EDUC 600

PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

I. COURSE INFORMATION:

EDMG 332: Children’s Literature and the Language Arts Methods

Prerequisite:

Credit: Three

Period: 10

II. INSTRUCTOR INFORMATION:

Name: Dr. Julie Palmour

Office Location: L-126

Phone Numbers: 706.778.3000 x. 1230

706.839.6337 (home)

E-mail: jpalmour@piedmont.edu or jjpalmour@hemc.net

Fax Number: 706.776.0135

Office Hours: as posted

III. TIME AND PLACE:

CAMPUS: Demorest SEMESTER: Fall YEAR: 2005

Dates: August 11- December 2, 2005

Time: 11:00-12:15

Place: L-122

IV. TEXT AND SUPPLEMENTARY READINGS:

Cox, C. (2005). Teaching language arts: A student-and response-centered

classroom. (5^th ed). Boston: Allyn & Bacon.

American Psychological Association. (2001). Publication manual of the American Psychological

Association (5^th ed.). Washington, D. C.: Author.

Supplemental readings will be required as needed throughout the course. These readings will include research, professional documents, and personal reading. Also, copying some materials to share with the class may be required.

V. PIEDMONT MISSION:

Piedmont College Mission:

Piedmont College educates students to become successful and responsible citizens through rigorous academic instruction in the liberal arts and professional disciplines. Learning opportunities are provided through undergraduate and graduate programs offered at various locations. The institution emphasizes high ethical standards and respect for diversity.

School of Education Mission:

The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.” The School of Education strives to prepare scholarly, reflective, proactive educators in a caring environment with challenging and meaningful learning experiences. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.

Specific ideals under-gird our conceptual framework. We advocate the democratic ideals of: equal rights and opportunities; individual freedom and responsibility; responsibility for the greater good; respect for diversity; openness to possibilities; and open, informed discourse.

We endorse the following processes as a means of striving for our democratic ideals: engaging in participatory decision-making; collaborating in teaching and learning; collecting information from all constituencies; examining options and projecting consequences; nurturing open discourse; providing for field experiences; assessing processes as well as products; modeling democratic ideals in the classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and understandings. Further, we endorse the development of a sense of personal integrity and of strong habits of mind (e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).

VI. COURSE DESCRIPTION AND PURPOSE:

This course emphasizes an interdisciplinary approach to the teaching of language arts in elementary and middle school, using multiethnic children's literature as the medium for discussion and combination. Listening skills, oral communication, grammar, the writing process, creative writing, drama, and the selection, evaluation, and use of developmentally appropriate literature for children are topics for consideration.

VII. SCHOOL OF EDUCATION OUTCOMES:

Core Candidate Learning Outcomes :

The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.

1) Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring, democratic learning environment that encourages positive social interaction, active engagement in learning, self regulation, and collaboration. The proactive teacher fosters the ideals of a democratic classroom by treating students fairly and justly, providing intellectual challenge, and supporting students as they pursue knowledge and understanding. CO: 5, 11, 13

2) Subject Matter: The scholarly teacher understands and can model the central concepts, tools of inquiry, national standards, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. CO: 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13, 14

3) Student Learning: The reflective teacher understands how students develop and learn and provides well-managed learning opportunities that support students’ intellectual, social, and personal growth. The teacher documents student achievements and contributes to systems of accountability designed to improve schooling. CO: 10, 11, 12, 13

4) Diversity: By understanding that all learners are products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. CO: 4, 5, 9, 10, 11, 13

5) Instructional Strategies: The proactive teacher understands and uses a variety of instructional strategies to encourage the development of all students’ creative talents, critical thinking, problem solving, and performance skills. CO: 2, 3, 10, 11, 13, 14

6) Assessment Strategies: The scholarly, reflective, proactive teacher designs a variety of assessments including alternative assessment strategies, which (a) assess the acquisition of knowledge, skills, and dispositions expected in the subject, (b) offset the negative effects of high-stakes testing, and (c) encourage the continual intellectual, social, and personal growth of all students to become knowledgeable, inquisitive learners. CO: 10, 11, 13

7) Communication and Technology: The proactive teacher uses knowledge of effective verbal, non-verbal, and media communication techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO: 2, 5, 8, 10, 11, 13

8) Planning Instruction: The scholarly, reflective, proactive teacher plans and manages instruction based upon knowledge of content, pedagogy, students, the community, and curriculum goals. CO: 3, 4, 8, 10, 11, 13, 14

9) Reflection and Professional Development: The scholarly teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions upon others, institutes research aimed at improving instruction, attends to the development of policies affecting education at the state and national levels, proactively seeks opportunities for the continual development of a personal pedagogy. CO: 11, 13

10) Collaboration and Relationships: The scholarly, reflective, proactive teacher communicates and collaborates with other educators, parents/families, agencies and the community through democratic processes to support student learning and well being. CO: 9, 11, 13

Early Childhood and Middle Grades Graduate Candidate Learning Outcomes:

11) Constructivist Practices: The scholarly, reflective, proactive teacher models and provides opportunities for constructivist practices. CO: 1-14

12) Informed Teachers: The scholarly, reflective, proactive teacher is an informed professional. CO: 1-14

13) Scholarly Work: The reflective, proactive teacher actively engages in scholarly work. CO: 1-14

14) Action Research: The scholarly, reflective, proactive teacher participates in action research. CO: 5, 8, 9, 12

Dispositions for All Candidates:

In addition to the common core learning outcomes, all candidates are expected to be familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the following dispositions as defined by the School of Education faculty:

Scholarly: Inquiring; creative; seeks solutions; thinks critically about theory and method; keeps current in discipline (conferences, journals, classes); pursues lifelong learning.

Reflective: Bases daily decisions on in depth reflection, done frequently and honestly; considers many possibilities for problem solutions; stays open to constructive criticism.

Proactive: Anticipates problems in management; anticipates problems and difficulties in instruction; addresses pertinent issues of school and community to support student learning; encourages students’ critical thinking, problem solving, and creativity; plans for important student learning; fosters visionary thinking and action; promotes mindful leadership to improve schools.

Democratic: Facilitator; views others as capable to deal with problems and able to make decisions; promotes equitable treatment for all students; has high expectations for all students; seeks best interest of students they serve; open-minded; able to view other perspectives; accommodates individual differences; culturally sensitive in areas of communications, learning, assessment, and cultural norms; collaborates well with others; works for the good of the community.

Responsible: Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositions may need to be adjusted and are able to develop plans to do so.

VIII. COURSE OUTCOMES (CO):

Upon successful completion of this course, the candidate will be able to:

Demonstrate growth in their knowledge of children's literature and in expected reader responses CLO: 2, 11, 12, 13
Demonstrate the ability to read children's literature aloud with enthusiasm and competence, modeling a love of good books and a joy in sharing them CLO 2, 5, 7, 11, 12, 13
Demonstrate successful activities and methods for using multiethnic children's literature to teach the language arts, including the ability to generate questions to stimulate higher order thinking CLO 2, 5, 8, 11, 12, 13
Demonstrate knowledge of valid criteria for evaluating/selecting developmentally appropriate children's literature CLO: 2, 4, 8, 11, 12, 13
Design an environment that effectively uses children's literature to facilitate the development of language arts CLO: 1, 4, 7, 11, 12, 13, 14
Demonstrate knowledge of the classics and of award-winning books in children's literature CLO: 2, 11, 12, 13
Identify/use the genres and the elements of children's literature CLO: 2, 11, 12, 13
Demonstrate the ability to use resources, including software, that describe and/or provide children's literature CLO: 2, 7, 8, 11, 12, 13, 14
Demonstrate an awareness of current controversial issues (e.g., censorship, sexism, etc…) in children's literature CLO: 2, 4, 10, 11, 12, 13, 14
Prepare a theme-based unit linked to the Georgia Performance Standards and the IRA/NCTE national standards, that uses children's literature to teach in an interdisciplinary curriculum for grades 4-8. CLO: 2, 3, 4, 5, 6, 7, 8
Define the language arts and the characteristics of a good language arts program CLO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
Explain the learning theories on which language arts programs are based CLO: 2, 3, 11, 12, 13, 14
Describe methods for teaching all aspects of the language arts CLO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

14. Describe methods of integrating language arts instruction in all areas of the curriculum CLO: 2, 5, 8, 11, 12, 13

IX. COURSE POLICIES & PROCEDURES:

1. Class Attendance & Participation:

Attendance, timeliness, and participation are required and part of your grade. The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course. Attendance/Participation:

· Day classes meeting three times a week for entire semester: 6 absences

· Day classes meeting two times a week for entire semester: 4 absences

· All eight-week classes: 1 absence

· Evening classes meeting for entire semester: 3 absences

Only those absences due to emergencies will be excused. Work missed due to an excused absence may be made up. It is the student’s responsibility to inform the professor in writing how he or she plans to make up the work. Any student who misses more than the allowable number of classes will be asked to drop the course or will receive an F at the end of the semester. It is your responsibility to contact the professor prior to absence. Failure to do so will result in an unexcused absence.

Active participation means that every student prepares for class by reading the text and/or other assigned readings and that each student actively participates in discussions and activities conducted during class.

Tardies to class are considered a rude interruption. While everyone has circumstances, which create lateness, repeated tardiness is unexcused. Three tardies will equal one absence regardless of the nature of the tardy. Please be on time!

INCOMPLETES – A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean. An incomplete is not granted just to extend time to complete work that should have been done in a timely manner. (See the Piedmont College catalog for additional information regarding an incomplete).

INCLEMENT WEATHER – In general, classes are dismissed or cancelled (day and/or night classes) when conditions in and around Demorest become such that the main streets and college parking lots become too dangerous on which to drive. Candidates who live outside the Demorest area for which road conditions are too difficult to proceed should stay at home. Candidates who miss class should consult their instructors for assignments and make-up work. Dismissed or cancelled classes must be made up during semester breaks, the first available Saturday, or an agreed upon make-up by class members and the professor. When classes are dismissed, the following radio/TV stations will be informed of the action taken: Station WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG (6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11 Alive.

PARTICIPATION - Active participation means:

Ø prepare for classes by reading the text and/or other assigned readings;

Ø attend all classes for duration of allotted class time;

Ø take active part and contribute significantly during class discussions and activities;

Ø be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;

Ø submit all assignments on time.

2. Written Work:

Use APA style (5^th ed.). All papers for the course are to be typed using size 12 print and one of the following fonts: Bookman, Times New Roman, Geneva, or similar font. Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks.

Quality is important! Work submitted should reflect professional, scholarly, graduate level work. Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy they convey.

Be sure to keep a duplicate copy of all submitted work for your own records. It is also wise to periodically save your work on the hard drive as well as the disk.

3. Academic Integrity:

By accepting admission to Piedmont College, each candidate makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception (See the Piedmont College Catalog and the Student Handbook for details of the policy). This class will be conducted in strict observance of the policy. The College imposes strict penalties for academic dishonesty (cheating, fabrication, facilitating academic dishonesty, and plagiarism) as defined in the Catalog and Handbook.

Some suggestions for helping you abide by the policy include:

Ø All work submitted must be your original work created in and for this course.

Ø Cite and reference work properly using the current APA guidelines.

o Cite all quotes or paraphrased material. It is better to over cite than not give credit to the author of a work or source that you are using in your paper or project.

§ Any time you use the exact words of researcher, author, or source, you must place the words in quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an indented block omitting quotation marks. (See the APA Manual for specific guidelines).

§ You must also give credit to an author or source when you paraphrase.

§ When referring to information from your course text, be sure you cite and reference the source and/or authors.

§ Follow the protocol in the current APA manual for citing and referencing all electronic sources.

Ø Double dipping is not permitted. For example:

o You may not use an assignment created in one course to meet the requirements in another.

o Visiting a classroom for one field experience may not be used to meet a field experience requirement for another course.

4. Special Considerations: Piedmont College makes every effort to provide reasonable and appropriate accommodations to students with disabilities. Accommodations must be coordinated through the Office of Academic Support by contacting the director at 1-800-277-7020 ext. 1359 or by email - dtaylor@piedmont.edu Students are responsible for providing accurate and current documentation of their disability and for making a written request to the Director of Academic Support before receiving accommodations. Students with special needs (disabilities, problems, or any other factors that may affect their performance or that require special instructional strategies) should also make these needs known to the professor/instructor during the first class session.

X. STUDENT EXPECTATIONS AND COURSE OUTLINE:

1. Instructional Methods:

This class will operate as a democratic classroom. Candidates will engage in shared decision- making and in taking responsibility for making the classroom the best it can be. Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected. Various approaches will be utilized by the candidates and professor including: lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning, and formative and summative evaluations.

2. Assignments:

Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

3. Description of Assignments:

A. Reading and Attendance- (maximum 5 points) CO: 1-14

· Complete all assigned readings and have perfect attendance-5 pts.

· Complete most assigned readings and miss less than or half of allotted absences-3 pts.

· Complete some assigned readings and miss more than half of alloted absences-1 pt.

B. Participation- (maximum 5 points) CO: 1-14

· Enthusiastic participation in class discussions, group activities and presentations. Demonstrates respect for others and interest in varying opinions, experiences, etc…- 5 pts.

· Moderate participation in class discussions, group activities and presentations-3 pts.

· Only contributes to class discussions, group activities and presentations when called on-2 pt.

C. Integrated Lesson Plan: (30 points) DUE WHEN SCHEDULED CO: 3, 7, 8, 10, 13, 14

· Each student will prepare and teach a lesson plan appropriate for their selected grade level on one of the topics covered (assessment, language development, semantic mapping, emergent literacy, listening and talking, drama, reader response, phonics, story telling, writing, generes, grammar/punctuation, handwriting, spelling, or technology). These lessons will be interdisciplinary in nature and will includeat least one selected piece of quality children’s literature. The lesson plan will include your name, title of lesson, general description of lesson, characteristics of the intended learners, objectives and learning activities, student assessment and multi-level/multi-ability instruction. GPS objectives will be included on each lesson plan. Evidence of diversity and inclusion in the area of multicultural curriculum is required. Students will present these lessons throughout the semester. Evaluation will be in class and will consist of a self-evaluation as well as professor and peer evaluations.

D. Teacher Interview (maximum 10 points) DUE SEPT 27 CO: 3, 4, 8, 9, 11

· Interview a classroom teacher at the grade level for which you are seeking certification. Discuss instructional techniques, assessment tools, curriculum materials, resources and technology. Outline the teacher's practices and evaluate their effectiveness based on what you know about best practice. Observe the teacher conducting a language arts lesson and relate what you observe to what the teacher has stated in the interview. Write a reflective paper on the experience. Min. 3 pages.

E. Author/Illustrator Study- (maximum 30 points) DUE DEC. 1 CO: 1-14

· Each student will complete an author or illustrator study. Students will select authors/illustrators on the second day of class. No duplications will be allowed. Students will complete a biography of the author, select a minimum of five works to be included in the display, create a display board with pictures, book reviews, selected sections of works, etc.... to define the display.

Five of the works must be read and a review done on each. The review should contain a

summary of the story, grade level appropriateness and a discussion of how each book could be

used within the curriculum. The displays will be viewed and assessed on the last day of class.

This project counts as the course final exam.

Invitations will be extended to other education faculty.

F. Read a Book (maximum 5 pts) DUE OCT. 20 CO: 1, 2, 3, 4, 7

Choose a quality piece of children’s literature to read to a group of children. In a reflective paper, describe why you choose the book, how you introduced it to the children, the children’s reaction to the reading, and an evaluation by the classroom teacher. Submit the evaluation with your reflection paper.

G. CHOOSE ONE/Exploring Literature (15 points) DUE NOV. 17

· Write a children’s book. ECE may write a book appropriate for the grade level desired. MG should write a chapter for an appropriate chapter book on grade level

· Translate an existing children’s book into Spanish. If choosing a chapter book translate the title, prepare a summary and translate one chapter of the book. You must consult with a native speaker of Spanish and they must sign off on your cooperative experience.

H. Check Ups- There will be two assessments of the content covered in class. The nature of these assessments will be determined in class and will count five points each of the final grade.

September 27 and November 3.

XI. RESOURCES:

1. Bibliography:

Activities for the Classroom and Beyond: A Collection of Ideas and Activities To Help Extend Learning and Make It More Relevant to Students' Everyday Lives.

Association for Childhood Education International, Olney, MD.

1998 No.: ED422076

Ideas Plus: A Collection of Practical Teaching Ideas.

Book 16 1998 ERIC No.: ED421711

Improving Writing and Problem Solving Skills of Middle School Students.

1998 ERIC No.: ED420876

"Doing" Literature: Using Drama to Build Literacy Classrooms: The Segue for a Few Struggling Readers.

McMaster, Jennifer Catney

Reading Teacher (v51 n7 p574-84 Apr 1998)

From Tripod to Cosmos: A New Metaphor for the Language Arts.

Baines, Lawrence A.

English Journal (v87 n2 p24-35 Feb 1998)