ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
EDE 4226
Integrated Language Arts, Children’s Literature and Social Sciences
This syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.
Course Prefix: / EDE 4226Section #: / 3845
Credit Hours: / 4 Credit Hours
Co-requisites: / EDE 4942
Pre-requisites: / EDF 3214, RED 3309, EDE 4304, EDE 4943 and admission to Elementary Education with Reading BS, or Exceptional Education with Reading BS. Additional prerequisities: EDG 3620 for Elementary Education majors and EEX 3241 for Exceptional Education majors.
Day, Time and Campus: / Wednesday / 6:00pm – 9:40pm / CL-NM162
Modality: / Face-to-Face
Professor: / Cynthia Freed
Office Hours: / As needed
Office Location: / CL-NM 162
Office Phone: / 727-600-4896
Email Address: /
ACADEMIC DEPARTMENT: College of Education
Dean: / Kimberly Hartman, Ph.D.Office Location & Number: / Tarpon Springs / BB 101
I. COURSE DESCRIPTION
This course is designed to help pre-service teachers teach the social sciences through the language arts, children’s literature, and the creative arts. By using an integrated curricular approach, pre-service teachers acquire competencies in subject area content as well as pedagogical strategies for these disciplines. In addition, the course prepares pre-service teachers to teach using a thematic approach so that K-6 learners understand connections across curricular areas. This course is enriched through the creative arts, including art, music, drama, and dance and addresses The Florida Standards in these specific areas. 62 contact hours.II. MAJOR LEARNING OUTCOMES
1. The student will demonstrate subject area knowledge in the language arts, including, reading, writing, speaking, listening, and viewing by:a. conducting an oral history on a community member.
b. analyzing the elements of a primary document.
c. generalizing from a virtual or live field trip.
d. completing quality oral presentations.
2. The student will demonstrate subject area knowledge in the social sciences by:
a. diagramming online subject area modules that focus on these various areas of the social sciences as outlined in the Next Generation Sunshine State Standards, and/or Common Core State Standards.(Florida Standards)
b. constructing a study guide on a topic within the social sciences.
3. The student will illustrate the literary elements of children’s literature by:
a. identifying and evaluating character development, setting, problem, conflict, climax, point of view, tone, mood, and resolution in a self–selected children’s piece of children’s literature.
b. compiling a list of quality reading materials based on given standards for primary and intermediate levels of learners that includes both fiction and nonfiction literature.
c. evaluating children’s literature for bias and sensitivity issues.
4. The student will specify how to integrate the creative arts into the elementary classroom, including, art, music, drama, and dance to enhance thematic teaching by:
a. selecting definitions and examples of the elements of art media, techniques, and processes.
b. recognizing and responding to visual arts in relation to history and culture.
c. relating examples to the concepts of music they represent (e.g. dynamics, rhythm, tempo, form, tone, color, pitch, style).
d. recommending techniques for developing students’ creative musical skills through use of improvisation, listening skills, performance skills.
e. relating music in relation to history and various cultures and composers.
f. identifying and describing movement elements in performing dance.
g. describing dance in various cultures and historical periods.
h. constructing methods and approaches to using creative dramatics, role play, and improvisation in the classroom.
5. The student will plan how to cultivate a safe, encouraging and literature-rich classroom by:
a. providing a positive work environment that supports the intellectual, personal and social development of all students, including English Language Learners (ELLs), special needs and at-risk students.
b. focusing on geographical, environmental, historical, political, and economic responsibilities; and reinforcing important ideals, freedoms, rights and responsibilities in a democratic society.
c. extending content through listening, speaking, writing and reading experiences.
6. The student will integrate instructional models and best practices in effective teaching and assessment in social sciences, language arts, children’s literature, and the creative arts by:
a. comparing different learning and teaching approaches and models.
b. designing lesson plans based on what research says about effective organization, conceptualization, and structure, including appropriate ESOL and special needs strategies; including appropriate questioning and discussion techniques in plans and classroom discussions.
c. designing traditional and performance based assessment techniques.
7. The student will synthesize the pertinent elements of Danielson’s Framework for Teaching by:
a. developing a unit plan based on the Florida Standards for the primary or intermediate level that integrates the social sciences, the language arts, children’s literature, and the creative arts in an effective manner.
b. developing traditional and performance based assessments within the unit.
c. performing the skills within instruction through in-class presentations (clear communication, questioning, engagement, feedback, and flexibility).
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s) / Required:· Anderson, N. A. PCL Bundle: Elementary Children's Literature: Infancy through Age 13 (2nd ed.). Pearson. ISBN: 9781269373401
· Smith, P. (1984). A Land Remembered. Sarasota, FL: Pineapple Press. ISBN: 9781561641161
OR
· Smith, P. (2001). A Land Remembered-Student Edition, Vol. 1 Sarasota, FL: Pineapple Press. ISBN: 9781561642236
· Smith, P. (2001). A Land Remembered-Student Edition, Vol. 2 Sarasota, FL: Pineapple Press. ISBN: 9781561642243
Recommended:
· Smith, P. A Land Remembered-Teacher's Manual (Online) Sarasota, FL: Pineapple Press. http://www.patricksmithonline.com/teachingguide.html - link also on Angel
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources:· Albers, P. (2007) Finding the artist within: Creating and reading visual texts in the English Language Arts Classroom. Upper Saddle River, NJ. International Reading Association.
· Cappiello, M. & Thulin Dawes, E. (2013) Teaching with Text Sets. Huntington Beach, CA. Shell Education.
· Maxim, G.W. (2014) Dynamic Social Studies for Constructivist Classrooms (10th edition).
· McLaughlin, M. & Overturf, B. (2013) The Common Core: Teaching K-5 students to meet the reading standards. Newark, DE: International Reading Association.
· Owocki, G. (2013). The Common Core Writing Book: Lessons for a range of tasks, purposes and audiences. Portsmouth, NH. Heinemann.
Online Resources:
· Just Read Florida: http://www.justreadflorida.com/
Common Core State Standards Resources:
· http://www.achievethecore.org/
· http://www.corestandards.org/
· http://www.ascd.org/common-core-state-standards/common-core.aspx
Library:
· http://www.spcollege.edu/libraries//
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference ANGEL continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
Technology required for EDE 4226: Internet access, MS Word, adobe Acrobat Reader, access to a video camera (available for check-out through library), movie-making software (usually installed on your computer) & scanner. All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf), a pdf file, a video file, or image file (.jpg, .gif, etc.)
D. Supplies
Some supplies may be needed for presentations as described in “All Course Assignment” section below.IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.
B. ALL Course Assignments
1. Annotated Bibliography Students will produce an annotated bibliography of 20 children’s books, including a minimum of at least four award-winning texts, such as the Caldecott and Newberry Awards. In addition, at least five of the books should reflect the cultural characteristics of Florida’s ELL population. (The ELL population refers to students whose first language is NOT English.) The literature should be appropriate for teaching interdisciplinary thematic units that integrate social studies, language arts, and the creative arts. The bibliography should include fiction, nonfiction, and poetry selections and should be appropriate for students in both K-2 (10 books) and 3-6 (10 books). (50 points)2. Presentation of Bibliography: In a 3-5 minute presentation, students will choose their favorite book from the annotated bibliography and present it to the class by creating a digital handout/advertisement (to be shown from a flash drive using Publisher or a handout template in Word) for this book to entice classmates to use the text in their future classrooms. (25 points)
3. SAE Expert Guide Working in teams, students will become an expert on a given subtopic within History and/or Geography. Students will prepare a one-page digital study guide and 10 question quiz for classmates containing essential content for a subtopic on the ELED Subject Area Exam. Study guide and questions worth (50 points). Presentation of SAE topic worth (25 points)
4. Creative Arts Module: Students will read A Land Remembered by Patrick Smith and, in small groups, develop an anticipatory set using all of the Creative Arts (Dance/Movement, Visual Arts, Music, Poetry, and Theater/Drama) to prepare a presentation for the class. During the presentation, each group will also explain (using examples) how to integrate the Creative Arts into the elementary classroom, while including an opportunity for classmates to interact in a sample activity (designed around A Land Remembered). (50 points)
5. Primary/Secondary Sources Lesson: Students will bring in an example of a primary source and a secondary source to share in small groups. In a one-page typed printed out paper, you will explain what primary and secondary source you are sharing and address how you can incorporate primary/secondary documents into the curriculum to encourage critical thinking. (50 points)
6. Group Inquiry Projects with infused technology- Students will each develop a webquest using a template in zunal.com in an area from the SAE on Economics or Government/Civics. By creating an account, you will post your webquest online in zunal.com and also print out the pages of your webquest to provide your professor. (50 points)
7. Geography Lesson: In class, the instructor reviews elements of geography such as: geographic representations/spatial views of the world; human-environment interaction/place, regions and culture; human population/spatial patterns and movements and global interconnections/changing spatial patterns. Students discuss strategies for teaching geography in the elementary classroom.
8. Integrated Unit Plan Students will develop a one-week integrated unit that integrates language arts (reading, writing, speaking, listening), creative arts, social studies, and related literature designed to deliver instruction for diverse students, including ESOL, ESE, & Gifted students. Within this unit, students will include one full **Danielson lesson plan (Day 1) covering the contributions of different cultural groups to the United States in a lesson that integrates the subject areas of social studies, language arts, creative arts, and multicultural children’s literature. Within the unit plan, opportunities for children to listen, speak, view, write, and read as well as reflect on their learning with assessments that determine mastery. The unit plan must be based upon The Florida Standards that will integrate social studies, language arts, and literature and will include at least three ESOL teaching strategies designed to deliver instruction to ESOL students integrating the four performance skills of listening, speaking, writing, and reading. It must include critical thinking objectives and a culminating activity for the students. The unit plan must also include the use of technology and/or information software resources. Also, the unit plan should include an adaptation of a content area test or include a variety of alternative methods to assess student learning in social studies, language arts, creative arts, and literature that reflect ESOL language levels and the diverse needs of students. (150 points: 50 points for LP, 100 for Unit)
9. Virtual Field Trip IN CLASS: Students will visit an online destination to learn more about how to integrate the creative arts into their classrooms. Students will have a field trip think sheet to complete during the trip. Students will need to bring laptop to class on the day of the virtual field trip.(50 points)
10. Reading Quizzes- 5 pop quizzes related to class readings and activities will be given randomly during class sessions. (50 points)
11. Genre presentation- Small groups of students will be assigned a literary genre and will summarize the characteristics of that genre in a 3-5 minute video-taped presentation (on a flash drive) to the class. Students will also share a portion of a read aloud and other examples of Children’s Literature from that genre. (50 points)
600 points
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship in order to successfully pass the course.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table below.
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.