st. petersburg college course syllabus ede...

Dr. Cher Gauweiler Spring 2015 1 of 12

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 4226

Section #: 3581

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 prerequisites: EDG

3620 for Elementary Education majors and EEX 3241 for Exceptional Education majors.

Day, Time and Campus: Tuesday/Thursday 11:20 p.m.-2:00 p.m. BB 203, Tarpon Springs

Modality: Face to Face

Professor: Cher N. Gauweiler, Ph.D.

Office Hours: As posted on office door or

by appt.

Office Location: BB 106

Office Phone: (727) 712-5420

Email Address: [email protected] or through MyCourses (preferred)

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.

mailto:[email protected]


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

MyCourses

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 MyCourses

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

http://www.justreadflorida.com/

http://www.achievethecore.org/

http://www.corestandards.org/

http://www.ascd.org/common-core-state-standards/common-core.aspx

http://www.spcollege.edu/central/libonline/

http://www.spcollege.edu/central/libonline/


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. Reading Quizzes: There will be TEN quizzes over the semester that covers specific content. Quizzes

must be taken independently online prior to the start of the class session in which the reading is due.

There will no opportunity to make up missed quizzes. (10 quizzes @ 10 points each = 100 points)

2. 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). See template and checklist

for additional information. (50 points)

3. Presentation of Bibliography: In a 7-10 minute presentation, students will present the theme from the

annotated bibliography to the entire class and will share four books on the assigned day of the

presentation. In addition, students will read a portion of ONE book as a read aloud AND create a

handout/advertisement for this book to entice classmates to use the text in their future classrooms.

Additionally, the student will distribute hard copies of the handout to the entire class. A checklist for

evaluation will be provided (20 points)

4. Genre presentation: Small groups of students will be assigned a literary genre and will summarize the

characteristics of that genre (including literary devices typical to the genre) in a multimedia presentation

to the class. Students will also share a read aloud and other examples of children’s literature from that

genre and include appropriate techniques for varying student responses to various texts (e.g. think-pair-

share, reader response journals, etc). ***PARTICIPATORY/IN CLASS (15 points)***

5. 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.

***PARTICIPATORY/IN CLASS (15 points)***

6. SAE Expert Guide: Working in small groups, students will become an expert on a given subtopic -

History and/or Geography. Students will prepare a study guide for classmates containing essential

content for the subtopic on the ELED Subject Area Exam and will summarize this content in a

presentation while focusing on listening and speaking strategies. (25 points)


7. Group Inquiry Projects with infused technology: small groups will develop questions and plan

inquiries in the areas of Economics or Government/Civics. This information will be synthesized

incorporating current and emergent technologies into a multimedia presentation to share with the class.

(e.g. webquests, Imovies, digital story-telling, animation software, integrating social media, online

collaboration-blogs, presentation tools, apps, etc). ***PARTICIPATORY/IN CLASS (25 points)***

8. Primary/Secondary Sources Lesson: Students will examine and evaluate a variety of primary and

secondary documents and share with the class how to incorporate primary documents into the curriculum

to encourage critical thinking. Also, students will address ethical processes for various resources such as

identifying credible sources, avoiding plagiarism, etc. (30 points)

9. Creative Arts Module: Students will read A Land Remembered by Patrick Smith and develop an

integrated lesson based on one assigned Creative Arts area (e.g. Dance/Movement, Visual Arts, Music,

Poetry, Theater/Drama) and prepare a short presentation for the class. During the presentation, each

student must cover the basics, how to integrate it into the elementary classroom, and include an

opportunity for classmates to interact in a sample activity. Students may start this project in class but may

be required to finish it beyond class time. ***PARTICIPATORY/IN CLASS (50 points)

10. Creative Arts Field Trip: Students will visit a destination to learn more about how to integrate the

creative arts into their classrooms. Students will have a field trip think sheet to complete after/during the

trip. Students not in attendance that day will be required to visit another creative arts location and write a

three page paper based on the experience. ***PARTICIPATORY/IN CLASS (20 points)***

11. 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. (A template and rubric for evaluation will be provided)

(100 points)

12. Comprehensive Final Exam: (100 points)

TOTAL POINTS: 550 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.

V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI

A. COE SYLLABUS STATEMENTS https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

B. SPC SYLLABUS STATEMENTS http://www.spcollege.edu/addendum/index.php

Each student must read all topics within this syllabus and the content of the links. If the student needs

clarification on any items in the syllabus or linked statements, he/she should contact the course

instructor.

If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters

set in this syllabus and any syllabus addendum.

https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing

http://www.spcollege.edu/addendum/index.php


VI. CALENDAR AND TOPICAL OUTLINE *SUBJECT TO CHANGE AT THE DISCRETION OF THE

PROFESSOR. ALL QUIZZES AND COURSE READINGS MUST BE COMPLETED BY THE FIRST CLASS

SESSION OF EACH WEEK (with the exception of Week One).

ALL ASSIGNMENTS FOR EDE 4942 ARE IN RED AND SHOULD BE UPLOADED TO THE DROPBOX IN THE

EDE 4942 SHELL IN ANGEL BY THE DESIGNATED DATE.

DATE TOPIC READINGS ASSIGNMENTS DUE

WEEK 1

1/13 & 1/15

Introductions

Orientation to the course and review of syllabus

Definitions of children’s literature and social studies

NCSS Themes

Examining the content of social studies

Teaching the Common Core Standards through

Integrated Content

Genres in Literature

Chapter 1

and 2 in ECL

by 1/15

Read Terrible

Things by

1/15

T: Download

complete syllabus and

have available in class

for review

Th: Quiz #1

WEEK 2

1/20 & 1/22

Pluralism

Demographic Changes to Society

Why Multicultural Education?

Multicultural Literature

Traditional Literature

ESOL readings

Teaching Tolerance programs Annotated bibliography directions and overview

Chapters 5 &

8 of ECL

and

Complete

ESOL

readings (see

MyCourses

for links)

Begin reading

A Land

Remembered

T: Quiz #2

T: Genre Presentation

(In Class)

WEEK 3

1/27 & 1/29

Animal Fantasy/Creativity

Geography & Mapping Lesson

Learning Stations – experiential learning

Read Chapter

7 of ECL

and

Chapter in

MyCourses

on Teaching

Social Studies

T: Quiz #3

Th: Geography Lesson

(In Class)

EDE 4942: Attend

mandatory practicum

orientation on 1/30


WEEK 4

2/3 & 2/5

Modern Fantasy

Discuss Subject Area Exam Expert Guide assignment

Review Practicum Expectations, SBN, etc.

Read Chapter

6 in ECL T: Quiz #4

TH: Annotated

Bibliography DUE

TH: Bibliography

Presentations – TEAM

A

EDE 4942: Contact

school, start working on

Contract of Hours

WEEK 5

2/10 & 2/12

Citizenship and Character Education

Critical Thinking and Problem Solving

Contemporary Realistic Fiction

Discuss Oral History Assignment

Read Chapter

9 of ECL

T: Quiz #5

T: Bibliography

Presentations – TEAM B

TH: Bibliography

Presentations – TEAM C

EDE 4942:

Contract is due in

MyCourses

WEEK 6

2/17 & 2/19

Historical Fiction Read Chapter

10 of ECL T: Quiz #6

T: Bibliography

Presentations – TEAM D

TH: Bibliography

Presentations –

TEAM E

TH: SAE Expert Guide

and Group Inquiry

Presentations DUE

WEEK 7

2/24 & 2/26

Biography and Autobiography

Primary and Secondary Sources

Read Ch. 11

of ECL

and

Article in

MyCourses

on primary

sources

T: Quiz #7

TH: Primary/

Secondary Sources

Lesson DUE


WEEK 8

3/3 & 3/5

Informational Books

Higher order and text dependent questions

Teaching with Text Sets

Lesson and Unit Planning

Chapter 12 in

ECL T: Quiz #8

EDE 4942: Observation

#1 DUE

Draft of Videotaped

Minilesson DUE

WEEK 9

3/10 & 3/12

NO CLASS – SPRING BREAK

WEEK 10

3/17 & 3/19

Exploring Creativity

Poetry

Leepa-Rattner Museum Field Trip

Read Chapter

13 of ECL

and

Chapter on

Integrating

the Arts in

MyCourses

T: Quiz #9

TH: Creative Arts Field

Trip/Leepa Rattner

Visit

EDE 4942: Draft PDP

due

Observation #2 (Video

Lesson) DUE

WEEK 11

3/24 & 3/26

NO CLASS: Release time for Practicum

WEEK 12

3/31 & 4/2

Discuss A Land Remembered

T: Quiz #10

Th: Creative Arts

Module Due


WEEKS 13-16

4/7-4/30

NO CLASS: Release time for Practicum in

Schools

Unit Plan DUE in Chalk

and Wire

EDE 4942:

Observation #3

completed by

supervisor by 4/17

(Week 14)

Final Videotaped

Minilesson and

Reflection DUE

(Week 15)

Complete all hours by

4/30 (Week 16)

Final School Based

Notebook with all forms

DUE (Week 16)

WEEK 17

5/4-5/7

Final Exam Week Final Exam

VII. UNIFORM CORE CURRICULUM ASSIGNMENTS

Assignment Name UCC Specific Indicator Annotated Bibliography RC 2.G.3

RC 2.G.4

RC 4.8

FSAC ELED 1.2.1

FSAC ELED 1.2.3

ESOL 3.2

Course Assignments OE c

Geography Lesson FSAC ELED 2.3.1

FSAC ELED 2.3.2

Integrated Unit Plan FEAP 1.b

FSAC ELED 2.1.1

FSAC ELED 2.1.2

FSAC ELED 2.1.3

FSAC ELED 2.1.4

RC 2.A.5

RC 4.9

ESOL 3.2

Primary/Secondary Sources Lesson FSAC ELED 1.5.4

FSAC ELED 1.5.5

SAE Expert Guide FSAC ELED 1.5.2


FSAC ELED 1.5.3

FSAC ELED 2.2.1

FSAC ELED 2.2.2

FSAC ELED 2.2.3

FSAC ELED 2.2.4

FSAC ELED 2.2.5

FSAC ELED 2.2.6

FSAC ELED 2.2.7

FSAC ELED 2.2.8

FSAC ELED 2.2.9

FSAC ELED 2.2.10

FSAC ELED 2.3.3

FSAC ELED 2.3.4

FSAC ELED 2.3.5

FSAC ELED 2.3.6

FSAC ELED 2.3.7

FSAC ELED 2.3.8

FSAC ELED 2.3.9

Genre Presentation FSAC ELED 1.2.2

FSAC ELED 1.2.4

Group Inquiry Project with Infused Technology FSAC ELED 1.5.6

FSAC ELED 2.4.1

FSAC ELED 2.4.2

FSAC ELED 2.4.3

FSAC ELED 2.4.4

FSAC ELED 2.4.5

FSAC ELED 2.4.6

FSAC ELED 2.4.7

FSAC ELED 2.5.1

FSAC ELED 2.5.2

FSAC ELED 2.5.3

FSAC ELED 2.5.4

FSAC ELED 2.5.5

FSAC ELED 2.5.6


CLASSROOM COMPACT

To promote the most conducive environment for learning and teaching, I would appreciate your willingness

to:

o Arrive to class by the beginning of class time. Three or more tardies result in an absence.

More than that will result in a consequence which will include a dispositions report.

o Notify me through e-mail or phone call if you will miss class so I can document your absence.

o Remain in the room unless we have a break, or I am not directly teaching (you’re engaged in partner,

small group activities, etc.)

o Refrain from side conversations because it’s distracting to others.

o Turn off your cell phone during class (unless it’s an emergency; you can also notify me ahead of time if

you are expecting an important call and need to take it).

o Refrain from texting.

o Please do not use personal laptops/tablets unless we need them for a specific task. Laptops/tablets

are great resources, but they should only be used when needed for this course. In the past, students

have worked on other assignments, checked e-mail, surfed the ‘Net, updated Facebook, etc. While in

class, I need you to “be” here…body and mind.

o Notify me privately if there is a problem. I can’t help you if I don’t know about it.

Thank you for your cooperation. – Dr. G.

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