FSAC ELED 1.5.3
FSAC ELED 2.2.1
FSAC ELED 2.2.2
FSAC ELED 2.2.3
FSAC ELED 2.2.4
FSAC ELED 2.2.5
FSAC ELED 2.2.6
FSAC ELED 2.2.7
FSAC ELED 2.2.8
FSAC ELED 2.2.9
FSAC ELED 2.2.10
FSAC ELED 2.3.3
FSAC ELED 2.3.4
FSAC ELED 2.3.5
FSAC ELED 2.3.6
FSAC ELED 2.3.7
FSAC ELED 2.3.8
FSAC ELED 2.3.9
Genre Presentation FSAC ELED 1.2.2
FSAC ELED 1.2.4
Group Inquiry Project with Infused Technology FSAC ELED 1.5.6
FSAC ELED 2.4.1
FSAC ELED 2.4.2
FSAC ELED 2.4.3
FSAC ELED 2.4.4
FSAC ELED 2.4.5
FSAC ELED 2.4.6
FSAC ELED 2.4.7
FSAC ELED 2.5.1
FSAC ELED 2.5.2
FSAC ELED 2.5.3
FSAC ELED 2.5.4
FSAC ELED 2.5.5
FSAC ELED 2.5.6
Dr. Cher Gauweiler Spring 2015 12 of 12
CLASSROOM COMPACT
To promote the most conducive environment for learning and teaching, I would appreciate your willingness
to:
o Arrive to class by the beginning of class time. Three or more tardies result in an absence.
More than that will result in a consequence which will include a dispositions report.
o Notify me through e-mail or phone call if you will miss class so I can document your absence.
o Remain in the room unless we have a break, or I am not directly teaching (you’re engaged in partner,
small group activities, etc.)
o Refrain from side conversations because it’s distracting to others.
o Turn off your cell phone during class (unless it’s an emergency; you can also notify me ahead of time if
you are expecting an important call and need to take it).
o Refrain from texting.
o Please do not use personal laptops/tablets unless we need them for a specific task. Laptops/tablets
are great resources, but they should only be used when needed for this course. In the past, students
have worked on other assignments, checked e-mail, surfed the ‘Net, updated Facebook, etc. While in
class, I need you to “be” here…body and mind.
o Notify me privately if there is a problem. I can’t help you if I don’t know about it.
Thank you for your cooperation. – Dr. G.