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Professional Education Unit
Department of Middle Grades and Secondary Education
Language Arts for the Middle Grades (ITV)
EDMG 343 – 200, 202, 203, 204
Hybrid Course
Face to Face meetings Thursday 12:00-1:15
FA 2013
Dr. Jody Fernandez
Office: 601F Ginger Hall
Office phone: 606-783-2533
Office hours: 10:00-12:00 & 1:30-3:00 Wednesdays and Thursdays, or by
appointment.
j.fernandez@moreheadstate.edu
Course Description: Role of Language Arts in the Middle Grades Curriculum
Diagnosis of adolescents’ communication skills needs, and subsequent teaching
techniques are central to the course. Areas of emphasis include language
development, listening and thinking skills, speaking and written expression. Field
experiences are an integral part of this course.
.
Prerequisites: EDF 207, EDF 211, EDSP 230, EDMG 306, EDMG 347
Admission to Teacher Education Program (TEP)
Beginning September 1, 2013, prior to admission to student teaching, each
teacher candidate shall complete a minimum of 200 clock hours of field
experiences in a variety of primary through grade 12 (P-12) school settings which
allow the candidate to participate in the following:
(a) Engagement with diverse populations of students which include:
1. Students from a minimum of two (2) different ethnic or cultural groups of
which the candidate would not be considered a member;
2. Students from different socioeconomic groups;
3. English language learners;
4. Students with disabilities; and
5. Students from across elementary, middle school, and secondary grade
levels.
Required Field Experience Hours: 20 Level III hours in a minimum of two settings
(Classroom and Community). Level III hours include active engagement with
students and teaching)
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You are required to have passed your Praxis exams PRIOR to student
teaching.
“Community Engagement: A Light to and from the Mountains”
The Professional Education Unit at Morehead State University delivers rigorous,
high quality programs that prepare professionals informed by best national and
international scholarship, plus research, literature, and experiences specific to
Appalachia- preparing professionals to improve the schools, quality of life, and
the communities in which they live and serve. This statement is not only the
strategic mission for the College, but it also incorporates the conceptual
framework that guides all our activities.
Conceptual Framework Outcomes (CFO’s):
The Unit and the faculty within individual programs assess the degree to which its
graduates:
1) Master the content knowledge, professional and the twenty – first century skills
need to make an optimal contribution to “whole” student learning in education
settings.
2) Are competent in the collection and use of data to inform decision – making
and to demonstrate accountability for student learning.
3) Demonstrate professional dispositions
4) Are culturally competent and understand the regions from which they have
come utilizing knowledge and experiences to effectively “bridge the gaps”
(economic, achievement, and geographic) ensuring optimal learning for all
students.
5) Engage in authentic field experiences in collaboration with committed school –
based partners and are empowered to improve the quality of education
throughout this region and beyond.
Student Learning Outcomes (SLO’s): By the end of this course, the candidate will be
able to:
1. articulate major trends and current issues affecting middle level language arts
education in our country today
2. identify and explain the impact of student diversity (i.e., SES, ethnicity, ability,
sexual orientation, etc.) on the teaching of middle level language arts;
3. employ teaching strategies which accommodate learners of all ability and
interest levels;
4. ascertain developmentally appropriate teaching strategies for a diverse group of
middle level students;
5. evaluate and reflect upon the effectiveness of assessment procedures on
student learning;
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6. integrate technology (i.e., Smartboards, Powerpoint, United Streaming, etc.) for
effective instruction and student learning;
7. integrate best – practice language arts strategies for effective middle level
instruction and student learning;
8. align unit and daily lesson plans to local, state, and national standards in order to
close the achievement gap in language arts;
9. demonstrate conceptual understanding of teaching language skills and
knowledge;
10. demonstrate resourcefulness in the acquisition of content for informed and
competent teaching.
Course Objectives:
EDMG 343
The course is designed to prepare candidates to
teach language arts in heterogeneous classrooms in
the middle grades. Emphasis throughout the course
is on differentiated strategies to meet the needs of
students of various backgrounds, learning styles and
academic levels. The New Teacher Standards are
introduced or developed during this course.
Required Texts:
Finders, M. J. & Hynds, S. (2007).Language arts and literacy in the middle
grades: Planning, teaching, and assessing learning, 2cd edition. Upper Saddle
River, NJ: Pearson. ISBN: 0-13-175172-7
Atwell, N. (1998). In the middle: New understandings about writing, reading and
learning.2cd edition. Portsmouth, NH: Heinemann. ISBN: 0-86709-374-9
To purchase Folio180 online or through the MSU Bookstore:
1. Purchase Folio180 at the MSU Bookstore and follow the instructions included with
that purchase.
2. To purchase online, go to www.folio180.com/msuky/coe
<http://www.folio180.com/msuky/coe>
3. Complete registration and payment information. Your login information will be
emailed to you.
4. Note: if you have a Tk20 account, you will NOT need to purchase Folio180--we will
provide your Folio180 account information to you via email. Announcements and
instructions will also be made on the CoE Facebook page.
5. You will be able to continue using your Folio180 account through any graduate
programs you might enroll in through MSU.
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6. NOTE: students must have purchased or activated their Folio180 account by midterm
or they will receive an "E" at midterm per TEP policy.
Recommended Texts:
**Brandvick, M.L. & McKnight, K.S. (2011). The English teacher’s survival guide:
Ready to use techniques & materials for grades 7-12. San Francisco, CA: JossyBass. ISBN: 978-0-470-52513-5
Reynolds, M (2004). I won’t read and you can’t make me: Reaching reluctant
teen readers. Portsmouth, NH: Heinemann. ISBN:0-325-0065-9
Strauss, J. (2008). The Blue Book of Grammar and Punctuation 10th edition. San
Francisco, CA: Jossey-Bass. ISBN: 978-0-470-22268-3
Course Design: With the EPSB now requiring a minimum of 200 field
experience hours in a variety of settings and range of students, EDMG 343 is
being taught via ITV and in a blended/hybrid format. As a 3 credit hour course,
EDMG 343 would traditionally be taught during two, 1 hour and 15 minute
sessions. In an effort to free up time for field experiences during the traditional
school day, we will meet once a week for I hour and 15 minutes. The rest of the
course will meet asynochronously via Blackboard. You will be required to log into
Blackboard and submit assignments and participate in discussions weekly.
A Week-by-Week button will guide you through the weekly content and
assignments. Late work will not be accepted.
Course Evaluation:
The candidate’s course evaluation will be determined by in – class and out – of
class assignments, to include: attendance, active participation in class and
online, assignments, field experience and unit development. The MGSE
departmental attendance policy is in effect. The course evaluation is based upon
1000 points*** Assignments and their point values are explained in the following
two tables. For more in- depth explanation of assignments see Course
Information on Blackboard
NCATE/ EPSB Accreditation Alignment of SLO’s and CFO’s:
Assessments and assignments:
Aligned
with
Kentucky
Teacher
Standards
Kentucky
Core
Standards
for
Assessment
(KYS)
(KCASELA)
Assessment
(point values)
Education
Professional
Standards
Board
(EPSB)
National
Middle
School
Association
International
Reading
Association/
National
Council of
Teachers of
English
(NMSA)
(IRA/NCTE)
NCATE
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Attendance
& In class
participation
Including
Non-fiction
Lit Circles,
Reading &
Writing
workshops
(250)
CFO:
SLO:
Field
Experience
(250)
CFO: 1 - 5
SLO: 3 – 10
Blackboard
Discussions,
Activities
and
Fieldwork
Journals
(300)
CFO: 1, 3
SLO: 1,4,6
Language
Arts Unit
(200)
CFO: 1- 5
SLO: 3 – 10
1.2,6,7
1-9
4
1,2,8
R: 1,27,9
W:7,8
SL:1-6
L:1-6
Assessment
Literacy
Achievement
Gap;
technology
R; 1-10
W: 1-10
SL: 1-6
L: 1-6
Diversity,
Assessment,
Literacy,
Achievement
gap,
Technology
Diversity,
Literacy,
Achievement
gap,
Technology
R:1,2,4.7,8,9,
10
W:1,2,5,5,6
SL:1-6
L:1,3,6
R; 1-10
W: 1-10
SL: 1-6
L: 1-6
Diversity,
Assessment,
Literacy,
Achievement
Gap,
Technology,
1-7
1,2,4,6,8,9,11
,
12
1,2,4
1-4
1-7
1-11
1-7
1,2,4
1,5, 6, 8
1-7
1-12
Program: Middle Grades (5-9)
Language Arts for the Middle Grades
Assessment (point
Description
value)
Attendance & in-class
Attendance is an important professional disposition
Participation: 100
within the College of Education. Attendance at all
1,2,4
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Circles: 50
Workshops: 50
Mini-lessons: 50
250 points total points
possible
class meetings and Field Experiences is required.
Participation in Literature Circles, Reading and
Writing Workshops is required in class ***Please read
“Attendance Policy” posted on Blackboard
Field Experience
Classroom (150)
250 total points
possible
The candidate will satisfactorily complete 20 hours of
field experience during the semester. These hours
will include observation and teaching and must occur
at two separate locations. The candidate will consult
with his/ her cooperating teacher for appropriate
integrative language arts activities. A comprehensive
field experience log including activities, lessons and
reflection is required. This is not the same as the field
work journal***Complete assignment details in
Blackboard.
The candidate will demonstrate understanding of the
chapter readings by participating in the weekly
Blackboard discussions and activities, including .
Participation in Literature Circles, Reading and
Writing Workshops, and completion of Field Work
Journal*** Complete assignment details in
Blackboard.
Blackboard
participation
Discussions: 100
Circles: 50
Workshops:50
Field Work Journal:
100
300 total points
possible
Language Arts Unit
200 points possible
The candidate will develop a Language Arts Unit
utilizing a multicultural novel and the KTIP lesson
plan format addressing all of the following areas:
reading, writing, speaking, listening/observing. These
need not be taught during field experience. ***
Complete assignment details in Blackboard.
A traditional 100% scale will be used to determine your final grade.
A
=
100-90
B
=
89-80
C
=
79-70
D
=
69-60
E
=
59-0
I:
An incomplete can only be given with documented extenuating
circumstances and a current grade of C or above
Students who fail to earn a C or above in a MGSE methods course must retake
the entire course
Students who fail to successfully complete all field experience must retake the
entire course.
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Course Evaluation
Students will be evaluated using the above assignments. Included in this evaluation are
assignment grades, attendance and participation, and MSU Teacher dispositions (see
form on Blackboard). Students MUST pass field experience to pass this course.
All submitted work must be done in Microsoft Word. All of your work will be turned in
using Blackboard’s “Assignments” --- do NOT send as email attachments, for they will
not be graded. Plagiarism is unacceptable and will earn you zero (0) points for the
assignment --- please refer to MSU’s “Academic Honesty” section of the undergraduate
catalog. You must reference information gained from another source (journal, internet,
book, etc…) in every assignment you do for this class. Each of your assignments will be
graded using a rubric, so you will be expected to use appropriate grammar, punctuation,
spelling, expression, etc. on all written work. Comprehensive descriptions and rubrics
can be found on Blackboard in Course Documents
Late Work: The following assignments may be accepted late, providing you have
contacted me prior to the due date with a 10 point per day late point deduction: FE Logs
and Unit.
Technology:
Computers and cell phones are welcome in the classroom as long as they are being
utilized for class purposes. Cell phones must be set on vibrate and sounds turned off on
the computer. Any person caught texting, tweeting, facebooking, checking email, or any
other non-course related activity will be asked to leave the room. Documentation of this
unprofessional behavior will be kept on record. It is disrespectful to your classmates.
Attendance Policy:
Attendance is considered a professional disposition and thus is required. Obviously, life
sometimes gets in the way, and you may have to miss class. However, students
missing, arriving late or leaving early for more than two class sessions are required to
set up a conference with the instructor. There are no excused absences and you are
responsible for any information you might miss. Since assignments are turned in via
blackboard, missing class is not an excuse for late work Timely Attendance at all Field
Experiences is required. ***Please read “Attendance Policy”
Academic Honesty
Cheating, fabrication, plagiarism or helping others to commit these acts will not be
tolerated. Academic dishonesty will result in severe disciplinary action including, but not
limited to, failure of the student assessment item or course, and/ or dismissal from MSU.
If you are not sure what constitutes academic dishonesty, read the Eagle: Student
Handbook or ask your instructor. Some examples of plagiarism include (but are not
limited to) copying information from the internet when appropriate credit is not given,
submitting work from other courses for a grade in this course, copying or sharing work.
The policy is located at
http://morehead-st.edu/units/studentlife/handbook/academicdishonesty.html
Americans with Disabilities Act (ADA)
In compliance with the ADA, all students with a documented disability are entitled to
reasonable accommodations and services to support their academic success and safety.
Though a request for services may be made at any time, they are best applied when
requested at or before the start of the semester. To receive accommodations and
services the student should immediately contact the Disability Services Coordinator at:
204-E ADUC, 606-783-5188, or e.day@moreheadstate.edu
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Campus Safety Statement
Emergency response information will be discussed in class. Students should familiarize
themselves with the nearest exit routes in the event evacuation becomes necessary.
You should notify your instructor at the beginning of the semester if you have special
needs or will require assistance during an emergency evacuation. Students should
familiarize themselves with emergency response protocols at
http://www.moreheadstate.edu/emergency