SUBSTANTIALLY REVISED!!!! SEE BELOW!!!!

Literature and Writing for the Middle and Secondary Schools

MSED 5333, Spring 2007

Department of Teaching & Learning,

College of Education, Georgia Southern University

STATESBORO section: Tuesdays and Thursdays 12:00 - 1:50 pm in COE #3150

DUBLIN section: Wednesdays 4:30 pm - 7:15 pm in Dublin Center #106

Instructor: Dr. Scott A.L. Beck

Office: Room #4113, College of Education

Office hours: by appointment

Contacts: (912) 681-0354 or sab44@cornell.edu

Catalog Description:

An intensive study of instructional strategies appropriate for integrating literature and writing instruction. Special attention will be given to identifying and accommodating reading and writing needs of diverse adolescent learners as well as evaluating the effectiveness of instruction. Students will learn to interpret and analyze literature, develop cross-curricular instruction, comprehend the diagnosis of reading problems, provide individualized feedback to students, as well as employ appropriate intervention and assessment methods.

Course Learning Outcomes:

Each candidate will:

1. Candidates will demonstrate an understanding of writing and literature with sufficient depth and versatility that allows for the planning and implementation of lesson plans that academically challenge and engage the adolescent learner. (MGPO 1, 4, 6, 8, 11)

2. Candidates will recognize and understand the unique inclusion of diversity (e.g. culture, race, age, gender) in texts, and be able to plan and develop lesson plans that are based on the individual needs and achievement levels of adolescents today. (MGPO 6, 9, 10, 13)

3. Candidates will utilize a variety of strategies within their lesson plans and while microteaching that relate and engage the adolescent learner in meaningful activities that make connections between reading, literature and writing. (MGPO 1, 6, 8, 11, 15)

4. Candidates will learn how to create a classroom environment that provides opportunities to focus on engaged learning and literacy. (MGPO 12, 16)

5. Candidates will demonstrate how to integrate technology and multimedia resources in units, projects, lesson plans, and microteaching in order to focus on engaged learning and to maximize student learning opportunities and literacy. (MGPO 14, 41)

6. Candidates will practice reflection through oral and written dialogue among peers and with the instructor to seek improvement of instruction and understand the nature and pedagogy of literacy, language, reading, and writing. (MGPO 1, 8, 10, 11, 12, 35, 36, 38, 39)

7. Candidates will demonstrate competence in the use of language to communicate effectively in both oral and written form. Students will read, write, and respond to literature for the adolescent learner. (MGPO 12, 39)

8. Candidates will relate, both orally and in journal responses, the teaching of literature and writing to adolescent development. (MGPO 27, 28, 32, 33)

9. Candidates will investigate the merits of teaching grammar and vocabulary in the context of reading and writing. (MGPO 1, 2, 8)

10. Candidates will understand the complexities of assessment and intervention methods and be able to identify appropriate methods for use in various contexts. (MGPO 4, 21, 20, 23, 25)

11. Candidates will demonstrate an understanding of the dimensions of reading ability and be able to comprehend the diagnosis of reading levels and related reading difficulties as well as identify appropriate strategies to include in daily instruction. (MGPO 2, 6, 8, 10, 15, 22)

How This Course Supports the College’s Conceptual Framework:

The College of Education's conceptual framework, "Reflective Educators for Diverse Learners," is supported consistently throughout the concepts introduced in this course. MSED 5333 is organized around ongoing reflection, reading, discussions, writing, planning, and self-evaluation (C.4 Commitment to the Practice of Continuous Reflection and Assessment). Candidates will spend significant time in class organized into literature groups and writing groups, sharing ideas and reading and writing. Reading logs will be utilized to take advantage of written communication among peers and between the candidate and instructor in response to course readings, presentations, and discussions. Topics will include diversity of readers and characters within texts (C.2 Commitment to Diversity), connections between young adolescent development and literature and writing concepts, reading and writing processes, and strategies for teaching literature and writing (C.1 Commitment to the Knowledge and Dispositions of the Profession). Candidates will continue to develop and refine their technological skills in this course through the use of WebCT, Internet resources, and using technology to create electronic documents (C3 Commitment to Technology).

Required Texts:

Daniels, H. & Steineke, N. (2004). Mini-lessons for literature circles. Portsmouth, NH: Heinemann.

Pasquarelli, S. (2006). Teaching writing generes across curriculum. Greenwich, CT: InfoAge.

Sheppard, R. L., Ruebel, K., Sheppard, K., Stratton, B., & Zigo, D. (2004). Using

literature to connect young adolescent concerns throughout the curriculum. Westerville, OH: NMSA.

Supplemental Readings:

O'Conner, P. (1996). Woe is i: The grammarphobe's guide to better English in plain English. New York: Riverhead.

Ray, K. & Laminack, L. (2001). Writing workshop: Working through the hard parts. Urbana, IL: NCTE.

Young Adolescent /Early Adolescent Literature:

As listed below in the course schedule

Course Performance Outcomes (Assignments & Assessments):

Attendance, Participation in Writers’ Workshops, Quizzes on Readings, Reflective Writings

There will be some form of assessment during most classes. Many of these assessments will be short quizzes or reflective writings that simply check your comprehension of the readings due for class that day. If you don’t do the readings, your daily class grades will suffer. If you read sloppily or without consulting a dictionary or the glossaries, your grades will also suffer. If you fail to participate in class discussions and activities, your grade will suffer.

You will draft a multiple genre papers for this course and will revise those papers based on feedback provided by your classmates during the in-class writing workshops. During the workshops, you will be expected to provide and accept critical feedback on content, conventions (grammar, mechanics, and spelling), and genre features.

Your participation in the WebCT aspect of this course will be measured according to a variety of statistics generated by the WebCT software including amount of active time on WebCT, number of discussion and chat postings, number of pages read, and my assessment of the quality of your postings.

Daniels Mini-Lesson Micro-Teaching Presentations

Each of you will be responsible for MODELING for the class ONE of the mini-lessons described in the Daniels text. You will present your mini-lesson in about 15 minutes during class time on the day that your chapter in the book is due for class. You will be expected to lead an interesting and engaging presentation that gets all your classmates involved in the method and helps them understand its value. The mini-lesson must connect to the books being read by the class at the time of the presentation and should be the candidate’s own work (not taken from the text, a website, or other resource).

Pasquarelli Lesson Presentations (GRADUATE STUDENTS ONLY)

In addition, each graduate student will present ONE model lesson based upon one of the chapters in the Pasquarelli text. Follow the format presented in the Pasqarelli text and use the graphic organizers presented for the selected genre making connections to one of the current novels being read. Engage the class in the drafting stage of the writing process.

Genre Papers:

You will develop four genre papers:

Narrative Account,

Feature Newspaper Article,

Persuasive Essay, and

Reflective Essay.

As part of the writing process for these papers you will participate in writing workshops both in class and on-line. You will submit all preliminary drafts and planning organizers with each final paper.

Group Literature / Advisory Unit regarding War & Terrorism:

You will work in small groups and use the Sheppard text as a guide to develop a literature / advisory unit regarding War & Terrorism. In each of these unit projects, you will include mini-lessons from Daniels, genre writing from Pasquarelli, other instructional activities, and content from across the curriculum.

Each student will receive a group grade and an individual grade. At the end of the group project, each member will confidentially assess the contribution made by his or her individual teammates. These assessments will take into account your professionalism, courtesy, promptness, reliability, work ethic, contributions, and cooperation. Based upon these assessments and my own observations, I will assign an individual grade to each group member. Please inform me early in the group work if an individual member is not contributing adequately. I reserve the right to sharply lower an individual’s group grade if that individual does not follow through with his/her responsibilities to the group.

Final Exam

The final exam will be comprehensive. A study guide will be provided.

Assessment Chart:

Course Components			Undergraduate % of Grade	Graduate % of Grade
Attendance, Participation, Quizzes, Reflective Writings, WebCT			15	10
Daniels Mini-Lesson Presentation			10	10
Pasquarelli Lesson Presentation				10
Genre Papers	Narrative Account – Connecting Barefoot Heart & And the Earth did not Swallow Him		10	10
	Persuasive Essay – Rejecting or Defending your New Realism Novel		10	10
	Newspaper Article – Reporting on Contemporary Teen Issues		10	10
	Reflective Essay – Finding My Self in Literature		10	10
Group Literature / Advisory Project		Group	7	7
		Individual	13	13
Final Exam			15	10

Course Outline:

WEEK	READINGS & ASSIGNMENTS DUE	CLASS TOPICS
Aug. 14-16		Introductions Course Syllabus Organizing Books & Groups Literature Circles Reading & Writing Processes Scheduling Mini-lessons & Graduate Lessons
Aug. 21-23 (Dublin class online Aug. 22)	MEXICAN AMERICAN MIGRATION Whole Class: Read 1^st third of: BAREFOOT HEART and THE EARTH DID NOT SWALLOW HIM Read Pasquarelli ch. 1 & 2… Narrative Accounts	History of YA/EA Literature I Writing Genres Writers’ Workshop & Authors’ Chair: Where I’m From Poems Introduction to Narrative Accounts
Aug. 28-30	MEXICAN AMERICAN MIGRATION Whole Class: Read 2^nd third of: BAREFOOT HEART and THE EARTH DID NOT SWALLOW HIM Read Daniels ch. 1& 2…Mini-lesson Presentations DRAFT of Narrative Account – Connecting Barefoot Heart & The Earth Did Not Swallow Him – Due for Writers’ Workshop	Introduction to Mini-lessons Mini-lesson Presentations Writers’ Workshop: Narrative Account – Barefoot Heart & The Earth Did Not Swallow Him
Sep. 4-6	MEXICAN AMERICAN MIGRATION Whole Class: Finish: BAREFOOT HEART and THE EARTH DID NOT SWALLOW HIM Read Daniels ch. 3… Mini-lesson Presentations FINAL Version of Narrative Account – Connecting Barefoot Heart & The Earth Did Not Swallow Him – Due	Mini-lesson Presentations Authors’ Chair: Narrative Account – Connecting Barefoot Heart & The Earth Did Not Swallow Him
Sep. 11-13	NEW REALISM Triads: Read 1^st half: A SEPARATE PEACE, BLACK LIKE ME, FOREVER, GO ASK ALICE, I NEVER PROMISED YOU … GARDEN, LORD OF THE FLIES, MR & MRS BO JO JONES THE CATCHER IN THE RYE, THE CONTENDER, THE OUTSIDERS, THE PIGMAN, or TO KILL A MOCKINGBIRD Read Daniels ch. 4… Mini-lesson Presentations Read Pasquarelli ch. 3… Persuasive Essays	History of YA/EA Literature II: New Realist Fiction Story Maps Mini-lesson Presentations Introduction to Persuasive Essays
Sep. 18-20	NEW REALISM Triads: Finish: A SEPARATE PEACE, BLACK LIKE ME, FOREVER, GO ASK ALICE, I NEVER PROMISED YOU … GARDEN, LORD OF THE FLIES, MR & MRS BO JO JONES THE CATCHER IN THE RYE, THE CONTENDER, THE OUTSIDERS, THE PIGMAN, or TO KILL A MOCKINGBIRD Read Daniels ch. 5… Mini-lesson Presentations DRAFT of Persuasive Essay – Rejecting or Defending your New Realism Novel – Due for Writers’ Workshop	Writers’ Workshop: Narrative Account – Rejecting or Defending your New Realism Novel Mini-lesson Presentations Communal Writing: Character Poems Introduction to Poetry Slam
Sep. 25-27	POETRY Whole Class: Finish: LOCOMOTION and NINETEEN VARIETIES OF GAZELLE Read Daniels ch. 6… Mini-lesson Presentations Read Pasquarelli ch. 5… Graduate Student Lesson Presentation: The “How-To” Essay FINAL Version of Persuasive Essay – Rejecting or Defending your New Realism Novel – Due	Mini-lesson Presentations Poetry Slam Authors’ Chair: Persuasive Essay – Rejecting or Defending your New Realism Novel Graduate Student Lesson Presentation: The “How-To” Essay (in-class writing)
Oct. 2-4	TERRORISM & WAR NON-FICTION Literature Circles: Finish: 911: THE BOOK OF HELP, ISLAM EXPLAINED, THE DAY THE SKY FELL, UNDERSTANDING SEPTEMBER 11^TH, or WITH THEIR EYES Read Sheppard chs. 1 & 2 Read Pasquarelli ch. 8… Graduate Student Lesson Presentation: Summary Writing	Graduate Student Lesson Presentation: Summary Writing (in-class writing) Literature as Advisory I
NO STATESBORO CLASSES WEEK OF OCT. 9-11 (BULLOCH BOE FALL BREAK)
Dublin: Oct. 10 (Dublin online Oct. 10) Statesboro: Oct. 16-18	TERRORISM & WAR FICTION Literature Circles: Read 1^st half of: AFTER THE FIRST DEATH, FLIGHT OF THE RAVEN, SCORPIA, REAL TIME, or THE TERRORIST Read Sheppard ch. 3	Literature as Advisory II Terrorism & War Literature / Advisory Unit Workshop
Dublin: Oct. 17 Statesboro: Oct. 23-25	TERRORISM & WAR FICTION Literature Circles: Finish: AFTER THE FIRST DEATH, FLIGHT OF THE RAVEN, SCORPIA, REAL TIME, or THE TERRORIST Read Sheppard ch. 4	Literature as Advisory III Terrorism & War Literature / Advisory Unit Workshop
Dublin: Oct. 24 Statesboro: Oct. 30- Nov. 1	SEX & VIOLENCE Whole Class: Read 1^st half of: INEXCUSABLE and SPEAK Read Daniels ch. 7… Mini-lesson Presentations Read Pasquarelli ch. 4… Newspaper Articles	Terrorism & War Literature / Advisory Unit Workshop Contemporary Popular Teen Culture & Marketing Mini-lesson Presentations Introduction to Newspaper Articles
NO DUBLIN CLASS WEEK OF OCT. 30-NOV. 1 (HALLOWEEN)
Nov. 6-8	SEX & VIOLENCE Whole Class: Finish: INEXCUSABLE and SPEAK Read Daniels ch. 8… Mini-lesson Presentations DRAFT of Newspaper Article – Reporting on Contemporary Teen Issues – Due for Writers’ Workshop Terrorism & War Literature / Advisory Project Due	Mini-lesson Presentations Writers’ Workshop: Newspaper Article – Reporting on Contemporary Teen Issues
Nov. 13-15	DIVERSITY Literature Circles: Read 1^st half: DAY OF TEARS, INDIAN BOYHOOD, NOT SO STAR-SPANGLED … SUNITA SEN, TOUCHING SPIRIT BEAR, or WHEN I WAS PUERTO RICAN Read Daniels ch. 9… Mini-lesson Presentations Read Pasquarelli ch. 7… Reflective Essays FINAL Version of Newspaper Article – Reporting on Contemporary Teen Issues – Due	Authors’ Chair: Newspaper Article – Reporting on Contemporary Teen Issues Mini-lesson Presentations Introduction to Reflective Essays
NO CLASSES WEEK OF NOV. 20-22 (THANKSGIVING)
Nov. 27-29 (all classes MAY BE online this week)	DIVERSITY Literature Circles: Finish: DAY OF TEARS, INDIAN BOYHOOD, NOT SO STAR-SPANGLED … SUNITA SEN, TOUCHING SPIRIT BEAR, or WHEN I WAS PUERTO RICAN DRAFT of Reflective Essay – Finding My Self in Literature – Due for Writers’ Workshop	Writers’ Workshop: Reflective Essay – Finding My Self in Literature
Dec. 4-6	Final Exam FINAL Version of Reflective Essay – Finding My Self in Literature – Due

END OF COURSE-SPECIFIC MATERIAL

BEGINNING OF GENERAL SYLLABUS MATERIAL

Assessment:

I adhere to Georgia Southern University’s definitions for grading:

A Exceptional capabilities and exceptional performance 90-100

B Significantly more effective command of the material than expected 80-89

C Mastery of the material 70-79

D Grasp of the material is minimal 60-69

F Failure to master the essentials below 60

I will return graded assignments in as a timely fashion as possible. I will gladly explain evaluation / assessment procedures and results.

Midterm Progress: Students who wish to discuss their cumulative class grade at mid-term (before the last day to withdraw without academic penalty) is encouraged to make an appointment with me.

Attendance:

Punctual attendance is mandatory. Your success in this course is dependent upon your presence. Failure to attend all classes and scheduled field-based responsibilities will have a severe impact on your final course grade. Any missed quizzes, in-class reflective writings, idea lists for team discussions, or homework, etc. – whether due to absence, illness, tardiness, or early departure will be recorded as zeros and cannot be made up. Any missed time during a field practicum must be made up as soon as possible. You are responsible for any notes, materials, or assignments missed during your absence.

participation in WebCT and Other Electronic instruction:

Nearly all my courses have an on-line element. You will be expected to participate in the on-line aspects of this course as specified in this syllabus, as required for specific assignments, and as explained in class or on-line. Your participation in the on-line aspects of this course will impact your grade. For example, WebCT provides me with a wide array of statistical tools for precisely tracking and measuring your participation in the course: the number of postings you make to bulletin boards and chats, the number of postings you read, the amount of time you spend reading postings, etc. Your on-line participation is not only welcome; it is absolutely necessary if this course is to be successful.

Guidelines for Preparing Assignments:

· Assignments and projects used to fulfill the requirements of this course are not to have been used for the fulfillment of requirements for other courses, except as explicitly described in the syllabus or assignments.

· All assignments are due on time as indicated in the course calendar.

· Late papers/assignments will be accepted for up to 1 week with a…

… 10 point (1 letter grade) reduction in grade when less than 24 hours late.

… 20 point (2 letter grades) reduction in grade when less than 1 week late.

Unless the necessity to teach or use the assignment within a short period of time prohibits the consideration of late work.

· All assignments are to be typed and stapled or bound together or submitted electronically as specified by the instructor.

· Each assignment must have your name, course section and the date clearly indicated

· Demonstrate thoughtful reading, research, analysis and presentation in your work.

· Your work must be yours – write in first person when appropriate. Share your thoughts; don’t just copy the ideas of others.

· Avoid strings of quotes or paraphrased material with little of substance linking and explaining these materials. Instead, explain why you think certain quotes are significant and/or related to each other.

· Avoid use of the ‘generic he.’

· Your grade will suffer if errors (grammar, spelling, punctuation) and poor composition and style make an assignment difficult to read.

· Write, then edit, re-write, then proofread, re-write again, and ask friends to edit and proofread, and re-write yet again.

· Make use of GSU’s Writing Center (call 871-1413). It’s free! They can help improve anyone’s writing.

· Document your writing with bibliographies and citations using standard APA style. For clarifications regarding APA style see: http://www2.gasou.edu/library/broch_ref/apastyle.pdf

http://webster.commnet.edu/apa/apa_index.htm

http://www.apastyle.org/elecref.html

· Be sure to have at least two current, electronic copies of each assignment as you work on it. Have a backup! Computer snafus and last-minute printing problems do not excuse late work.

Student Conduct, Academic Honesty, Professional Standards & Program Retention:

· All students are expected to demonstrate professionalism and accept constructive criticism from instructors, supervisors, and peers. Students are expected to critically and honestly reflect upon their own work. Students must expect and tolerate diversity in their teaching and practicum experiences. Students must demonstrate appropriate language and communication skills.

· The GSU Student Conduct Code and Regulations regarding Academic Honesty will be enforced. (See: http://www.stp.gasou.edu/scc/index.html). Misconduct will be reported to the Office of Judicial Affairs and can result in severe penalties.

· Academic honesty is not just a nice idea, it is the rule at GSU. Plagiarism will not be tolerated. Plagiarism can lead to your immediate failure of this course. Plagiarism includes: using someone else’s ideas or words without proper quotation marks and citations and/or failing to properly cite paraphrased material.

If you think that you can plagiarize and get away with it, see: http://www.asee.org/prism/december/html/student_plagiarism_in_an_onlin.htm

· Cheating or any other infraction against the Student Conduct Code can lead to your immediate failure of this course.

· The Professional Standards of Conduct outlined by this department will be enforced.

· Candidates are expected to meet all requirements for retention in their program of study and the Teacher Education Program (TEP). Unsuccessful progress toward meeting program objectives (including course assessments), unsatisfactory grades/GPA, and actions found in violation of the GSU Student Conduct Code or the Georgia PSC’s Code of Ethics can result in non-retention in these programs.

Students with Disabilities:

If you have a physical, psychological, and/or learning disability that might affect your performance in this course, please contact the Student Disability Resource Center in Hampton Hall as soon as possible. The SDRC will determine appropriate accommodations based on testing and medical documentation.

Syllabus is subject to revision if necessary:

While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provision herein without actual notice if circumstances so warrant. Every effort will be made to keep candidates advised of such changes and information about such changes will be available at all times from the instructor. It is the responsibility of each candidate to know what changes, if any, have been made to the provisions of this syllabus and to successfully complete the requirements of this course. This syllabus may be part of a larger packet of material covering important aspects of this course and/or a block of courses.