Course
Syllabus
Integrating
the Content Areas II: Practice
EDU 4233 ~ summer 2008
Instructor: Mrs.
Beth Davidson, M.ED.
Office: College
Work Phone:
425-3267 Home
Phone: 267-6901
E-mail: davidson-b@lambuth.edu
Office Hours:
MWF
TR
Class Meets:
TR
Required
Text:
Drake,
Susan. Burns, Rebecca. (2004). Meeting
Standards Through Integrated
Curriculum. (1st Edition) Merrill/Prentice Hall
Peltzer, Dave. A Child Called It
Aldridge, Jerry and Goldman, Renitta. (2007). Current Issues and Trends in Education
(2nd Edition) Allyn and Bacon.
Supplemental
Sources: Research articles
Course
Description:
This course is designed to provide
practice of learned theory in regard to literacy and integrating the content
areas as well as practice with materials to help children appreciate
multicultural perspectives. Teaching
hours in the school system are required.
STANDARDS:
English Language Arts
Standard 1:
developing beginning literacy skills, for integrating reading instruction across all subject matter areas, and
for enabling all children to become proficient and motivated readers.
Supporting Explanation: Candidates know what is necessary for all
children to learn to read, and they
implement a balanced reading program. Teacher candidates understand that children
learn to read
within the context of every subject and
that explicit instruction in reading is needed throughout the
elementary and middle grades.
1.1 Candidates understand how phonemes (speech sounds) are connected to print.
1.3 Candidates develop reading fluency in students at a rate that supports text comprehension.
1.4 Candidates understand the need for developing prior knowledge such as background information and vocabulary as aids to comprehension.
1.5 Candidates apply active comprehension strategies to help students to construct meaning from text.
1.6 Candidates understand the importance of developing and maintaining in students a motivation to read.
1.7 Candidates know and use the skills necessary for informational reading (reading to learn).
1.8 Candidates know and apply research-based teaching practices that enable children to become proficient and motivated readers.
1.9 Candidates
know the
1.10 Candidates develop expertise in explicit approaches to support student acquisition of phonemic awareness, fluency, reading comprehension, and study skills.
1.11 Candidates know how children develop literacy skills before formal instruction and how instruction should proceed in order to help all children learn to read and write.
1.12 Candidates provide experiences enabling children with diverse cultural and language backgrounds to become competent, independent readers.
1.13 Candidates know that assessments are used for a variety of purposes, including diagnosing of strengths and weaknesses (for planning, grouping, and designing individual programs), monitoring students’ progress and evaluating achievement.
1.14 Candidates understand the reciprocal nature of literacy elements: reading, writing, and language elements.
Standard 2: Writing: Candidates know, understand, and use the writing process for communication,
expression, and reflection in all subject areas, for a variety of purposes, in a range of modes, and for
multiple audiences.
Supporting Explanation: Candidates demonstrate a broad understanding
of the uses of writing to
communicate, to promote the dissemination
of information, to generate, develop, and refine ideas, and to
express individual voice.
2.1 Candidates understand and apply knowledge of the writing process.
2.2 Candidates know the state writing curriculum standards and incorporate that knowledge into their instruction.
2.3 Candidates write frequently for multiple purposes and in practical, occupational, personal, and academic modes.
2.4 Candidates evaluate written products and assess students’ progress both holistically and through the analysis of discrete elements.
2.6 Candidates acknowledge and respect the effect of cultural diversity and linguistic differences in the writing of students whose first language is not English.
2.7 Candidates understand the interactive relationship of language arts.
2.8 Candidates promote the integrating of literacy skills across all subject areas.
Standard 3: Elements of Language: Candidates know and understand basic English usage, mechanics,
spelling, grammar, and sentence structure as tools to facilitate the writing process.
Supporting Explanation: Candidates understand and use the rules and
conventions governing the
structure and syntax of language as
prerequisites to effective communication and as markers of literacy.
3.1 Candidates recognize that effective instruction in the elements of language in integrated with and applied to the writing process.
3.2 Candidates demonstrate understanding of the parts of speech and their functions in sentences.
3.3 Candidates apply the standard rules of capitalization and punctuation, as well as legible handwriting, in written communication.
3.4 Candidates display a knowledge of the emerging stages of accurate spelling, including temporary spelling, and of phonemic awareness and structural analysis of words.
3.5 Candidates translate the knowledge of structure and mechanics into proofreading and editing of written language in all disciplines.
3.6 Candidates construct simple, compound, and complex sentences, using correct word order, subject-verb agreement, and correctly placed modifiers.
3.7 Candidates model effective oral and written communication skills.
3.8 Candidates design instruction appropriate to students of diverse backgrounds.
Mathematics
Standard 1: Mathematical Processes: Candidates demonstrate an understanding of effective instructional strategies that integrate mathematics content and processes.
Supporting Explanation: Candidates
develop the mathematical processes of problem solving, reasoning,
communication, connections, and
representation and plan effective instructional activities to develop
these processes in students. In addition, they integrate appropriate
reading strategies and appropriate
technologies into their instructional
practices to support conceptual and process development.
1.4 Candidates demonstrate an understanding of how mathematical concepts are related and how they are connected to other disciplines and the real world.
Science
Standard 1: Elements of Effective Science Instruction: Candidates demonstrate understanding of science
and technology in daily life through the use of inquiry-based, open-minded, and materials-based
investigation, incorporating habits of mind and pedagogical techniques required to deliver the content in a
safe environment.
Supporting Explanation: Candidates know, understand and use
strategies and pedagogy to enhance
science instruction for all students.
1.4 Candidates show the interrelationships among the various science disciplines, literacy, mathematics, and social sciences.
1.6 Candidates foster the creation of a classroom culture that supports higher levels of questioning, collaborative learning, real world connections and sense-making.
1.7 Candidates plan lessons and units that incorporate a learning cycle-engagement, exploration, explanation, extension and evaluation – and safe management of materials.
Social Studies
Standard 1: Social Studies Process: Candidates use effective instructional strategies that integrate social
studies content and knowledge.
Supporting Explanation: Candidates recognize how culture; economics;
geography; governance and
civics; history; and individuals, groups
and interactions impact the various elements of the
curriculum:
local communities, world communities, American history from its
beginning to the present
and early world civilizations. Candidates understand and use a variety of
instructional strategies to
encourage the development of critical thinking,
problem solving and performance skills in students.
1.1 Candidates assist students in acquiring information through locating, gathering, observing, comprehending, organizing, and processing information from a variety of primary and secondary sources.
1.3 Candidates model the problem solving process involving comprehension, analysis, and data
interpretation that lead to a solution or conclusion
1.4 Candidates use communication to convey ideas through individual expression, group dialogue, cultural communities, and global networks using oral, written, symbolic, visual and technological means.
~ Course
Policies ~
You are expected to be present for every class meeting.
Students should attend classes to actively participate in group discussions and
collaborative assignments. Two unexcused absences (no phone call or written
notice to me), will automatically lower your overall grade by one letter. Excused absences are those excused by
You may borrow any of my classroom resources. These resources will be checked out and returned to me the following class period (time is negotiable). Any materials not returned or replaced will result in an incomplete in the class until the materials are returned or replaced.
Plagiarism is copying from another’s published or
unpublished works without permission, or using another’s words without giving
credit to the author. Plagiarism is
illegal by the State’s standards, and unethical according to the academic
standards of
Cheating in any form will mean an automatic “0” on the assignment/exam, and the Academic Dean will be informed. A second incidence of cheating will result in a failure in this course. Dishonesty about observation hour totals, ‘faking’ visits, or using another’s observation log as your own will be treated as a cheating offense.
The student will protect the right to privacy of all children and families observed in the classroom or elsewhere. No reference should be made to them in any way that would identify them to another. All information about students, their families, or problems are confidential and not to be revealed to anyone without the written consent of the parent. Any reference to children must be altered to prevent identification should someone other than the university supervisor read your logs and evaluations. Use first names only.
American Disabilities
Act:
Liability Insurance: Each student taking this course will be required to carry liability insurance or individual protection during observation and other work in the schools. Liability insurance can be obtained at a minimum cost through membership in the Student Tennessee Education (STEA). Cost is $35.00.
Assignment Due Dates: All assignments are due on the day designated by your instructor. A ten percent (10%) reduction per day will be taken from your score for each day late. No credit will be given for any assignment that is a week overdue.
Please silence all cell phones and
beepers during class.
All papers should be typed with a cover
sheet and neatly
presented to the professor unless otherwise
indicated.
Grading
Scale 100 -- 95% A 94-87% B 86-80% C 79-73% D Class Participation
____/50 Lesson ____/100 Examinations ___/100 Articles __/50 __/50 Journal ____ /75 Discussions ____/ 75
____/75 Thematic Unit ___/300
A “C” grade indicates
that a student has made substantial progress toward meeting the objectives of
the course. Grades above “C” are used for those who have demonstrated some
degree of superiority. The highest grade, “A”, is reserved for those who have
excelled in every phase of the course. The “B” grade is for students whose work
is superior but does not warrant the special distinctiveness of the “A”.
~ Course
Requirements ~
Topics Covered
in course
EDU 4103
Chapter 1: What
is Integrated Curriculum?
Chapter 2: Why
Integrate the Curriculum?
Chapter 3: Creating
the Know/Do/Be Bridge
Chapter 4:
Using the Standards to Integrate the Curriculum
Chapter 5:
Aligning Assessment and Instruction with the Know/Do/Be Bridge
Chapter
6: A Template for Planning
Interdisciplinary Curriculum/Chapter 11:
Questions and Answers
Rubric for
Integrated Unit
EDU4233
– Davidson – Spring 2008
_____ Appearance (10 points)
Logically organized, easy to manipulate, creative.
_____ Title Page (5 points)
_____ Table of Contents (5 points)
_____ Topic Rationale (10 points)
Why is this integrated unit appropriate for the
chosen age child? You will explain how you accomplished this
and tell why it is an appropriate theme choice.
_____ How and When Statement (10
points) A written statement of how and when to
use the unit – this is
to be supported by theory. Explain the
time line for the unit
within this section.
_____ Goals (15 points)
_____ Objectives (10 points)
_____ Standards (10 points)
_____ Parent Note (15 points)
A note to the parents explaining needed unit supplies,
involvement, and activities.
_____ Integrated Activities (90
points) Each activity from the semantic map will be
explained so that anyone could create
a lesson plan from the activity. You should have a total of 8 activities. Research, materials list, patterns, and any
other details will be provided. Follow
the lesson plan format given by the instructor. Each activity should indicate
the interdisciplinary connection. ( you will receive 10 points for each
activity and 10 points total for creativity)
_____ Integrated Learning Board
(80 points) The learning board should be part of the
integrated unit and
student friendly. A rubric is available
for the board.
_____ Assessment and Evaluation
(25 points) An authentic plan for assessment and
evaluation that is
detailed and shows how the students met the standards.
_____ Resource and Materials (5
points) List of resources/materials that support the
unit.
_____ Book List (5 points) A
list of at least 10 books and the author that could be used
to support the unit
_____ References (5 points)
Typed pages of resources used to complete this unit. All
information used from another author
should be referenced throughout the unit. (must have at least 8 references and
at least five must be internet sites)
_____ Total Score
300 points
Additional Comments:
Name: ____________________________________
Learning Board
Integrated II: EDU 4233
Appearance 1 2 3 4 5 6 7 8 9 10
Appropriateness 1 2 3 4 5 6 7 8 9 10
Appealing 1 2 3 4 5 6 7 8 9 10
Motivational 1 2 3 4 5 6 7 8 9 10
Overall Presentation 1 2 3 4 5 6 7 8 9 10
_______ Related to Thematic Unit (10 points)
_______ Complete by Due Date (5 points)
_______ Includes Directions (5 points)
_______ Grade Level Evident (5 points)
_______ Standards Attached (5 points)
Comments:
Total Points: _____/80