Syllabus+and+Assignments

**__EDUCATOR __**** Programs ** **Comprehensive Syllabus ** Teaching Students How to Effectively Write to Texts in Arguments, Narratives, and Explanatory Writing in the High School 3 Graduate Credit hours
 * Fitchburg State University **
 * __Dates: __** TBD
 * __Time: __** TBD


 * __Instructor: __** **Dr. Deborah Brady **
 * __Office: __**** Ribas Associates and Publications, Inc. **
 * __Telephone: __**** 781-551-9120 **
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">E-mail: __** **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">dbrady3702@msn.com **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Participants will learn how to meet the challenge of writing to texts as described by new English Language Arts and Literacy Curriculum Frameworks and the PARCC assessments. Participants will understand the standards of skills and the level of text complexity expected of high school students and will apply best practices in the teaching of writing arguments, narratives, and explanatory genres. Participants will use a variety of materials, both print and media, including exemplars from Appendix C of the Common Core State Standards for English Language Arts and Literacy and from the Department’s Writing Standards in Action website. Teachers will develop a writing to text unit that scaffolds students’ capacity to reach the standards expected in the PARCC assessment prototype task for their class’ grade level. The class will collaboratively create both a research simulation and a literary analysis task with texts that meet the required complexity level and match the interests and capacity of their students. As a culminating lesson, each participant will develop a writing to text unit that provides scaffolds and supports so that all students can use all genres to express their understanding effectively.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">COURSE DESCRIPTION: __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Early Implementation Indicators: **
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The self-assessment below in the section entitled Pre- and Post-Assessment describes the implementation indicators that both participants and the administrators and coaches to assess each teacher’s progress in implementing the learnings from the course.
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Samples of the writing assignments completed by the students of the teachers who attend the course will be assessed. The **Expanded Scoring Rubric for Analytic and Narrative Writing** shown below will be used for these student work assessments.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Matriculation Into A Fitchburg Degree Program **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> If you plan on matriculating into a graduate program at Fitchburg State University, please be aware that twelve semester hours of Fitchburg State University credit taken within a year prior to the student’s admission may be applied to the degree program with the approval of the program chairperson. Anything over 12 credits prior to matriculation will NOT be accepted towards the degree

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The following texts and readings will be available to participants as resources, but will not be required as a purchase. The daily readings will be primarily on-line resources.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">TEXTS: __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beers, Kylene. (2012) //Notice and Note: Strategies for Close Reading//. Heinemann Publishers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Campbell, Kimberly Hill. (2007) //Less is More: Teaching Literature with Short Text.// Stenhouse Publishers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Daniels, Harvey, et al. (2007).//Content-Area Writing: Every Teacher’s Guide//. Heinemann Publishers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gallagher, Kelly. (2010). //Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts.// Stenhouse Publishers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Graff, Gerald and Cathy Birkenstein. (2009) //They Say, I Say: The Moves that Matter in Academic Writing//, second edition. W.W. Norton & Company, NY, NY: 2010.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hillocks, George, Jr. (2011). //Teaching Argument Writing Grades 6-12: Supporting Claims with relevant Evidence and Clear Reasoning.// Heinemann Publishers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Linder Ph.D., Rozlyn. (2013) //Common Core Guidebook, 6-8: Informational Text Lessons, Guided Practice, Suggested Book Lists, and Reproducible Organizers.// The Literacy Initiative.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Massachusetts Department of Elementary and Secondary Education. (1999-2011). //Curriculum frameworks//. Malden, MA: Author. [Online] Available: [] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2011 Supplemental Material for ELA and Literacy Standards <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">o Appendix A: research-based discussion about the strands (Readable, interesting) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">o Appendix B: text exemplars and sample performance tasks <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">o Appendix C: sample student work with commentary

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Romano, Tom. (2000) //Blending Genre, Altering Style: Writing the Multigenre Paper.// Heinemann Publishers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In addition, articles will be referenced in the following lesson plans from a variety of on-line resources that relate to writing to text, to Common Core shifts, literacy best practices, the PARCC web site, and the Massachusetts Writing Standards in Action website.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">LEARNING OUTCOMES/OBJECTIVES: __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-Assessment: __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">On the first day of class all participants are asked to take a pre-assessment. That pre- assessment asks them to rate their level of mastery for each of the objectives for the course. There is a six point Likert scale that includes the following


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This course will address the dispositions of the Conceptual Framework in the following way(s): **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Knowledge: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As a result of the learning experiences in the course, the participant will develop effective teaching techniques for scaffolding the learning and for teaching writing to texts in a variety of genres: argument, narrative, and explanatory.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Skill **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: As a result of the learning experiences in the course, participants will become better able to teach writing and to develop lessons that scaffold learning so that their students will be able to improve and ultimately to reach or surpass the writing standards described in the MA Frameworks and PARCC assessments.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Caring **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: As a result of the learning experiences in the course, participants will become more competent in their ability to understand the varied learning needs of all students. This includes an understanding of learning styles, English language learners, varied cultures, students with special needs, and gifted students. With this understanding comes the ability to relate to and empathize with a wide range of students.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Ethical **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: As a result of the learning experiences in the course, participants will become more competent in their ability to understand the reasons why, unrelated to intellect, certain groups of students historically perform at lower levels on state and national assessment. More importantly participants will understand their role in helping to eliminate these achievement gaps.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The following course is written for five full days as well as for 10, 3.5-hour modules to allow for a possible 10-session on-line or blended course.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Note: The 2011 Massachusetts Framework for English Language Arts and Literacy that is being studied and applied is in brackets after the major activities. So, for example, W.6-12.1 indicates the grades 6-12 frameworks for writing (W).1 indicates the argument and [W.6-12. 9.a.] indicates secondary writing focused on Drawing Evidence from literary (a) texts.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">or
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Final Project: Practicing for the PARCC exam. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Participants will develop a writing to text assessment that uses multiple texts modeled on the PARCC assessment expectations for Simulated Research or Simulated Literary Analysis. This unit does not have to be used as an assessment; teachers can scaffold these tasks, give feedback and conference with students, and allow students to work together. The final expectation is that students will do one of the following tasks:
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. PARCC Exam Simulated Research Simulation Task
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. Read an informational text and write an objective summary
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Read 3 additional shorter texts and incorporate evidence from multiple texts in an analytic essay
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. PARCC Exam Simulated Literary Analysis Task
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. Read one short piece of literature and one extended piece of literature or extended piece of literary non-fiction. Write a narrative using one piece of literature as the stimulus.
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Write an analytic essay analyzing one or both of the texts

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Each participant will develop a writing to text unit consisting of at least five days that provides scaffolds and supports so that all students can effectively write to text. This unit will use the PARCC rubric to assess students’ work. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This project will be assessed using the PARCC rubric for analytic and Narrative writing based upon the following categories: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Reading--Understanding of Key Ideas and Details <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Writing--Idea Development <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Writing—Clarity of Language <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Writing--Organization <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Writing—Language and Conventions
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Specific Final Project Organization of Components **
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. A description of the unit in a summary paragraph that includes:
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. The goal of the unit and where it fits in your school year and in your plan to teach writing to the text and narrative, explanatory, and argument genres
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. The theme of the readings
 * 4) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c. The relationship among the readings and the reasons that you selected them
 * 5) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. An annotated list of at least one extended literary or informational text and at least 4 other texts which may include video clips, photographs, etc. Use the PARCC Literary Analysis Task or Simulated Research Task as a resource for selecting texts.
 * 6) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. A sequence of 5 or more lessons, each with
 * 7) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. A specific writing to text goal for each day
 * 8) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Specific activities and materials that are used each day
 * 9) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c. A sequenced list of activities for each day that states what students will know and be able to do by the end of that day. Participants can use the course syllabus as a model.
 * 10) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. The specific techniques that are used (Get the Gist, Interactive Notebook, Collaborative Note Taking, Collaborative Group Work) must be named in each day’s sequence
 * 11) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">e. A list of materials that are used including teacher-generated worksheets
 * 12) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. A brief reflection about the next steps that you will take in teaching writing to text and the anticipated strengths and concerns that you think you will need to address.

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">COURSE OBJECTIVES __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1 __ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">By the end of the first day of the course, students will be able to: __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1 Readings __
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use an interactive notebook the right page is for recording notes and work during the course and the left page is for responding to, summarizing, synthesizing and analyzing the work in the course [W.6-12. 9.a.b]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use interactive notebooks in their classroom as a tool to support students’ metacognitive awareness of their learning and to provide places for responses that include summaries, syntheses, and analyses of the texts and the work in their English class [W.6-12. 9.a.b]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use a jigsaw to read and understand a text’s meaning collaboratively [W.6-12. 9.a.b]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Understand the major shifts in text complexity and in writing expectations from the new MA Frameworks and the future PARCC assessments
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use an on-line resource (a class wiki or web site) to post summaries and analyses that they share with their classmates in this course. [ W.6-12. 6] [W.6-12. 10]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use class-developed norms for writing to raise expectations for students’ work and their own work
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Analyze text complexity to provide appropriately challenging texts for their students
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use Get the Gist as a technique for reading and writing complex texts collaboratively
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use Exit Slips as a technique to formatively assess their students [W.6-12.10]
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Interactive Notebook s __ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]and http://interactive-notebooks.wikispaces.com/
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lincoln’s Second Inaugural Address
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Common Core Shifts from achieve.com
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Protocols for setting class norms []

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1 Homework __
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2011 Massachusetts Frameworks Appendix A Text Complexity discussion pp. 6-16 __
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Post summary of reading about text complexity on class wiki or website __
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Read a teacher’s response to the CC, “Learning from my Mistakes” CChttp://learningfrommymistakesenglish.blogspot.com/2013/03/deep-reading-literacy-across-curriculum.html.
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Quote a line that resonates from this essay.
 * o <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Agree or disagree

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2 __ <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Begin to develop a list of appropriate texts and tasks for their unit based upon the MA Frameworks pp 110-113 and 121-124 and the LEXILE discussionYou can find the lexile level of any book by going to the following website: [] __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2 Readings __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2 Homework __
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Analyze the expectations of PARCC Research Synthesis and Literary Analysis tasks individually and collaboratively [SL.6-12.1] [SL.6-12.2] BLOG: Preparing Students for the PARCC Assessments: Or What is Good ELA/Literacy Curriculum? [] Read the comments to the blog, write your own summary, write your own response. Share with group
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Synthesize the findings of group and present their findings
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Discriminate between opinion and fact in these findings
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Write an individual summary of their findings that include only substantiated data [W.6-12.2]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Peer critique the written work and develop a summary of thee understandings about the data [SL.6-12.1]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use a digital camera to present the work of each group [W.6-12.10]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use Collaborative Annotation in their Interactive Journals to analyze Lincoln’s Second Inaugural and write a summary, not a paraphrase of the speech [SL.6-12.1] [W.6-12.2] http://www.writing.ku.edu/~writing/guides/paraphrase.shtml
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Research texts (contemporary, digital, historical, fictional, video, biographical) that would match Lincoln’s speech and determine the genre of the text and the Text-based questions for the Research Synthesis. [W.6-12.7] [W.6-12.8] Time for participants to document the lexile range of familiar works and to begin to assemble CC aligned texts.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Begin to collect and annotate texts that could be used in your classroom (as part of the grade in the course) on-line research
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PARCC Item Guidelines 04 25 2013 Version 8_0 Describes the connections between the CC standards, the PARCC rubric that the course will use and assessments
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">They Say/I Say excerpt Chapter 1: “They Say” starting with what others say
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lexile Overview handout: CC State Standards for ELA, Appendix A, Additional Information from NGA, CSSO, 2012
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">They Say/I Say excerpt from Chapter 2: “Her Point Is,” the art of summarizing.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Research texts that are appropriate for your grade level according to the CC text complexity requirements

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3 __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3 Readings __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3 Homework __
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Understand the form and complexity of the non-fiction and literary narrative [RI.6-12.1] [RL.6-12.1] [RI.6-12.2] [RL.6-12.2] Read “Shame” from Dick Gregory’s biography
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Analyze a narrative’s structural elements [RL.6-12.5] [RI.6-12.5]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use the PARCC rubric and the MA Frameworks descriptors for narrative writing to assess the quality of the professional narrative individually then as a group [W.6-12.3] [W.6-12.10] [SL.6-12.1]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Is this a “good” narrative?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ShowMe app literary narratives from the //Great Gatsby// . Select one literary narrative and view the text and the narrative. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Select your own text and use the ShowMe app. A possibility, __Charlotte’s Web__ to begin.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use the ShowMe app which includes the text, the ability to write and speak to analyze a narrative, either literary or non-fiction [SL.6-12.1]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Develop a plan with a partner using some of the techniques from the class to have students analyze one text using a narrative or an explanatory essay (as part of your grade) [W.6-12.2] [SL.6-12.1]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Read “Shame” from Dick Gregory’s biography, a non-fiction narrative.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Listen to and watch a literary narrative from //The Great Gatsby// on ShowMe
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Begin in class and continue for HW, do your own ShowMe presentation on a narrative text or literary narrative. //Charlotte’s Web// or //The House on Mango Street// are fine if you need a starter. //Lincoln’s Second Inaugural// is also acceptable as a literary non-fiction text
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Read, “[|Six Text Type Pairings for Critical Thinking & Common Core Success]” from blog <span style="font-family: Georgia,serif; font-size: 8.5pt;">[] . This is a teacher’s response to the CC in her classroom.

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4 __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4 Readings __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4 Homework __
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In grade-alike groups, compare and contrast the requirements of the three major genres using a triple Venn Diagram [SL.6-12.1] [SL.6-12.2] [SL.6-12.3] [W.6-12.1] [W.6-12.2] [W.6-12.3] Use the 2011 MA Frameworks for ELA pp 57-58 descriptors for your data.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Present the expectations for the three genres required for “college readiness” for your grade
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Develop class norms from the descriptors that align to “college ready” standards for writing narratives, explanatory, and arguments
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Understand the difference between reader response writing (opinion) and a college ready analysis of another’s ideas
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use the “Let’s Argue: Academically Speaking, of Course” activity or They Say/I Say to develop an argument on a topic that would resonate with your class. Collect a major text and 3 or more shorter contrasting texts (which may be excerpts). How could you use this in your course?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">List the problematic areas for your students’ success in writing an effective, college ready argument. How could you address these problems with scaffolding?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Collaboratively look at student work to assign an assessment using PARCC’s standards
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Develop a plan to scaffold the learning for each level of the PARCC standards as a group
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use the templates found in __They Say, I Say__ to assess the stages that students go through as they write arguments and use this analysis to scaffold the teaching of the argument on the appropriate level for their classroom (as part of a grade) [W.6-12.2]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2011 MA Frameworks for ELA pp 57-58
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student work exemplars collaborative assessment using PARCC rubric
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Begin individual research for appropriate controversial topics(See Final Project Components): begin with [|www.procon.org] Pros and cons of controversial issues. Read pro and con arguments for and against topics such as euthanasia, and more. Can an everyday, or literary, or contemporary topic be subject to argument?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">OR Begin individual research for research project (See Final Project Components.)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Work on writing to text final project

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 5 __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 5 Readings __ __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 5 Homework __
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Understand the difference between developing PARCC test-like assessments versus developing authentic assignments [SL.6-12.1] [SL.6-12.2] [SL.6-12.3]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Using either a literary analysis task or a research task develop a unit with at least one non-fiction, and one literary text that culminates in a multi-genre responses from students [W.6-12.2] Writing to Texts
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]6
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Present their unit draft [SL.6-12.4]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Post their final unit and possible texts to the class wiki or web site within 2 weeks.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Curriculum Unit Model from PARCC: http://www.parcconline.org/mcf/english-language-artsliteracy/writing-about-texts-6
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Continue work on writing to text final project
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre- and Post-Assessment **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Directions: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Assess your Level of Mastery as we begin this course. At the end of the course, you will do this self-assessment again.

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">Self-assessment <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">Circle the 1,2,3, or 4 || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">Strongly Disagree <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">Disagree <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">2 || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">Agree <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">3 || <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">Strongly Agree <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">4 ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">Your
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I understand the shifts in teaching about writing required by the 2011 Massachusetts Frameworks ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I understand I understand the shifts in learning about writing required for my students by the 2011 Massachusetts Frameworks ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I understand text complexity as described in the 2011 Massachusetts Frameworks and can select appropriately challenging texts for my courses ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I understand how to develop scaffolded lessons to support all students as they reach “college readiness” as described in the Massachusetts Frameworks and the PARCC documentation in their writing ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I understand the “college ready” expectations for students in writing narratives as described in the Massachusetts Frameworks and the PARCC documentation ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I understand the “college ready” expectations for students in writing explanatory essays and passages as described in the Massachusetts Frameworks and the PARCC documentation ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I understand the “college ready” expectations for students in writing arguments as described in the Massachusetts Frameworks and the PARCC documentation ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I know a variety of teaching techniques that support students’ deep reading and “college ready” writing ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I know how to teach the narrative effectively to the new standards ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I know how to teach explanatory writing effectively to the new standards ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I know how to teach the argument effectively to the new standards ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I know how to assess student work collaboratively using standardized, PARCC, or locally-developed rubrics ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I know how to use the data or results from student work to plan lessons to support all students ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I know how to plan engaging units that use appropriately challenging texts and that require narratives, explanatory writing and/or arguments ||
 * <span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">1 2 3 4 |||||||| <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I often use technology to support my writing lessons ||

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grades will be based upon active participation in the class and participation on the class wiki or web site, maintaining the interactive notebook that includes their writing, thinking, and research, and upon the quality of the final writing to text unit.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">OVERVIEW OF Course Assessment: __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">10% Participation in class and groups. (See Class Participation and Group Work Rubric, below.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">40% Quality of the interactive notebook which includes class notes and participant research and unit development. PARCC rubric. (See Interactive Notebook Components and rubric below.)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">50% Individual writing to text unit which engages students and provides scaffolded teaching and annotated texts including videos, web sites, and excerpts that are appropriate for their classroom. Rubric for assessment is on pages 8 and 9 from PARCC.

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">ASSESSMENT RUBRICS <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Rubric that will be used for all writing to text work as well as for the Final Project for participants is the PARCC Rubric. This comprehensive rubric encompasses all of the components expected on the PARCC writing to text components. A group work rubric and a presentation rubric are included for the other activities in the course..

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Participants will use this rubric throughout the course as part of self-assessment and for peer assessment of their work so that they understand the expectations of the PARCC exam and will be able to apply these standards to their students’ writing to text in the classroom. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">An addition to the definition of narrative and analytic writing from PARCC. It is important to note that for grades 3-8 in the PARCC rubric, narrative and analytic writing include establishing a situation, organizing a logical event sequence, describing scenes, objects, or people, developing characters’ personalities, and using dialogue as appropriate. Added to this definition for grades are **outlining step-by-step procedures, creating one or more points of view, and constructing event models of what happened**. The final project includes in part this latter kind of writing because participants will develop a sequence of letters and lists of annotated texts.

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">PARCC RUBRIC FOR SELF-ASSESSMENT OF WRITTEN WORK AND for FINAL PROJECT <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Directions: The work is assessed in five major categories:
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Reading--Understanding of Key Ideas and Details
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Writing--Idea Development
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Writing—Clarity of Language
 * 4) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Writing--Organization
 * 5) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Writing—Language and Conventions

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interactive Notebook Components:
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. A three-ring binder or a spiral notebook with 3 dividers are recommended
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. The right side of the notebook includes classroom notes, activities, readings, and rubrics.
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. The left side of the notebook has the participant’s work: reflections, analysis, summaries, ideas for future work

(class handouts, notes, classwork0 || * All handouts and notes are clearly organized and dated. Your reflections, summaries, analyses, references || * Your reflections, summaries, analyses, and references show that you have deeply thought about the work during the class and after the class to consider how you could use this activity or resource in your class
 * **Interactive Notebook Rubric** ||
 * Category || Advanced || Proficient || Needs Improvement || Failure ||
 * Complete: Right Side
 * Notes are accurate and capture the main ideas and details of the activity or concept.
 * The notebook is fairly neat (for a notebook)
 * Most of the notes and handouts are included.
 * The notes are mostly accurate and capture mainly the main ideas and some of the details.
 * The organization is mostly clear and neat.
 * Some of the notes are missing and/or
 * The notes capture some of the main ideas and details of the activity or concept
 * The organization is not completely clear
 * The notebook is mainly incomplete.
 * Notes are inaccurate or missing.
 * The notebook is disorganized ||  ||   ||   ||
 * Left Side
 * Your reflections, summaries, analyses, and references show that you have done some thinking about the work during the class and after the class to consider how you could use this activity or resource in your class
 * Your reflections, summaries, analyses, and references show that you have given little thought to the work during the class and after the class to consider how you could use this activity or resource in your class
 * Your reflections, summaries, analyses, and references are lacking or show that you have given little or no thought about the work during the class and after the class to consider how you could use this activity or resource in your class ||  ||   ||   ||

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Each participant will develop a writing to text unit consisting of at least five days that provides scaffolds and supports so that all students can effectively write to text. This unit will use the PARCC rubric to assess students’ work. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This project will be assessed using the PARCC rubric for analytic and Narrative writing based upon the following categories: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Reading--Understanding of Key Ideas and Details <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Writing--Idea Development <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Writing—Clarity of Language <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Writing--Organization <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Writing—Language and Conventions
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Final Project Components **
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. A description of the unit in a summary paragraph that includes:
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. The goal of the unit and where it fits in your school year and in your plan to teach writing to the text and narrative, explanatory, and argument genres
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. The theme of the readings
 * 4) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c. The relationship among the readings and the reasons that you selected them
 * 5) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">6. An annotated list of at least one extended literary or informational text and at least 4 other texts which may include video clips, photographs, etc. Use the PARCC Literary Analysis Task or Simulated Research Task as a resource for selecting texts.
 * 6) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">7. A sequence of 5 or more lessons, each with
 * 7) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. A specific writing to text goal for each day
 * 8) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Specific activities and materials that are used each day
 * 9) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c. A sequenced list of activities for each day that states what students will know and be able to do by the end of that day. Participants can use the course syllabus as a model.
 * 10) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. The specific techniques that are used (Get the Gist, Interactive Notebook, Collaborative Note Taking, Collaborative Group Work) must be named in each day’s sequence
 * 11) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">e. A list of materials that are used including teacher-generated worksheets
 * 12) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8. A brief reflection about the next steps that you will take in teaching writing to text and the anticipated strengths and concerns that you think you will need to address.

Contribution || Always provides ideas or work of the highest quality || Usually provides good ideas and solid work || Sometimes does not contribute good ideas or do good work within the class or group || Generally does not contribute to the class nor to group work ||
 * **Class Participation/Group Work Rubric** ||
 * Category || Advanced || Proficient || Needs improvement || Failure ||
 * Focus on task || Is consistently “on point” and focused on the task at hand. || Is generally focused on the task || Usually is focused on the task, though sometimes is off task || Generally is not involved with the class or group ||
 * Working with others || * Consistently works effectively
 * Speaks and listens as suits the task
 * Supports the ideas and work of others.
 * Helps to keep the group working toward their goal.
 * Generally works effectively
 * Usually speaks and listens as suits the task
 * Usually supports the ideas and work of others.
 * Usually helps to keep the group working toward their goal.
 * Sometimes works well; sometimes is not an effective group member
 * Sometimes speaks and listens as suits the task
 * Sometimes supports the ideas and work of others.
 * Sometimes helps to keep the group working toward their goal.
 * Rarely or does not work effectively
 * Rarely speaks or listens as suits the task
 * Rarely or does not support the ideas and work of others.
 * Rarely helps to keep the group working toward their goal, or prevents the group from working toward their goal ||  ||   ||   ||
 * Quality of Oral and Written

__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> X __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Lecture __X__ Data Collection and Analysis __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> X __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Discussion/Questioning __X__ Independent Learning __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> X __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Role Playing/Simulation __X__ Viewing or Listening to Followed by __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> X __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Problem Finding/Solving Discussing <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Interviewing __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> X __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Collaborative Learning Groups __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">X __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Reflective Responses __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">X __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Creating Visual Illustrations of Concepts
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">INSTRUCTIONAL STRATEGIES __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Graduate level work is expected, that is, work rooted in adequate theory and requires a high level of critical thinking analysis and synthesis of material.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Users of the Fitchburg State University computer systems are subject to all applicable federal, state, and international computer laws. Questions regarding regulations may be directed to the office of Information Technology Systems.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology Initiatives __**__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: __

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As noted below, you are required to complete all reading assignments and written assignments by the due date. The learning that results from these assignments is imperative for your appropriate participation in the subsequent classes. Reading and writing assignments are each assessed as noted below in the grading policy.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">COURSE __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">___REQUIREMENTS__ **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">:

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">All written assignments are based on the practical application of what is learned in this course with the students you teach. For example, the lesson plans you complete are used to teach your students. The standards based teaching strategies you learn are used with your students and you actively reflect on the impact of those strategies with your students.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">FIELD-BASED REQUIREMENTS: __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The instructors are expected to keep student attendance including the time of the student’s arrival (for any student who arrives after the start of class)and the time of dismissal (for any student who leaves prior to the end of the class day.) In addition, the instructor is expected to monitor and track candidate participation in whole class, small group, and partner activities. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Step Four- What is something new that you have learned about your thinking and learning based on your experiences with examining student work in a professional learning community? What did you notice about your thinking and learning? (Metacognition)
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">EVALUATION OR GRADING POLICY: __**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attendance and Participation: 10% //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Metacognition is the knowledge about one’s own thinking processes and strategies (thinking about your own thinking)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In order for us to extend student thinking as educators, we must practice and probe into our own thinking as well. This may mean taking risks and exploring new domains of thinking such as metacognition.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The purpose of this step is for you to explore your own metacognitive thinking in the context of examining student work. It can be based on your self-knowledge about the strategy/strategies that you have selected or it can encompass the broader context of examining student work. Your description should be at “least” 5 sentences.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This course is offered in two formats. It is offered as six 6.5-hour sessions or as twelve 3 hour and 15 minute sessions. Below, the topics are divided as they would be for the twelve sessions. Participants taking the six sessions should assume two areas will be addressed in each session.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">COURSE CONTENT / __****__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">TOPICAL OUTLINE __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">GRADUATE GRADING SYSTEM __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4.0 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">95 – 100 A
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3.7 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">92 – 94 A-
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3.5 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">89 – 91 A-/B+
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3.3 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">86 - 88 B+
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3.0 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">83 - 85 B
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2.7 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">80 – 82 B-
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2.5 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">77 – 79 B-/C+
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2.3 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">74 – 76 C+
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2.0 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">71 – 73 C
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">0.0 **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 0 – 70 F
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">W **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Withdrawn
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">IN **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Incomplete
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">IP **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In-Progress

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grades that fall between intervals will be rounded to the higher number.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">ADDITIONAL INFORMATION __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Fitchburg State University **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> encourages all Extended Campus students to take advantage of our online student services. We have created a “virtual student center” just for you. Here you will find access to Counseling Services, Career Services, The Student Activity Center, the university bookstore and many other helpful links. You can access our student center by going to the university homepage at <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://www.fitchburgstate.edu] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> and clicking on Offices and Services. Scroll down and click on Extended Campus Center. You will find links to Library Services, our Virtual Student Center and other important information.

**__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">FITCHBURG STATE UNIVERSITY ON-LINE LIBRARY SERVICES __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Gallucci-Cirio Library at Fitchburg State University provides a full range of library services including borrowing privileges, document delivery (books and articles mailed to your home), Interlibrary Loans, online and toll-free phone reference assistance, access to subscription databases, library instruction, and more. Any questions relating to library services should be directed to the Access Services Librarian at 978-665-3062 or <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">dllibrary@fitchburgstate.edu <span style="font-family: Arial,sans-serif; font-size: 12pt;">. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> There is also a special section for Distributed Learning Library Services at <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> outlining the wide range of services available to you and how to access them.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students who are currently registered with the university may access any of the library’s subscription databases, including an increasing number with full-text, by visiting the Gallucci-Cirio Library’s homepage at <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> and clicking on the All Research Databases link. Select the resource you want to access from the alphabetical listing or from the subject listing. Once you click on the database title you will be prompted for your Falcon Key logon information; this is the same logon you will use for your Fitchburg State email account and if you have any online Blackboard courses. If you do not know your Falcon Key username and password or if you have any problems logging in, contact the university’s Information Technology Help Desk at 978-665-4500. The Library can issue you a temporary guest Falcon Key to use while the Information Technology Department is setting up your account: contact us at 978-665-3062 or <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">dllibrary@fitchburgstate.edu

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">All registered Fitchburg State University students are eligible for a Fitchburg State University One Card ID which also serves as his/her library card. If you have not received your One Card yet, you can still access all of our online services as long as you have activated your library account. Activate your library account online at <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> or in person at the Circulation Desk. After activation by the Gallucci-Cirio Library and receipt of your One Card, students may also use any Massachusetts State College and University Library and participating libraries in the Academic and Research Collaborative (ARC) during the current semester. ID cards are available on campus all year round. Students wishing ID cards must either complete the online Photo-less One Card request form ( <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://www.fitchburgstate.edu/onecard/photoless/index.cfm] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">) or present a course registration confirmation at One Card Office in the Anthony Building of the main campus. Please call 978-665-3039 for available times or if you have any questions about your One Card.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">UNIVERSITY AND EDUCATION UNIT POLICIES __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Disability Services is the primary support system for students with disabilities taking classes in the day and evening divisions. The office is located on the third floor of the Hammond Building and can be reached at 978-665-4020 (voice/relay). If you need course adaptations or accommodations because of a disability, if you have emergency medication information, or if you need special arrangements in case the building must be evacuated, please make an appointment at the beginning of the course to talk with me. It is important that the issues relating to disabilities be discussed with me as soon as possible.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Policy on Disability __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Attendance and Participation __**
 * 1) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. As an emerging professional, you are expected to attend every class session, to be on time, and to communicate with the instructor regarding any absences. Absences and tardiness may result in a permanent grade change. Attendance at all pre-practicum sessions is mandatory.
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Participation in class discussions and cooperative groups is expected. All candidates are responsible for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely fashion demonstrates professional maturity and an ability to organize and manage time. Completion of __assigned reading__ is imperative to your individual development as a professional.
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for successful teaching and thus are factored into the final grade.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">All assignments must be typed, doubled-spaced; follow the Department Writing Guide; and use APA format when appropriate. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">You are expected to use word processing for all assignments (unless otherwise instructed). [If your course has other requirements list those also, e.g., ‘You are expected to use e-mail for dialogues with other class members, to examine the use of software in the field, and to use the Internet to obtain information, ideas and resources.’]
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Education Unit Computer Literacy Requirement __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Kindly turn-off cellular telephones during class time and field experiences and place them in book bags or purses. Please no texting in class. It reflects negatively upon you as a developing professional. Once class begins and if use of the laptop is not required, all laptops should be closed during class time so that your full attention can be focused on your colleagues and the discussion or lecture in progress. If you prefer to take class notes on your laptop, please inform the instructor. You are on your honor to be focused on note taking and not on e-mail, Facebook or other technological enterprise not germane to the class in progress. Thank you in advance for your consideration of colleagues and students.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cellular Telephones and Other Devices __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">If you disagree with the evaluation of your work or believe an improper grade has been assigned, an appeal may be followed. Please discuss the matter with the instructor and refer to the Fitchburg State University Grade Appeal Policy in your Student Handbook.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Appeal __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The faculty in the Education Unit at Fitchburg State University that work submitted in fulfillment of course requirements will be solely that of the individual candidate and all other sources will be cited appropriately. University Academic Dishonesty Policy, as outlined in the University Catalogue, will be strictly adhered to.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Academic Integrity Policy __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> You are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted material without permission of the copyright owner is illegal. Such unauthorized copying may violate the rights of the author or publisher. Fitchburg State University adheres to federal laws regarding use of copyrighted materials. See the Student Handbook for more details.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Copyright Policy __**