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ARKANSAS STATE UNIVERSITY Department of English and Philosophy Fall 2008 I. EDEN 4553 Methods and Materials for Teaching English in the Secondary School Instructor: Dr. Robert Lamm Email: rlamm@astate.edu Web URL: www.clt.astate.edu/rlamm Office: W308 Office Hours: MWF 1:50-4:00 p.m. Phone: (870) 972-2176 Classroom: Wilson 330 Meetings: Mondays, 4:30 – 7:20 p.m. II. READINGS: Primary Texts: Maxwell & Meiser, Teaching English in Middle and Secondary School Proett and Gill, The Writing Process in Action Photocopied materials and email attachments. Check your email regularly. III. PURPOSE AND GOALS OF THE COURSE: Catalog Description: The study of models of teaching and instruction and of assumptions underlying current teaching-learning practices for English in the secondary schools. Opportunities to develop skills and strategies for teaching language, literature, and composition to culturally diverse students. Course Overview: The purpose of this course is to help you to become an effective English teacher and a vital member of the profession. You’ll need a clear and thorough knowledge of language and literature, instructional techniques that prove effective, and theories and principles underlying those techniques. Regard what you learn in the course only as a foundation for life-long study and professional growth. Understand why certain methods are preferable over others--this is where theory and research become invaluable. Every method demonstrated in this course is included for a reason based on theory and research. Be actively curious about the why for every how. The course methodology includes lecture, discussion, workshop, and seminar: lecture provides condensed explanations; discussion encourages a flexible exchange of information; workshop requires you to practice the techniques you are learning; seminar makes you more responsible for your own development. Since most of the students taking “Methods and Materials” eventually will become teachers themselves, you are expected to think and act not just as a student but also as a co-teacher of the course. As co-teacher, you take on part of the responsibility of ensuring that the atmosphere of the classroom is positive and productive. IV. COURSE OBJECTIVES: a. ASU Frameworks Linkage i. The pre-Intern understands the historical, philosophical, and social foundations of American Education [specifically in English education]. ii. The pre-Intern communicates relevant, accurate knowledge in the specialty area. iii. The pre-Intern communicates in acceptable oral and written form. iv. The pre-Intern develops lesson plans and instructional goals appropriate to the students and the subject. v. The pre-Intern plans instruction to meet the requirements of all learners, including those with special needs. vi. The pre-Intern demonstrates instructional delivery skills appropriate to the students and the subject. vii. The pre-Intern employs appropriate learning principles in the instructional process. viii. The pre-Intern utilizes guided and independent activities appropriate to the students and the subject. ix. The pre-Intern uses monitoring procedures appropriate to students and the subject. x. The pre-Intern manages class time effectively. xi. The pre-Intern demonstrates lesson summary techniques appropriate to the students and the subject. xii. The pre-Intern employs evaluation techniques appropriate to the students and the subject. xiii. The pre-Intern exhibits appropriate human relation skills. xiv. The pre-Intern exhibits positive professional behavior and characteristics. xv. See Teacher Education Handbook for more information. xvi. To examine a variety of appropriate methods teachers may use in classes to guide students in the development of reading, writing, and speaking skills. xvii. To acquaint prospective teachers with a variety of instructional materials. xviii. To introduce prospective teachers to books, journals, and professional activities that may aid them in continuing professional growth and competence. xix. To provide guidelines for planning and selecting methods and materials and to accommodate diverse student interests, needs, and abilities. xx. To encourage prospective teachers to analyze effective teaching. xxi. To encourage prospective teachers to base methods and choice of materials and principles derived from study and scholarship in the field. xxii. To survey and analyze current trends and issues in the teaching of English xxiii. In response to exam questions that posit a hypothetical teaching problem, students will formulate plans and solutions consistent with current research. xxiv. The pre-intern will plan and write an instructional unit and lesson plans that demonstrate an understanding of the interrelationships of the discipline of English--listening, reading, speaking, and writing. xxv. In exams and in the instructional unit, the pre-intern will demonstrate knowledge of language, literature, and composition. xxvi. The pre-intern's units and lesson plans will provide for a variety of responses from students with different learning styles and cultural backgrounds. xxvii. The pre-intern will make use of a variety of media in lesson plans. xxviii. In oral reading and oral reports, the pre-intern will develop an effective speaking style. xxix. In simulated teaching, the pre-intern will choose challenging content and demonstrate activities appropriate for the particular purpose of the lesson b. ISTE Linkagei. The pre-intern will demonstrate proficiencies with technologies appropriate for the teaching and assessment of English language arts. These will include the employment of audio-visual and computer technologies. ii. The pre-intern will understand various appropriate applications of technologies within the context of teaching and assessing English language arts. iii. The pre-intern will gain a broad knowledge of available technological resources available to teachers of English language arts c. Pathwise Criterion Linkage i. Domain A: Organizing Content Knowledge for Student Learning 1. A1. Becoming familiar with relevant aspects of students' background knowledge and experiences 2. A2. Articulating clear learning goals that are appropriate for the students 3. A3. Demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to be learned in the future 4. A4. Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate for the students and that are aligned with the goals of the lesson 5. A5. Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson Domain B: Creating an Environment for Student Learning 1. B1. Creating a climate that promotes fairness 2. B2. Establishing and maintaining rapport with students 3. B3. Communicating challenging learning expectations to each student 4. B4. Establishing and maintaining consistent standards of classroom behavior 5. B5. Making the physical environment as safe and conducive to learning as possible iii. Domain C: Teaching for Student Learning 1. C1. Making learning goals and instructional procedures clear to students 2. C2. Making content comprehensible to students 3. C3. Encouraging students to extend their thinking 4. C4. Monitoring students' understanding of content through a variety of means, providing feedback to students to assist learning, and adjusting learning activities as the situation demands 5. C5. Using instructional time effectively iv. Domain D: Teacher Professionalism 1. D1. Reflecting on the extent to which the learning goals were met 2. D2. Demonstrating a sense of efficacy 3. D3. Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students 4. D4. Communicating with parents or guardians about student learning d. SPA Linkage: NCTE/NCATE Standards for ELA, Grades 7-12 i. Candidate Program Structure: Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers. ii. ELA Candidate Attitudes: Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. iii. ELA Candidate Knowledge: Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings. iv. ELA Candidate Pedagogy: Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. V. COURSE ASSESSMENT AND PERFORMANCE MEASURES Students are expected to attend lectures, participate in class activities, do assigned readings, complete out-of-class assignments, and take exams. A. Requirements: 1. Chapter quizzes. You will be quizzed over some assigned readings. This assessment may include occasional written homework assignments. 2. Microteaching 1: Present one 10-minute microteaching lessons on subjects relevant to the course outline. I will give you a list of possible lessons. Also, your textbooks will contain a number of lessons you may wish to explore. Microteaching 1 is a lesson about writing or grammar. . In advance of the lesson, students will prepare and submit a lesson plan that includes objectives linked to Arkansas Frameworks. You may collaborate, combining with other students. Submission: print copy and College Live Text. 3. Microteaching 2: Same as Microteaching 1, but about literature, grammar, spelling, mechanics, oral language, or anything appropriate to the English discipline. 4. Proett and Gill quiz: This is based on The Writing Process in Action. 5. Midterm exam: Over textbook chapters and other course materials. 6. Literary terms quiz: Over terms presented in class. See packet. 7. Anthology: For a class anthology, prepare two pages of photocopy-quality text containing some of your writings generated from the mini-lessons presented this semester. Also, you should help plan the anthology. 8. Teacher research project: Working as a team, you and your classmates will conduct a teacher-research project. This will involve designing pre- and post-tests to accompany a less or unit. Research, design, implementation, and write-up will be collaborative, under the guidance of the instructor. The write-up will be in an 8-10 page report that includes the following: title, rationale, review of literature, methodology (subjects, materials, data), analysis of data, conclusions, and references. 9. Professionalism: Submit a self-evaluation report and documentation. a. Professionalism i. Demeanor (50 points): The teacher intern... 1. Displays appropriate behavior and appearance with respect to school climate, culture, and profession. 2. Is punctual, dependable, and responsible. 3. Demonstrates initiative and enthusiasm for teaching and the profession. 4. Is receptive to supervision from other professions. 5. Acts as an advocate for the profession 6. Demonstrates ethical behavior in conduct of professional duties. (from PEP Formative Form) ii. Professional activity (50 points): Provide evidence of professional activity through the following: membership in English and teaching organizations; attendance at conferences or other meetings; contest judging; volunteer work, such as tutoring; submission of an article to a journal; other possible activities. Evidence of these activities is required. Note: the activity must be proposed and approved by the class and instructor. Points: Memberships: 5/local, 10/state, 10/national; volunteer work, 5/hour; meetings, 5/session; articles vary. AEA/ACT Fall Conference: one day of attendance is worth all 50 points. 10. Three-week instructional unit and daily lesson plans, incorporating language, literature, and composition. · Include the following: Cover sheet, table of contents, introduction/rationale, bibliography, and list of materials needed. Present these as separate sections with headings. · Activities should include provisions for listening, speaking, reading, and writing. Sequence a session’s activities and estimate the amount of time for each. · Don’t skimp on activity planning: for example, if you plan to discuss, you should include some discussion questions. · Daily lesson plans should include objectives and linage to the state’s frameworks (standards). · You can attach supplemental materials you find or develop to help you conduct each lesson. Credit your sources to avoid plagiarism and copyright infringement. · For at least one part of the unit, you should create a quiz or other example of a means of assessment. Submission: Through College Live Text, as a “project”; and print copy. 11. Final: Prepared collaboratively, it will cover the texts and packet materials. To prepare, read all the assigned materials, reflect on what you read, and examine critically the topics discussed in class so that you will have a thorough understanding of the concepts. B. Evaluations and Due Dates: 1. Chapter quizzes & misc. 5% variable interval 2. Microteaching 1 10% individually scheduled 3. Microteaching 2 10% individually scheduled 4. Proett and Gill quiz 10% September 15 5. Mid-term exam 15% October 6 6. Literary terms quiz 5% October 13 7. Anthology 5% November 3 8. Teacher Research project 5% November 17 9. Professionalism 5% December 1 10. Three-week unit 15% December 1 11. Final exam 15% December 8 C. Methodology: Much class time will be devoted to student presentations and microteaching. Assigned readings will be discussed forum-style, the teacher performing more as facilitator and less as lecturer. Some class time will be devoted to modeling a "writing workshop." D. Attendance Policy: Since this course meets only once a week for three-hour sessions, it is imperative that you attend all classes. More than two absences will result in a reduction of your semester grade. ACTELA and ACC: You are encouraged to attend the Arkansas Curriculum Conference. Arkansas Council of Teachers of English and Language Arts will sponsor workshops, speakers, a luncheon, and other events. ACC/ACTELA holds its conference at the same time and location as the AEA Convention. See http://www.actela.org/ VI. COURSE OUTLINE (subject to revision): August 25: Introduction. ACTELA, NCTE Student Membership discussed. Professionalism, educational philosophy, and attitude. Homework for next class: Teaching English, Chapter 1. Proett and Gill, pages 1-29. September 1: LABOR DAY; NO CLASS MEETING. September 8: C1: Becoming a Teacher. Proett and Gill, pages 1-29. Frameworks, Praxis. HW: Teaching English, Chapter 2. Proett and Gill, pages 1-59. Praxis tests. September 15: C2: “The Students We Teach.” Quiz over Proett and Gill. HW: Teaching English, Chapters 3 & 4. September 22: Microteaching 1. C3: “Understanding Curriculum, Instruction, and Planning.” C4: “Understanding Language, Teaching about Language.” HW: Teaching English, Chapters 5 & 6. September 29: Microteaching 1. C5: “Oral Language”; C6: “Teaching Composition” HW: Prepare for midterm exam, Text chapters 1-6, Proett/Gill, Frameworks, Praxis II. October 6: Microteaching 1. Midterm exam. HW: Teaching English, Chapters 7 & 8. Prepare for Literary Terms exam. October 13: Microteaching 1. Literary Terms quiz. C7: “Understanding Grammar”; 8: “Writing for Learning.” HW: Teaching English, Chapter 9. October 20: C9: “Writing Research Papers.” Teacher Research. HW: Teaching English, Chapter 10. October 27: Microteaching 2. C10: “Selecting Literature.” Teacher Research. HW: Teaching English, Chapter 11. November 3: Microteaching 2. C11: “Teaching Literature.” Teacher Research. Due: Anthology. HW: Teaching English, Chapter 12. ACC/ACTELA/AEA Nov. 1-2, LR Statehouse Convention Center November 10: Microteaching 2. C12: “Evaluating English Language Arts.” Teacher Research. HW: Teaching English, Chapter 13. ACC/ACTELA NOV. 13 & 14 November 17: Microteaching 2. C13: “Developing Units” Due: Teacher Research project. NCTE Nov. 20-23, San Antonio HW: Chapter 14. November 24: FALL BREAK (Thanksgiving the 27th): no class session. December 1: C14: “Your Starting Role: Student Teacher.” Due: Professionalism, Unit. HW: Review for final: Teaching English and other materials to be specified. December 8: FINAL from 4:30 to 7:20 p.m.
VII. SPECIAL CONSIDERATIONS and/or FEATURES OF COURSE: A. Workload: A rule of thumb for college courses is two hours of work for every one hour in class. In actuality, the amount of reading and preparation for each class meeting varies, but the weekly schedule (see below) will enable you to plan well ahead for what you must have completed by a given date. B. Handicap Policy: Any student with a handicap should see the teacher at once about necessary accommodations. Should a disability prevent a student from completing the course requirements as outlined by the instructor on the first day, an alternative procedure will be determined by the instructor. C. Plagiarism: Minor infractions reduce the grade of the assignment. Major infractions are referred to university authorities. Consult the student handbook for policies. D. Flexibility Clause: Schedule and assignments are tentative and revisable. VIII. PROCEDURES TO ACCOMMODATE STUDENTS WITH DISABILITIESIf you need course adaptations or accommodation because of a disability, if you have emergency medical information to share, or if you need special arrangements in case the building must be evacuated, please make an appointment to see me. IX. DIVERSITY In this class, students will have opportunities to draw effectively on their own experiences and cultures when developing their class activities. With the Instructor serving as a model in the classroom, the students are learning to: A. Create a climate that promotes fairness to all. B. Establish and maintain the appropriate rapport with students. C. Communicate challenging learning expectations to each student. D. Establish and maintain consistent standards of classroom behavior. E. Make the physical environment as safe and conducive to learning as possible. (Pathwise Domain B)
X. REFERENCES Allen, Edward. The Hands-On Fiction Workbook. Upper Saddle River, NJ: Prentice-Hall, 1996. Anderson, Neil. Exploring Second Language Reading. Boston: Heinle & Heinle, 1999. Atwell, Nancy. In the Middle: New Understandings about Writing, Reading, and Learning. Portsmouth, NH: Boynton/Cook, 1998. Baines, Lawrence, and Anthony Kunkel. Teaching Adolescents to Write. Boston: Allyn & Bacon, 2003. Baron, Dennis. Guide to Home Language Repair. Urbana: NCTE, 1994. Bernstein, Susan Naomi. Teaching Developmental Writing. Boston: Bedford/St. Martin’s, 2001. Berthoff, Ann. E. Forming, Thinking, Writing: The Composing Imagination. Boston: Boynton/Cook, 1982. Brown, Jean E., and Elaine C. Stephens. Teaching Young Adult Literature. Belmont: Wadsworth, 1995. Christensen, Francis. Notes toward a New Rhetoric. New York: Harper & Row, 1967. Daniels, Harvey. Literature Circles: Voice and Choice in the Student-Centered Classroom. Stenhouse, 1994. Elbow, Peter. What Is English? New York: MLA, 1990. ---. Writing with Power. New York: Oxford UP, 1981. ---. Writing without Teachers. New York: Oxford UP, 1973. Farrell, Pamela B., ed. The High School Writing Center. Urbana: NCTE, 1989. Freeman, Donald. Doing Teacher Research. Pacific Grove: Heinle & Heinle, 1998. Gallo, Donald R., ed. Speaking for Ourselves: Autobiographical Sketches by Notable Authors of Books for young Adults. Urbana: NCTE, 1990. ---, ed. Speaking for Ourselves, Too: More Autobiographical Sketches by Notable Authors of Books for young Adults. Urbana: NCTE, 1993. Gere, Anne Ruggles, ed. Roots in the Sawdust: Writing to Learn Across the Disciplines. Urbana: NCTE,1985. Hendershot, Cynthia, and Antony Oldknow. A Book of Literary Terms. Portales: Scopcraeft Press, 2000. Herz, Sarah K., with Don Gallo. From Hinton to Hamlet: Building Bridges between Young Adult Literature and the Classics. Westport, CT: Greenwood Press, 1996. Hillocks, Jr., George. Research on Written Composition. Urbana: ERIC for NCRE, 1986. ---. Teaching Writing as Reflective Practice. New York: Teachers College Press, 1996. Karolides, Nicholas J., ed. Reader Response in the Classroom. New York: Longman, 1992. Lindemann, Erika. A Rhetoric for Writing Teachers. New York: Oxford UP, 2001. Lukens, Rebecca J., and Ruth K. J. Cline. A Critical Handbook of Literature for Young Adults. Harp-Col, 1995. MacLean, Marion S., and Marian M. Mohr. Teacher-Researchers at Work. Berkeley: NWP, 1999. Maxwell, Rhoda J. Writing across the Curriculum in Middle and High Schools. Boston: Allyn & Bacon, 1996. --- and Mary Jordan Meiser. Teaching English in Middle and Secondary Schools, 4th ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2006. Moffett, James. Coming on Center: Essays in English Education. Portsmouth, NH: Heinemann, 1988 ---. Teaching the Universe of Discourse. Portsmouth, NH: Heinemann, 1983. Murray, Donald M. A Writer Teaches Writing. Australia: Thomson Heinle, 2004. Neumann, Bonnie H., and Helen M. McDonnell, eds. Teaching the Short Story: A Guide to Using Stories from Around the World. Urbana: NCTE, 1996. Nurnberg, Maxwell, and Morris Rosenblum. All about Words: An Adult Approach to Vocabulary Building. New York: New American Library, 1966. Peck, Robert Newton. How to Write Fiction like a Pro. Gainesville, FL: Maupin House, 2006. Peterson, Art. The Writer’s Workout Book. Berkeley: NWP, 1996. Proett, Jackie, and Kent Gill. The Writing Process in Action. Urbana: NCTE, 1986. Purves, Alan C., Joseph A. Quattrini, and Christine I. Sullivan. Creating the Writing Portfolio. NTC, 1995. Rosenblatt, Louise M. Literature as Exploration. 3rd ed. New York: Noble and Noble, 1976. Stein, Gertrude. How to Write. New York: Dover Publications, 1975. Strong, William. Sentence Combining: A Composing Book. New York: McGraw Hill, 1994. Tchudi, Stephen, ed. The Astonishing Curriculum: Integrating Science and Humanities through Language. Urbana, IL: NCTE, 1993. --- and Diana Mitchell. Exploring and Teaching the English Language Arts. Longman, 1999. Tomlinson, Carl M., and Carol Lynch-Brown. Essentials of Young Adult Literature. Boston: Pearson, 2007. Weaver, Constance. Lessons to Share on Teaching Grammar in Context. Portsmouth, NH: Boynton/Cook, 1998. ---. Teaching Grammar in Context. Portsmouth, NH: Boynton/Cook, 1996. White, Edward M. Assigning, Responding, Evaluating. New York: St. Martin’s Press, 1995. Yancey, Kathleen Blake, ed. Portfolios in the Writing Classroom. Urbana: NCTE, 1992. |
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