Instructor: Daniel Carter
Location: BB 2439
Time: 9:45-11:00 – M,W
Office: BB 2210
Office Hours: 11:00-1:00, 2:40-4:00
Telephone: Office – 581-7892 Home – 348-6540
E-mail: cfdjc@eiu.edu
EIU CEPS Theme: Educator as creator of effective educational
environments – integrating diverse
students, subjects, strategies, and societies.
Course Description: Topics include objectives, research,
teaching methods, and materials for teaching
and evaluating the language arts. Field based activities provided
in conjunction with ELE 3000.
Learning Model: Personal Systems Model – Developmental
(Joyce, Weil & Showers, 1992). This model
emphasizes self-development, personal awareness, and enhanced self-concept.
It assumes that learning occurs when individuals assimilate new experiences
into already existing cognitive structures. The model pays
attention to individual perspectives and shapes education so that students
can better understand themselves, take responsibility for their own learning,
and go beyond current developments in order to become stronger, more sensitive,
and more creative.
Outcomes for all ELE classes:
* Develop a desire of lifelong learning in students and personally
display one’s own desire for learning, including self-evaluation skills.
* Demonstrate good communication skills.
* Demonstrate/exhibit sensitivity to students’ feelings.
* Design instruction to develop and utilize the cognitive processes
by which pupils learn.
* Manage the classroom to optimize academically engaged time.
* Perform successfully within the social and political contexts of
schools and community.
* Demonstrate knowledge of facts, and an understanding of fundamental
principles, ideas, and relationships among various knowledge domains.
* Demonstrate knowledge of past and present developments, issues, research,
and social influences in the field of education.
Outcomes specific to ELE 3350:
* Demonstrate a mastery of basic skills in language arts.
* Demonstrate knowledge of the nature of language systems (phonological,
syntactic, semantic, pragmatic).
* Demonstrate an understanding of the developmental philosophy in relation
to language arts (listening, speaking, writing, reading, viewing, visual
representing).
* Understand language acquisition and development.
* Describe the role of language arts (i.e., listening, oral expression,
and written expression components) in the curriculum.
Course Text: Tompkins, Gail E. (2002). Language Arts:
Content and Teaching Strategies (5th ed.).
New York: Merrill, an imprint of Prentice-Hall, Inc.
Assignments:
* Jump-Start Activities: 20 pts
* Multidisciplinary Lesson Plan 60pts
* Expository Writing: 50 pts
* Persuasive Presentation: 50 pts
* Midterm Exam: 100 pts
* Rubric Writing Evaluations: 25pts
* Final Exam: 100 pts
* In-class quizzes/assignments 10 pts each
* Participation/Goal Achievement 25 pts
Grading Scale: 92%-100% = A 82%-91% = B 72%-81% = C 62%-71% = D
Brief Assignment Descriptions:
Jump-Start Activities: These ten minute focusing activities should
be designed as an attention grabber,
utilizing one of the six components of the language arts, and created
to introduce a reading or language concept.
Multidisciplinary Lesson Plan: This EIU lesson plan will integrate a specified elementary discipline and topic with a language arts concept. The objective is to have elementary students improve their language arts skills while they learn about various subject matter.
Expository Writing/Persuasive Presentation: Research a current
language arts topic, developing a formal
writing of the topic using the expository style. While researching,
clarify your opinion about the topic in a manner where you can then present
the topic to the class in hopes of persuading them to feel a desired way
about the topic. Your formal writing should be three to five pages
in length with appropriate APA standards being followed. Your presentation
should be roughly ten to fifteen minutes in duration.
Midterm/Final: Each exam will cover designated chapters, class
activities, lectures, and audio-visual
materials used. The final exam will not be comprehensive.
Rubric Writing Evaluations: Using the components of the Write-On
Illinois rubric, you will review student
writing samples, ultimately grading and writing rationales for specific
samples.
Participation/Goal Achievement: All notes, in-class work, and
assignments should be kept neatly
organized in a three ring binder. These will be reviewed during
the final exam and used to aid in evaluating class participation.
You also will be expected to establish at least one personal/individual
goal for this course, reporting at the end of the semester whether it was
reached or not.
* Consistent attendance is a basic expectation and extremely important
to educational progress. You will
be expected to notify the instructor prior to any absence. Late
arrival to class will result in the reduction of the class participation
grade. Grades on all assignments will be deducted 5% of the possible
points for each weekday the assignment is late. Your assignments
will be judged on quality of content, presentation, organization, and the
integration of ideas. Evaluation of progress will be based on written
exams, course assignments, and class contributions.
All information in this syllabus should be considered
subject to change based upon professional discretion.
If you need course adaptations or accommodations due
to a disability, please make an appointment to see me as soon as possible
or contact the Director of Disability Services (581-6583).