EDU 512 - Elementary Curriculum and Instruction: Social Studies and Language Arts

School of Education California Baptist University

Spring 2017

It is the mission of the Dr. Bonnie G. Metcalf School of Education of California Baptist University, a Great
Commission University, to prepare professionals of high moral character and ethical behavior to serve
throughout the world.

Academically Biblically Equipped Globally

Prepared Rooted To Serve Minded

Professor: Dr. Rachel Timmons Office: Yeager- 236

Office Hours: T., W., TH. 1:00 4:00 (& by Appointment) E-mail: rtimmons@calbaptist.edu
Phone: (951) 343 4483

Purpose of the Course: This course is designed to prepare future teachers to meet the School of Education Multiple
Subject Student Learning Outcomes (SLOs) which are closely aligned with the California state and national requirements
for certification in language arts and social studies and to equip students with knowledge and skills necessary for the
successful teaching of these subjects. Integrated lesson planning and unit development with appropriate assessment will
also be a strong component of the course content. This course is designed to provide opportunity to demonstrate use of
critical thinking and informed decision making concerning teaching and learning.

Course Description: This course is a study of the scope, organization and instructional procedures used to teach social
studies and language arts. Students will learn how to design and develop interdisciplinary units of study, how to write and
assess instructional objectives suitable for a diverse student population, and learn how to organize and integrate social
studies and language arts instruction in the public school classroom. These units and lessons must follow state adopted
curriculum standards and frameworks. Various teaching strategies will be demonstrated and experienced during the class
periods including SDAIE strategies for English Language Learners. The theoretical and scholarly foundations for these
teaching strategies stem from behavioral models (Skinner, Bloom, Hunter), information processing models (Bruner,
Ausabel; Sharon), social models (Bandura, Kagan) and constructivism (Piaget, Vygotsky, Dewey). Therefore, students will
have a variety of lesson plan models to use in the classroom. Students will work in collaborative groups to complete
portions of class work. Fieldwork is required and includes 20 hours of fieldwork and participation activities. Each course
objective is designed to meet a portion of the Teacher Preparation Expectations for certification in the state of California.

Course Work Load Expectations: While the level of work required to "master" the material will vary from
individual to individual, the expectation of a "Master degree" is that a person has achieved a level of expertise
and authority in an area of study and is skilled in handling knowledge. This expectation is communicated by
the WASC guideline of three hours of independent study for every hour of instruction for one graduate credit
(WASC, 2001, p. 121). That means that you should expect approximately 9 hours of study and
preparation time per week for this course. Please pace yourself accordingly in preparing for this
course.
Professional Expectations: Professional behavior is expected in all situations in class as well as during
fieldwork at school sites. This includes appropriate use of phones, electronic devices during class or fieldwork
hours and prompt attendance to class and appointments. Professional dress is expected which includes
adherence to CBU and public/private school (i.e., where you are ding fieldwork) dress codes. You are
developing your professional character and reputation so care in all areas of professionalism is extremely
important.

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Required Textbooks: Note: You are expected to have a copy of the text books for use in all classes. These are
required research based resources. If you use e-copies you must use it on your computer and not on phone. (E-
copies will be verified. Hard copies recommended.)

Language Arts, Patterns of Practice (Current Edition). Tompkins, Gail E., Upper Saddle River, New Jersey: Merrill-
Prentice Hall. (Current Edition ISBN: 0-13-159789-2)
50 Literacy Strategies Step by Step. Tompkins, Gail E., Upper Saddle River, New Jersey: Merrill-Prentice Hall. (Current
Edition ISBN-13:978-0-13-515816-6)

50 Social Studies Strategies for K-8 Classrooms. Obenchain K. & Morris, R., Boston: Pearson. 4 th Edition ISBN: 978-
013 374096.7

*The Savvy Teachers Guide: Reading Interventions That Work by Jim Wright. This is a free booklet but you must
print it and have it in a binder for weekly use in class. It is available at: www.interventioncentral.org

*edTPA resources will be available in course documents on Blackboard for free.

On-Line Documents required for use in class: Please be able to locate and use these free documents in class.

1. ELA: Reading/Language Arts and History Social Sciences Standards 2013:

http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

2. ELD- English Language Development Standards:

http://www.cde.ca.gov/sp/el/er/eldstandards.asp#Standards

Course Objectives Linked to program Student Learning Outcomes (SLOs: (NOTE: Course Objectives also
serve as Final Exam Study Guide)
Note: Each Objective is under the corresponding SLO/TPE. The color links the objective to each
assignment where the objective is assessed.

By the end of the semester, Credential Candidates will be able to:

SLO 1.0: Faith Integration/World View: Candidates incorporate a professional view concerning teaching and learning that is
compatible with a Christian worldview or perspective.

TPE 6: Student demonstrates professional habits consistent with a Christian worldview or perspective both in class and
at school sites during field work opportunities. {All}

SLO 2.0: Differentiation of Instruction: Candidates will prioritize personal and societal values as they relate to K-12 curriculum
so they can facilitate productive change and optimize school outcomes that serve culturally diverse students.

TPE 3.5: Determine appropriate modification/adaptation of instruction to meet needs of students with learning needs including
English language learners, students with special needs, and students exceeding the average level of achievement. { Unit}

TPE 3.5: Describe three types of focus students and provide a rationale for selecting a specific modification/adaptation of
instruction for each specific focus student. {Fieldwork/Unit}

TPE 3.5: Observe, acquire and use appropriate pedagogical knowledge, skills and abilities by completing 20 hours of fieldwork
which includes teacher aiding experiences designed to help Candidates develop a deeper understanding of effective instructional
practice described in the TPEs. {Fieldwork}

TPE 3.1: Demonstrate an understanding of CA State standards, Frameworks and Universal Access for teaching content of history
social science and language arts by applying standards in lesson plans. {Unit}

SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective learning environments and deliver
meaningful learning experiences which have an emphasis on developing a deep understanding of content knowledge.
TPE 3.1: Study the content of social studies and language arts and discuss, describe and demonstrate several methods of
teaching and assessing each component in these content areas. . {Component Chart}

TPE 3.5: Experience and utilize various models of group learning and teaching strategies and apply these strategies to
assignments which Include ELD standards and SDAIE techniques suitable for a group of diverse learners. {Unit}

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 TPE 3.3: Design an instructional unit integrating social studies, language arts and ELD standards which has five research based
lesson models and learning strategies which integrate social studies, language arts, and ELD standards. {Unit}
TPE 2.1: Explain how effective social studies instruction can promote social-emotional growth and individual responsibility through
discussion an understanding of the balance and responsibility of teaching religious and moral education in the public schools.
{Web Assignment in Fieldwork}

Demonstrate knowledge of developmentally appropriate instructional practice through selecting and adapting research based
instructional strategies and content for students at three different instructional levels.{Unit}

SLO 3.2: Assessment: Candidates will verify student progress by designing, implementing, and using multiple means of
assessment to create data-driven instruction.
TPE 5.1, 5.7 Define, describe and/or review correct assessment tools to help identify learner needs such as CELDT results, CST
Released Questions, observation checklists, spelling assessment, rubric development, and other formal and informal assessment
procedures. {Components Chart}

TPE 5.1: Develop appropriate assessment strategies for each lesson in the Instructional Unit assignment. {Unit}
SLO 3.3: Instructional Practice: Candidates will demonstrate the ability to select and integrate appropriate technologies into
instructional practices in a manner that optimizes student learning.

TPE 5.8 Demonstrate proficiencies using technology in word processing, use of web based programs as well as appropriate
technology related learning resources such as Power Point, e-pictures, videos, and Web-based interactive learning activities and
assistive technology available on internet. {All}

TPE 5.8 Identify and use appropriate resources (i.e. including technological resources) that support making subject matter
meaningful for students. {Unit}
SLO 4.0: Research Based Instructional Practices: Candidates will design instructional practices that serve individual and
groups of students by engaging in purposeful inquiry that promotes optimized learning opportunities and outcomes.
TPE: 3 (all)
Design several types of social studies and language arts lesson plans based on research based theoretical models: {Unit}
o direct instruction lesson (behavioral theory)
o concept attainment lesson (information processing theory)
o inducing a generalization (constructivist/information processing theory)
o inquiry lesson (information processing/constructivist theory)
o use of appropriate SDAIE/ELD teaching Strategies

Design appropriate lesson goals/objectives based on the cognitive, affective and psychomotor taxonomies/DOK Levels which are
also linked to CA State content standards. {Unit}
Locate, read and demonstrate (in class) various teaching strategies described in texts and Web sites that are appropriate for a
wide variety of learners.
Demonstrate proficiency with lesson presentations by participating in mirco-teaching activities in class prior to student teaching.
{Micro-teaching}
SLO 5.0: Professional Leadership: Candidates will formulate a vocational perspective that strategically engages in
professional leadership as is marked by thoughts and actions that value the inherent dignity of others.

TPE 6.1 Demonstrate in writing, orally, and through use of technology critical thinking habits of a reflective practitioner. {All

TPE 6.5: Understand and apply professional codes of ethics and current legal mandates concerning every aspect of delivering
pupil services as well as in all professional responsibilities and collaborations in the school during fieldwork and class activities.
{Fieldwork and Class Activities}

Explanation of Course Requirements and Evaluation

1. Critical Assignment Curriculum Unit (consisting of five consecutive lessons): Plan/develop an Integrated Unit
of Study with English language learner modifications and teaching strategies/student work
samples/technology included in all lessons.

Each student will prepare a curriculum unit of five consecutive lessons integrating content from these state
adopted content standards: social studies, reading, language arts and ELA/ELD. Complete outline/calendar for a
instructional unit for 5 10 teaching days, including an overview of plans for evaluation and assessment techniques. Four
lesson models and several mini lessons for targeted instruction (RTI) will be written to accompany this unit, which includes
use of ELD/ELL techniques and sample student work. Considerable class time will be devoted to preparing these
lessons. Successful completion of the unit plan is required to pass this course. (Note: Each lesson must contain
specific state content standard(s) and ELA/ELD standard(s) for modifying lesson.)

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 The Critical Assignment (i.e., the completed unit) will be shared in class as a bound paper copy with a bound
student work journal and attached in your e-project in Weebly or web site of your choice. Be sure to submit
in the EDU 512 Course assignment in BB. A reflective edTPA type statement found at the end of the Unit
Format will be included in this assignment.

2. Fieldwork Observations/ Activities and Log of Fieldwork Time - See Fieldwork handbook for details of
requirements.
Note: Fieldwork is CA state-mandated and no course grade will be given without total completion of fieldwork.
Half of the fieldwork hours are to be completed by midterm.
Each student will complete the following:
A 20-hour field assignment observing and assisting in a public school classroom during social studies/language arts classes. (Not
more than half of the observations may be completed in an accredited, private school. Permission granted on case-by-case
basis.) All arrangements for fieldwork must be made and approved through the Education Office. All of these observations must
be in grades K-6. NOTE: The Midterm includes submission of approximately 10 hours of observation.
Log of actual in-class observation hours, signed by master teacher(s). This document is required by the state for your permanent
record and credential.
Written documentation of fieldwork is required via a written report of each days work in the classroom. These observations will be
submitted in a folder with name and course information on the front.
A satisfactory recommendation from master teacher(s) is required for advancement to student teaching. Teachers employed on an
emergency credential are not exempt form this requirement.
Completion of all fieldwork activities is required for course completion. Some of these activities require working with students
and paraprofessionals in the classrooms so plan ahead.

3. Class Attendances, Participation, and Work Completion

Attendance points will be awarded for attendance and active participation in each class for the full period.

4. Research Based Strategy Reading Notes Component Chart for Teaching and Assessing Language Arts and
Social Studies Skills This assignment is required as a means to provide a research base for all instructional
practice. Download the chart posted on BB and fill it out each week according to the assigned readings. Hand in the
only the specific pages for each week in order to receive class participation points. This chart is useful for the
final exam preparation, edTPA preparation, the RICA preparation, special education credential classes, and for
developing skills in teaching and assessing language arts and social studies. (Due weekly)

5. Teach 3-5 Lessons Each student will teach and critique 3 of the lessons from the unit they have prepared to
smaller groups of students in the EDU 512 class.

6. Midterm-The midterm is the completion of required work for the Unit that has been assigned to that point. All
assigned work must be submitted by the midterm date in order to earn the points. It is critical to be on time with these
assignments.

7. Oral/Written Final Exam EDU 512. Use course objectives and the Components Chart as study guides. Critical
thinking will be utilized to analyze and synthesize the information both orally and in writing.

8. E-Project- post all assignments in your E-project which is a web site such as Weebly. (i.e., Unit,
Component Chart, Syllabus, Fieldwork Activities and Log and Evaluation) as per directions provided below. Also
submit your e-project in BB Discussion Board. Sample of an e-project is posted in BB.

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 EDU 512 E- Project Content Outline

This project will be done as an E-project on a website such as Weebly or a Google site and submitted on
the due dates in the syllabus. Some of the components may be submitted in the class folder for easy
grading and sharing in class and then attached in the website for final project sharing/grading. The notion
is to fill up your project with attractive and useful teaching/learning tools.
The final project will be posted in BB, e-mailed to professor and shared with colleagues as part of the final
exam activity.

Section 1: E-Unit completed as a running document

Please post E-Unit and supporting resources that documents that help you come to a deeper understanding of
each research area. Your E-Unit will just be the running document that you complete during the class so each
week you are completing this assignment.

Section 2: Teaching resources you have located to support the teaching and learning of the Unit
Objectives
Please supply plenty of technology support materials that correspond with each lesson in your unit. You might
include videos, teacher tools or videos just for teachers, student friendly content support, interactive web sites that
students could use with the topic of your lesson and other supportive resources. Please link resources with the
appropriate lesson in the unit.

Section 3: Component Chart

Attach your research based Component Chart and add supportive e-resources for each component. Answer the
questions how do you teach various components in Language Arts and Social Studies.

Section 3 Fieldwork
This section is for your Fieldwork Activities, Log and Evaluation.

Section 4: Assessment and Rubrics

Locate and add various rubrics and assessment tools to support teaching of social studies and language arts.

Section 5: Differentiation of Instruction

Locate appropriate tools to use for ELD Students and other students with special learning needs.
ELD
Other learning needs
Advanced learners
Other of interest

Writing Expectations
All work must be properly edited before it is submitted. The student is responsible for using a writing manual or
seeking professional assistance if additional writing support is needed.
Students must write and speak with a command of Standard English conventions appropriate for professional
educators.
Excessive writing errors or multiple resubmissions of assignments will result in lowering the course grade.

Professionalism/Graduate Level Expectations: Read Very Carefully!

This is a graduate level course, which is also part of the California Credential Program. Professionalism at the
highest level is expected in all areas.

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Work Due: In keeping with the standards of professionalism, work must be submitted promptly as well as edited and
spell-checked. If there is a serious emergency, professional courtesy compels you to call your professor prior to class to
see what arrangements can be made to cover the situation. This includes having someone in the class collect all
handouts and apprise you on class proceedings. Please arrange this before the class in question. Revised lesson
plans must be submitted the following week.

Class Conduct: As a professional, you are expected to collaborate with your colleagues during in-class activities and to
respect one another with exemplary listening skills during presentations and class discussions. Professionalism would
also require supporting all members of the class with positive body language and verbal communication, maintaining a
positive attitude toward learning and participation as well as prompt attention to learning activities during each class
session.
Computers: Computers are often needed for use during class activities. Personal use (ex. e-mail/Face Book /e-games
etc.) is absolutely not acceptable as professional conduct and class points will be deducted if noted.

Attendance: Professionalism requires that you attend every class session and be on time. You will be expected to come
to class prepared, having read the assignments and completed the work due in order to participate effectively.
If you miss 2 classes, the highest grade you would likely receive is a B. Missing 3 classes is grounds for
failing the course. Missing a class also means missing points for in-class assignments as well as up to 50
points deducted.
If you are having a problem that is affecting your class performance, please see your professor as soon as
possible. Waiting until the end of the course to explain your difficulties prohibits working out possible
solutions.
An incomplete will be awarded only for dire emergencies as described by university policies.

THE POINT IS.DO NOT MISS CLASS!

Thank you for helping to make our learning journey valuable and exciting!

READINGS AND CLASS CALENDAR

This calendar is tentative and may be subject to change if circumstances so dictate.

Class Class Session Discussion and Learning Readings Work Due

Date Activities
Pre- Discuss/Learning Activities: Readings: Work Due:
class
Course Overview Download and read syllabus and
Note: This class progresses quickly so reading assignments posted.
ahead is helpful. See list below for guidance.
Note: Some Read over documents posted in
o Briefly overview all texts and become familiar Chapters may be BB.
with each text. assigned as
o Become familiar with the content of Social readings several edTPA Handbook 2016 in BB:
times because of Print or Download copy (or bring a
Studies in 50 Social Studies Strategies
the related copy from a prior class) for use in
o Prepare Class Notebook and Fieldwork
content and the class.
Notebook
importance of Making Good Choices: edTPA
o Download syllabus and fieldwork materials from
the concepts. Support book: Print/download a
Blackboard and organize them in a course and copy for use in class
a fieldwork notebook.
o Components Chart: Download the Component Download: CA Common Core
Chart into computer for weekly use. State Standards For English
o Language Arts and Literacy in
o Download Cognitive Taxonomy articles (3-5 History Social/Science, Science
articles) Have one paper copy in course and Technical Subjects.
notebook.
Locate ELD Standards and be
Read Fieldwork Packet- able to access them easily. The
o Prepare resources to be ready to complete web site below will provide access
Activity #1 in first week or two of class. to all standards.
o Note grade level you are selecting for your
lesson plans and Unit construction. http://www.cde.ca.gov/re/cc/
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1 Discussion Topics/Learning Activities: Readings: Work Due:
1/17
Course Overview: Review syllabus and Class/week 1 and Initial Class Materials added to
assignments 2 Course Notebook

Review Web projects and get your E-projects Fieldwork Notebook Prepared
started/set up
SS Standards and Readings assigned
edTPA Introduction: Frameworks-
Print edTPA documents posted in BB for use in Overview on line
Be prepared to log on to
class.
Common Core Weebly or similar web site in
State Standards class. Bring lap tops if
Class Activity concerning understanding the
(CCSS) for possible.
content of social studies in greater detail
o Defining the Social Studies and SS Content Language Arts
Locate Social Studies
o See 50 SS Strategies Part 1 and 2.
Standards and Frameworks on
Download Social Studies (1998) Standards and
Grade Level line.
curriculum (for grade level of your unit choice)
Curriculum
Unit Theme: Share ideas for selections of grade
level and topics and make selection for
assignments.
Component Chart and CCSS Standards Chart
Overview of assignment

Lesson Plan: First DI lesson plan explained

Review E-Unit Format and lesson plan rubrics
posted on BB.

Assign:
Draft of Direct Instruction Lesson Plan #1
w/student work

Fieldwork Activity #1- Select a class for your

fieldwork and describe the class in general terms.
Then fully describe 3 focus students (i.e., EL
student, Student w/different instructional challenge
and Gate student) as per Fieldwork Activity # 1.

Components Chart Submit only the

component pages that are due and place date on
each submission. Follow syllabus as a guide for
due dates.
o Define/describe the content of social studies on
the Components Chart. A brief outline of the
content areas in all three columns is sufficient.
o Cognitive (Blooms) Taxonomy Download
3-5 articles from Web
o Depth of Knowledge- DOK Chart
o Print edTPA Documents for use in class
2 Discussion Topics/Learning Activities: Readings: Work Due:
1/24
Direct Instruction: Review and Q/A Draft of Direct Instruction
Social Studies Content and Teaching Lesson Plan #1 with student
Approaches: Social Studies work and 3 Adaptations (Should
Revisit SS Content and Frameworks Standards and be 100 % drafted ready for
Frameworks on revisions after input in class)
Social Studies for English Learners (overview) line
Working With EL Standards- (Read English edTPA: Print documents for use in
Learners Standard book and know how to use it See also Wright class.
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 for in class discussion) Strategies text for
SDAIE/ELD Strategies (See also Wright ELD interventions Components Chart:
Strategies text and handouts posted on BB) Content of Social Studies
Overview of ELD/E LA Framework: See WWW ELD handouts Cognitive Taxonomy/DOK
RICA Links to ELA Standards posted on BB Any additional components
that link with readings.
edTPA Info: Q/A

Assign:
Components Chart
Define EL/ELD/ELL/SDAIE, Define and describe
a variety of SDAIE/EL teaching/assessing
adaptation strategies on Components Chart.
Background Knowledge
Revise Direct instruction Plan #1 with EL/
SDAIE/ELD strategies
Fieldwork Activity #1: Complete

3 Discussion Topics/Learning Activities: Readings: Work Due:

1/31
Lesson Plan: Teach Direct Instruction Lesson in
Class. You MUST have the lesson plan in class Completed Fieldwork Activity #1
at the time you are teaching ANY lessons. If no (T. Stands for
lesson plan no points for teaching will be given. Tompkins) Components Chart:
T. Ch. 1 and 2 EL/ELL/SDAIE and any additional
Content: components that link with the
Understand ELD Components and Standards readings.
Learning and the Language Arts (T. Ch. 1) Social Studies
Framework/Grade Direct Instruction Lesson Plan
Teaching and Assessing Language Arts (T. Ch.
level and chapter #1 with student work and 3
2)
on assessment Adaptations- Final Copy
ELA/ELD Framework: Content and Pedagogy (Teach in class)
(see WWW link) Wright Strategies-
Assessing SS Outcomes -SS Frameworks on Overview
assessment and other resources from your
research. You MUST have the lesson plan
Wright Strategies: Overview of book/learn how to in class at the time you are
use this book and apply to adaptations teaching ANY lessons. If no
lesson plan no points for
Assessing Learning/Developing Assessment for teaching will be given.
Unit Objectives
What Does the ELA/ELD and SS Framework
say about Assessment?

Lesson Plan: Concept Attainment Lesson Demo

Developing Scoring Guides/Rubrics

Find rubrics on web. Share findings in class.
Assign:
Components Chart: Assessment: Define
formal, informal assessment, authentic
assessment, portfolio, and rubrics. Explain
appropriate use of each type (in the Teaching
Strategies /and assessment column on
Components Chart)
Final Edits on Direct Instruction Lessons
Concept Attainment Lesson Plan

4 Readings: Work Due:

2/7 Discussion Topics/Learning Activities:
Components Chart:

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 Differentiation of Instruction and
Concept Attainment Lessons: Teach in class. Revisit Wright Diversity and any additional
Strategies components that link with the
Demonstrate: Generalization Lesson Plan readings.

Planning for Diversity: Concept Attainment Plan:

Culture, Gender, and Exceptionalities Student Work, Assessment, ELD
Levels: Teach in Class with all
Access and Equity/Differentiation of Instruction materials needed
Applied: Review Lesson Plan Adaptations based
on readings and fieldwork learning, Wright
Strategies You MUST have the lesson plan
Assign: in class at the time you are
Components Chart Words, Grammar and teaching ANY lessons. If no
Handwriting, Spelling, lesson plan no points for
SS Skills and Cooperative Learning teaching will be given.
Generalization Lesson Plan/ Student Work &
Assessment

5 Readings: Work Due:

2/14 E-Class Learning Activities: E-Class Assignments
Happy Valentines Day!!!! T. Ch. 10 (Poetry)
No Face to face class meeting. Complete See Activities on left (learning
E-assignments below. activities) and these general
notes below:
Complete Concept Attainment Lesson Plan Reading for Web
Project on Morals
Reading and Writing Poetry and Religion (i.e., Poem Post on BB in
locate/read Discussion Board
Share Poem: After reading the chapter on
articles on www
poetry, try your hand at writing a poem
and note key
linked to your unit theme by following any
points.) Fieldwork activities for Moral
one of the poetry models in the chapter.
Post your poem in e-project and discussion development
Board and enjoy sharing your creativity. Add
the poem to your unit. Component Chart: Fill in
Find additional poems on www that relate to missing components to date
your unit and post in your e-project as
additional resources
Complete Generalization
E-Project - Set up your E-project in Weebly or Lesson Plan and all
similar web site. assignments due in next
class
Add Rubrics /Assessment in your E-project :
Locate 3-5 rubrics for your grade level and
topic. Revise to fit your unit.
View assessment PP on rubrics (www Link in
BB)
Record reading notes in Component chart

Fieldwork Activity:
Teaching morals and character
development- mini research

Assign:
Generalization Lesson plan- Teach next
class
Read assigned readings and complete
component chart
Share poems in next class
6 Readings: Work Due:
Discussion Topics/Learning Activities:
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2/21 Generalization Lessons - Teach in class in
small groups T. Ch. 12 Putting
it All Together Components Chart: Assessment
T. Ch. 12: Putting it All Together Literature and any additional components
Focus Units that link with the readings. You
should be completely caught up
Inquiry and Higher Level Thinking: Review Review T. Ch. 1 with your readings/component
applications of critical thinking and cognitive and 2 chart.
taxonomy. Review SS Generalization Lesson - Plan to
Frameworks for Teach in Class
instructional
What makes Inquiry lessons different than direct
strategies and
instruction?
assessment
Discuss ideas for Inquiry Lesson Plans

Instructional Planning
Explain Inquiry Mini Lesson Format
Explain edTPA Task 1 and plan to assess
your lesson using the commentary
questions and the rubrics for Task 1.

Assessment: Part 2
Components on Assessment
More on Adaptations and ELD Learners
CST Released Questions: Overview
Plan ahead for e-class CST assignment

Teaching Approaches
Putting it Together The Unit Plan T. 14

Assign:
Inquiry Lesson plan: Use Mini Lesson Format
(Use 50 Strategies to select an inquiry strategy)

Components Notes Chart-

Diversity- equitable teaching/assessing
strategies for diversity
Access and Equity (See Ch. 9 in ELA/ELD
Frameworks)
Define differentiation of instruction and supply
appropriate teaching/assessing
Define/describe the 6 language arts
Component Chart: Note Readings for next week

7 Discussion Topics/Learning Activities: Readings: Work Due:

2/28 Teach Inquiry Mini Lessons: Video lessons & Teaching Words, Inquiry Mini Lesson Plan:
Review lessons using edTPA Task 1 question Grammar and .
prompts and rubrics. Handwriting, Components Chart:
Spelling Content from T. 7, 11 and any
Intervention/RTI T. Ch. 7, 11 additional components that link
Discuss: Teaching Vocabulary (T. Ch 7) , with the readings.
Grammar, Spelling and Handwriting (T. 11) Describe Writing curriculum in
Strategies/Interventions- Share/demonstrate schools (ex. Step up to
strategies in texts writing)
Step up to Writing
Apply to Intervention Mini Lesson #1 on
www articles (find
Words/Grammar or Handwriting (use T. and articles on writing
50 Strategies for ideas) programs)
Find rubrics on www that apply to Teaching
Words, Grammar and Handwriting, Spelling Read and copy
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 Discuss Wright Strategies Text and assign Unit Rubric posted
various Strategies on BB.

Teaching Writing
View Step up to Writing PP - Discuss and apply
Common Core Writing Formats and Samples

Assign:
Intervention Mini Lesson #1 - Vocabulary
Words/Handwriting/Spelling

Review of Unit Rubric posted in BB and make

sure you have met all the components in your
unit Continue working on E-copy and paper
copy submissions of Units
Component Chart /Mini Lesson
o Describe Writing curriculum in schools
(ex. Step up to writing)
o Readings Assigned (T 8,12,13

8 E-class Learning Activities Readings: Work Due:

3/7
E-Project: Fill each section with suitable Vocabulary Lesson plan:
teaching learning resources. E-Project complete for sharing in next
Resources class
Vocabulary Lesson Plan: Use Mini Lesson
Format-
Plan to teach in next class. Use edTPA Task 1 Components Chart Words,
questions and rubrics to guide preparation of Grammar and Handwriting,
lesson. Spelling, SS Skills and
Cooperative Learning and any
additional components that link
1. Complete Midterm: Due next class
with the readings.
Midterm Four Lesson Plans/10 hrs. fieldwork
etc. (See Midterm Check list) Mid-Term: Prepare Check List
2. Complete Fieldwork Assignments
Fieldwork Activity #2 and #3

3. Get Component chart caught up to date

4. Wright Strategies: Read and prepare for Demo

assigned strategies
5. Add Resources to your E-Project.
6.
NOTE: Midterm Due - Next Week
( No midterm points given past next week)

9 Discussion Topics/Learning Activities: Readings: Work Due:

3/14 Review/Revisit: Discuss: Teaching Words,
Grammar and Handwriting, Spelling Components Chart:
Strategies/Interventions- Share/demonstrate All applicable components for
strategies in texts discussion topics
Read SLD Article
1. Share Intervention Mini Lesson : Vocabulary posted in BB Mini Lesson: Use edTPA Task 2
Development/Words or Handwriting to guide your lesson preparation
2. Debrief using edTPA task #2 Posted articles in
BB on content Midterm Check List filled out with
points.
3. Discuss Intervention Mini Lessons Listening Note: No midterm points will be
and Talk fir next week:
given past this date.

11
 4. Review Assessment: For IEP, Sp. Ed.
Differentiation of Instruction/Curriculum
RTI Information
IEP Information
Present Levels
SLD Article

Assign:
Mini Lessons: Listening/Talking
Read edTPA Task #3 and use in lesson
preparation
Component Chart:
Assessment continuation
Worksheet on Listening and Talk
components
Wright Strategies Part 2 and 3 (assign in class)
Download the Reproducible forms you are
interested in saving from WWW for Wright
Strategies text. (See WWW address on page iv of
text.)

3/21

Spring Break
10 1. Application of Listening/Talk Reading Work Due
3/28 2. Share Mini Lesson: Listening/Talk
3. Debrief using edTPA Task #3 Review Wright Fieldwork Activities #4, 5, and 6
4. Listening to Learn and Sustaining Talk in the strategies
Classroom Discussion and sharing of findings in Mini Lesson #2
readings in PLC groups. Moral and
5. Viewing and Visually representing Religion articles Submit Unit in E-unit in BB and
Complete worksheet posted in BB for readings attach in E-project
and components for T. 4
T. Ch. 4:
Complete component chart for Listening and Listening and
talk Talking

Assign: T. Chapter 6:
Assign Mini Lesson on Writing Viewing and
Assign E-Class Activities visually
representing

11 Readings: Work Due:

4/4 Complete Mini Lesson #3: Writing
Bring lesson to next class to share with Wright Strategies Mini Lessons #3: Writing ( for
colleagues. Part 3: use in next class)
Intervention 8-12. Component Chart: All applicable
Plan Ahead: Oral Exam Includes: for discussion focus
Study Guide Questions
Reflection linked to SLOs Reading for Web
Wright Strategies review/demos Project
Texts strategies demos
Read/complete
Web Links info you gained from your research
Component Chart
and e-class for T. 8 - Stories
and all other
Wright Strategies: Read and prepare for Demo components
assigned strategies

Unit:
12
 Complete Unit as a running document E-
unit in Word and post your e-project.
Bind your paper copy and your Student
Work Journal (at 50 grade points for each).
Be prepared to share completed Unit in
next class with colleagues

12 Learning Activities Reading Work Due:

4/11
Learning Activities: T , 3, 5, and 9 Mini Lesson #3: Writing
Reading and Writing Nonfiction T. 9 Use edTPA #3 to help prepare
The Reading Writing Process- T. 5 lesson.
Emerging into Literacy T. 3 Wright Strategies Bring lesson to next class to
Part 4 and 5 share with colleagues.
Discussion considerations:
Based on your reading/notes/mini lesson: How
do you teach reading/writing? Read Article on 1. Fieldwork Activity #2 and #3
What have you observed in fieldwork? Reflection and
What writing curriculum is used in schools you samples for
have visited? Be able to describe this curriculum portfolio
(ex. Step up to writing).
Examine CCSS Writing standards and writing
frames/discuss applications
Share Mini Lesson #3 on Writing and debrief
using edTPA #3
Data analysis (I.e., NOTE: focus is on student
data)
Wright Strategies Demo in PLC groups

Share Field Work in class: Share Fieldwork

Activities 2 and 3 and make connections to
edTPA

Reflective Writing
Be sure you have completed the Reflective
Writing at the end of your Unit Format

Unit Completion
Review of Unit Rubric and make sure you have
met all the components in your unit
Share Units and Reflective writing in class with
colleagues.
Fieldwork Log and Evaluations checked-off in
class

4/18
E-class Learning Activities Please use this time to
complete your E-Project and
E-Project - Complete: Your assignments,
resources and support materials should be add all assignments
pretty well completed and attached in your web
project/Weebly/etc. ready for sharing in class.
Also prepare for oral and
Component Chart and all assignments: written finals.
Attached in e-project and (if appropriate) submitted
in folder in next class.

Field Work: Due Be sure you have your hour log

and evaluation completed. Original copies are
13
 submitted.

Unit:
Complete Unit as a running document E-
unit in Word and post in your e-project for
posting in BB.
Bind your paper copy and your Student
Work Journal (at 50 grade points for each).
Be prepared to share with colleagues in
next class.

Oral Exam Includes:

Study Guide Questions
Reflection linked to SLOs
Wright Strategies review/demos
Texts strategies demos
E-Project and contents

13 Oral /Written Exam Final Exam

4/25 Prepare for Written Exam by
Oral Exam: using the Study Guide and
Be prepared to answer questions on rehearsing your ideas
study guide /answers
No notes will be used during discussion Review Tompkins and Wright
strategies and Key
E-Project should be complete and may be used components covered in class.
in part of final exam as an example of various Be able to demonstrate any of
types of learning strategies. the strategies w/use of texts.
Tab key pages in texts ready
Share Fieldwork assignments and Activities (I.e., for use in student Teaching
Morals and Religion in Public Schools) and in preparation for final
exam.
Note: Bring Computers for use in class

Written Final Due: Any/All Work Assigned E-

Project submitted on BB for final
This exam exercise will be used to demonstrate review
methodology proficiency through applying the skills
and information you have gained from the research
based resources and learning activities in class.
This is part of professional development and a
chance to perform at a professional level in a
collegial manner.

Fieldwork Activities, Log and Evaluations

checked-off in class

NOTE: All Work is due

It is your professional responsibility to work out

any difficulties with submitting work with your
professor.

4/25
Meet by appointment only if specific help is needed throughout the week.
Please be proactive in this matter.

14
NAME EDU 512 Grading Points Record
GRADING ELEMENTS POINTS
Attendance- Participation is based on reading/Component Chart/assignments /Quizzes @ 20
Per Weekly Class Session. Classes missed (w/o written explanation of dire circumstance) will be
docked 50 points as will excessive tardy/leaving early. 200
1.NA 2.NA 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. NA 14.NA
1st 2nd
1. Direct Instruction Lesson Plan #1 with Adaptations/ELD strategies 100
3. Concept Attainment Lesson w/Adaptations/ELD strategies 100
3. Generalization Lesson with Adaptations/ELD strategies 100
4. Inquiry Lesson Plan- Use Mini Lesson Format 50
5. Three (3) additional Intervention Mini Lessons (@ 50 points each) 1. 2. 3. 150
Total

Midterm (See requirements in syllabus) 100

Components Standards/Strategies Links @ 20 Points Each
See syllabus for weekly components/strategy assignments - please submit on time or risk point deduction. Not all are listed
herefollow syllabus and chart for weekly reading assignments. This is a general overview. All components should be filled in
on components chart.
1. SS Content 2. ELD 3. All 4. All 5 Grammar, 6. Hist. Soc Sci 7. Feedback
/Cog. Strategies Assessment differentiation Handwriting, teach. on learning
280
Taxonomy/DOK of Instruction Spelling, strategies,
Words cooperative
learning
15
8 All Writing 9 All Reading 10 11. Listening 12 All Other 13.Technology/ 14. RTI
and Talk Viewing /visual Wright/50
Representation Strategy
demos
1, 2, 3, 4,
5,

Teach 3 Lessons @ 50 1 Direct 2 Concept Attainment 3 Generalization: 150

points each Instruction

E-Project Resources Resources and Assessment tools and Videos for teaching 130
materials to support 3-5 Rubrics from web and learning unit topic
teaching and learning for Unit lessons @ 30 and your Poem plus
for Unit attached in E- others you located that
Project @ 50 support topic @ 50
Integrated e-Unit of Study @ 100 pts. Posted in E-Project and BB Discussion Board 100
Bound Paper Copy of Student Work Journal @ 40 (Paper Unit Bound or in binder @ 40) 80

edTPA Reflective Writing (i.e., self-assessment included in e-unit format) based on rationales 60
in lesson plans for your decision making concerning instructional strategies.
6 Fieldwork Activities: (Each activity is assigned points as noted below.) 200
1. (40) 2. (30) (3. (30) 4. (30) 5. (30) 6. (40)
Final Exam (Oral 100 / Written 100) 200

Total Points Possible 2000

Excessive writing errors or multiple resubmissions of assignments will result in lowering the course grade.
Comments:

Note: Absences or Tardy/Leaving Early (1. 2. 3. )

*Note: No grade will be issued without all fieldwork hours & activities completed.

A (95-100%) 1900-2000 points C+ (78-79%) 1560-1599 points

A- (9094%) 1800-1899 points C (75-77%) 1500-1559 points
B + (88-89%) 1760-1799 points C- (70-74%) 1400-1499 points
B (85-87%) 1700-1759 points D+ (68-69%) 1360-1399 points
B- (80-84%) 1600-1699 points D (65-67%) 1300-1359 points

Student Learning Outcomes (SLOs) for the Multiple Subjects Credential Program aligned with the
California Teacher Performance Expectations (TPEs) and the CBU University Student Outcomes (USOs).

Multiple/Single Subject Program Level Student Learning Outcomes CAL TPEs

Teacher Performance
Expectations

USO 1: Creating teachers who are Biblically rooted

SLO Candidates incorporate a professional view concerning teaching and learning that is compatible with a TPE 12,13
Christian worldview or perspective.
1.0 Disposition: (All TPEs)
Candidates actions demonstrate integration of Christian principles in all aspects of educational practice.

USO 2: Creating teachers who are globally minded

SLO Candidates will prioritize personal and societal values as they relate to K-12 curriculum so they can TPE 8
facilitate productive change and optimize school outcomes that serve culturally diverse students.
2.0 Disposition:
The candidate appreciates and values human diversity, shows respect for students varied talents and
16
 perspectives, and is committed to the pursuit of individually configured excellence.
The candidate is sensitive to community and cultural norms.
USO 3: Creating teachers who are academically prepared

SLO Candidates will create effective learning environments and deliver meaningful learning experiences which TPE 5, 10,11
have an emphasis on developing a deep understanding of content knowledge.
3.1 Disposition:
The candidate is committed to continuous learning and engages in professional discourse about subject
matter knowledge and childrens learning of the discipline.
3.2 Candidates will verify student progress by designing, implementing, and using multiple means of TPE 2, 3,4
assessment to create data-driven instruction.
Disposition:
The candidate values ongoing assessment as essential to the instructional process and recognizes that many
different assessment strategies, accurately and systematically used, are necessary for monitoring and
promoting student learning.
3.3 Candidates will demonstrate the ability to select and integrate appropriate technologies into instructional TPE: All
practices in a manner that optimizes student learning.

Disposition:
The candidate is fluent with the technology useful in their content and age range of instruction and utilizes
technology as a means of instructing, strengthening, and assisting learning for all learners.
USO 4: Creating teachers who are equipped to serve

SLO Candidates will design instructional practices that serve individual and groups of students by engaging in TPE 1,2, 5, 6, 7
purposeful inquiry that promotes optimized learning opportunities and outcomes.
4.0 Disposition:
The candidate values the development of students critical thinking, independent problem solving, and
performance capabilities.
USO 5: Creating teachers who are equipped to lead

SLO Candidates will formulate a vocational perspective that strategically engages in professional leadership as TPE 12.13
is marked by thoughts and actions that value the inherent dignity of others.
5.0 Disposition:
The candidate values critical thinking and self-directed learning as habits of mind.
The candidate is committed to reflection, assessment, and learning as an ongoing process and uses this
information to lead program development and continually support student learning.

California Baptist University Student Outcomes (USOs) Full Text

1. Biblically Rooted: Demonstrate spiritual literacy, including Biblical Christian faith and practice, Baptist perspectives, and the Christians role in
fulfilling the Great Commission
2. Globally Minded: Respect diverse religious, cultural, philosophical, and aesthetic experiences.
3. Academically Prepared: Use critical thinking skills to demonstrate literacy: listening, speaking, writing, reading, viewing, and visual
representing.
4. Academically Prepared: Demonstrate Competence in mathematical, scientific and technological skills.
5. Equipped to Serve: Transfer academic studies to a profession and the workplace.
6. Equipped to Serve: Implement a personal and social ethic that results in informed participation in multiple levels of community.

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