SYLLABUS FOR SOCIAL STUDIES & LANGUAGE ARTS

Term: Fall, 20101 = &nb= sp; =

Course Number= : EDU 483 Y

Instructor: Dr. Jessica Madden

Office: 500A

Office Phone: (219) 47= 3-4306

E-mail: &= nbsp; jmadden@ccsj.edu

Office Hours: Monday thru Thursday ** 8:00 A.M. – 4:00 P.M. ** By Appointment

Course Dates:&n= bsp; August 23, 2010 thru September 9, 2010

Course Times: 8:00 A.M. to NOON

Course Meeting Room: 307 =

Course Description: This course explores methods and strategies in teaching social studies and language art= s in the elementary school. Classr= oom management, instructional materials, curricula, and measurement and evaluat= ion of outcomes are included. Cli= nical Experiences Required.

Prerequisites: EDU 200,= 300, 311, and 342

Learning Outcomes/ Competencies:

Students in this course will:<= /p>

· &n= bsp; Teacher candidates will identify and implement required standards for teaching social studies and language arts.=

· &n= bsp; Teacher candidates will select and incorporate instructional strategies and materials for developing a social studies and language arts lesson plan.

· &n= bsp; Teacher candidates will participate in activities that will provide knowledge about how to plan social studies and language arts academic units.

· &n= bsp; Teacher candidates will design lesson pla= ns in language arts and social studies for an elementary school curriculum.

· &n= bsp; Teacher candidates will explore multi-cultural perspectives and backgrounds as they relate to an instructio= nal program.

· &n= bsp; Teacher candidates will acquire knowledge= of research based methodologies, best practices and appropriate terminology utilized in an effective social studies and language arts program.

· &n= bsp; Teacher candidates will reflect on the so= cial studies and language arts instructional strategies at the elementary level.=

· &n= bsp; Teacher candidates will observe practicing teachers to examine critically effective teaching practices.

· &n= bsp; Teacher candidates will network with practicing teachers to develop insights into the teaching of social studies= and language arts.

RELATED INTASC PRINCIP= LES:

#1= - The teacher understands the c= entral concepts, tools of inquiry and the structures of the disciplines he/she tea= ches and can create learning experiences that make these aspects of subject matt= er meaningful for students.

#2 - The teacher understands how children learn = and develop and can provide learning opportunities that support intellectual, social and personal development.

#3= - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

#4 - The teacher understands and u= ses a variety of instructional strategies to encourage students’ developmen= t of critical thinking, problem solving, and performance skills.

#5 - The teacher uses an understanding of individual and group motivation behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.

#6 - The teacher uses knowledge of effective ver= bal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

#7 - The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

# 8 - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

#9 - The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and = who actively seeks out opportunities to grow professionally.<= /p>

#10 - The teacher fosters relationships with sch= ool colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Textbooks:<= /span>

Hipsky, Shellie (2011). Differentiated Literacy and Language Arts Strategies for the Elemen= tary Clasroom. New Jersey: Pearson

Maxim, George W. (2010). Dynamic Social Studies for Constructivist Classrooms: Inspiring Tomorrow’s So= cial Scientists. Allyn & Bacon:Boston 9^th Ed.

Curtis, Christopher Paul (1995). The Watsons Go To Birmingham – 1963. New York: Random House

Creech, Sharon (2001). Love That Dog. New York: New Directions Publishing.

Learning Strategies: (Group Discussions, Te= am and Individual Student Projects, Collaborative Learning, Lecturing, Blackbo= ard,…etc.).

Course Outline & Class Dates:

WEEK 1 – August 23 – August 26, 2010

Monday

5:00-9:00

5:00 – 6:00 Fa= ll Tutoring Program

6:30 – 7:00 DI= NNER BREAK

Introductions

Ice Breaker

Syllabus Overview

Preview of LA & SS State Teaching Standard= s

www.doe.in.gov /standards/<= b>

Hammond Public Library Trip Overview

Professional Development Center

Clinical Experience Overview=

Indiana Reading Association<= /p>

CCSJ Education Resource Room=

Class Discussion:

Chapter 1: LA What is Differentiated Instruction?

Chapter 1: What Does Dynamic Social Studies Look Like?

Tuesday

5:00 – 6:00 Fa= ll Tutoring Program

6:30 – 7:00 DI= NNER BREAK

Theory to Practice Presentation: Nicole Anastasi

Topic: Multiple Intelligences – LA (Cha= pter 2)

Theory to Practice Presentation: Patricia Barone

Topic: Culturally Responsive Teaching –= SS (Ch. 2)

BREAK

Class Discussion:

Chapter 2: LA Student Motivation & Graphic Organizers
Chapter 2: SS Integrative Learning Materials

&nbs= p; &= nbsp;

Wednesday

5:00 – 6:00 Fa= ll Tutoring Program

6:30 – 7:00 DI= NNER BREAK

Theory to Practice Presentation: Tiarra Mobley

Topic: Preparing Your Classroom – LA (C= h. 3)

Theory to Practice Presentation: Brenda Raspopovich

Topic: Writing, Listening, Speaking – LA (Ch. 4)

Theory to Practice Presentation: Amy Rummel

Topic: Teaching History & Chronology R= 11; SS (Ch. 4)

BREAK

Class Discussion:

Chapter 3 – Technology in the Classroom

Thursday

5:00 – 6:00 Fa= ll Tutoring Program

6:30 – 7:00 DI= NNER BREAK

Theory to Practice Presentation: Alena Sanchez

Topic: Special Needs Children – LA (Ch.= 5)

Theory to Practice Presentation: Holly Tilford

Topic: Teaching Geography – SS (Ch. 5)<= o:p>

Theory to Practice Presentation: Sherrie Varisce

Topic: The Importance of Teaching Civics R= 11; SS (Ch. 6)

BREAK

Class Discussion:

Call out for Poster Presentations Due (5 min.)

SATURDAY

AUGUST 28TH=

Hammond Public Library Tour<= /o:p>

9:00 a.m. – 10:30 a.m.=

Meet at= the Hammond Public Library

545 Sta= te Street – Hammond, IN 46320

(Enter = on Sibley Blvd. off of Calumet Ave.) The library is South of the college down Calumet Ave. and turn Right on Sibley Blvd.

Professional Development Center T= our and Open House

10:45 – 11:30 a.m.

Teach L= ike it’s an Emergency

Profess= ional Development Center

14795 W 101st Suite D, Dyer, Indiana, 46311

WEEK 2 – August 30 – September 2, 2010

Monday

5:00 – 6:00 Fa= ll Tutoring Program

6:30 – 7:00 DI= NNER BREAK

Outside Classwork

Field Experience Day

Blackboard Assignment

OFF CAMPUS WORK EVENING

Tuesday

= 5:00 – 6:00 Fall Tutoring Prog= ram

6:30 – 7:00 DI= NNER BREAK

Class Discussion:

Poetry Book Presentation (5 min.)

LA Unit Plan Due & Teach 1 day of the unit plan.

The Writing Process – LA Chp.7

The Social Constructivist Classroom – SS (Ch.7)

Speaking & Listening Games and Classroom Activities – LA (Ch. 8)

&nbs= p;

Wednesday

5:00 – 6:00 Fa= ll Tutoring Program

6:30 – 7:00 DI= NNER BREAK

Class Discussion:

Watsons Go to Birmingham-1963 – Literature Packet Due=

Social Studies and Literacy – LA (Ch.9)

Collaborative & Cooperative Groups – SS (Ch. 8)

Thursday

9/2

5:00 – 6:00 Fa= ll Tutoring Program

6:30 – 7:00 DI= NNER BREAK

Trade Book Presentations (5 min.each)

SS Unit Plan Due – Teach 1 day of the unit plan<= /p>

WEEK 3 – Sept. 7, 8, & 9

Clinical Experiences in the classroom environment for the entire school day.<= /o:p>

Timothy Ball Elementary School

O’Bannon Elementary School

Teaching 1 LA Lesson (45 min.)

Teaching 1 SS Lesson (45 min.)

Blackboard Assignments

ASSIGNMENTS

Chapter Readings:=

Chapters are to be read before coming to class. = It is imperative that you read the chapters before class so that you can participate in the class discussions.

Theory to Practice Presentations:

Each student will present to the class an assign= ed literacy topic from your textbook. Each presentation must be presented to t= he class using Power Point. Handouts to support your information are advised; please feel free to expand on the topic according to your philosophies and experiences and go beyond the textbook. Make sure you formulate open end= ed questions to engage the class in dialogue.

Weekly Reflective Jour= nal:

Students will reflect on topics and issues discu= ssed in the classroom. (Total 3 journals entry using Blackboard). These writings will reflect what the students have learned and how it may affect their function as a Language Arts and Social Studies classroom teacher.

The Watsons Go to Birmingham Literature Packet – Sept. 1:

Complete the various = questions and activities within the Literature packet.

Portfolio Artifact 1:

Trade= Book Project: Sept. 2^nd

Create a set of eight trade books in using Social Studies standards which you will focus on a specific subject you plan to teach. Briefly display and discuss all ei= ght books on a power point (title, author and one or two sentences about each b= ook and the standards for each book). Choose the book that you like most and present that book – rea= d an excerpt from the book, discuss why you chose the book and curriculum standa= rds that would be appropriate for teaching a lesson with that trade book (5 min= utes). Design your lesson plan with the standards to make the connection with your trade book that you will share w= ith the class. Post your Power Point of Trade books on Blackboard to share. The library trip will help with this assignment.

Portfolio Artifact 2:

Language Arts Poetry Presentati= on:- Aug. 31st

Teacher candidates wi= ll author and publish 9 original poems and bind the poems in a published book = form. Follow the formula for each p= oem as explained in the section Writing Poetry in Chapter 7 (you can search the internet for examples). Be creative, your book should be something you will use in your elementary classroom. Please = title your book of poetry as well as label the following forms of poetry that you author into an original poem:

Acrostic
Concrete
Cinquain
Diamante
Limerick
Color
I Wish
Free Verse
Haiku

Also, type a one page analysis of Sharon Creech’s book “Love that Dog”. Your analysis should include answers to at least 2 of these questions:

How would you demonstrate warmth and empathy in your interacti= on with this student?
How did the author demonstrate respect for the feelings & ideas of the little boy’s writing?
What kind of language did the teacher exhibit that indicate positive expectations for the growth of this student’s writing?<= o:p>

You will not include the questions in your analysis, just type it double spaced= as a one page narrative.

Call = Out for Poster Presentation- Aug. 26^th=

Theme: It’s Our World: Lessons for Peace and Reconciliation=

Objectiv= e: To share teaching ide= as to enhance student understanding of other cultures, conflict resolution, or pe= ace initiatives using children and young adult literature.

Directio= ns: On a poster board (tr= i-fold), each candidate prepares a display around a selected young adult/children’s book with teaching ideas for student greater understanding. The display should accompany the book, handouts, brochure for teaching ideas.

The disp= lay might include: book, photos, student work samples, 3D models, teaching aids, comp= lete lesson plan, more ideas using additional books. (See handout for more information.)

Final Language Arts Unit Plan – Aug. 31^st

·      =    Develop a LA 6 day unit plan utilizing the CCSJ lesson plan template. You will teach one = day of the developed unit. Your unit should show evidence of Academic Standards and INTASC Principles that will be implemented during the instructional deliver= y of your lesson. You will turn in the = entire 6 day unit plan. You will TEACH 1 day of your unit demonstrating your knowl= edge the Document Imager, or Smart Board, or Transparency Projector.

Final Social Studies Unit Plan – Sept. 2^nd

·      =    Develop a SS 6 day unit plan utilizing the CCSJ lesson plan template. You will teach one = day of the developed unit. Your unit should show evidence of Academic Standards and INTASC Principles that will be implemented during the instructional deliver= y of your lesson. You will turn in the = entire 6 day unit plan. You will TEACH 1 day of your unit demonstrating your knowl= edge the Document Imager, Smart Board, or Transparency Projector.=

You are to dress professionally for all presentations! No shorts, flip flops, t-shirts, tank tops, etc. Men, you mu= st wear a dress shirt, however ties are not required for presentations in my class. Everyone should follow this attire when attending field trips as wel= l.

Clinical Experience - Teaching a Lesson:- Documents Due= Sept. 16^th.

·         Clinical experiences are required for each education methods course= .

·         Your teaching experie= nce during the Fall Tutoring Program will serve as your Clinical Experience for LA/SS.         Lesson plans must include all components as listed on the CCSJ less= on plan template and materials utilized while teaching.

·         Submit a reflection about the lesson using the Clinical Experience Reflection Form for teaching experiences from Aug. 23^rd to Sept.= 9^th.

·         I will evaluate you using the INTASC Principles Assessment.<= span style=3D'font-family:"Arial Rounded MT Bold","sans-serif"'>

·         Clinical experiences require that you dress appropriately for your assignment.

=

Blackboard Assignments

Respond to each reflective journal. I am looking fo= r a substantive response (I feel it is wonderful.) is not a response. Then resp= ond to at least two of your classmates for Assignment 1 (Internet Search). All = of your responses to your classmates should be complete by the last class.

Journal Reflection #1<= /span> - Reflect on your social studies experiences from your earliest memory of social studies for elementary, middle school, and high school. Comment on your feelings and the key people who influenced your knowledge of social studies.

Journal Reflection # 2= – Reflect on the public library field trip. How has the library changed from your earliest memory?

Journal Reflection #3 – What are some instructional strategies that you have learned from this class that would benefit you in the classroom?

Assignment #1(Sept. 16th) – <= span style=3D'font-size:12.0pt'>You will create an annotated Internet Search of = 10 websites focused on addressing = Social Studies and Language Arts (5 of each). You will list the most useful URLs= and the grade level at which it would be appropriate. You may include kid site, professional sites, video clips, etc. that pertain to social studies and language arts. Respond to two of your classmates.

In addition to simply giving the t= itle and listing the URLs, you must also include a short annotation explaining t= he relevance and usefulness of that site to teachers. "Short" means…no m= ore than 3 sentences. One sentence would not be sufficient as an annotation.

Class Policy for Assignments:

All assignments are due on the due date specified. Late assignments will lose points.

GRADING SCALE:

Assignments

Points

Weight

Article Review

50 pts.

5%=

Watsons/Birmingham Proj

170 pts.<= /span>

15%

Trade Book Project

50 pts.

5%=

LA Poetry Book Project

100 pts.<= /span>

10%

LA 6 Day Unit Plan

100 pts.<= /span>

20%

SS 6 Day Unit Plan

100 pts.<= /span>

20%

Clinical Experience

134 pts.<= /span>

10%

Blackboard Assignment

20 pts.

5%=

Reflective Journals

30pts.

5%=

Attendance/Participation

120pts.

5%=

The Rubrics will be posted and distributed separately.

           Grading Scale:

Grade

Points

A

100-92

A-

91-90

B+

89-88

B

87-82

B-

81-80

C+

79-78

C

77-72

C-

71-70

D+

69-68

D

67-62

D-

61-60

F

59 and below

Class Policy on Attend= ance:

Attendance is mandatory, students are expected to b= e present and on time for all classes. Attendance will impact student grades.

Class Policy on Electronic Devices: Please keep your cell phones on vibrate so that they don’t interrupt the class. You may ret= urn calls during break times, not during class discussions.

Center for Academic Excellence:

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE= ), to make an appointment at 473-4287. The Center has experienced and well-tra= ined tutors in most subject areas to help students who are struggling in a cours= e or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

Statement of Plagiaris= m:

If an instructor or other Calumet College of St.= Joseph personnel find that a student has plagiarized or been involved in another f= orm of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of acad= emic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. (Academic Planner 2001/2002 p.27)

Citation Guidelines:

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.).&nbs= p; All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. = These texts outline how to cite references from a variety of sources, including electronic media.

Withdrawal from Classes Policy:

After the last day for class changes has passed = (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed wi= th the Registrar. Written request for withdrawal must be received by the Regis= trar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to = the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the fac= ulty member, who makes the final determination to accept or deny the request. If= the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult = the DCD Student Handbook for information on DCD withdrawals. =

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the cour= se (see Refund Schedule).

*Assignments*	*Points*	*Weight*
Article Review	50 pts.	5%=
Watsons/Birmingham Proj	170 pts.<= /span>	15%
Trade Book Project	50 pts.	5%=
LA Poetry Book Project	100 pts.<= /span>	10%
LA 6 Day Unit Plan	100 pts.<= /span>	20%
SS 6 Day Unit Plan	100 pts.<= /span>	20%
Clinical Experience	134 pts.<= /span>	10%
Blackboard Assignment	20 pts.	5%=
Reflective Journals	30pts.	5%=
Attendance/Participation	120pts.	5%=

Grade	Points
A	100-92
A-	91-90
B+	89-88
B	87-82
B-	81-80
C+	79-78
C	77-72
C-	71-70
D+	69-68
D	67-62
D-	61-60
F	59 and below