University of Missouri Kansas City

1

University of Missouri Kansas City

T.E. 432/5432 Special Methods for Teaching Secondary English Language Arts

Fall, Semester, 2013

Number of Credits: 3

Instructor: Dr. sj Miller Phone: 816.235.2467

Department: Curriculum and Instructional Leadership

Website: www.sjmiller.info

Class Time, location: Volker Campus, SOE, RM 264

Mondays , 4:30pm to 7:15pm

Office: Room 320, SOE, Volk

Email: sjmiller@umkc.edu

Office hours: M : 2:00-4:00PM

School of Education Mission Statement

To recruit, prepare, and support outstanding teachers, mental health professionals, and administrators who will create lifelong opportunities through education for America’s diverse urban communities. This mission is focused on the development of six concepts: academic excellence; strategic innovation; inquiry leading to reflective decision-making and problemsolving; skilled and knowledgeable professionals working collaboratively; democracy, diversity, and social justice; and creating caring and safe environments.

Course Description

The purpose of this course is to present information, resources, and opportunities that enable students to reflect critically on the curriculum and pedagogy of secondary English Language Arts.

Students will be expected to develop awareness of the nature of English curricula and the pedagogical skills necessary to implement a variety of teaching strategies including assessment and evaluation strategies. Also, students will learn how to select and assess content and strategies with regard to the needs of diverse learners, with special attention to ethnic and racial diversity, special needs learners, and at-risk students. Other differences such as socio-economic status, sexual orientation, and gender identification will be discussed.

University of Missouri – Kansas City Mission

UMKC’s mission is to lead in life and health sciences; to deepen and expand strength in the visual and performing arts; to develop a professional workforce and collaborate in urban issues and education; and to create a vibrant learning and campus life experience.

Values of the School of Education and University reflected in this course

Academic excellence as demonstrated in the use of best practices, and strong written and oral communication skills. Inquiry leading to reflective decision-making and problem solving as demonstrated in the use of critical thinking, ability to address real world challenges, and use of practices informed by theory and research. Skilled and knowledgeable professionals working collaboratively as demonstrated in the ability to work with students, families, communities, and other professionals. Democracy and social justice as demonstrated in the respect given to diversity of students and other professionals, and the awareness of the influence of cultural identity on development, values, and worldviews. Creating caring and safe environments as demonstrated in forming respectful relationships with students, committing to students’ social, intellectual, and emotional develop ment, and demonstrating concern for students’ health and well-being.

Intended Learning Outcomes:

At the end of the course students will be able to…

1. Develop a rationale for secondary English Language Arts which takes into account the nature of adolescents, the nature of language and literature, and our pluralistic, democratic society (Mo-SPE 5.1-5.3, 2.1-2.6; 1.1-1.5; InTASC #1-3; SOE values 2-4;

NCATE standard 1, ELA 2, 5, 9, 11) .

2

2. Acquire and analyze learning segments designed to actively involve students in the study of secondary English Language Arts (Mo-SPE 1, 2, 3, 4, 7; InTASC #7,9; SOE value 2;

NCATE standard 1; ELA 1, 2, 3, 7, 11).

3. Review and analyze current trends in theory, methodology, and materials used in secondary English Language Arts (Mo-SPE 1-9; InTASC #4, 5; SOE values 1-4; NCATE standard 1; ELA 3, 9, 10).

4. Develop units and learning segments, which demonstrate the ability to use a variety of teaching strategies appropriate to the needs of diverse learners (MoSPE 1, 2, 4,7;

InTASC #4-8; SOE values 2 and 5; NCATE standard 1; ELA 1, 2, 4, 5 6, 7, 8, 9, 11).

Program Goals

This course will help you develop some of the competencies to complete the teacher education program. In particular you will strengthen your skills in designing and implementing instructional programs and strategies for diverse student populations; motivating students to read, write, speak, listen, view, and visually represent. This course will help you with all the Mo-Spe principles, with a particular focus on 1-7. Keep a copy of these principles and reflect on them often as you complete this course and your program.

Required materials and instructional strategies

Required texts (see list below); access to device/equipment for videotaping and for viewing learning segments taught during class; flash drive/CD--to word process all learning segments and portfolio documents; notebook--for taking class notes and class discussion reflections; binder or folders (for portfolios); Xeroxing costs--for duplicating learning segments/materials, and a UMKC email address. Strategies employed--discussion, simulation, role playing, modeling, cooperative learning, large and small group activities, hands-on projects, providing for special needs.

Required Texts

Kirby, D. L., & Crovitz, D. (2013). Strategies for teaching writing inside out.

Portsmouth:

Heinemann. (ISBN: 978-0-325-04195-7)

Miller, s., Burns, L., & Johnson, T.S. (2013). Generation BULLIED 2.0: Prevention and

intervention strategies for our most vulnerable students. New York: Peter Lang.

Miller, s., & Norris, L. (2007). Unpacking the loaded teacher matrix: Negotiating space and time between university and secondary English classrooms . New York: Peter Lang. (ISBN:

978-0-8204-8676-5)

Nieto, S. (2010). Language, culture, and teaching (2 nd ed). New York: Routledge. (ISBN: 978-

0415999748)

Please download:

Common Core Standards for the Secondary Language Arts (2012). Download from http://www.corestandards.org/the-standards

Optional Book:

Burke, J. (2010). What’s the big idea? Question-driven units to motivate reading, writing, and thinking . Portsmouth: Heinemann. (ISBN: 978-0-325-02157-7)

One book of student’s or group’s choice: See Additional Suggested Texts for Choice Book at the end of this syllabus.

3

Companion Websites:

Created by Jim Burke, this NING, will be an invaluable resource: Englishcompanion.ning.com.

AND Handouts and/or on my website: sjmiller.info

Excerpts from

Bomer, R. (2011). Building adolescent literacy in today’s English classrooms . Portsmouth:

Heinemann.

Burke, J. (2007). English teachers and the law. The English teacher’s companion: A complete guide to classroom, curriculum, and the profession

427-439.

. (3rd ed.). Portsmouth: Heinemann,

Fleischer, C., & Andrew-Vaughan, S. (2009). Writing outside your comfort zone: Helping students navigate unfamiliar genres. Portsmouth: Heinemann.

Gotham, K. F. (2002). Race, real estate, and uneven development: The Kansas City experience,

1900-2000.

New York: State University of New York Press.

Lesko, N. (2012). Act your age! A cultural construction on adolescence. New York: Routledge.

Zirkel, P.A.,& Karanxha, Z. (2009). Student teaching and the law . Lanham, MD: Rowman &

Littlefield.

Copies of current English Journal of the National Council of Teachers of English.

Recommended Link:

(FREE Information regarding MLA and APA format may be found at the following site: https://owl.english.purdue.edu/owl/resource/747/01/

Professional Dispositions

In this course, a high degree of professionalism is required from all students. This course will strive to foster a respectful learning community. It is expected that community (class) members will demonstrate intellectual maturity, democratic values and attitudes (respect, sensitivity, responsibility, and cooperation). As future school leaders it is important to learn to be team players and exemplary professionals. Please know that display of unprofessional dispositions will effect your course grade. The instructor reserves the right to manage a positive learning environment and thus will not condone inappropriate conduct in the course. Generally, academic/professional misconduct by a student shall include, but not be limited to: disruption of classes (side bar conversation), rudeness toward the instructor or other class members, insensitivity, misrepresenting information presented in class, manipulative and negative behavior, etc. Engagement in any of these behaviors carries penalty in terms of dismissal from the course, significant point reduction including grade reduction by one letter grade, or course failure.

Responsibilit y- Completion of all assignments is necessary but not sufficient to pass the course.

As a community of learners, attendance and participation in discussions (in-class, during cohort time and online) are extremely important. Students will have clear expectations for learning activities and receive timely feedback. The basic premise in this course is that meaningful learning results from a process of rational discourse. Your responsibilities are to take charge of your learning and to maximize your learning by reading assigned materials, participating actively in class discussions and other activities, respecting the dignity of each class member, communicating legitimate needs and concerns to the instructor, completing required assignments

4 on time and with high quality, and keeping track of your assignments and progress in class. In addition, your responsibility is to maximize learning opportunities for your classmates by sharing with them your knowledge, insights and perspectives during the learning process.

1

Materials Submission and Access

Blackboard Course Management -Participation required of students.

Additional readings will be on Blackboard site.

As part of the School of Education Assessment System, the following are requirements for this course:

1. Registration for a LiveText subscription. Directions can be found here: http://education.umkc.edu/LiveText/Workshop/Home.html

2. Completion of the course’s key assessments in the school’s electronic assessment system.

3. Submission of the artifacts required for this course into your electronic portfolio, where applicable.

To access your LiveText account, please go LiveText.com. For on-site assistance visit the TLL

Lab Room 129 or call 235-2234

You are required to upload Tasks 1-4 of the Mo-PTA through LiveText when assignments are due. *However, at this juncture, it is your decision to upload into the ETS portal

(rationale to be discussed).

Course Requirements and Evaluations

Discussion Leader

AI Responses

10%

10%

Unpacking the Common Acsd. Standards 5%

Completed Portfolio 45%

Class attendance, prep, participation 20%

Tasks 1-4 of Mo-PTA on due dates 5%

Demonstrating Professional Leadership 5%

Total 100%

Grading Scale:

A 95-100 A- 90-94

B+ 86-89

C+ 76-79

D+ 67-69

F 0-59

B 83-85

C 73-75

D 64-66

B- 80-82

C- 70-72

D-- 60-63

*There is always a quality factor to everything you do in this course to prepare to become an

English teacher and to fine-tune your expert abilities. To receive an A, 90-100%, you'll have to know your subject matter thoroughly, complete everything on time and with your best efforts, demonstrate a clear understanding of literacy practices (with very few errors in formal situations of reading and speaking, excellent writing skills, and proficiency with technology), come to class on time, miss no more than one class, have insightful class contributions, solid learning segments, and a mature teaching attitude on a regular basis.

Course Discussion Leader (10%) – you will be leading discussion for one or more of the texts for this course, and you will be asked to participate in discussion by being prepared with the readings and responses for each week. You are expected to prepare and lead the class

1 As cited in Dr. Ukpokodu’s syllabus of record.

5 discussions with meaningful contributions that show clear comprehension, deep reflection, and advancement of topic, not just talking because it is your turn or to fill up space) (MoSPE 1, 2;

SOE values 2; NCATE standard 1; ELA, 2, 4; InTASC 4,5.

Basic rubric for class discussions:

1 —Student was prepared and/or led and/or contributed to the class discussion with meaningful contributions that show clear comprehension, deep reflection, and advancement of topic

0 —Student was not prepared OR student did not attend class

Application of Ideas Responses (AIR)/discussion assignments (10%) – you will write a weekly 2-3 page reflection, double-spaced, 10-12 pt font, Times or Times New Roman, formatted as MLA , with sources on the course readings every week. The first paragraph must be an introduction synthesizing a major concept of the week’s readings. The next page or two should expound upon your introduction as it relates to evidence in the readings that supports your thinking and connects with class activities and your own experience. The last paragraph or page should be a thoughtful discussion of how you can apply these understandings to your own classroom practice. It must be thoughtful, analytical, reflective, and pose questions to the readings. Your assignments must be ready to hand in on the date due at the beginning of class; no late responses will be accepted and no credit will be given if responses are not handed in when collected as a group . If you are absent from class when an assignment is collected, you must email that assignment on that class day or no credit will be given; you will also lose the

.5% for discussion for that day. (MoSPE 1, 2; SOE values 2; NCATE standard 1; ELA, 2, 4;

InTASC 4,5.

Basic rubric for completing assignments:

2 —Assignment response has keen insight and excellent command of language and thoughtfully discusses the readings as it relates to your own experience and includes discussion of the weekly class activities, course discussions and readings. Assignment has thoughtful implications for your classroom practice.

1 —Assignment response has adequate insight and command of language command of language and adequately discusses the readings as it relates to your own experience and includes somewhat of a discussion of the weekly class activities, course discussions and readings. Assignment has adequate implications for your classroom practice.

0 —Assignment response has little to no insight and/or command of language OR assignment was not completed

Unpacking the Common Core Standards or Core Academic Standards (5%) Most weeks, we will have 2, 15-minute presentations of a standard as it relates to the 42 CAS SLA standards.

Students will be assigned several standards, asked to unpack, and explain what it means in the context of the classroom, and invite the class into a brainstorming session for connecting it to a learning segment plan. Toward the end of the semester we will have group presentations on the remainder of the Standards: format TBA.

Mo-PTA, Tasks 1-4 (In Process*). The Mo-PTA is a standards-based series of performanceactivities and assessment designed to help teacher candidates understand how students learn and can succeed in different classrooms. The Mo-PTA challenges teacher candidates to recognize how diversity in student motivation and different socio-political factors account for student achievement. To that end, teacher candidates will reflect on their schooling context, and then develop lessons to focus student learning based on diverse and sometimes challenging realities. While cumulative, the 4 Tasks build sequentially from each other (from methods into student teaching) and asks the candidates to address different national performance indicators throughout various stages for each Task. The Tasks address: 1) Knowledge of Student and the

Learning Environment 2) Assessment and Data Collection to Measure and Inform Student

Learning, 3), Designing Instruction for Student Learning 4) and Implementing and Analyzing

6

Instruction to Promote Student Learning. Each of the 4 Tasks will be in your portfolio, so save hardcopies.

* Assignments from this class and Practicum II lend themselves to meeting many of the requirements for the Mo-PTA so do your best to plan as you go and keep record of these

assignments in your Working and Showcase Portfolio below.

* Each Task will be completed in methods BUT Tasks 3 and 4 for the Mo-PTA will be completed in the Capstone Course.

Keep a Working and Showcase Portfolio with Mo-PTA (45%) throughout the course, explained in more detail below. Your Working Portfolio design must include the following items or artifacts for each of the meta areas below of 1-9, and each item is worth up to the number of percentage points listed beside each item.

 1. Classroom Set-Up (3 documents: room plan, mini-bulletin board, classroom rules, each with a rationale) —up to 2% Design a classroom diagram, create a mini-bulletin board, and develop a classroom procedure plan. Use Miller & Norris and other required and/or optional texts (e.g., Burden) as references in your explanations. (MoSPE 5.1-5.3; SOE #4, 5; NCATE standard 1; ELA 9).

 2. Two Learning Segments with Reflections —up to 5% For your first learning ,

I’d like you to design, write, and teach a 15-minute learning or engaging activity demonstrating your knowledge of teaching English with an emphasis on any of the course readings helpful to the learning design. You will receive both peer and instructor commentary. (MoSPE 1,2, 4, 7; SOE #1,2 4; InTASC #1-9;

NCATE standard 1; ELA 11)*

For the second learning segment, I am asking you to collaborate with a small teaching team, design, write and teach a 20-minute learning segments (station) for a group of possible high school students. This learning must include the use of any course readings helpful to the learning design. Peer and instructor commentary.

NOTE: The materials for this course should emphasize teaching critical literacy and reaching diverse learners, so you must use some components of technology (audio, visual, computer, multi-media, etc.) AND you must demonstrate some cross-disciplinary or multicultural knowledge in either or both learning segments. You must boldface meeting these criteria in your written learning segments and unit plan. Your learning segment must demonstrate a clear understanding of rationale, objectives, procedures, engagement, adaptations, and assessment. Each learning segment must include at least one Common Academic Standard, NCTE standard, one INTASC standard, and one MO standard that is appropriate to the rationale and objectives of the learning.

Your 15-minute learning segment will be videotaped. Also keep in your WP all of the written feedback you get from students, peers, and instructors. IMPORTANT: Be sure to include credit for all sources you used for each learning segment, at the end of each learning segment, and after each learning segment, write a one-page reflection of your strengths, weaknesses, application of your resources, and anything you would add or change if you teach the learning segment again.

 Mo-PTA, TASK 1: Knowledge of Student and the Learning Environment

(don’t forget to upload Task 1 via LiveText- 5% of grade) (see p. 25 of syllabus)

3. Understanding Learning Context (Task 1)-up to 5% This task is designed to help teacher candidates understand how variables impact student learning including but not limited to: the community, the district, resource allocation, classroom procedures, the students and their diverse needs (prior experience in

7



 school), instructional support, the physical environment, and both state and national policy. This information will help you to determine teaching strategies and approaches that will support students’ learning. Teacher candidates will address prompts and collect demographic data to address this Task. Much of this work will occur in your Practicum II and assignments will/can overlap (Handouts provided in class). (MoSpe 1, 2.1-2.6; InTASC 2, 5, 7, 10; SOE Academic

Excellence 1; NCATE: 4; ELA #9);

Mo-PTA TASK 2Assessment and Data Collection to Measure and Inform

Student Learning (see pg. 26 of syllabus)- up to 5%

**(you will design this while in Methods but this will be ACTUALLY be implemented during your student teaching)

The assessments ( formative and summative ) for your Portfolio and the Mo-PTA should clearly align with your goals and objectives. Although you will use this assessment for the learning segment, select 2 Focus Students who reflect different learning needs to help you more deeply reflect on how the lessons impacted student learning (permission is necessary- to be discussed).

The assessments should have clear and understandable directions, items, and scoring procedures; evidence characteristics likely to enhance reliability; are feasible to administer and score; show diversity; include a representative page with the scoring guide/rubric; must be developmentally appropriate for students; and data must be presented in a graphic (pie chart, table, spread sheet, etc.).

The test and project can coincide with any teaching experience you have in this course or in your own school if you are already teaching. Use the required and/or optional texts as a reference in creating your test and project and include citations of any resources you used in creating these materials. (Handouts provided in class). Next, you will develop a unit plan that aligns with the sections above. (MoSPE 1.2.5, 8; InTASC #4-8; NCATE standard 1; ELA #3).

Lesson Segments (Mo-PTA Tasks 3 and 4- part of unit plan) and Materials up to 5%

**(you will design this while in Methods but this will be ACTUALLY be taught during your student teaching)

TASK 3Designing Instruction for Student Learning (see pg. 27 of syllabus)-

The instructional activities for your Portfolio and the Mo-PTA are aligned with goals and are consistent with research on how students learn (including technology), and the instructional activities and materials challenge, directly or through adaptations or accommodations, all students. Select 2 Focus Students

(should be the same as above) who reflect different learning needs to help you more deeply reflect on how the lessons impacted student learning

(permission may be necessary- to be discussed).

Several artifacts will be submitted for this Task: lesson segment, plan for modification/adaptation, teacher instructions, work samples from each of the two Focus students

(Handouts provided in class). These segments are part of your unit plan.

(MoSPE: 1, 2, 4, 7; InTASC 1, 2, 3, 5, 7; SOE, Inquiry Leading to Reflective

Decision Making, 2, Democracy and Social Justice, 4, Caring and Safe

Environment, 5, Academic Excellence, 1; NCATE 1; ELA #3, 5, 9);

TASK 4Implementing and Analyzing Instruction to Promote Student

Learning (see pg. 28 of syllabus)-

The instructional activities for your Portfolio and the Mo-PTA are aligned with goals and are consistent with research on how students learn (including technology), and the instructional activities and materials challenge, directly or through adaptations or accommodations, all students. Select 2 Focus Students

8

(should be the same as above) who reflect different learning needs to help you more deeply reflect on how the lessons impacted student learning

(permission may be necessary- to be discussed).

Several artifacts will be submitted for this Task: 15 minute video, lesson segment, and work samples from each of the two Focus students (Handouts provided in class).

These segments are part of your unit plan. (MoSPE: 1, 2, 4, 7; InTASC 1, 2,

3, 5, 7; SOE, Inquiry Leading to Reflective Decision Making, 2, Democracy and

Social Justice, 4, Caring and Safe Environment, 5, Academic Excellence, 1;

NCATE 1; ELA #3, 5, 9);

 4 . Unit Plan —up to 7% Prepare a unit plan and provide a calendar for the unit (if you’ve done a through job organizing Tasks 1-4, they can be included as part of your unit plan). The unit should be for about two to three weeks, or it could be interspersed over a nine-week period (e.g., a writing unit that might be two days a week). Use the required and/or optional texts as a reference. Considerations should be made for thematic, culturally responsive, and/or cross-disciplinary pedagogy. Be sure to include credit for all sources you used at the end of the unit plan. You may want to include the two learning segments you designed to Tasks

3 and 4 above as part of this unit plan. Separate rubric to follow (MoSPE 3,7;

SOE #1-5; InTASC #1-8; NCATE standard 1; ELA #1-12).

(Select one of these 3 choices)

 5. Tutorial Activity, E-mail Activity, or Group activity —up to 2% Tutor at least one student for at least one hour; the hour can be divided into more than one meeting for shorter periods of time. (For example, you could conduct three twenty-minute writing conferences with university or secondary students.) Include a tutorial record (dates and times you met), your procedures, and what you learned about your teacher-self and the student in a one-on-one situation (about

2 pages). (MoSPE 1.2.5; SOE #2; InTASC #1-3; NCATE standard 1; ELA #1-12).

OR

E-mail another teacher (student teacher, co-op, colleague, mentor, or supervisor) at least three times successfully and keep a record of your keypal correspondences (both what you and your partner wrote and the dates). Then, in a short paper (no more than 2 pages), explain how this electronic experience helped you to become a better teacher. (MoSPE 1,2, 5; SOE #2; InTASC #1-3;

NCATE standard 1; ELA #1-12).



OR

Student Group Activity (Location, TBA) Design, teach, and write up specific activities assigned to a group of students. Write a brief explanation of the activities including your learning segment # 2 and discoveries (no more than 4 pages) on what you learned from this experience. Of particular interest might be how this experience compared to your individual tutorial and what you learned about your teacher-self in a group dynamic or your e-mail project with what another teacher told you about classroom experiences. (MoSPE 1,2,5; SOE #2,

4, 5; InTASC #1-10; NCATE standard 1; ELA #1-12).

 6. Responses to Course Questions —up to 2% Respond thoroughly to these six course questions (MoSPE 8; SOE #1,2, 4; InTASC #1, 2; NCATE standard 1). a. Explain how reading the texts for this course has directly influenced your development as a secondary English teacher. b. Which assignments/activities were most beneficial to you and why? Least beneficial and why? c. What did you learn FROM teaching and ABOUT teaching in this course?

9 d. How has your thinking about students with special needs changed? e. What will you take away and include about teaching social justice in your future classrooms? f. What questions do you still have about English education? Where might you go for answers to these questions besides our class?

 7. Teaching Philosophy/Emergent Pedagogy —up to 10% Write a clear teaching philosophy (See assignment explanation and guidelines for Emergent Pedagogy below:) (MoSPE 1-9; SOE #1, 2, 4, 5; InTASC #1-10; NCATE standard 1)

Emergent Pedagogy or Developing a Teaching Philosophy

Throughout the semester we will write, revise, and revisit our pedagogy for the classroom three times: at the beginning of the semester, at midterm for the

Working Portfolio and with Lesson Plan #2, and for our final class meeting. Your task is to describe in detail your pedagogy which should include how you will approach teaching (reading and writing) and how you will manage your classroom. Your pedagogy should be student-centered and focused in the

English language arts. In order to do this writeup, you might ask yourself, “ What are my core beliefs about teaching and learning with regard to reading, writing, critical thinking, assessment, and classroom management?” and “ How do those beliefs create my pedagogy for the ELA?” When constructing your pedagogy, be sure to draw upon course readings (which should reflect a component on social justice), discussions, and field experience

Expectations for each pedagogy

1. Minimum, 2 pgs. but not to exceed 3 pgs. Papers must be typed with 10 or 12 pt. font (preferably Arial or Times), line spacing 1.5-2.

2. Use proper in-text citations, as per the most recent edition of MLA guidelines.

3.

4.

Create a works cited page.

When describing your pedagogy, be succinct and explicit and include answers to the questions in the paragraph above.

First Emergent Pedagogy- We will consider this a draft of what your final pedagogy will be. As such, consider this task seriously but also recognize that you will have another opportunity to revise your ideas at midterm

Second Emergent Pedagogy- This draft should reflect changes from your first emerging pedagogy. You may use aspects of the first draft in this version and include any changes. Along with this draft, you must submit a secondary reflection that addresses the following:

•Identify each change that occurred from draft one to draft two and specifically reference what impacted that change, i.e., texts, theories, conversations, class discussions, teachings, etc.

Final Emergent Pedagogy- This final draft is still an emergent pedagogy but it will be the one I collect in this course for the last time. We teacher educators believe, that even after “x” numbers of years teaching that pedagogies can shift over time and in different spaces and are never final or complete. This draft should reflect changes from your midterm emergent pedagogy. You may use aspects of that draft in this version and include any newer changes. Along with this draft, you must submit a secondary reflection that addresses the following:

• Identify each change that occurred from draft one to draft three and specifically reference what impacted that change, i.e., texts, theories, conversations, class discussions, teachings, etc.

10

On Week 8, your Working Portfolio will be collected for the first time. For the first collection, your portfolio must include all of the items you have documented so far; you will receive a "rough draft" assessment that will explain how far along you are in completing the requirements with excellence. On Week 8, we will have individual conferences so we can go over your working portfolio and talk about your progress in the course. On Week 13, the second collection time, a score will be assessed out of 35% of your grade; you must have all 8 items above, a Showcase

Portfolio, completed at that time (see grading rubric on p. 10).

NOTE: The Working Portfolios must be hard copies in a binder/folder for the midterm and final reviews, and all 8 items, the final Showcase Portfolio, must also be on a CD for the final collection at Week 13. Please do not use any plastic covers for your documents since I will be writing comments on them. I would like each member of this class to stretch your thinking and imagination to design portfolios that best represent your talents and personalities.

Each of the above 7 items or artifacts must include any revisions and must include reflections about what you learned from each assignment. The grade for each item is based on the following criteria if you expect to receive the full percentage points for the item: completion of the assignment; meeting criteria for the assignment; ability to communicate content; few, if any, grammatical errors; innovation and creativity; and usefulness and effectiveness for English education. If any one to several of these items is absent from the artifact, the total score will be lowered. The policies for plagiarism outlined in the syllabus apply to this course and grades will be affected accordingly. I’d also appreciate that you use new or thoughtfully revised materials for this class; I do not want the exact same materials you submitted as requirements for other courses.

Participation (20%)- Includes attendance, promptness, demonstration of professional conduct and attitudes, participation in class discussions, and use of technology where appropriate. Being more than 10 minutes late for class or leaving early without advance notice will count as an absence. Besides leading one or more of the text discussions, class participation strength will be demonstrated when we have discussions of learning segments and films, when we are teaching and learning, and when we provide written and oral feedback for the teaching demonstrations.

You will have in-class and out-of-class responsibilities every week. Your willing participation and positive attitude are a necessary component for you to succeed in this class; your grade for class participation at the end of the course will be based on your timely fulfillment of class responsibilities and mature attitude in all class activities. Each week will contain important information besides discussing texts and projects and teaching learning segments, so it is essential that you come to class. Please read this policy again so that there will be no misunderstanding if your grade suffers because you were not prompt and professional about attendance and preparation. *Absence is not an excuse for being uninformed: you are responsible for any and all information presented at class meetings. (MoSPE 8,9; SOE

#1,2, 3; InTASC #10; NCATE standard 1).*

Demonstrating Professional Leadership (5%)- The last aspect of your grade is a rating on professional leadership. I differentiate between two main options here, for which only 1 option must be met.

Option 1: You should attend at least two professional activities or meetings this semester that relate to teaching in the Secondary Language Arts or 1 English conference to evidence leadership and interest in the profession (or provide a reasonable equivalent such as joining or participating in a conference like NCTE, or attending a school meeting or event). You will need to document this evidence at our final class meeting. Suggestions will be discussed during class- and feel free to bring a PD suggestion to my attention. ---Or,---

Option 2: Option 2: I would like for you to consider creating an NCLE group that focuses on either your equity audit research, lesson planning, implementing the Common Core, the teaching of reading or writing, creating effective assessment, focusing on classroom success plans, or deciding on some other area that is important for you as a group. Handouts and thorough explanation to follow ( MoSPE 8,9; SOE #3; InTASC #9, 10; NCATE standard 1).

11

Additional Suggested Texts for Choice Book:

(NOTE: Also see all references inside the required texts for this course as possibilities besides the additional titles listed below)

Alsup, J., & Bush, J. (2003). But will it work for REAL students?

Urbana: NCTE.

Antinarella, J., & Salbu, K. (2003). Tried and true: Learning strategies and activities for teaching secondary English . Portsmouth: Heinemann.

Beach, R. (2007).

Teaching media literacy.com: A web-linked guide to resources and activities .

New York: Teachers College Press.

Blackburn, M. (2011). Interrupting hate: Homophobia in schools and what literacy can do about it.


Blackburn, M., Clark, C., Smith, J.M., Kenney, L. (2012). Acting out: Combating homophobia through teacher activism. New York: Teachers College Press.

Bomer, R. (2011). Building adolescent literacy in today’s English classrooms . Portsmouth:

Heinemann. (ISBN: 978-0-325-01394-7)

Brandvik, M. L. (2002). English teacher’s survival guide . New York: John Wiley & Sons.

Burke, J. (2007). The English teacher’s companion: A complete guide to classroom, curriculum, and the profession . (3rd ed.). Portsmouth: Heinemann.

Burden, P. (2006). Classroom management: Creating a successful K-12 learning community . (3 rd ed.). Hoboken: John Wiley & Sons.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching . Alexandria:

ASCD.

Ebbers, F., & Brant-Kemezis, A. (2002). Supervisor/student teacher manual . (2 nd ed.). Rocky

River: The Center for Learning.

Emmer, E., Evertson, C., & Worsham, M. (2006).

Classroom management for middle and high school teachers . (7 th Ed.). Boston: Allyn & Bacon.

Freedman, S., et.al. (1999). Inside city schools: Investigating literacy in multicultural classrooms .

New York: Teachers College Press, and Urbana: NCTE.

Freire, P. (2000). Pedagogy of the oppressed . New York: Continuum.

Golden, J. (2001). Reading in the dark: Using film as a tool in the English classroom . Urbana:

NCTE.

Golden, J. (2006). Reading in the reel world: Teaching documentaries and other nonfiction texts .

Urbana: NCTE.

Golub, J. N. (2000).

Making learning happen: Strategies for an interactive classroom . Portsmouth:

Boynton/Cook/Heinemann.

Haussamen, B., with Benjamin, A., Kolln, M., & Wheeler, R. S., & members of NCTE’s Assembly for the Teaching of English Grammar. (2003). Grammar alive! A guide for teachers .

Urbana: NCTE.

Hubbard, R., & Power, B. (1999). Living the Questions: A guide for teacher-researchers . Portland:

Stenhouse.

Johnson, A. P. (2005). A short guide to action research . Boston: Pearson.

King-Shaver, B., & Hunter, A. (2003). Differentiated instruction in the English classroom .

Portsmouth: Heinemann.

Kinloch, V. (2012). Crossing boundaries. Teaching and learning with urban youth. New York:

Teachers College Press.

Kinloch, V. (2011). Urban literacies.: Critical perspectives on language, learning, and community.


Kozol, J. (2006). The Shame of the Nation: The Restoration of Apartheid Schooling in

America. New York: Broadway.

Herz, S., and Gallo, D. (2005). From Hinton to Hamlet: Building bridges between young adult literature and the classics second edition, revised and expanded.

New York: Greenwood

Press.

Hill, M. L. (2009). Beats, Rhymes, and Classroom Life: Hip-Hop Pedagogy and the Politics of Identity. New York: Teachers College Press.

Hill, M.L., & Vasudevan, L. (2007). Media learning and sites of possibility.

New York: Teachers

College Press.

12

Howard, G. (2006). We can’t teach what we don’t know : White teachers, multiracial schools (2 nd ed). New York: Teachers College Press.

Jackson, Y. (2011). Pedagogy of confidence: Inspiring high intellectual performance in urban schools. New York: Teachers College Press.

Mahiri, J. (1998). Shooting for excellence: African American and youth culture in new century schools . Urbana: NCTE.

Maxwell, R., & Meiser, M. (2001). Teaching English in middle and secondary schools . (3 rd ed.).

Upper Saddle River: Merrill/Prentice Hall.

McRuer, R. (2006). Crip theory: Cultural signs of queerness and disability . New York: NYU Press.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation . San

Francisco: Jossey-Bass.

Meyers, E. (2010). Gender and sexual diversity in schools . New York: Springer.

Meyers, E. (2009). Gender, bullying, and harassment: Strategies to end sexism and

Homophobia in schools . New York: Teachers College Press.

Milner, J., & Milner, L. (2002). Bridging English . (3 rd ed.). Upper Saddle River: Prentice Hall.

Mitchell, D. & Christenbury, L. (2000).

Both art and craft: Teaching ideas that spark learning . Urbana: NCTE.

Noden, H. (1999).

Image grammar: Using grammatical structures to teach writing . Portsmouth:

Heinemann.

Parsons, L. (2005). Bullied teacher: bullied student . Portland: Stenhouse.

Perez, B. (Ed.). (2004).

Sociocultural contexts of language and literacy (2 nd Edition).

Mahwah: Lawrence Erlbaum.

Siebers, T. (2008). Disability theory . Michigan: University of Michigan Press.

Smith, M., & Wilhelm, J. (2006).

Going with the flow: How to engage boys (and girls) in their literacy learning. Portsmouth: Heinemann.

Steele, C. M. (2010). Whistling Vivaldi and other clues how stereotypes affect us . New York:

W.W. Norton.

Strickland, K., & Strickland, J. (2002). Engaged in learning: Teaching English, 6-12.

Portsmouth:

Heinemann.

Stryker, S. (2008). Transgender history . New York: Seal Press.

Teasley, A., & Wilder, A. (1997). Reel conversations . Portsmouth: Heinemann.

Teich, N. (2012). Transgender 101: A simple guide to a complex issue. New York: Columbia

University Press.

Tovani, C. (2000).

I Read It, but I don't Get It: Comprehension strategies for adolescent readers. New York: Steinhouse.

Tovani, C. (2011). So what do they really know? Assessment that informs teaching . New York:

Steinhouse.

Weaver, C. (1996).

Teaching grammar in context . Portsmouth: Heinemann.

Wheeler, V. (2001). The positive teacher: Daily reflections . Rocky River: The Center for Learning.

Wilhelm, J. (2002 ). “Reading don’t fix no chevys”: Literacy in the lives of young men . New York:

Teachers College press.

Wilhelm, J. (2007). You gotta be the book: Teaching engaged and reflective reading with a dolescents 2 nd ed.


Wong, H., & Wong, R. (1998). The first days of school. Mountain View: Harry K. Wong

Publications.

Zinn, H. (2005). People’s history of the United States.

New York: Harper Perrenial.

Professional

Links

Curriculum Resources



Activists in the pursuit of social justice – http://collegeten.ucsc.edu/activists.shtml

 “Can’t let it all go unsaid: Sistahs reading, writing, and photographing their lives” – http://www.urbanedjournal.org/archive/Issue3/notes/notes0006.html



Carnegie Academy for the Scholarship of Teaching and Learning – http://www.carnegiefoundation.org/CASTL/k-12/fellowship-program/teachers.htm



Clearinghouse on Reading, English, & Communication – http://reading.indiana.edu/



Going Public With Our Teaching – http://www.goingpublicwithteaching.org/

13



Library of Congress’s Teacher Resources – http://www.loc.gov/teachers/





Links to literature available online – http://sln.fi.edu/tfi/hotlists/literature.html



Links to writing and grammar sites – http://sln.fi.edu/tfi/hotlists/composition.html

Online Student Publishing & Writing Resources – http://www.publishingstudents.com/Online%20resources.html



Philadelphia Young Playwrights – http://www.pypf.org



Purdue University’s Online Writing Lab – http://owl.english.purdue.edu/



Publishing student writing – http://www.education-world.com/a_tech/tech042.shtml

, http://www.publishingstudents.com/Online%20resources.html

, http://www.ncte.org/library/files/Parents_Students/NCTEWebResources.pdf

,



ReadWriteThink - ReadWriteThink.org



The Online Books Page – http://onlinebooks.library.upenn.edu/



Traci’s Lists of Ten – http://www.tengrrl.com/tens/index.shtml

Organizations



American Educational Research Association – http://www.aera.net/



Center for Community Change – http://www.communitychange.org



Coalition of Essential Schools – http://www.essentialschools.org/



Educators for Social Responsibility – http://www.esrnational.org/home.htm





Good Schools Pennsylvania – http://www.goodschoolspa.org



NCEA (National Coalition of Education Activists) - http://www.nceaonline.org

NCTE (National Council of Teachers of English) – http://www.ncte.org

 Rethinking Schools – http://www.rethinkingschools.org



Teachers & Writers Collaborative (NYC) – http://www.twc.org/tmmain.htm



Teaching for Change – http://www.teachingforchange.org



Teaching Tolerance http://www.tolerance.org/teach/

Professional Development Resources



Bread Loaf School of English (invigorating summer study opportunity for secondary teachers) – http://www.middlebury.edu/academics/blse/



Carnegie Academy for the Scholarship of Teaching and Learning – http://www.carnegiefoundation.org/CASTL/k-12/fellowship-program/teachers.htm



Center for the Study of Teaching & Policy – http://www.ctpweb.org/



Digital storytelling for teachers – http://webenglishteacher.com/



Delaware Reading & Writing Project – http://www.drwp.udel.edu/



Electronic Magazine of Multicultural Education – http://www.eastern.edu/publications/emme/

 English Language, Literature, and Composition: Content Knowledge (Praxis II Test) ftp://ftp.ets.org/pub/tandl/0041.pdf



ERIC (Education Resources Information Center) – http://www.eric.ed.gov



The Freedom Writers Diary – http://www.gruwellproject.org/site/pp.asp?c=bnJEJJPxB&b=79511 ;



Integrated Learning Communities – http://www.mcli.dist.maricopa.edu/ilc/



National Writing Project – http://www.writingproject.org



Penn GSE Perspectives on Urban Education – http://www.urbanedjournal.org

 Research for Action – http://www.researchforaction.org/index.html

 Teachers College Record – http://www.tcrecord.org/

14

Statement on Classroom Civility, Professional Conduct, & Student Responsibility

Students are expected to come to class on time with necessary materials (paper, highlighters, pen, texts, assignments) and be prepared to discuss pre-assigned assignments. Cell phones and pagers are to be turned off always during class, no exceptions! I do not want anyone to text message during class. Grades will be reflected by non-compliance to these actions.

Assignments- All assignments must be turned in during class time and NOT via email.

•All assignments must have in the upper left hand corner of the page: o Student name o Course name and semester o Assignment name or code o Date

All assignments must be created as Microsoft documents. All assignments must be turned in by the due date specified. Late assignments are NOT permitted.

Attendance - Attend every class session, come on time, and stay for the full session. Tardiness or early departure will result in the loss of participation points (This does not apply to students with class overlaps who have made arrangements prior to the beginning of the semester.)

Remain in the classroom while the class is in session. Contact the instructor via e-mail no later that 1 hour before class, if you must miss a class. Sign the clipboard at each class session. If your name does not appear on the sign-in sheet you will be counted absent. More than 1 absence will affect the final grade. Your final grade will be reduced by 5% if you have 2 unexcused absences. Each unexcused absence after the 2nd will result in a 1% reduction of your final grade per day . *Absence is not an excuse for being uninformed: you are responsible for any and all information presented at class meetings.

Communication with Me- Please communicate with the instructor via e-mail at: sjmiller@umkc.edu

. Please do not ask the instructor for information which you can get from other sources. You should ask the instructor only those questions that can be answered only by the instructor. All other questions should be resolved through use of the Internet, the Blackboard site, or a “study buddy.” When addressing your instructors, whether in person or via e-mail, please speak respectfully and thoughtfully.

Emergency Closing Procedures – Classes are rarely cancelled because of weather – a decision that can be made only by the chancellor. If class cannot meet due to weather, I will put an announcement on the course Blackboard website and send an e-mail to class members via the UMKC e-mail system. The public radio station at the university, KCUR - FM 89.5 should be the first place you check. Students should also use the major media to ascertain if the university is closed. In the event that class cannot meet, the Blackboard system may be utilized for instruction in lieu of in-class attendance.

IncompletesNo incompletes will be given in this course unless there is some serious, unforeseen disruption of the student’s semester, i.e., illness, accident, family crisis.

Participation Students should be respectful of one another and not talk while another student is talking. Your willing participation and positive attitude are a necessary component for you to succeed in this class; and entails your timely fulfillment of class responsibilities and mature attitude in all class activities. Each week will contain important information besides discussing texts and projects and teaching learning segments, so it is essential that you come to class.

Please read this policy again so that there will be no misunderstanding if your grade suffers because you were not prompt and professional about attendance and preparation. Students are expected to participate in all class discussions whether whole class or small group. Students are expected to focus on the instructor and the class activities while in class. Please, NO CELL

PHONE USE DURING CLASS and NO LAPTOP USE DURING CLASS (especially in your teaching placements!) unless invited for a particular pre-assigned assignment. Each student should select at least 1 “study buddy” for this class. You and this person should take notes for

15 each other, get handouts, and convey announcements and information which the “buddy” might have missed due to absence.

Written Work-All written work should be typed and double-spaced, preferably MLA, with a cover page giving student’s name, date, course number, and type of assignment. Assignments must be turned in during class.

University Policies and Student Support That Apply to This Class

Academic Honesty - The Board of Curators of the University of Missouri recognizes that academic honesty is essential for the intellectual life of the University. Faculty members have a special obligation to expect high standards of academic honesty in all student work. Students have a special obligation to adhere to such standards. Academic dishonesty, including cheating, plagiarism or sabotage, is adjudicated through the University of Missouri Student Conduct Code

Conduct Matters and Rules of Procedures in Student file://localhost/(http/::www.umkc.edu:catalog:Academic_Honesty.html).

Campus Safety

Inclement weather, mass notification, and emergency response guide: http://www.umkc.edu/umkcalert/

Computer Access – Students are encouraged to use the UMKC e-mail system and the course

Blackboard website to communicate and to access up-to-date information. All e-mail communications regarding this course will be through your assigned UMKC e-mail account.

Student Computer Lab / Writing Support – The Computer Lab/STAR and the Technology

Learning Lab/TLL are located in Room 129 in the School of Education and are available for use by all students. Students who desire assistance with written assignments may contact the UMKC

Writing Lab at 816.235.1146.

English Proficiency —Students who encounter difficulty in their courses because of the English proficiency of their instructors should speak directly with their instructors. If additional assistance is needed, they may contact the UMKC Help Line at 816-235-2222 for assistance.

Final Exam Schedule: The final exam schedule for all classes can be found at: http://www.umkc.edu/registrar/registration/final-exam-schedule.asp

Grievance procedures- The School of Education has policies in place for assisting students with concerns and grievances. The General Grievance / Complaint Policy can be found here in The

School of Education procedure for a grade appeal or at: http://education.umkc.edu/CurrentStudents/StudentGrievances.html

. If you have other concerns, you should follow a similar process. The first step is to meet with the course instructor. If there is no satisfactory resolution of the problem, you may bring your concern to the Division chairperson. We recommend that you send the chairperson your concern in writing and request a meeting. If the chairperson is unable to resolve the issue, your next step would be to contact

Assistant Dean Christine Timmerman. Once again, we recommend that you send your concern in writing and follow-up with a request for a meeting. Discrimination Grievance Procedures for

Students can be found here: http://www.umsystem.edu/ums/rules/collected_rules/grievance/ch390/grievance_390.010

Statement on Discrimination, Intimidation, and Sexual Harassment- The faculty, administration, staff, and students of the University of Missouri-Kansas City are dedicated to the pursuit of knowledge and the acquisition of skills that will enable us to lead rich and full lives. We

16 can pursue these ends only in a culture of mutual respect and civility. It is thus incumbent upon all of us to create a culture of respect everywhere on campus and at all times through our actions and speech.

As a community of learners, we are committed to creating and maintaining an environment on campus that is free of all forms of harassment, intimidation, and discrimination. Any form of discrimination or coercion based on race, color, religion, sex (gender/ pregnancy), national origin, age, disability, veteran status, sexual orientation, or any other characteristic will not be tolerated.

Should you, a friend, or a colleague ever experience any action or speech that feels coercive or discriminatory, you should report this immediately to the department chair, the office of the Dean, and/or the Affirmative Action Office. The

Affirmative Action Office, which is ultimately responsible for investigating all complaints of discrimination or sexual harassment, is located at 218A Administrative Center, 5115 Oak Street; the office may be contacted at 816-235-

1323. All formal complaints will be investigated and appropriate action taken. See:

For more information, see: http://www.umkc.edu/diversity/documents/complaintprocess.pdf

with adaptations by Michael Garvin)

Student Conduct expectations and sanctions for violations, including academic dishonesty (like plagiarism and cheating). For more information see: http://www.umkc.edu/catalog/Student_Conduct.html .

Students with Disabilities -- To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Office of Students with Disabilities (OSSD) as soon as possible. To contact OSSD, call 816-235-5696. Once verified, OSSD will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided.

For more information go to: http://www.umkc.edu/disability/

Student Evaluation of Teaching – It is the policy of UMKC that student evaluations of the instructor’s teaching will be conducted in all classes. A nationally-normed teaching evaluation instrument will be administered via an online survey that provides student anonymity at the end of the semester.

UMKC Attendance Policy - Students are expected to attend and participate in the class.

However, excused absences may be permitted and applied in a nondiscriminatory manner.

Excused absences may include absences due to illness of the student, illness of an immediate family member for whom the student must care, death of a family member, religious observance

(where the nature of the observance prevents the student from being present during class) representation of UMKC in an official capacity, and other compelling circumstances which are beyond the student’s control. Students should notify instructors of excused absences in advance of the absence, where possible. Students may miss one class without penalty, however any work that is due for the date missed, must be submitted to my mailbox. Unexcused absences should be avoided and may result in the lowering of a student’s grade. http://www.umkc.edu/catalog/Attendance_Policy.html.

Withdrawal dates – The University has very specific guidelines on withdrawing from classes.

There are important financial and assessment implications of trying to drop a course after the deadline. The Registration and Drop Dates Schedule can be found at http://www.umkc.edu/registrar/acal.asp#/?i=1

School of Education Resources & University Policies

UFirst Early Alert Program (for undergraduate students) - UMKC Faculty and Staff are committed to assisting you as you work to achieve academic success. We have “U First”, an early alert program that allows your course instructor or other university staff to issue “early alerts” if they become concerned about your successful academic progress or if you express a concern to them regarding your ability to achieve success at UMKC. As a follow up to the “early

17 alert” you may be contacted by an Academic Adviser or other university support staff to provide you information, resources, or referrals to help you address the concern and to provide you with additional support to assist you in achieving the highest possible level of academic success while working to complete your UMKC degree.

Faculty Not Allowing Recording - University of Missouri System Executive Order No. 38 lays out principles regarding the sanctity of classroom discussions at the university. The policy is described fully in Section 200.015 of the Collected Rules and Regulations. In this class, students may not make any audio or video recordings of course activity (including those recordings prepared by an instructor), except students permitted to record as an accommodation under

Section 240.040 of the Collected Rules. All other students who record and/or distribute audio or video recordings of class activity are subject to discipline in accordance with provisions of Section

200.020 of the Collected Rules and Regulations of the University of Missouri pertaining to student conduct matters.

Those students who have written permission from the course instructor to record are not permitted to redistribute any audio or video recordings of statements or comments from the course to individuals who are not students in the course without the express permission of the faculty member and of any students who are recorded, including those recordings prepared by an instructor. Students found to have violated this policy are subject to discipline in accordance with provisions of Section 200.020 of the Collected Rules and Regulations of the University of

Missouri pertaining to student conduct matters

18

Tentative Course Schedule : (Please keep in your folder and bring to class each week)

Class Meeting

THE

PROFESSION:

PEOPLE,

PLACES,

EXPECTATIONS

Week 1:

M Aug. 19

Classwork

•Course expectations/work load

•Student info

•Reminders to read the Field

Experience Handbook and sign slip on last page of syllabus

•Introductions

•Syllabus (esp. prof development)

•Mo-PTA and Task 1 (due 9/19)

•Learning segment introductions

•NCTE

•Emerging Pedagogy draft

•Sign up for discussion leaders

Due Next Class

•Get course materials

•Read Miller & Norris, Chs. 2;

•Nieto, Intro, Ch, 1, 5 and 7;

•Join, Jim Burke’s Ning, http://englishcompanion.ning.com/

•Write Response #1

•Emergent Pedagogy assignment (See syllabus, p. 8

On sjmiller.info or Blackboard

• “Urban Education” by, N. Patterson and R.

Speed

•Moll, et al. Funds of Knowledge

Optional:

KNOWING YOUR

SCHOOL’S

CULTURE,

PLOCIES, AND

CLIMATE:

(Social Justice across the curriculum and

Injustice)

Week 2:

M Aug. 26

•

•Discussion #1:______________

•Syllabus questions

•Discuss Gotham

•Discuss Mo-PTA Task 1 (due,

9/19)

First learning segment draft/discussion

•High Stakes Testing, Types of

Schools Discussion (public, private, parochial, cyber, charter, magnet, etc),

•What is social justice and injustice?

•Show NCTE policy/position statements

•Discuss NCLE

• Discuss weekly CAS presentations and sign up

Collected:

Response # 1

Emergent Pedagogy

Collect signed slip

Gotham, pp. 1-26;

•Read Miller & Norris, Chs. 3, 7, 8

•Nieto, Ch. 3, and 4;

•Write Response #2;

•Begin drafting learning segment #1

•Download http://www.corestandards.org/thestandards


•Lesko, Ch. 1;

Optional:

•Gotham, pp. 91-119

Listen to Education Radio Podcast:

Charter Schools, the Great Scam of

our Time;

• Read on www.sjmiller.info: Critique of the common core

UNPACKING

CURRICULUM:

ASSESSMENT

DEVELOPMENT

Week 3:

M Sept. 9

Discussion #2:________________

CAS presentations: ____________

•Discuss Gotham

•Unpacking district, CAS, national standards, Curriculum guides,

NCTE policy briefs and position statements

•Building rubrics for formative and summative assessments

•In class practice on assessments

(criteria, - explain objective vs. subjective criteria; structured vs.

•Nieto, Ch. 6, 8 and 9

•Miller, Burns, Johnson, Intro and Ch.1

•No response due

•Finish learning segment #1 (add standards and assessments), bring a flashdrive (videotaped)


•Lesko Ch.2 and 3

19

UNPACKING

CURRICULUM

PART 2:

Week 4

M 16

1.

2.

3.

4. non-structured (can rubrics have spaces for non-structured); nonrubric vs. rubric; holistic vs. analytic, etc)

•Handout and Introduce Tasks 2,

3, 4 of Mo-PTA (all due Nov 11)

•Revisiting beliefs and social justice in schools: teacher identity

Collected:

Response # 2

LS#1,1-4:

•Discussion #3: _______________

•CAS presentations: ___________

•Discuss Unit plan map

Collected:

Learning segment #1 with all drafts and materials

KNOWING YOUR

STUDENTS:

CREATING AND

MAINTAINING

SUPPORTIVE

ENVIRONMENTS

Week 5:

M 23

LS #1,5-8:

1.

2.

3.

4.

•Discussion #4:_______________


•Discuss classroom Set-ups, BBs, and Rules

Collected:


And

•Read Nieto, Ch 2, 12, 13 and 14

•Read Miler & Norris, Ch, 4

•Miller, Burns, Johnson, Ch.2, 3

•Write Response #3;

•If you taught, reflection on learning segment

•Task 1 must be submitted and uploaded by 9/19 into LiveText

(submit hardcopy next class)


•Bomer, Ch. 17

•Miller, Mythology of the norm:

Disrupting the culture of bullying in schools. English Journal , 101 (6), 107-

109

Optional:

Listen to Education Radio Podcast :

Program 28: Breaking the Silence:

LGBTQ Curriculum in Public Schools

•Read Miller & Norris, Ch. 5 and 6

•Miller, Burns, Johnson, Ch.4, 5, 7


•Work on Unit Plan map

• If you taught, reflection on learning segment

•Revise learning segments


•Bomer, Ch. 14

•Chandler-Olcott & Lewis (2010) CH 9

“I think they’re being wired differently”

•Duncan-Andrade, “Urban Youth,

Media Literacy, and Increased Critical

Civic Participation ”

Optional:

20

MASTERING

THE METHODS:

THE

CRITICALITY OF

INFUSING

TECHNOLOGY

Week 6:

M 30

MASTERING

THE METHODS

TEACHING

CONTENT

READING and

ASSESSMENT

Week 7:

M 7

PLANNING AND

TEACHING

CONTENT

WRITING

(writing processes and building writing community)

Week 8:

M 14

PLANNING AND

TEACHING

CONTENT

WRITING

(developing writing habits,

Task 1

LS#1, 9-12:

1.

2.

3.

4.

•Discussion #5:


Unit plan discussion cont- (longrange planning)

Collected:

Response # 3


•Discussion #6:


Discuss LS #2; Sign up for conferences

•Teach essential questions (draw from Burke text) and from own teaching

•Model Harkness and

Socratic/fishbowls

Collected:

Response # 4

•Discussion #7:


•Class time to prep for LS #2 (sign up for teaching)

Collected:

WP w/Emergent Pedagogy draft #2

Mind map response #5

•Discussion #7:


LS#2:

1.

2.

Listen to Education Radio:

Criminalizing failure: How high stakes testing warps identities, opportunities

and communities

•Read Nieto, Ch. 10 and 11


•YAL an AP (Miller handouts)




•Begin Emerging Pedagogy draft #2

Read on sjmiller.info or Blackboard

•Bomer, Chps 4-6

•“Perspective-Taking” by, Amanda

Thein, et. Al

• Lewinson et al. (2002). Taking on critical literacy: The journey of newcomers and novices.

•Read Kirby & Crovitz, Chps 1, 2, 3

•Mind map response #5

•Prepare WP including Emerging

Pedagogy draft #2

Read Kirby & Crovitz, Chps 4, 5, 6

•Work on Learning segment #2

•Reminder to meet the professional development requirements and to select choice book

• Read Kirby & Crovitz, Chps 7, 8, 9,

11


•Prepare LS #2


21 trending views on grammar, exploring creative processes)

Week 9:

M 21

PLANNING AND

TEACHING

CONTENT

WRITING genrebased writing, assessment and responding to students)

Week 10:

M 28

PLANNING AND

TEACHING

CONTENT

WRITING:

THE

UNFAMILIAR

GENRE

Week 11:

M Nov. 4

THE

INTERSECTIONS

OF SALIENT

ISSUES

IMPACTING

SCHOOLS: Law and the Student

Teacher

3.

•Writing workshop and grammar discussions (use Language

Exploration and Awareness:

Andrews Chs 1-3: i.e., prescriptive, descriptive, BEV, code-switching, hybrids)

•Explain grammar discussion for next week

Collected:


•Discussion #8


•Grammar speed dating

LS#2:

4.

5.

6.

•Writing workshop and grammar continued

Collected:

Response # 6

•WPs returned

•Discussion #9


LS#2:

7.

8.

9.

•Writing workshop and teach

Unfamiliar Genre Project

Test and project discussions

•Discussion #10


•Final Showcase Portfolio discussion

•Sharing course questions and philosophies

•Complete Showcase Portfolio due


•Grammar speed dating prep

OPTIONAL:

Read Kirby & Crovitz, Chp 10

•Read Kirby & Crovitz, Section V

•Prepare LS #2;



•Complete Tutoring OR E-mail

Projects, OR Group project and all other portfolio assignments


• Reminder: Tasks 2, 3, 4 of Mo-PTA due Nov. 11


•Zirkel handout on law

• Burke handout on law

•Work on completing Showcase

Portfolio

Read on sjmiller.info or Blackboard

Kirkland, D. “Black skin, white masks”

22

Week 12:

M 11

POLITICS AND

THE

COMMUNITY,

PROFESSIONAL

DEVELOPMENT

AND

INVOLVEMENT:

CLOSURE

Week 13:

M 18

WRAP-UP

Week 14:

M Dec 2 for a grade on Week 14

**Collect Mo-PTA Tasks 2, 3, 4

TBA

•Discussion #11


•Service learning

•In-Depth Discussion of Mo-PTA, permission slips, discussion with CMT about the Mo-TPA

LiveText, etc. Handout handbook (to be completed and uploaded in Capstone)

Collected:

Final showcase portfolio

Course evaluation

Upload Tasks 2-4 into LiveText

23

Student

Learning

Outcomes /

Course

Objectives

1. Teaching rationale

2. Reflective

Practice

3. Research and pedagogy

4. Adaptive instruction

Related Assessment

Classroom Set-Up,

Mo-PTA Task 1

Knowledge of Student and the Learning Environment

4,5

1

SOE Conceptual

Framework

Values /

Competencies

1

4

NCATE

Standards

Mo-PTA: Task 3:

Designing Instruction for

Student Learning

And,

Task 4: Implementing and

Analyzing Instruction to

Promote Student

Learning.

Unit Plan

1-5

1, 2, 4

1

1

1

1

1

Mo-

Spe

NCTE-SLA

Standards

8.1-

8.3

1-9

1, 2

5.1-

5.3

1.1-

1.5;

2.1-

2.6

1,2,4,7

3.1-

3.3;

7.1-

7.6

9

9

1-12

2, 4

11

1-12

Responses to Course

Questions

Teaching

Philosophy/Emergent

Pedagogy

Application of Ideas

Responses

(AIR)/discussion assignments

Tasks

Plans and Materials

Mo-PTA-Task 2:

Assessment and Data

Collection to Measure and

Inform Student Learning

Tutorial Activity OR E-mail

Activity

Student Group Activity

2

2

1, 2, 4, 5

1, 4

1, 2, 4, 5

2

2, 4, 5

1

1

1

1

1

1, 3,

4

2-6

7,

1C2

1C2,

2C6

1-9

1-9

2.1-2.6

1.1-1.5

7.1-7.6

InTASC

1, 2

1-10

4, 5

1-9

1-8

2, 4, 7, 10

1-3

1-10

2, 4, 7

1,2,3,5, 7

4-8

24

Dear Dr. Miller,

You have reminded students in TE 432/5432 that we are to read the Teacher Education

Handbook for the 2013-14 Academic School Year at UMKC. I (print your name),

____________________________, have read and understand my professional and academic responsibilities for both Practicum II and Student Teaching and recognize that by singing this form, I am responsible for honoring the content in the Teacher Education

Handbook for the 2013-2014 UMKC School Year. I also understand that it is my responsibility to ask questions if I am unclear about my professional and academic responsibilities. I agree to submit this slip during the next class.

Signature: __________________________________

Date: _______________________________________

25

26

27

28

University of Missouri Kansas City

Links

Related documents

Products

Support

University of Missouri Kansas City

Links

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib