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EDTL 2710

Introduction to Teaching ILA

MW 6:00-7:15 pm

351 Education Building

Instructor: Dr. Jim Berta

Assistant Professor

Office: 573 Education Building

Phone: Office: 372-7327E-Mail: jberta@bgsu.edu

Office Hours: Tuesdays & Thursdays 12:15-2:15 or by appointment

Required Texts:

Burke, Jim. (2003). The English Teachers Companion. 3rd Edition. Heinemann.

ISBN: 0-325-00538-9 or 0-325-01139-7.

Holbrook, Sara and Michael Salinger. (2006) Outspoken. Heinemann. ISBN: 0-325-00965-1 or 978-0-325-00965-0

ODE website Common Language Arts Standards

Course Description & Conceptual Framework:

The course is designed to prepare teachers capable of teaching the Integrated

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Language Arts in grades 7-12. This course also serves as the MCE endorsement for

teaching language arts. This course will focus on addressing the central issues at

stake in language arts classrooms through an integrated approach.Keep in mind the vision statement of the College of Education at BGSU:

The College of Education and Human Development endorses the Ohio Department of Educations vision of producing a Caring, Competent and

Qualified Teacher in Every Classroom. BGSU aspires to prepare reflective

practitioners who are able to translate research and theory into practice as well as

to demonstrate and promote the BGSU core values: respect for one another,

cooperation, creative imaginings, intellectual and spiritual growth, and pride in a

job well done.

Course Objectives:

The student will be able to: Evidence that objective has been

met:

1. Demonstrate how reading, writing, speaking,

listening, viewing, and thinking are interrelated.

(NCATE 3.1.2)

AssessmentLesson plans, Burke

reading.TPP

2. Demonstrate an understanding of the range of

inquiry models applicable to the language arts

classroom.

AssessmentInquiry Lesson Plan(s)

3. Examine, evaluate, and select resources, such

as textbooks, other print materials, video, film,

recordings, and software which support the

teaching of English Language Arts. (NCATE4.1)

Assessment: TPP, Collaborative Unit

Planning,

4. Demonstrate an understanding of the

major concepts in the Integrated Language

Arts curriculum included in the 7-12Language Arts Common Standards:http://www.corestandards.org/the-

standards/english-language-arts-standards

AssessmentStandards Analysis ,

Collaborative Planning, Lit Circle

Presentation, Poetry Circle

Presentation, Microteaching Vocabulary

and Grammar

5. Attend classroom settings to observe

students and teachers during language artslessons and pose questions to students that

help them extend or modify their

understanding.

Assessment: Teacher Profile Project

6. Develop a presentation that includes

information about at least one specific

teachers responsibilities.

AssessmentTeacher Profile Project

7. Develop a working philosophy for AssessmentShort response papers ,

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teaching in the Integrated Language Arts. Teaching Journal notes, Final Paper

8. Develop a conceptual framework forteaching and learning in the Integrated

Language Arts.

AssessmentLit Circles Group Project

Poetry activity presentation

In-class lesson plans

9. Develop an orientation to technology and

its application in the Integrated LanguageArts.

AssessmentIn-class presentations,

Incorporation of technology in

curriculum projects

10. Develop a positive disposition toward theimplementation of stimulating curricula,

effective teaching, commitment to learning

with understanding, and the use of a varietyof teaching tools.

AssessmentInquiry Lesson Plans, Short

response papers, Collaborative Unit

presentations, professionalism in class

11. Take informed stands on issues ofprofessional concern. (NCATE 2.5)

AssessmentILA Issues Statement: in-

class reflective essays, Final Essy

12. Develop a deeper involvement with

professional organizations (NCATE 2.3)

AssessmentJoin NCTE, OCTELA,

NCATE STATEMENT

Educational personnel must be well prepared with regard to content knowledge and

practical skills as well as understanding of learners and the influences on them.

Educators must understand the factors that impact educational success, be sensitive to

cultural, linguistic and socio-economic factors as expressed in the diverse individuals

they encounter, work to construct inclusive environments in which all can succeed,skillfully utilize the educational and technological tools available to them,

collaboratively engage with colleagues and the community, and systematically reflect

and act on the effectiveness of their practice. They must exhibit appropriate

professional dispositions, concern themselves with the ethics of their actions, be

accountable for their performance and be committed to ongoing improvement of their

own personal capabilities. The BGSU goal is to empower our educator candidates to

act in various capacities to positively impact the future of learners, clients and

colleagues. Toward that end, we hold the following statements as guiding core

concepts:

P = An effective educator is broadly and thoroughlyprepared.R = An effective educator is a reflective practitioner.

E = An effective educator is actively engagedwithin the larger

educational community.

P = An effective educator is foremost aprofessional, with a

lifelong commitment to learning and to all learners.

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COMPETENCIES

Professionalism It is expected that candidates will demonstrate professionalism

throughout this course/experience. For educator candidates (initial and

advanced), this means compliance with the BGSU Academic and Student

Codes of Conduct (see Student Handbook) as well as evidencing

accepted behaviors and attitudes appropriate to the educational

circumstances, including but not limited to punctuality, personal

appearance (dress, hygiene, etc.), speech, preparation, and/or quality of

work. You will be held to higher standards of behavior than in many of

your other classes.

Cell Phones, Pagers, Computers and Personal Digital Assistants:The use of cell phones, pagers, and personal digital assistants (PDAs) is not allowed in

class. Cell phones, pagers and PDAs must be turned off or on vibrate during class.

Failure to do so will result in the student being asked to leave the classroom.

Computers may be used when working on individual or group projects . At no time

will: working on other projects, checking email, or surfing the net be tolerated. Please

be respectful of class time. I will reduce your grade if I have to tell you to

put away the cell phone, etc.

TechnologyAspects of this course/experience require evidence of candidates

technology competency and utilization. Should difficulties be encountered

with technology knowledge/skills it is the candidates responsibility to

consult with the instructor and/or assistants in the student technology center

in the Student Technology Center, 127 Hayes Hall, 372-9277.

Diversity/Exceptionality

Educator candidates who require accommodations based on the impact ofa disability should contact the instructor privately to discuss specific

needs.

Candidates are expected to respect all individuals, regardless ofcharacteristics or background, and endeavor to accommodatecommunications and actions to learning differences arising from cultural,

linguistic, and disability origins.

BGSU POLICY STATEMENTS

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Codes of Conduct and Academic Honesty Policy:The instructor and students in this course will adhere to the Universitys general Codes ofConduct defined in the BGSU Student Handbook. Specifically, the Code of Academic

Conduct (Academic Honesty Policy) requires that students do not cheat, fabricate,

plagiarize or facilitate academic dishonesty. For details, refer to:

BGSU Student Handbook(http://www.bgsu.edu/offices/sa/book/Student_Handbook.pdf)

The Academic Charter, B.II.H (http://www.bgsu.edu/downloads/file921.pdf)

Student Discipline Programs(http://www.bgsu.edu/offices/sa/judicial/academic/index.html)

Disability Policy:Any student who requires accommodation based on a disability should contact the

instructor privately to discuss specific needs. In accordance with the University policy, ifthe student has a documented disability and requires accommodations to obtain equal

access in this course, he or she should contact the instructor at the beginning of thesemester and make this need known. Students with disabilities must verify theireligibility through the Office of Disability Services, 413 South Hall, 419-372-8495.

(http://www.bgsu.edu/offices/sa/disability/index.html)

Educator candidates are expected to respect all individuals, regardless of characteristicsor background, and endeavor to accommodate communications and actions to learning

differences arising from cultural, linguistic and disability origins.

Religious Holidays:It is the policy of the University to make every reasonable effort allowing students toobserve their religious holidays without academic penalty. In such cases, it is the

obligation of the student to provide the instructor with reasonable notice of the dates ofreligious holidays on which he or she will be absent. Absence from classes or

examinations for religious reasons does not relieve the student of responsibility for

completing required work missed. Following the necessary notification, the student

should consult with the instructor to determine what appropriate alternative opportunitywill be provided, allowing the student to fully complete his or her academic

responsibilities. (As stated in The Academic Charter, B-II.G-4.b at:

http://www.bgsu.edu/downloads/file919.pdf)

Rules of Common Practice:

Tape Recording Policy:

Students are not authorized to make recordings during class without permission from theinstructor.

Attendance: Come to class. This is not an option. There are no skips allowed; none. I

http://www.bgsu.edu/offices/sa/book/Student_Handbook.pdfhttp://www.bgsu.edu/downloads/file921.pdfhttp://www.bgsu.edu/offices/sa/judicial/academic/index.htmlhttp://www.bgsu.edu/offices/sa/disability/index.htmlhttp://www.bgsu.edu/downloads/file919.pdfhttp://www.bgsu.edu/downloads/file921.pdfhttp://www.bgsu.edu/offices/sa/judicial/academic/index.htmlhttp://www.bgsu.edu/offices/sa/disability/index.htmlhttp://www.bgsu.edu/downloads/file919.pdfhttp://www.bgsu.edu/offices/sa/book/Student_Handbook.pdf

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expect you to show up to each class. You will have to show up at your placement site. Iwant you to start acting in a professional manner. I take attendance at each class. If

you have to miss a class, please contact me in advance by email or voice mail.

Prolonged absence (2 or more absences in a row) requires some medical documentation

in order for you to make up missed assignments. Attendance will be a factor in your

participation/professionalism grade.In addition, if you have unexcused absences, Ireserve the right to lower your final grade by one letter grade for each absence. An

absence must be excused by me in advance. I am the sole arbiter who decides if the

absence is excused or not. Please dont run up at the end of class and hit me with a

complicated reason. See me in my office. An excused does not exclude you from

participating in designated group activities during class. I will remove you from the

group and have you responsible for make up assignments.

Academic Responsibility & Professionalism:

Academic Honesty (and the consequences of dishonesty) is outlined in the Student

Affairs Handbook, so familiarize yourself with these guidelines. Cheating and plagiarism

are university-wide issues, not just in-class issues. Think of them as the federal offensesof university life; in other words, they quickly escalate into big problems. For the student

handbook, go to: http://www.bgsu.edu/students/ and click on Student Handbook.

Because you are a pre-professional student, being prepared to function as a professional,

you will be expected to conduct yourself as a professional in a number of ways in our

classroom as well as out in your assigned school. You have to think of yourself as ateacher now, since you will be functioning as one when you are out in your school.

Design lessons that reflect this professionalism; dress and conduct yourself as a

professional, both in class, and out in the school and its community.

It is expected that you will demonstrate professionalism throughout this course/experience.

For educator candidates this means compliance with the BGSU Student Code of Ethics andConduct (see Student Handbook) as well as evidencing accepted behaviors and attitudes

appropriate to the educational circumstances, including but not limited to punctuality,

personal appearance (dress, hygiene etc), speech, preparation, quality of work etc. As aprofessional, it is your responsibility to pursue remediation of any deficits revealed in your

performance on Key Assessment(s) assignments completed as part of this course.

*Grading Policy:

Assignments are due on the day the syllabus says they are due. However,

because I want to encourage you to follow through and succeed, rather than

give up, the following policy is in effect:

For each day late (NOT CLASS PERIOD), the assignment drops

one letter grade. No assignment will be accepted more than one

class period late. You must tell me before the start of class (email;

voice mail; in person) that you have difficulty with the assignment.

I do not accept any assignments by email. You must bring it to my

http://www.bgsu.edu/students/http://www.bgsu.edu/students/

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office.

Group presentations:

This is where real difficulties can occur. You have the

responsibility to your group to come to class prepared to contribute.

And, you have the responsibility to show up when the presentation is

scheduled. I will not give you the points for participation in the

group project if you tell me that you have contacted them outside of

class. It just doesnt work.

I will have in-class assignments that cannot be made up. So, theoverall total for the course is different than the total points for the

major projects.

DO NOT SEND ASSIGNMENTS WITH SOMEONE ELSE. YOU

NEED TO SEE ME IF THERE IS A PROBLEM.

A 93% - 100% verification at TPP site (professional attendance)

B 85% - 92% verification at TPP site (professional attendance)

C 75% - 84% verification at TPP site (professional attendance)

D 64% - 74% verification at TPP site (professional attendance)

F 63% - 0% and unexcused absences; no site verification.

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EDTL 2710 Assignment Descriptions

In-class Reaction, Reflection and Quizzes [as assigned]

You will be asked to respond in-class to reading assignments, specific works of

Literature, or issues in Education. These reflections or responses cannot be made up.These will also serve as point of departure for class discussion. You will be asked to

bring in specific articles that develop topics concerning ILA education. Your first paper

is a 2-3 pp. paper over Tans short story. (30).

Literature Circle Presentation 100 points

Each group of four or five students will present a reading of a short story after they have

participated in a Lit. Circle. This project will consist of a 4-5 day unit and a presentationto the class. Your group will be able to choose from a grouping of short stories that

would be part of a typical high school curriculum. Your group should engage your

audience with some type of activity and/or reader response pre-reading activity.

Poetry Presentation: 50 points

Within a hypothetical unit. I will expect you to create at least one activity in order to helpyour classmates understand the purpose of teaching a specific poem. You will lead the

class through the activity after presenting an outline of the unit and the specific lesson

plan for the day that this activity will be experienced. You may choose an activity fromBurke or Holbrook.

Grammar and Vocabulary Microteaching

Closely read Burke chapters 5 and 6. Each group will lead the class through an activityin order to teach vocabulary or grammar. I expect you to use an authentic text to teach

the activity.

Individual Assignments:

Teaching Narrative Voice 100 points

After reading Outspoken and creating your narrative, you will read it to the class. Of

course we will not be able to read all of these assignments. If we have time, before

reading you and your group will come up with a rubric according to the 6 Trait + 1approach. Your group will grade other papers according to the standards that the group

set up. Each group will explain their process to the class (50).

Teacher Profile Project (TPP) 100 points

During your individual placement, gather data in order to learn about typical environment

for a Language Arts teacher at your school. Overall, you should describe the range of

skills of the Language Arts teachers at the school. Describe the teaching load, time spentoutside of the classroom, department adoption of curriculum and rubrics, preparation for

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state and NCLB testing, responsibilities other than those specifically tied to in-class

presentation of materials, and how these teachers perceive themselves. You may do this

through observation, interviews of teachers and administrators, interviews of students, ordata gleaned from the website or artifacts of the school. Present this material in a power

point of about 10-12 slides. Your last few slides should show this information that you

have gathered will shape your teaching and/or your choice of a career. I plan to havesome of you present these to the class.

Final Essay 50 pointsYou will write a 2 page cover letter where you applying for a specific position in a school

district. I will expect you to outline your teaching philosophy in this letter and include, as

examples, the material that we covered in 2710.

Professionalism/Participation

Professionalism is expected both in your campus classesand at your field-placement site. You will be expectedto be professional while at your field site and in ourclassroom. Be sure to conduct yourself with theutmost professional, appropriate behavior at alltimes. The expectation is that you will dress andconduct yourself as a professional at all times. Thisincludes dressing like a professional at yourplacement. You will be asked to have your PT

(placement teacher) sign a sheet that verifies yourhours.

*Collaboration1. During course/experience lectures, activities, and field assignments,

candidates will be expected to work and communicate with faculty, other students, and

school/agency partners in an effective, collegial, and professional manner at all times.

2. Collaborative Unit Mapping

3. The expectation of group or individual planning is that you will

adopt the inquiry approach that is discussed in Burke and Holbrook.

EDTL 2710 Course Calendar

1.9.12 TPP assignment: PlacementExpectations/syllabusPlath/SpenderTwo Kinds Amy Tan

Exit ticket typed answers indigital drop box by noon 1.11Read Tan

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1.11.12 6 ILAs and Burkes 4 PrinciplesResponse to BurkeWhy teach fiction?Mirrors and windows

Read Burke: #1, #2, #3; lookat Standards web site on ODEBring in notes over chaptersPre discussion response to

Tan

2 1.16.12 NO CLASSMARTIN LUTHER KING DAY

1.18.12 Discuss figurative elements of Tan.

Two KindsStart Movie (35 min)

In-class entrance ticketconcerning Two Kinds.Collect typed reading notesAssign Tan paper

Take notes concerning movie

1.23.12 Introduce short story assignmentPresent short story options

Discussion of movie;prewriting for paper ReviewCommon Standards. Bring

Burke to class; Read Burke:Chp. 4

1.25.12 Organize groups.Review Chapter 4 *Bring ODE Standards: LessonPlanning

Due 2-3 pp. paper Tan.

Choose short stories; presentgroup materials; start litcircles

1.30.12 Workday for short stories* Quiz over short story (timed)

2.1.12 Lit Circles Enacted* Check in notes (in-progresspresentations)

2.6.12 Lit Circles Enacted* Check in notes (in-progresspresentations)

2.8.12 Short Story Units Five day lesson planpresentation:Professional Dressrequired.

2.13.12 Short Story Units Five day lesson planpresentation:Professional Dressrequired

Introduce poetry unit.Quiz: Burke Chapter 4

2.15.12 Teaching Poetry and Poetry CirclesFound poems

Figurative languageexercises.

Rd. Burke: pp.: 79-90

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Outspoken: Rd: assignedpages

2.20.12 How to Teach Poetry Choose poems from list.Found poem is due.I am is due

2.22.12 I am poems and found poemsIn-class reading of poems

Read Found poems

Placement Finalized

Must be approved

2.27.12 Workday: poem presentation Walt WhitmanAesthetic Voice

2.29.12 Poetry presentations Work a poem activity intoyour lesson

3.1.12 Poetry presentations Work a poem activity into

your lesson3.12.12 Start writing unit

6 Trait Writing+1Read Burke: Chp. 5 and 6

Quiz chapters 5 and 6

Pick activity to teach toclass

3.14.12 Microteaching:presentations

11 3.19.12 Microteaching:presentations

3.21.12 Start writing unit. IntroduceNarrative and Descriptive Essays

Poetry response paperdueMust hand in notes ortaken down.

12 3.26.12 Writing unit

3.28.12 In-class conferencing of essays.Workday. Attendance required

Bring intermediate draft toconferencing

13 4.2.12 Readings of essays Final Draft of Narrative orDescription due

4.4.12 Narrative Readings In-class peer evaluations

14 4.9.12 Readings of essays

4.11.12 Readings of essays Prewriting for final essay

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4.16.12 Meet in Room: work on finalessay and TTP. I can talk tostudents individually during thetime.

Attendance mandatory; Iwill take attendance at6:00 and stay in the room.You can work where youchoose to.

4.18.12 TPP presentations Final TPP presentationsdue at 12:00 in digitaldrop box

4.23.12 TPP presentations

4.25.12 TPP presentations

4.29.12 Final Paper due on exam day Monday: 6:00-6:30classroom