Span+378+Winter+2017+Assignments

// Esta página es para los estudiantes matriculados en la clase de Span 378 durante el invierno de 2017. Para hacer preguntas, comentar en asuntos de la clase, o compartir ideas, hagan clic sobre la pestaña de discusión en esta página. Favor de acordarse que es un foro público--todo el mundo puede verlo. Por eso, favor de asegurar que sus mensajes sean profesionales, mantengan el carácter confidencial, y que se ceñan a los // // Guidelines for Posting //.

**
 * Note: All items are DUE on the day under which they are posted!toc

=4-24-17=


 * [|Final Exam] - Monday, 2:30 – 5:30 p.m. (10% of your grade) **




 * 2) Be sure to e-mail Dr. M. BOTH your story-based and your literary lesson plans.**


 * 3) Don't forget to bring your textbooks back.**

=4-20-17=


 * Attend Españolandia on April 20 from 7 a.m. to 12 p.m. (10% of your grade)**

=4-18-17=


 * 1) Gospel-based Teaching Worksheet Due** [[file:Gospel-based Teaching Principles Worksheet 2016.pdf]]


 * 2) FLTEACH Project Due**



a) Go to the [|FLTEACH Archives]

b) Choose 5 threads and read all of the posts. c) Create a one-pager that summarizes what you learned. d) Use principles of graphic design to communicate clearly. e) Post your assignment here. (You can also see samples there.)


 * 3) BYU Online Course Evaluation Due**


 * 4) Study for Finals [[file:Final Exam Study Guide Winter 2017.pdf]][[file:Final Exam Study Guide Winter 2017.doc]]**


 * 3) Attend Españolandia on April 20 from 7 a.m. to 12 p.m.**

=4-13-17=

1) Consider exploring more of the resources for differentiated instruction posted on the agenda page.

2) Think about how you might use what you have learned about differentiation and technology to "differentiate" the literature lesson plan you presented in class. (You don't need to write anything down.)


 * 3) Integrated Performance Assessments (IPAs) - Do the following in preparation for class: **


 * **Skim:** [|This blog post on IPAs from the Creative Classroom]
 * What generalizations can you make about assessment based on the information provided in this teacher's blog post?
 * How does this teacher's progressively expanding understanding of assessment influence your thinking about assessment?
 * Is this teacher effective? Why or why not? Be prepared to support your opinion with evidence from the blog post.


 * **Review [|this PowerPoint] by Paul Sandrock**
 * You only need to look at the following slides:
 * p. 10 - Quote on 21st Century Skills that Supports using IPAs
 * p. 15 - Examples of different guiding questions for a unit on travel, with sample interpretive, presentational, and interpersonal tasks for each one
 * p. 18 - Purposes of Assessment in FL
 * p. 19 - Assessment Definitions (this will be on the final)
 * p. 27 - Interpretive communication is not/is...
 * p. 28 - Characteristics of Interpretive Communication
 * p. 23 - How does thinking about what you do with these texts in the real world give you ideas for tasks students could do?
 * pp. 31-35 - Assessing Interpretive Communication (Examples)
 * p. 36-37 - Strategies for Interpretive Communication
 * p. 40 - Presentational Communication is not/is...
 * p. 41 - Characteristics of Presentational Communication
 * p. 49 - Assessing Presentational Communication
 * p. 53 - Interpersonal communication is not/is...
 * p. 54 - Characteristics of Interpersonal Communication
 * p. 60 - Assessing Interpersonal Communication
 * p. 58 - Example of "TALK" Scores
 * pp. 61-64 - Sample Assessment Tools for Interpersonal Communication
 * p. 65 - Adapting Existing Classroom Activities So They Require "Negotiation of Meaning"


 * **Explore this[| handout] on Integrated Performance Assessment by Paul Sandrock**
 * p. 5 - Sample Interpretive Assessment
 * pp. 3, 6-7 - Sample Interpretive, Interpersonal, & Presentational Tasks
 * p. 8 - Questions for self-assessing the tasks you create for your own IPA assignment


 * **Come prepared to discuss [|this template] for assessing interpretive skills.**

**4) IF you have this text, you may want to skim: Authentic and Standards-based Assessment (Shrum & Glisan, 4th Edition, pp. 410-422) [If you don't have the text, don't worry about it.]**
 * You only need to read what is underlined on the 12 pages
 * Be sure to look at items that have stars by them
 * If a page has no underlining, you can skip it


 * 5) Study for Finals [[file:Final Exam Study Guide Winter 2017.pdf]][[file:Final Exam Study Guide Winter 2017.doc]]**

=4-11-17=


 * 1) Brainstorm a list of ways you could engage students in using technology in your lesson plan. Post your ideas below and sign your name.**

//**Matthew Dewsnup**// //**Justine** **Hampton**//
 * Well, there's the obvious usage of PowerPoint or Google Slides for aids in presentational speaking.
 * Showing them about Pixabay and FreeImages would help with those presentations the way you showed us how to use them.
 * If the school has the software, teaching them how to use Adobe Photoshop or other Adobe programs could help in having them design travel brochures as a cultural activity in combination with research about a particular country or city.
 * The same programs could be used to have them design posters or flyers about made-up events they could advertise for in an assignment.
 * Getting the students on Edmodo would potentially increase the level of out-of-class communication between the students and teacher in a controlled environment and allow faster sharing of assignments and ideas among the students.
 * Setting up our own Languagelinks wiki could be very useful as well and provide a forum for the students to collaborate as well.
 * Tech can be used in the classroom, or as homework, for
 * Collaboration and annotation: __Prism__ (annotate and highlight text)
 * Brainstorming: __DebateGraph__, __MindMeister,__ __Sketchboard__ (create word webs)
 * Create invitations using party vocab or number vocab __evite__
 * Create a magazine for clothing unit __Flipsnack__
 * Explore maps of interesting cities in Spanish speaking countries with __CommunityWalk__

Ben Andersen
 * Use a GoPro during your adventures amidst the local / international Hispanic community
 * Kahoots
 * Virtual Reality

Monique Freestone
 * PowerPoint
 * Audacity and have them record themselves
 * Use Skype to call a foreign country and ask about a menu or something
 * Edmodo, because that seems pretty legit
 * Make a quiz on Kahoot and they can use their phones
 * YouTube to show cultural authenticity


 * 3) Read:** [[image:learn2assess/ChocolateChipCookiesAndRubrics.png link="https://homepages.gac.edu/~dmoos/documents/rubric_004.pdf"]]


 * 4) Study for Finals [[file:Final Exam Study Guide Winter 2017.pdf]][[file:Final Exam Study Guide Winter 2017.doc]]**

=4-6-17=


 * 1) Teaching Demos Due (30% of your grade--combined with the other teaching presentations we've done)**


 * 2) Study for Finals [[file:Final Exam Study Guide Winter 2017.pdf]][[file:Final Exam Study Guide Winter 2017.doc]]**

=4-4-17=


 * 1) Add a writing activity to your lesson plan.**


 * 2) Bring a final copy of your lesson plan and your materials to class with you for feedback on Tuesday.**


 * 3) Your lesson presentations will be due on Thursday of next week.**

=3-30-17=


 * 1) Begin developing the materials you will need in order to present your lesson to the class.**
 * This might include a PowerPoint.
 * This might include visual aids or manipulatives.
 * This might include paired activities or practice worksheets.
 * This might include assignment sheets for homework.


 * 2) [|Sign up] for Españolandia.**

=3-28-17=

Begin working on your lesson plan presentations.

=3-23-17=


 * Revise your lesson plans:**


 * [|World-Readiness Standards] and/or [|Utah Core Standards]: Which one(s) will you target?
 * Standards-based Objective: Students will (communicative language function) about (social issue, academic content, or cultural context) using (targeted grammatical structure) and (targeted vocabulary topic).
 * Assessment: I can (communicative language function) about (social issue, academic content, or cultural context) by/in a (product students will produce).
 * Pre-reading
 * Shared, Experience Contextualized in a Multimedia Text (Remember: I do, we do, you do)
 * Activate Prior Knowledge & Personal Experiences
 * Build Conceptual Understanding
 * Communicate About the Content in Ways that Build Oral Language & Vocabulary
 * During Reading
 * Select Key Vocabulary
 * Identify Reading Strategies to Pre-teach
 * Determine How You Will Interactively Read the Text
 * Interactively Engage Students in Making Multiple Passes Through the Text
 * Focus on Meaning
 * Focus on Form
 * Focus on Communication

These menus and templates may help you:

=3-21-17=

Continue working on your literacy lesson plans.

=3-16-17=

No class - UCET Conference

=3-14-17= No homework

=3-9-17=

1) Bring your course evaluation if you didn't do it on Tuesday.

2) Start thinking about pre-, during, and post-reading activities you could do with the texts you selected.

=3-7-17=


 * 1) Come prepared for a reading quiz over //Literature, a Rich Resource for Teaching Language & Culture// by Aleidine Moeller.**

a) Do NOT put your name on it. b) Answer each question. c) Bring a hard copy to class.
 * 2) Complete this course evaluation: [[file:Midterm Course Evaluation.pdf]][[file:Midterm Course Evaluation.doc]]**

a) Select a book. b) Identify the language patterns (i.e.,) that are most prevalent. c) Identify the cultural products, practices, and perspectives embedded in the story. d) Identify the academic content connections present in the story (i.e., science, social studies, etc.). e) Brainstorm ideas for developing a lesson around this text.
 * 3) Locate a culturally authentic children's picture book in Spanish.**
 * What could you ask students to do that would activate their PRIOR KNOWLEDGE & EXPERIENCES with the topics in the text?
 * What could you ask students to do that would build their CONCEPTUAL KNOWLEDGE about topics in the text?
 * What could you ask students to do that would help them to make PERSONAL CONNECTIONS to the text?
 * What could you ask students to do that would INTERACTIVELY ENGAGE them with the MEANING of the text?
 * What could you ask students to do that would help them to NOTICE LANGUAGE PATTERNS in the text?
 * What could you ask students to do that would help them to DEVELOP AN AWARENESS of how the language patterns in the text work?
 * What could you ask students to do that would help them to PRACTICE LANGUAGE PATTERNS in the text?
 * What could you ask students to do that would engage them in COMMUNICATING about the text?
 * This handout may help: [[file:Scaffolding for Success Handout from Cherice Montgomery for Boise ID Feb 22 2017.pdf]][[file:Scaffolding for Success Handout from Cherice Montgomery for Boise ID Feb 22 2017.docx]]

a) Your selection should be no more than two to four pages in length. b) Identify the language patterns (i.e.,) that are most prevalent. c) Identify the cultural products, practices, and perspectives embedded in the story. d) Identify the academic content connections present in the story (i.e., science, social studies, etc.). e) Brainstorm ideas for developing a lesson around this text.
 * 4) Locate a culturally authentic piece of literature in Spanish.**
 * You could choose an essay, poem, short story, or any other LITERARY text.
 * You may use an excerpt from a longer work.
 * What could you ask students to do that would activate their PRIOR KNOWLEDGE & EXPERIENCES with the topics in the text?
 * What could you ask students to do that would build their CONCEPTUAL KNOWLEDGE about topics in the text?
 * What could you ask students to do that would help them to make PERSONAL CONNECTIONS to the text?
 * What could you ask students to do that would INTERACTIVELY ENGAGE them with the MEANING of the text?
 * What could you ask students to do that would help them to NOTICE LANGUAGE PATTERNS in the text?
 * What could you ask students to do that would help them to DEVELOP AN AWARENESS of how the language patterns in the text work?
 * What could you ask students to do that would help them to PRACTICE LANGUAGE PATTERNS in the text?
 * What could you ask students to do that would engage them in COMMUNICATING about the text?


 * 5) BRING A HARD COPY OF YOUR BRAINSTORMING FOR EACH TEXT TO CLASS!**

=3-2-17=

1) Be prepared to teach your section of //** [|Put Reading First] **//

=2-28-17=

1) No homework for today.

2) For Thursday:


 * Be prepared to teach your section of //** [|Put Reading First] **//.

= =
 * Read the article //Literature, a Rich Resource for Teaching Language & Culture// by Aleidine Moeller.

=2-23-17=


 * 1) Read the handouts at the top of this page.**


 * 2) Explore these online sources for stories in the target language.**


 * 3) Explore these lesson plans for using children's literature.**


 * 4) Read Taylor & Bateman, //Ch. 8, Reading for Meaning//**


 * 5) You will have a quiz over Ch. 8 and over copyright today in class.**

//**For next Tuesday In case you want to get it done early:**//

a) Choose ONE chapter. b) Read your chapter. c) Prepare to teach your chapter to the class in 3 to 5 minutes (or less).
 * Read the abbreviated version of Put Reading First.**

=2-21-17=

No Class - Monday Instruction

=2-16-17= = =
 * 1) Read: National Institute for Literacy (2000) - [|Put Reading First] **


 * 2) Skim: Taylor & Bateman Chapter 8: Reading for Meaning (you will have a quiz over this and over copyright on 2/23/17).**


 * 3) Bring your completed note-taking sheet on tech readings (it was due 2-2-17).**


 * 4) Keep working on your FLTEACH assignment.**

=2-14-17=
 * 1) Professional Conference Assignment Due:** [[file:Span 378 Professional Conference Assignment 2017.doc]][[file:Span 378 Professional Conference Assignment 2017.pdf]]

=2-9-17=

a) Attend the Utah Foreign Language Association Conference at UVU today. b) Complete the assignment above. c) Bring the completed worksheet with you to class next Tuesday (2/14/17).
 * 1) Complete the Professional Conference Assignment:** [[file:Span 378 Professional Conference Assignment 2017.doc]][[file:Span 378 Professional Conference Assignment 2017.pdf]]

a) Visit and click on English (on the left), then Speaking (at the top). b) Click on the gray buttons. c) Watch the first example from the I ntermediate section. How is it different from the novice examples we watched in class?
 * 2) Watch the following samples of OPIs in English:**

d) Watch the first example from the Advanced section. How is it different from the intermediate examples?

d) Watch at least one example of Superior and one from Distinguished. e) As you watch, consider:
 * What does the student struggle with during the interview?
 * What CAN the student do with language?
 * What adjustments does the interviewer make or strategies does the interviewer use to help the student experience success?
 * What implications does this have for teachers working with middle/high school students who are primarily speakers with novice level proficiency?


 * 3) Watch the following samples of OPIs in Spanish: **

a) Visit

b) Click on the Speaking button at the top (make sure you are on the Spanish page). c) Click on the View Samples button for each level. d) Watch ALL of the examples from each level (Novice, Intermediate, Advanced, Superior, Distinguished) e) As you watch, consider:
 * What does the student struggle with during the interview?
 * What CAN the student do with language?
 * What adjustments does the interviewer make or strategies does the interviewer use to help the student experience success?
 * What implications does this have for teachers working with middle/high school students who are primarily speakers with novice level proficiency?

a) What do you NOTICE about the speaker's Spanish? b) In what areas does the speaker SUCCEED? c) In what areas does the speaker's Spanish BREAK DOWN? d) How would you rate this speaker's proficiency? e) What NEXT STEP will improve this speaker's Spanish? (Would this help students know what to do next? How about [|this one]?)
 * 4) Watch the following examples of people using Spanish in real life:**

[|Mayor Bloomberg Speaks Spanish] (:42) - media type="youtube" key="O9KMgRamba0" height="360" width="640"

[|Gov. Rick Scott of FL Speaking Spanish] (:26) - media type="youtube" key="MsPKV4JsrGQ" width="420" height="315"

[|ARGO Interview - Ben Affleck] (3:08) - media type="youtube" key="jjkt8eG7Qms" width="560" height="315"

[|Gwyneth Paltrow Speaking Perfect Spanish] (1:10) media type="youtube" key="aLTXYP27b-I" width="420" height="315"

[|Selena Gomez in Spanish Interview] (3:18) media type="youtube" key="6j78DOl0hEk" width="420" height="315"

[|One Semester of Spanish Love Song] (1:41) - media type="youtube" key="ngRq82c8Baw" width="420" height="315"

=2-7-17=

No homework

=2-2-17=


 * 1) What do the apostles say about technology use?**

a) Skim all three articles:

b) Complete this note-taking sheet:
 * [|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet])
 * [|Things as They Really Are] by Elder Bednar
 * [|To Sweep the Earth as With a Flood]
 * [|Details]
 * [[file:languagelinks2006/Notetaking Sheet for Tech Readings.doc|Download]]
 * 362 KB

c) Come prepared to share one "sound bite" (i.e., your favorite quote) from each reading.


 * 2) Read this chapter on [|Online Professionalism]. You will take a quiz over this soon.**


 * 3) Read this chapter on [|Online Safety]. You will take a quiz over this soon.**


 * 4) Introductory PowerPoint Presentations Due (if you haven't presented yet).**



a) Go to the [|FLTEACH Archives]
 * 5) Continue working on your FLTEACH assignment.**

b) Choose 5 threads and read all of the posts. c) Create a one-pager that summarizes what you learned. d) Use principles of graphic design to communicate clearly. e) Post your assignment here. (You can also see samples here). (Not due until several weeks from now.)

=1-31-17: NO CLASS TODAY= (Assessment Day)

=1-24-17 & 1-26-17=


 * 1) Introductory PowerPoint Presentations Due**




 * 2) Take the Copyright Self-evaluation Questionnaire (you don't need to turn it in)**


 * 3) Review this infographic: [|What is copyright?]**


 * 4) Review this infographic: [|What are the differences between copyright, Creative Commons, & Public Domain?]**


 * 5) Read this simple webpage: [|What is fair use?]**


 * 6) Review this infographic: [|What four factors determine fair use?]**


 * 7) Examine this chart (and save it for future use): [|Copyright & Fair Use for Teachers]**

media type="youtube" key="CJn_jC4FNDo" width="560" height="315"
 * 8) Watch the first 3 chapters of this video: [|A Fairy Use Tale]**


 * 9) Read this [|chapter on copyright] (The modules in** **[|Copyright Crash Course for Teachers]** **will help you prepare for a quiz over it).**

a) Go to the [|FLTEACH Archives]
 * 10) Continue working on your FLTEACH Assignment**

b) Choose 5 threads and read all of the posts. c) Create a one-pager that summarizes what you learned. d) Use principles of graphic design to communicate clearly. e) Post your assignment here. (You can also see samples here). (Not due until several weeks from now.)


 * Optional: **


 * [|Can I Use That Picture Infographic]**

**[|Blog Basics & Copyright]**

=1-19-17=

(For your future reference: [|True Colors Quiz - Print Version] OR [|True Colors Quiz - Online version (does not give numerical scores)]
 * 1) Complete the True Colors Quiz distributed in class.**


 * 2) Complete the Course Photo Video Permission Form (distributed in class).**


 * 3) Begin developing your introductory PowerPoint (due next Tuesday, 1/24/17)**



4) Begin working on your FLTEACH Assignment: a) Go to the [|FLTEACH Archives]

b) Choose 5 threads and read all of the posts. c) Create a one-pager that summarizes what you learned. d) Use principles of graphic design to communicate clearly. e) Post your assignment here. (You can also see samples here). (Not due until several weeks from now.)

=1-17-17=

a) Skim the page to see what it contains. b) Select at least 3 links of interest to you. c) Click on the links to see where they take you. d) Come to class with any questions you may have.
 * 1) Explore this wiki page on Professionalism.**


 * 2) Explore[| FLTEACH]:**

a) Click on this link. b) Choose a month and click on the link. c) Read through at least 5 "threads" (i.e., all the posts on a topic). d) Focus on topics of most interest to you. e) Come prepared to talk about what you learned.


 * 3) Read the following materials:**

a) Click on titles A-G below. b) Read through the information in each packet. c) Ask yourself: How can this information help me to manage my classroom more effectively? d) Ask yourself: How does this information help me to make better pedagogical decisions? e) Ask yourself: What questions do I still have about this information?

A) - Read pp. 2-4. Pages 3-4 contain brief descriptions of how each color is likely to interact at home, at school, and with friends.

B) - This was attached to your e-mail. Read this entire packet THOROUGHLY. EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; Pages 3-6 compare how each color sees itself to how others may see each color. Very useful for thinking about why people might sometimes misunderstand you, as well as how you might accidentally misunderstand others reframing lists; symptoms of a bad day; and team member role cards. (See also Page 2 of this handout:  )

C) - Very well-designed handouts that highlight what each of the 4 colors brings to a collaborative situation, along with questions each color is likely to ask about the task at hand. Super helpful for you as members of different professional committees, and helpful for students as they engage in group work.

D) - You'll have to download and open this Word doc to read it. Page 1 contains a list of typical behaviors each color exhibits when having a bad day.

E)

F) - Formatting is ugly, but info. is useful

G) - Understanding your interviewer can help you know which strategies will help you communicate best

**OPTIONAL: Just For Fun True Colors Materials**


 * [[image:BlueWordSearch.JPG link="https://truecolorsintl.com/resources/"]]- This PDF document contains wordsearches for all 4 colors ||

- Are you a diet feeler, planner, thinker, or player? This brief quiz may give you some insight into your eating habits. (Warning - this links to a commercial site)

- Read 4 different comic strips and decide which situation best depicts you, then read a brief description of how your dominant colors may be affecting your shopping habits. (Warning - this links to a commercial site)

- Can you identify which color is most likely to own each of these bumper stickers?


 * Additional True Colors Resources **

- Golds will find this PowerPoint presentation useful. It provides detailed, step-by-step instructions for the quiz, along with a more comprehensive approach to explaining it


 * [[file:Elements of Effective Instruction-BYU.doc]]
 * [|Dr. Montgomery's True Colors Materials]
 * Additional info. on True Colors: []

4) Begin working on your intro. PowerPoint.



= 1-12-17 =


 * 1) Read the Span 378 Syllabus** [[file:Syllabus Span 378 Winter 2017.pdf]]


 * 2) Take the [|Course Information Survey]**


 * 3) Take this [|Course Content Survey]**


 * 4) Bring your signed consent form back if you are willing to participate in the research project.**


 * OPTIONAL: **


 * 4) You may wish to join these Facebook groups: **

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * 5) You may wish to participate in this Twitter group (#flteach) or in these [|Twitter] chats: **


 * 1) langchat
 * 2) utedchat


 * 6) You may wish to register to participate in these professional world language and technology conferences: **


 * < [[image:languagelinks2006/PBLSymposuim.png link="http://nflrc.hawaii.edu/events/view/95/"]] ||
 * Jan. 11-12, 2017 - Project-based Language Learning Free Online Symposium ||


 * [[image:languagelinks2006/FundamentalsOfPBLLOnlineInstitute.JPG link="http://nflrc.hawaii.edu/events/view/96/"]] ||
 * Jan. 25-Feb. 22, 2017 ||


 * [[image:languagelinks2006/PBLLInterculturalityLogo.png link="http://nflrc.hawaii.edu/events/view/97/"]] ||
 * August 2-9, 2017 at the University of Manoa in Honolulu, HI ||

February 16-19, 2017 at the Hyatt Regency Monterey in Monterey, CA
 * [|California Language Teachers Association Conference (CLTA)] **

February 9, 2017 at Utah Valley University in Provo, UT
 * [|Utah Foreign Language Association Conference (UFLA)] **

March 2-4, 2017 in Oklahoma City, OK
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

March 8-10, 2017 in Capetown, South Africa
 * [|Open Education Global Conference] **

March 16-17, 2017 at the University of Utah in Salt Lake City, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

2018 at TBA
 * 7th International Conference on Language Immersion Education **

Summer 2017 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Annual Summer Workshop for Spanish Teachers **

July 6-9, 2017 at the Hilton Chicago Hotel in Chicago, IL
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


 * [|Summer institutes offered by Language Resource Centers in the U.S.] ** (Many are grant-funded)

November 17-19, 2017 at the Music City Center in Nashville, TN
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)] **


 * More Professional Development Opportunities **

=1-10-17=

No homework due (first day of class)


 * For Dr. Montgomery Only**


 * 3) Draft a disclosure document (due next Tuesday, 1/17/17)**

a) Create a syllabus (a.k.a. disclosure document). b) Include information about:


 * Course information (title and description of course)
 * Course materials (textbook, supplies, other resources)
 * Your name and contact information
 * Classroom Expectations (teaching philosophy, class routines and procedures, late work policy, make-up work policy)
 * Grading Procedures
 * Helpful Hints

c) Your syllabus will be evaluated using this rubric: