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Education
352A
Teaching Language Arts: Middle Level
Student
Outcomes
PURPOSE
The course is designed to guide students in learning and
understanding theory and learning/ assessment strategies that will assist
them in making appropriate choices in choosing language arts
activities for middle level students.
IMPORTANT
INFORMATION
Students who do well in this course have enthusiasm, keep to the schedule,
score well on the test, complete all projects and assignments, and
participate in the class discussion board. Be sure to follow all links and read
everything. All links are active as of Saturday, June 23. The
Internet is ever-changing, so links can become inactive. If this
happens, let me know and I will find an alternative link. Much
supplemental content is provided for you on the Links page. You
are not responsible for this material (other than that on Assessment),
but do consider it a resource that is available to you as a student and
a teacher.
PARTICIPATION
This online course will include many threaded
discussions and active participation is necessary for learning and meeting
the objectives. Failure to post will jeopardize your grade, as will
failure to post in a timely manner. Exceptions may be made at the discretion of the
instructor.
QUALITY WORK
Assessment of
the quality of your written and oral expression (including posts to
discussion board) will be included in the
evaluation of your work. You are going to be teachers and the public will
expect the best of you. All written work is to be typed, double-spaced,
and must include correct grammar, form, punctuation and spelling. All
sources must be cited with complete bibliographic references. (See
APA
Style Guide). You will use technology skills to explore resources and make
lessons plans, class projects, and a portfolio of resources to post to
your web site.
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Requirements |
GRADING |
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Points |
A
B
C
D
F |
93
- 100 percent
84 - 92 percent
70 - 83 percent
60 - 69 percent
< 60 percent |
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Posts
to Threaded
Discussion |
30 |
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Treasure
Hunt |
30 |
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Graphic
organizer |
18 |
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Six-Trait Exercises |
18 |
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Handwriting
Sample |
18 |
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Literacy
Story |
30 |
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Lesson
Plans |
72 |
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Exam |
30 |
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Chapter
Reviews |
54 |
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Total |
300 |
* You will be given
opportunities to turn work in early for my review and suggestions for
revision.
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Special
Accommodations
If you have a
certifiable learning or physical disability and require special
accommodations, please call and make an appointment with the
disabilities coordinator in the Achievement Center ADA office at
399-2366. Considerable lead-time is required for accommodations,
so it is important that your request is received in the
Achievement
Center ADA office as early in the semester as possible. Please note: your request will
be handled confidentially.
Policy for Academic Honesty
Plagiarism,
defined as the use of another’s words and ideas as one’s own, does
not benefit students. It creates dependencies that are
non-productive. References must be cited and quotation marks used
in direct quotes. Crediting authors with ideas in paraphrasing and
rearranging is effective writing. Academic dishonesty includes
cheating on exams or quizzes, representing someone else’s work as
your own work or working jointly on a project that is expected to
represent only one student’s original and individual work.
Evidence of
plagiarism or academic dishonesty in all institutions carries
serious consequences, such as loss of grade and standing. These are
serious offenses and will not be tolerated. If a student is guilty
of academic dishonesty, it is noted in the student information data
base and becomes a part of her academic record and is available to
advisors and faculty. The complete Academic Honesty Policy is
available on the Teacher Education website and in the Teacher
Education Handbook.
Declaration of
Open Discourse
In the spirit of
intellectual inquiry, College of Saint Mary is committed to the
exchange of diverse ideas and viewpoints. In this environment,
honest discourse is valued; demeaning remarks are not tolerated.
Each member of the campus community is encouraged to:
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Recognize
the basis of her or his own assumptions and perspectives, |
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Acknowledge
the assumptions and perspectives of others, |
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Promote
understanding and respectful dissent. |
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SCHEDULE
Merryellen Towey
Schulz College of Saint Mary Summer, 2007
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