ARSC 431 ARSC 431: Methods of Teaching in Arts and Sciences (3hrs)

Instructor: Office: Class: Phone: Email: Dr. Shelia Sargent-Martin PE 203 PE 202F, Wednesday 12:00-2:50 pm 304-327-4175 ssmartin@bluefieldstate.edu

Textbook: It is suggested students download and print a free copy of: Common Core State Standards for English Language Arts http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf 21st Century Reading and English Language Arts Content Standards and Objectives for West Virginia Schools http://wvde.state.wv.us/policies/p2520.1.pdf Next Generation Content Standards and Objectives for English Language Arts in West Virginia Schools http://wvde.state.wv.us/policies/p2520.1a.pdf Assigned readings

Weisel, E. (1960). Night. New York: Hill & Wang. Pelzer, D. (1950). A Child Called It. Deerfield Beach, Florida: Health Communications Inc. Alcott, L.M. (1983). Little Women. New York: Penguin Books.
Course Description: 431 Methods of Teaching in Arts and Sciences (3-0-3). Instructional

techniques unique to academic subjects in Arts and Sciences. PR: Admission to Teacher Education. CO: EDUC 330.
Bluefield State College Teacher Education Model: The Bluefield State College Teacher Education Model is The Cooperative Reflective Manager of the learning environment. This model is assessed through the WV Professional Teaching Standards and aligned with INTASC Standards. Faculty believe that students should engage in cooperative learning activities and model these activities in field, clinical, and teaching experiences and that reflection and feedback on these experiences increases learning. Teacher candidates are also assessed on their ability to manage the learning environment through effective teaching, planning, and assessment. Commitment to Diversity Bluefield State College and its Teacher Education Program are committed to providing a climate that embraces diversity in course offerings, faculty, students, activities, and experiences. The Standards and Dispositions incorporated in the Conceptual Framework reflect the programs commitment to providing candidates with the knowledge, skills, and dispositions needed to support the learning of all students, regardless of race, ethnicity, exceptionality, or socio-economic status. The School of Education believes that diversity must be broadly defined to include race, ethnicity, socioeconomic status, gender, and special populations. This definition also includes interactions with

ARSC 431
diverse higher education faculty, candidates, and students and faculty in P-12 schools and is found throughout the program. Broad experiences with diversity help candidates acquire and apply knowledge, skills, and dispositions to help all students learn. Commitment to Technology / ISTE Standards Faculty and school partners of Bluefield State Colleges Teacher Education Program believe that teacher candidates must model and apply the National Educational Technology Standards for students in the design, implementation and assessment of learning experiences, which both engage students and improve learning. Through required courses and professional development, candidates are afforded training and opportunities to become proficient with current technologies used in P-12 public schools. Objectives: Teacher candidates will demonstrate an understanding of:

1) curriculum and planning through knowledge of core content, pedagogy, setting goals and objectives for learning, designing instruction, and student assessment. Define reading and language arts and the related objectives (including West Virginia Professional Standards) necessary to achieve the goals of an integrated language arts/reading program in middle level education. (B,C) Understand the theories and principles of young adolescent language and literacy development and the relationship between literacy development and the overall psychological and social development of diverse young adolescents. (A,B) Demonstrate knowledge of the reading process and how to provide sound reading instruction at the middle level including basal reader, literature-based, and reading across the curriculum. (A,B) Demonstrate knowledge of and skill in using a variety of language arts and reading assessment strategies appropriate for a diverse student population. (A,B) Demonstrate an awareness of and skill in incorporating technology and other multimedia resources to enhance literacy learning for diverse young adolescents. (D) (ISTE 1a,b; 2a,b,c; 3b,c; 4a) Demonstrate knowledge of the writing process and how to provide sound writing instruction across the curriculum at the middle level. (A,B) Demonstrate an understanding of and skill in developing young adolescents subject area literacy through reading and writing across the curriculum. (A,B) Demonstrate skill in team planning, developing, and teaching interdisciplinary and integrated lessons. (B,D) Demonstrate an understanding assessment to guide instruction in the language arts. (C,D,E) 2) the learner and the learning environment through knowledge of intellectual/cognitive, social, and emotional development, the creation of environments of respect and rapport, establishing cultures for learning, implementing classroom procedures, managing student behaviors, and organizing the learning environment. Understand the theories and principles of young adolescent language and literacy development and the relationship between literacy development and the overall psychological and social development of diverse young adolescents. (A,B) Demonstrate knowledge of and skill in using a variety of language arts and reading assessment strategies appropriate for a diverse student population. (A,B)

ARSC 431 Demonstrate an awareness of and skill in incorporating technology and other multimedia resources to enhance literacy learning for diverse young adolescents. (C) (ISTE 1a,b,c; 2a,b,c; 3b,c; 4a) Demonstrate knowledge and skill in implementing a range of appropriate classroom behaviors for cooperative learning activities (B,C,D,E)

3) the art of teaching focused on the importance of content, communication with students, questioning and discussion techniques, student engagement, the use of assessments in instruction, and the importance of flexibility and responsiveness. Define reading and language arts and the related objectives (including West Virginia Professional Standards) necessary to achieve the goals of an integrated language arts/reading program in middle level education. (A) Understand the theories and principles of young adolescent language and literacy development and the relationship between literacy development and the overall psychological and social development of diverse young adolescents. (A,B,C) Demonstrate knowledge of the reading process and how to provide sound reading instruction at the middle level including basal reader, literature-based, and reading across the curriculum. (A,C, E) Demonstrate knowledge of and skill in using a variety of language arts and reading assessment strategies appropriate for a diverse student population. (A,C) Demonstrate an awareness of and skill in incorporating technology and other multimedia resources to enhance literacy learning for diverse young adolescents. (D) (ISTE 1a,b,c; 2a,b,c; 3b; 4a) Demonstrate knowledge of the writing process and how to provide sound writing instruction across the curriculum at the middle level. (A) Demonstrate an understanding of and skill in developing young adolescents subject area literacy through reading and writing across the curriculum. (A, B) Demonstrate skill in team planning, developing, and teaching interdisciplinary and integrated lessons. (A) 4) the professional responsibility for self- renewal by engaging in professional learning, professional collaborative practice, reflection on practice and professional contribution. Use a variety of professional resources to define reading and language arts and the related objectives (including West Virginia Professional Standards) necessary to achieve the goals of an integrated language arts/reading program in middle level education. (A,B,C,D) (ISTE 3b,c) Demonstrate a positive and developing commitment to professional behavior (based on the Performance Outcomes for Professionalism) in the pursuit of teacher certification, both in class and during the field experience. (A,B,C,D) (ISTE 4a) 5) their professional responsibilities for school and community by participating in opportunities to support the larger school context including the school mission process, school-wide activities, a learner-centered culture, student support and management systems, school, family, and community connections, strategic planning/continuous improvement, teacher leadership, and ethical standards. Collaborate with colleagues (D) (ISTE 3b) Demonstrate a positive and developing commitment to professional behavior (based on

ARSC 431 the Performance Outcomes for Professionalism) in the pursuit of teacher certification, both in class and during the field experience. (A,B,C,D,E,F,G,H,I) (ISTE 4a)
Standar ds/Skills WVPTS INTASC
1 A 1

Standard 1
1 B 2 1 C 4 1 D 7 1 E 8 2 A 2

Standard 2
2 B 3 2 C 2 D 5 2 E 2 F 3 A 1

Standard 3
3 B 4 3 C 5 3 D 6 3 E 8 3 F 8

Standard 4
4 A 4 B 9 4 C 4 D

Standa rd 5
5 A 5B5I

10

ISTE Standards
1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessments 3. Model DigitalAge Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership

a, b, c

a, b, c

b, c

Statement on Academic Honesty and Academic Honesty Procedures The value of a Bluefield State College education is only as good as the integrity of its students' work. Therefore academic honesty is a key pillar upon which Bluefield State College rests. Bluefield State College believes academic dishonesty includes but is not limited to cheating, falsifying records, plagiarism, giving or receiving aid during an exam, misrepresenting academic work, submitting the same work to more than one class with a willful intent to mislead. All new students at Bluefield State College will be required to complete an Academic Honesty education session and sign the Colleges Honor Code statement at that session. All Bluefield State students are subject to serious disciplinary measures if they are caught engaging in such behavior. All students found guilty of violating the academic honesty procedures will be reported to the Dean of their School and the Provost who will maintain records of all incidents. Your career at Bluefield State is cumulative. The penalty for the first offense will be decided upon by the instructor and can include such penalties as a reduced grade on the assignment or a grade of F for the course. A second offense of the statement in a students career at Bluefield State will result in a mandatory grade of F for the course and academic probation for one semester. A third offense of the statement in a students career at Bluefield State will result in mandatory grade of F for the course and expulsion from the Institution. Some programs may have additional penalties for violating the academic honesty procedures. All F grades given to students caught violating the academic honesty procedures may have a *NR designation on their transcript. The *NR designation means that grade may not be changed by repeating the course unless the student receives approval from the Provost. Instructors must complete and submit an Academic Honesty Violation Report form for all incidents to the Provost and appropriate line Deans and Directors with the penalty assessed. Instructors should make every effort to meet with the student to discuss the incident and explain the instructors findings. Instructors must provide official notice to the student, the appropriate line Dean, the Director of the students program, and the Provost within three school days. Students have the right to appeal the instructors finding, and must be informed of this right in the official notice. Students must indicate their desire to appeal the instructors finding within 3

ARSC 431 school days of receiving the official notice. All appeals will be heard by the Academic Appeals Committee. The full committee need not be present to hold an appeals hearing. An appeals hearing must consist of at least three people (two faculty members and one student representative). Plagiarism includes but is not limited to: 1. 2. 3. 4. Presenting someone else's ideas as your own without attribution. Copying someone's words without providing quotation marks and citation. Paraphrasing someone's words without providing a citation. Submitting the same paper for more than one class without instructor permission.

Cheating includes but is not limited to: 1. Purchasing a term paper or assignment and presenting it as your own. 2. Selling or giving any term paper, assignment, or aid so that a student may present that material as his or her own. 3. Receiving aid or providing aid to another student during an exam or on a non-cooperative assignment. 4. Stealing a copy of a test or receiving a copy of a test before taking it. 5. Using books, notes, or any other aid during an exam or assignment unless permitted by the instructor. 6. Using a mobile device, computer, or cell phone to give or receive aid on an exam or assignment or in any way not permitted by the instructor. Bluefield State College has taken measures to help students avoid engaging in willful or unintentional academic dishonesty. All students must successfully complete an academic integrity workshop within their first semester of beginning classes at Bluefield State College. Student Honor Code Bluefield State has also implemented a student honor code which all students will sign during the Academic Honesty education session. I have read and understand the BSC academic honesty statement. I am responsible for the work that I submit and my conduct as a student at BSC. It is also the students responsibility to read the BSC catalog, and students will be informed of this statement at orientation.
Attendance Policy:

From the College Catalog: Students are expected to attend all classes for which they are enrolled. Regular attendance for satisfactory completion of a course is an important part of the students educational experience. The college recognizes three kinds of absences: 1) an institutional absence resulting from participation in an activity in which the student is officially representing the college; 2) an unavoidable absence resulting from illness, death in the immediate family or unnatural cause beyond the control of the student; 3) all other absences are considered willful.

ARSC 431 See page 59-60 in the College Catalog for additional information about student responsibilities concerning attendance.
Evaluation and Feedback

Students will be awarded points and grades as follows 1. Attendance/ participation 2. Teaching strategy presentations/handouts/lesson plans (50 each) 3. Writing (2 @ 50 each) 4. Teach class (writing/text) 5. A Child Called It book study 6. Glog Advertisement 7. Brochure 8. Adolescent Literacy (8@10) 9. Online Novel Study 10. Diversity literature collection 11. Practice Praxis II tests 12. ELL strategies
Grading Scale:

75 points 100 points 100 points 100 points 100 points 50 points 50 points 80 points 100 points 100 points 75 points 70 points

1000-900 points 899-800 points 799-700 points 699-600 points Below 600 points

= = = = =

A B C D F

Tentative Course Calendar

This schedule is intended to give you an overview of the course and may change. Late assignments will not be accepted. Date and Topics August 22* August 29 September 5 September 12* Readings and Assignments Due Class introductions/syllabus Blackboard training Poetry Begin online book study of A Child Called It. Students will present the Writing Process: Stages of the Writing Process and Writing Activities. Presentation should also include reference to types of source materials for writing, evaluating source materials and citations. Share prepared lesson #1 Continue book study/Adolescent Literacy and Decoding Adolescent Literacy and Morphology Students will present Historical and Cultural Contexts of Texts. Presentation will include Classicism, Renaissance, Neoclassicism, and British and American Literature Share prepared lesson #2 Be prepared to discuss A Child Called It

September 19 September 26 October 3*

ARSC 431 October 10 October 17 October 24 October 31 November 7 November 14 November 21 December 28 December 7 December 12 Adolescent Literacy and Fluency/Writing #1 due Novel Study/Literature Circles Adolescent Literacy and Reading Assessment Adolescent Literacy and Writing/ brochure and ad (poster) due Adolescent Literacy and Motivation ELL and Adolescent Literacy and the Needs of Diverse Learners /Writing #2 due Thanksgiving break- no class Praxis II Review Praxis II Test Review Final Exam Week Assignments 1. Attendance and participation- video responses, discussion, articles, etc. Students will be asked to attend and participate in classroom activities and discussions. (Objectives 1,2,3,4,5,6,7,8,9,10,11,12) 75 points 2. Teaching strategy/presentations/handouts/lessons- students will prepare two lessons and share with the class. Students can select from a focus on grammar and/or word study, vocabulary and/or comprehension. Two plans (50 each). Format will be discussed in class. (Objectives 1,2, 3, 4, 6, 7, 8, 10, 12) 100 points 3. Writing: Students will select and submit two writing samples: a. Compare and contrast a text to an audio, video or multimedia version of the text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Can include advantages and disadvantages of using different mediums to present the topic or idea. b. Compare and contrast two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. c. Write arguments to support claims with clear reasons and relevant evidence d. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information throughout the selection, organization, and analysis of relevant content. e. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Objectives 1, 2, 6, 7, 8, 9, 10, 12) 100 points 4. Students will work in cooperative groups and teach two lessons a. Historical and Cultural Contexts of Texts i. Classicism, Renaissance, Neoclassicism ii. British Literature iii. American Literature b. Elements of the Teaching Writing i. Stages of the Writing Process

ARSC 431 1. Prewriting 2. Drafting 3. Revising 4. Editing 5. Publishing 6. Evaluating ii. Writing Activities iii. Other- be sure to include to address specific writing purposes and audiences (e.g., creative, journalistic, essay, narrative, informative, and persuasive) (Objectives 1, 2, 7, 8, 9, 10, 11, 12) 100 points 5. Book study- students will participate in an on-line book study of the book A Child Called It. (Objectives 1, 2, 3, 4, 5, 6, 8, 9, 11, 12) 100 points 6. Students will prepare an advertisement using Glogster (www.glogster.com), Word, Publisher or other software. The advertisement should promote a preapproved language arts topic. See list below for ideas. (Objectives 1, 5, 6, 10, 12) 50 points 7. Create a brochure about one of the following topics:

a. Elements of Poetry b. Elements of Prose- Fiction (Narrative) and Nonfiction (expository) c. Fostering reading appreciation and motivation to learn d. Teaching vocabulary e. Teaching comprehension (e.g., modeling, questioning, activating prior knowledge, text structures, strategies) f. Story elements (e.g., plot, setting, characters, conflict) g. Study Strategies (e.g., skimming, note-taking, anticipation guide) h. Graphic Organizers i. Grammar (e.g., kinds of sentences, sentence types, effective sentences, parts of speech) j. Punctuation k. Figurative language and other literary terminology (Objectives 1, 5, 6, 7, 10, 12) 50 points 8. Adolescent Literacy- Students will read the eight sections of What ContentArea Teachers Should Know About Adolescent Literacy and summarize and/or respond to each section (8@10) 80 points 9. On-line Novel Study- students will participate in a novel study using the book Night (Objectives 1, 2, 3, 4, 5, 6, 8, 9, 11, 12) 75 points

ARSC 431 10. Students will compile a list of 10 books that could be utilized in the language arts classroom. The diverse list should include books that relate multiculturalism and exceptionalities. Include a description of how the book could be used. (Objectives 1,2,6,8,10,12) 100 points 11. Practice PLT and Praxis II tests (Objectives 1,2,3,4,6,7,8,12) 12. ELL strategies- students will review the website
http://www.colorincolorado.org and other resources for ELL students and compile a list describing 10 effective strategies for working with ELL students 70 points

75 points

ARSC 431

Bibliography Blachowicz, C., Fisher, P.J. (2006). Teaching Vocabulary in All Classrooms. Upper Saddle River, NJ: Pearson Education, Inc. Carnine, D.W., Silbert, J., Kkameenui, E., Tarver, S.G., Jungjohann, K. (2006). Teaching Struggling and At-Risk Readers: A Direct Instruction Approach. Upper Saddle River, NJ: Pearson Education, Inc. Clay, M.M. (2006). An Observation Survey of Early Literacy Achievement. Portsmouth, NH: Heinemann. Cunningham, P.M., Allington, R.L. (2007). Classrooms That Work: They Can All Read and Write. Boston, MA: Pearson Education, Inc. Goudvis, A., Harvey, S. (2007). Strategies That Work. Portland, ME: Stenhouse Publishers. Gregory, J.M. (1989). The Seven Laws of Teaching. Grand Rapids, MI: Baker Book House. Marzano, R.J., Pickering, D.J., Pollock, J.E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Rasinski, T.V. (2003). The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension. New York, NY: Scholastic Professional Books. Temple, C., Ogle, D., Crawford, A., Freppon, P. (2005). All Children Read: Teaching for Literacy in Todays Diverse Classrooms. Upper Saddle River, NJ: Pearson Education, Inc. Tompkins, G.E. (2007). Literacy for the 21st Century: PreK-4. Upper Saddle River, NJ: Pearson Education, Inc. Tyner, B. (2004). Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. Newark, DE: International Reading Association. Zemelman, S., Daniels, H., Hyde, A. (2005). Best Practice: Todays Standards for Teaching & Learning in Americas Schools. Portsmouth, NH: Heinemann.