Department of Teaching and Learning

Teaching Secondary English

EDSC 433/CIS 533
3 Credit Hours
Office Hours by Appt.
Class meets Tuesdays, 4:00-6:45 pm, CEB 205
Online alternates: 2/24, 3/10, 4/21
Edmodo http://www.edmodo.com/ code: st5dbg or https://edmo.do/j/6ze46x. Sign up with a new account as Student.
Blackboard https://webcampus.unlv.edu/
Google Voice Phone: (702) 660-8951

Kym Martin: Instructor

kmartin@interact.ccsd.net
Webcampus/Blackboard message or Edmodo message

Course Description
EDSC 433 - Teaching Secondary English (Formerly ICS 412)
Students must have completed or be currently enrolled in courses to complete three-fourths of the course work in their
respective teaching fields. Methods, materials, teaching techniques and strategies unique to the specialized area;
curriculum; classroom organization; test construction/evaluation, use of audio-visual materials and equipment.
Credits 3
Corequisites EDSC 313.
Prerequisites EDU 202, EDSC 323, EPY 303, EPY 451.
Undergrad: http://catalog.unlv.edu/content.php?catoid=1&navoid=101
CIS 533 - Teaching Secondary English
This course is designed for preservice teachers planning to teach high school English. Course topics include methods,
materials, teaching techniques, and strategies unique to the English classroom, as well as curriculum design, lesson
planning, assessment, and current issues in the teaching of English. Notes: Credit at the 500 level normally requires
additional work.
Credits 3
Corequisite CIS 702
Graduate: http://catalog.unlv.edu/content.php?catoid=2&navoid=97

InTASC Model Core Teaching Standards Addressed

The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium
(InTASC) has developed a set of model core teaching standards that outline what teachers should know and be able to do to
ensure every K-12 student reaches the goal of being ready to enter college or the workforce in todays world. These standards
outline the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that
are necessary to improve student achievement. The Nevada Department of Education mandates that every course syllabus
involved in licensure program include the standards addressed in the course.
You can find the full document at http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf
There are 10 InTASC standards. Each standard statement is followed by a number of indicators that explicate the standard.
Each indicator has a letter (e.g., 2a, 2b, 2c, etc). Below you will find the standards that are emphasized in this course. Each
standard statement is followed by the letters of the indicators that are relevant to this course.
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences. (INDICATORS: A,B,D,G,H,I,J,K)
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and
communities to ensure inclusive learning environments that enable each learner to meet high standards. (INDICATORS:
A,B,C,D,G,J,L,M,N,O)
Standard #3: The teacher works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self motivation. (INDICATORS: A,B,D,E,G,I,J,M,N,O,P,Q,R)
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery
of the content. (INDICATORS: A,B,C,D,E)
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (INDICATORS:
A,B,C,D,E,F,G,H,K,L,M,N,O,P,Q,R,S)
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teachers and learners decision making. (INDICATORS: A,B,D,E,I,J,N,Q,R,S,T,U)
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals
by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context. (INDICATORS: A,B,C,D,E,F,G,H,J,K,L,M,N,O,P,Q)
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
(INDICATORS: A,B,C,D,E,F,G,H,I,J,L,M,N,O,P,Q,R,S)
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner. (INDICATORS: A,B,C,D,F,G,H,I,L,N)
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility
for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to
ensure learner growth, and to advance the profession. (INDICATORS: B,C,G,N,R,S,T)

Class Schedule and Assignments

Date

Topic/Text

Reading

Assignments

Class #1
1/20

Becoming a 21st Century Teacher

1. Introductions and course overview
2. 21st century learners e xperiences as
students (Block Party Protocol)
3. Mindset & marshmallow challenges

Play Helps Build

1.
2.
3.
4.
5.

Edmodo: Sign up (code st5dbg)

This weeks reading
Edmodo groups: 1 WOW/1 WONDER
Interest Survey by 1/27
**BYOD 1/27

Class #2
1/27

Presentation Delivery & Design

1. Presentation delivery
2. Presentation design
3. Six-Minute Teaches

Listening and Speaking

1.
2.
3.
4.
5.

This weeks reading

Edmodo groups: 1 WOW/1 WONDER
Sign up for 6-Minute Teach
Purchase novel Eleanor and Park
**BYOD 2/3

Class # 3
2/3

Literacy of Digital and Visual Texts

1. Research with images
2. What students need
3. Assessing online content
4. Big 6 and CRAAP test
The Art of Six-Minute Teaching

Listening and Speaking

1.

Prepare 6-Minute Teach with writeup

This weeks reading
Edmodo groups: 1 WOW/1 WONDER

Class #4
2/10

DUE: Six-Minute Teach and Write-Up

1.

Six-Minute Teaches with scenarios

Better Brains

Why Adults Need

Recess Too

Little Bets Ch. 3

Ch. 1, 6-8

Ch. 4

Teach Like A Champion

pp. 177-191

Listening and Speaking

Ch.3

Student Reading
Groups: Homogenous or
Heterogenous?

2.
3.
1.
2.
3.

Reflection for 6-Minute Teach

due 9/23
This weeks reading
Edmodo groups: 1 WOW/1 WONDER

Arguing the Pros and

Class #5
2/17

Units of Study and Teambuilding

DUE: Six-Minute Teach Reflection
1.
2.
3.
4.
5.

Unit of study
Personality test
Cocktail Party: Dream Unit
Group contracts and roles
Next up: Getting to Know Your Audience

Class #6
2/24

Getting to Know Your AudienceOFF SITE

1. Prepare for an Interview
2. Interview with Empathy
3. Creatavist

Class #7
3/3

For the Love of Acronyms: NACS, NEPF, CEL

Days as a Student
Three Things Students
Wish Teachers Knew
The Jobs of the Future
Dont Require a College
Degree

CCSS Videos
Listening and Speaking
Ch.2

1.
2.
3.
4.

This weeks readings

Edmodo groups: 1 WOW/1 WONDER
by 2/24
Google Survey due 3/3
Creatavist Digital Story due 3/3

1.
2.
3.
4.

This weeks viewings/readings

Google Survey due 3/3
Creatavist Digital Story due 3/3
**BYOD 3/3

1.
2.

Online tutorial
Lesson Plan 1 w/reflection

DUE: Google survey

DUE: Creatavist Digital Stories
1.
2.
3.
4.

Class #8
3/10
(Midterm)

of Teen
Driving
Cons
Teacher
Spends
Two

NACS/CCSS
NEPF
CEL
Lesson Planning

Flipped ClassroomONLINE
1.
2.
3.

Blended Learning
Flipped Classrooms
Online Tutorial

Class #9
3/17

Writing Workshop
DUE: Lesson Plan 1 in Edmodo & class by 4pm
DUE: Online Tutorial in Edmodo by 4pm
1.
2.
3.
4.

NO CLASS

Class #10
3/24

YOUR CHOICE
DUE: Revised Lesson Plan 1 with Reflection

1.
2.
3.
4.
5.

Revised Lesson Plan 1 with

Reflection due 3/24
Read Eleanor and Park for 4/7
Complete Dialectical Journals for
4/7
Prepare for Lit Circles and
SPIDER Discussions 4/7

This weeks readings/viewings

Post experiences with controversial
texts and YAL in Edmodo
Prepare for SPIDER Discussion 4/7
Complete Lit Circle role &
Dialectical Journal by 4/7
Bring Eleanor & Park to class 4/7

1.

Lesson Plan 2 w/reflection due in

WebCampus 4/14

1.

Prepare to share unit of study

calendar and overview 4/28
Unit Plans Due in WebCampus 5/5
by 4 pm

Literature Circles
SPIDER Discussion
Debrief: Using discussion protocols

Close Reading
DUE: Lesson Plan 2 in WebCampus by 4pm

2.

Text Complexity
Close Reading of Literature
Close Reading of Informational Texts

Class #13
4/21

NO CLASS: UNIT PLANNING TIME

Class #14
4/28

Critical Friends
1.
Critical Friends Protocol for Unit of Study
2. Providing feedback

Final Exam

The Effects of
Censorship on
Experienced High School
Teachers
Teaching Controversial
Texts
Authors Stand Up

DUE: Dialectical Journals and Lit Circle Roles

1.
2.
3.

Class #15
5/5

4.

Speaking and Listening

1.
2.
3.

Class #12
4 / 14

2.
3.

Mini-lesson: Show dont tell

Individual revisions
Writers workshop
Revisions and next steps

Spring
Break
3/31

Class #11
4/7

1.

1.
2.
1.

DUE: Unit Presentations

Portfolio Reflection Building a PLN
Round Table & Pot Luck What worked; what
didnt

Prepare to share unit of study

calendar and overview 4/28
Unit Plans Due in WebCampus 5/5
by 4 pm
Unit Plans Due in WebCampus 5/5
by 4 pm

Required Books
Palmer, Erik. (2014). Teaching the Core Skills of Listening and Speaking. ASCD: Alexandria, VA.
Rowell, Rainbow. (2013). Eleanor and Park. St. Martins Press.

Topics of Study

Common Core State Standards

21st century teaching and learning
Project-Based Learning
Lesson Planning/Components of an Effective Lesson
Digital Writing
Reading Literature
Blended Learning and the Flipped Classroom
Information Literacy and Research

Shakespeare
Poetry
Service Learning
Race/Gender/Culture in ELA
Family and community involvement
Portfolios
Assessment and rubric design
Vocabulary and grammar

Assignments
Students will be given expectation guides, student samples, and detailed directions for each assignment. Use this syllabus as a
guideline to supplement materials you receive in the classroom.

Two Individual Lesson Plans:

Planning is critical to effective teaching and probably the most valuable skill you will practice in this class. This assignment will
give you written practice of a variety of instructional plans and help you understand and apply the performance criteria of
CCSDs adopted Components of an Effective Lesson. Each lesson plan will be used in your unit of study.
What do I have to do?
You must create two original lesson plans, in one of the following categories: Reading Literature or Informational Text,
Writing, Language, and Speaking and Listening. e.g. Lesson 1 = Reading Non-Fiction/ Lesson 2 = Writing
Note: Please use the lesson plan format I provide. You may use other sources, but your lesson plan should demonstrate your
understanding of how to create a lesson plan. Do not simply repackage a plan from another source.
What will I turn in?
Along with the plan itself and any relevant instructional materials (ie. text, visuals, PowerPoint), you will turn in a 1-1.5 page
reflection paper, double-spaced that includes:
1.
2.
3.
4.

Connections to Standards: How does this plan fit with CCSS?

NEPF: Which artifacts will you collect to fulfill each indicator?
Sources: If you consulted any sources in devising the plan, cite them, MLA format.
Reflection: What are the strengths and weaknesses of the work? What have you learned by creating the lesson plan?
What might you do differently in the future?

Where can I get ideas for my lesson plans?

Teaching you are going to do or have already done - Expanded 6-Minute Teach

Educational websites like Teaching Channel, Edutopia, and Read Write Think.

How will these plans be evaluated?

The first lesson plan will be a formative grade, the second a summative. A rubric will be provided that focuses on inclusion of
all of the elements of lesson plan and demonstrated ability to reflect on connections to standards, components of the lesson,
and sources. Use of Standard English will be part of the grade.

Six-Minute Teach and Write-Up:

The purposes of each Six-Minute Teach are:

To give each of you the opportunity to teach the class in a supportive environment and to receive constructive
feedback from your peers on your teaching;
To give each student in the class an opportunity to experience a variety of activities appropriate for high school
teaching, as well as engage them in a short activity;
To provide an experiential way to engage with the content of one of our class texts;

To allow me to observe your pedagogical skills prior to you beginning your student teaching;

To give you practice for your lesson plans and collaborative unit of study;
To provide sample lessons for you to utilize in your future classroom.

What do I have to do?

All 6-Minute Teaches are scheduled on the syllabus. Sign up for the week in which you will teach. Classroom Notes Plus has
many appropriate activities for the Six-Minute teach (Feel free to make up your own or use other resources, but it is not
necessary). You will have SIX MINUTES to teach (timed). I expect you to actively engage the class for the majority of those
ten minutes. Obviously, what you can do in six minutes is limited, but it is long enough to start something and to give us a
taste of your teaching style. Keep your Collaborative Unit of Study in mind when choosing topics. After each Six Minute
Teach, the class will take a few moments to offer constructive criticism. A protocol will be used for constructive feedback.

Teaches 1-3: Reading Literature

Teaches 4-6: Reading Informational Texts
Teaches 7-9: Language
Teaches 10-12: Writing
Teaches 13-15: Listening
Teaches 16-18: Speaking

What do I have to turn in?

The week you teach, you will turn in 1 .5 page report (no longer than 2 pages, dbl-spaced) that includes:

Title of the activity, source, and rationale for selection

A description of how this activity might fit into an entire lesson or unit and what knowledge, skills, and processes
are addressed

The procedural steps used in conducting this activity. Make copies of this page and distribute them to the class with
any materials necessary for lesson (# of students enrolled: 13), or email to the class via Edmodo by Monday.

Submit your 6-Minute Teach to Edmodo the week you teach, along with the materials and resources you used in your teach
and the Reflection the week after.
The Teach itself will be evaluated on your preparation, presence, purpose, and class engagement (i.e. did you ask the
students to do something?). The written portion will articulate your reasoning and reflection. The Teach will be a formative
grade worth 10 points; the Write-Up and Reflection will be a summative grade).
Standards: Knowledge of ELA Processes (3.2, 3.3, 3.4, 3.6), Materials/Equipment (4.1), Procedures and
Activities (4.2), Accommodations for diverse learners (2.1, 3.1.1, 3.1.2), Reflection (2.3, 3.7.1, 3.7.2)

Collaborative Unit of Study:

You and your team members will plan a ten-day (or so) unit of instruction with fully developed plans for each day on the topic
of your choice. I hope you will be able to teach this unit during your student teaching experience. You will follow the provided
guidelines for planning a standards-based unit of instruction. Your unit must contain ALL of the following elements:

Unit introduction that: 1) provides contextual information; 2) gives a rationale for units content and processes; 3)
explains how the unit meets Common Core Teaching Standards; 4) references the coursework and resources
provided through this course

Unit graphic organizer

Unit calendar that briefly describes each day of the unit

Fully developed lesson plans for each day (that clearly show the Components of an Effective Lesson)
Assessments indicated on each lesson plan

Fully developed writing assignment with rubric

Variety of activities in reading, writing, speaking, listening, viewing, and visual representation

Appropriate use of technology in at least 2 lessons

Culminating performance with rubric (either PBL format or actual culminating experience)
Source list and citations of materials used, MLA format

Illustrative materials (e.g., handouts, PowerPoint, teacher-created models), as appropriate

Group process piece that explains how the unit work was done (individual reflection to be submitted separately)

The Unit of Study must demonstrate that you can:

focus instruction on clear objectives tied to Common Cores ELA Standards

develop students abilities to apply knowledge, skills, and thinking processes

integrate skills, thinking processes, and content across disciplines
include learning experiences that challenge, motivate, and actively involve learners

propose learning experiences that are developmentally appropriate for learners

offer learning experiences that encourage students to be creative, resourceful, flexible, and adaptable

incorporate strategies that address diversity and show sensitivity to individual differences
establish appropriate physical classroom environment

include creative and appropriate uses of technology

incorporate appropriate assessment strategies and processes

bring in school and community resources

The unit will receive a summative group grade. Your group will give a presentation/demonstration of your unit. You will be
expected to submit a hard copy (preferably in a 1 to 3- Ring Binder) to me and a digital copy to Blackboard/WebCampus.
Standards: Goals/Objectives Written (3.0), Knowledge of ELA Processes (3.2, 3.3, 3.4, 3.6), Materials/Equipment (4.1),
Procedures and Activities (4.2), Accommodations for diverse learners (2.1, 3.1.1, 3.1.2), Reflection (2.3, 3.7.1, 3.7.2)

Creatavist Digital Story:

The digital story will be developed from surveys and interviews with students. In order to communicate knowledge gained and
practice digital storytelling, you will create a story through Creatavist to share with your peers on Edmodo.
Standards: Knowledge/Reflection (3.1.6, 3.1.7, 3.2.2, 3.2.4, 3.5.2), Accommodations for Diverse Learners/Community (4.5, 4.8)

Online Tutorial:
Dialectical Journal and Literature Circle Roles:
7

Reading Responses in Edmodo Subgroups:

You will participate in reading response groups within Edmodo. Each week, you will respond to a thematic topic by posting
compelling ideas and items of interest.

Additional Readings/Assignments:
Assigned readings are at discretion of instructor; assignments as necessary pertaining to text or in-class discussion; appendix
activities from Burke text. CIS 533 students will complete an additional research project for graduate credit. Detailed
information will be provided at the end of the syllabus. Please Note: Additional assignments will be required as part of the
class content and may not be listed above.

Final Exam:
Students will present their Units of Study and evidence of growth. Self-assessment and peer-assessment will be conducted
on the last day of class.

Performance Assessments
The traditional A-F grading scale is often inaccurate, distracting, and not reflective of a students knowledge. As an alternative
for this class, students will build a hybrid portfolio reflected in the cumulative Unit of Study project and corresponding
presentation. Portfolios are collections of student work that depict a students activities and accomplishments. The collection
includes evidence of self-assessment, reflection, and growth throughout the semester.

Grading Policy
Students will receive an A in this course by doing all of the following at an impressively high level:
Participating meaningfully and positively in online and face-to-face sessions in order to contribute to class learning
Completing ALL assignments in a high-quality manner and/or revising assignments that dont meet expectations
Thoughtfully reflecting on assignments in order to set goals and make positive changes
Showing mastery of content standards and lesson planning
Consistently arriving to class on time and missing one or fewer class sessions

Evidence for Growth:

Students will complete a variety of assignments to practice and ultimately indicate their mastery of:

Nevada Academic Content Standards/Common Core State Standards and related learning objectives

Lesson planning and the Components of an Effective Lesson

Goal-setting, reflection, and an ability to make positive changes

Participation, collaboration, and contribution to class learning

Rubrics will be provided for each activity and will be assessed either formatively or summatively. The goal of formative assessment is to offer
feedback that the instructor and student can use to make improvements in the learning process. Summative assessments are used to measure
the degree of success or proficiency that has been obtained at the end of an instructional unit. For this reason, all activities will be assigned a
point value. Formative assessments will be given a full-point completion grade; whereas, summative assessments will receive a point-value
grade based on an accompanying rubric. Assignments used to determine a students overall grade include:
6 Minute Teach (10 points-formative)
6 Minute Teach Write-Up & Reflection (12 points-summative)
Creatavist Digital Story (24 points-formative)
Online Tutorial (10 points-formative)
Two Lesson Plans (16 points-formative; 31 points-summative)
Dialectical Journal & Lit Circle roles (10 points-formative)
6 Edmodo Reading Posts (30 points-formative)
Unit of Study (65 points-summative)
Additional Classwork as assigned (formative)

Course Policies
Absences:
I expect you to attend every class.
If an absence is unavoidable due to illness or emergency, I expect you to inform me in a timely manner of the reason for your
absence (e-mail and/or phone call/text, please). Any absence must be made up by submission of a 3-page, dbl-spaced, Make-Up
Edmodo assignment (see guidelines below). The online assignment is due (posted in Edmodo) at the beginning of the next class at
which you are present. If you complete the make-up assignment satisfactorily, you will receive full credit for the class you missed.
If you do not complete it, all points will be deducted for each absence not made up. Please note: one absence due to illness or
other unavoidable circumstances will be excused with submission of makeup; however, any absence beyond the first will affect
your grade as noted in the following UNLV attendance policy.

Make Up Assignment Posted in Edmodo:

1.
2.
3.
4.
5.
6.

Summarize the content of the class (e.g., presentation, reading, group work, planning workshop, etc.).
Summarize the relevant information from the weeks reading.
Explain how this topic/issue is important to your development as a teacher.
What questions do you have about the topic/issue?
What are important issues to consider when thinking about this topic?
What connections can you make between this topic and the topic of the week before? Connections to other readings or
experiences you have had?

7.

Post three related links, videos, or resources to Edmodo for peers and explain how they supplement our learning on the
topic.

Attendance policy:
Attendance is required and affects the final grade. For the purposes of this class, attendance is defined as presence and
participation in class discussions and activities. Lack of participation may be considered as absence from class. University accepted
excused absences are religious holidays or participation in University sponsored events; students planning to take University
sanctioned religious holidays must inform the instructor no later than the second class meeting. As a general rule, a student
missing a class or laboratory assignment because of observance of a religious holiday shall have the opportunity to make up
missed work. There are no other identified excused absences. Your attendance pattern (absences, late arrivals, early departures,
and participation) will influence your final grade as follows:
0 -1 no change
2 grade drops 1/3 (e.g., B+ will drop to B)
3 grade drops 2/3 (e.g., B+ will drop to B-)
4 grade drops 1 letter (e.g., B+ will drop to C+)
>5F
Note: 3 late arrivals and/or early departures equals one absence.
Tardiness: I expect you to be in the room and ready to work at 4:00 p.m. A sign-in sheet will be available from 4:00 4:10 p.m. If
you do not sign the sign-in sheet, you will be considered absent and the above policy will apply.
Late Work: Late work will be assessed a penalty of 10% per day. For midterms, final exams, unit plans: 25% per day. You must be
aware of this penalty, as I may not always notify you of a reduced grade.

Online Classes:
To model the blended learning initiative adopted by the school district, our course will include online sessions in lieu of face-toface class. Online sessions are designed to take 2 hours 45 minutes, not including typical homework time for each week. Using
the flipped classroom model, students will engage in activities in on-campus classes based on the online work the week
previous. All work for online sessions must be completed for attendance.

UNLV Policies
Academic Misconduct
Academic integrity is a legitimate concern for every member of the campus community; all share in upholding the fundamental
values of honesty, trust, respect, fairness, responsibility and professionalism. By choosing to join the UNLV community, students
accept the expectations of the Academic Misconduct Policy and are encouraged when faced with choices to always take the
ethical path.
Students enrolling in UNLV assume the obligation to conduct themselves in a manner compatible with UNLVs function as an
educational institution.
An example of academic misconduct is plagiarism: Using the words or ideas of another, from the Internet or any source, without
proper citation of the sources. See the Student Academic Misconduct Policy (approved December 9, 2005) located at:
http://studentlife.unlv.edu/judicial/misconductPolicy.html.

Copyright
The University requires all members of the University Community to familiarize themselves and to follow copyright and fair use
requirements. You are individually and solely responsible for violations of copyright and fair use laws. The university will neither
protect nor defend you nor assume any responsibility for employee or student violations of fair use laws. Violations of copyright
laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary action under University
policies. To familiarize yourself with copyright and fair use policies, you are encouraged to visit the following website:
http://www.unlv.edu/committees/copyright/.

Disability Resource Center (DRC)

The Disability Resource Center (DRC) coordinates all academic accommodations for students with documented disabilities. The
DRC is the official office to review and house disability documentation for students, and to provide them with an official Academic
Accommodation Plan to present to the faculty if an accommodation is warranted. Faculty should not provide students
accommodations without being in receipt of this plan.
UNLV complies with the provisions set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act
of 1990, offering reasonable accommodations to qualified students with documented disabilities. If you have a documented
disability that may require accommodations, you will need to contact the DRC for the coordination of services. The DRC is located
in the Student Services Complex (SSC), Room 137, and the contact numbers are: Voice (702) 895-0866, TTY (702) 895-0652, fax
(702) 895-0651. For additional information, please visit: http://studentlife.unlv.edu/disability/.

Religious Holidays Policy

Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall
be given an opportunity during that semester to make up missed work. The make-up will apply to the religious holiday absence
only. It shall be the responsibility of the student to notify the instructor no later than the last day at late registration of his or her
intention to participate in religious holidays that do not fall on state holidays or periods of class recess. This policy shall not apply in
the event that administering the test or examination at an alternate time would impose an undue hardship on the instructor or the
university that could not be avoided. http://catalog.unlv.acalog.com/content.php?catoid=1&navoid=44&bc=1

Rebelmail
By policy, faculty and staff should e-mail students Rebelmail accounts only. Rebelmail is UNLVs official e-mail system for
students. It is one of the primary ways students receive official university communication. All UNLV students receive a Rebelmail
account after admission to the university. Non-admitted students should contact the Student Help Desk at (702) 895-0761, in the
Student Union Room 231, or by e-mail: studenthelp@unlv.edu. See http://rebelmail.unlv.edu/ for additional information.

Tutoring
The Academic Success Center (ASC) provides tutoring and academic assistance for all UNLV students taking UNLV courses.
Students are encouraged to stop by the ASC to learn more about subjects offered, tutoring times and other academic resources.
The ASC is located across from the Student Services Complex, #22 on the current UNLV map. Students may learn more about
tutoring services by calling (702) 895-3177 or visiting the tutoring web site at: http://academicsuccess.unlv.edu/tutoring/

UNLV Writing Center

One-on-one or small group assistance with writing is available free of charge to UNLV students at the Writing Center, located
in CDC-3-301. Although walk-in consultations are sometimes available, students with appointments will receive priority
assistance.
Appointments may be made in person or by calling 895-3908. The students Rebel ID Card, a copy of the assignment (if
possible), and two copies of any writing to be reviewed are requested for the consultation. More information can be found at:
http://writingcenter.unlv.edu/

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GLP Research Project

CIS 533 Research Project
Research Project: Theory into Practice/Graduate licensure students who are enrolled for graduate credit will complete a
research application project for future Methods students. You will find articles that you feel should be required reading for
next semesters Methods students. Please find information that offers a fresh perspective in addition to concrete examples
for implementation. Some ideas are included below; however, you are not limited to this list.
Teaching struggling readers and writers
Drama in the English classroom
Working with English Language Learners
Teaching poetry to adolescents
Teaching vocabulary
Teaching research writing
Teaching grammar
Reading and writing about literary texts
Teaching writing using 6 traits
Technology applications in the English classroom
Classroom-based assessment
21st Century Learning
Gender issues in English classroom
Blended Learning
Censorship in English classrooms
Flipped Classroom
Multi modal literacy
Data in the classroom
Media literacy
Assessment in English
Oral language in the English classroom
Conduct a literature search to find a minimum of 4 articles related to the topics listed above. At least two articles must be
research-based studies and at least two articles must be related to classroom applications. This library-based assignment should
reflect graduate-level quality.
1. Begin your paper with one paragraph describing your philosophy of education
2. Write a one-paragraph summary of each article.
3. For each article, assert its right to be on the must-read list for Methods class. This will be like a sales-pitch. Convince
me of the articles merit. How will it contribute to preteachers need-to-know?
4. Conclude the discussion by detailing the ways in which the article aligns with your philosophy of education.
5. End your written report with complete bibliographic information using the APA format as required by the Graduate
College.
6. Attach a copy of each article to the final report.
7. Post for peer review.
Acceptable Research Journals include:
Research in the Teaching of English
Assessing Writing
Harvard Educational Review
Journal of Adolescent and Adult Literacy
Journal of Reading
Journal of Teaching Writing
Journal of Basic Writing
Journal of Second Language Writing
Teachers College Record
Teacher Research: The Journal of Classroom Inquiry
TeacherResearcher
The Reading Teacher
The Writing Instructor Written Communication
Acceptable Application Journals include
English Journal
Language Arts
Voices in the Middle
Quarterly of the Natl. Writing Project
Primary Voices K-6
Rethinking Schools
Teaching Tolerance

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