Policies+and+Requirements

__Field Requirements__: 1) Attendance at a conference for English Language Arts teachers, such as **Annual 3-Day Conference March 12-14, 2011**  **55th Annual Conference**  **March 11-14, 2011**  **http://www.michiganreading.org**  Registrations must be received by 5 pm on February 19, 2011, to avoid a $30 processing fee. Registration forms will not be accepted via mail, fax or online after March 5, 2010 after 5:00 pm.  2) Interview with a secondary language arts Teacher about a model of teaching English Participation Requirement for English Department Classes Students enrolled in English Department classes are expected to participate in daily activities. They will, for example, routinely discuss reading assignments, write in class on impromptu topics, participate in collaborative activities, or engage in peer review of drafts. Students who miss these activities cannot reasonably make them up. As a result, students who do not participate regularly should expect to receive lower grades in the course, and students who miss more than the equivalent of two weeks of class should consider withdrawing and taking the class in a future semester. Students who know that other commitments will make it impossible to attend at certain times should enroll in classes that do not meet at these times.

__Policies:__ 1. After four absences (or the equivalent of two weeks of classes) your points will be lowered by 10% for the next absence and for each absence after that. **Students who consider themselves infectious may be excused from class**, but all assignments must be completed **on time** regardless of absences and submitted by e-mail or delivery by a fellow student. No assignments accepted **beyond two weeks** from the due date. 2. Collaboration and borrowing of ideas are encouraged in this course. Plagiarism will apply only to unacknowledged use of copyrighted or non-original writing. 3. Grading is based on points earned divided by possible points.

__Requirements__:

**1. Conference Review**: Reflect on three sessions attended (20) **2. Formative (**Intertextual**)** Unit Plan Intertextual Unit Proposal (10) (Unit Rationale, Content Expectations, ten-day lesson sequence, formative assess w/rubric,  summative assess w/rubric) (40) 3. **Summative (**Intertextual) Unit Proposal (see King-Shaver, Fig 3.1) (20) 4. **Summative** Unit Plan Draft,, Rationale,Ten days of lessons, integrated lesson (40) **5. Summative Unit** Plan (60) **6. Inquiry Project** Group Questions ( 5) Annotated Journal References (group) ( 5) Demonstration for teacher audience (group, oral) (20) Notes for Teacher interview (individual) (20) **7. A Portfolio**, representing your writing about pedagogy, the subject of English, and curriculum development, selected from above ( 60) **Total** **(300)**