Southern Connecticut State University

Education 490 (Sec 01)

 English (Secondary School)

Monday and Wednesday 3:25-6:00 p.m.

Engleman

A109

 

Name:  Dr. Christopher Dean

Office:  Engleman Hall, Room D278

Phone:  (203) 392-5113

Email:  deanc1@southernct.edu

Office Hours

Monday: 1 p.m. to 3 p.m.

Tuesday:  11 a.m. to 1 p.m.

Thursday:  11 a.m. to noon.

And By Appointment

 

Course Number:  EDU 490          Credit Hours:  3          Prerequisite: Acceptance to SOE

Course Title:  English (Secondary School)

 

COURSE DESCRIPTION: 

Methods of and new approaches to teaching standard subject matter.  For teaching certification only.  Three credits.

 

COURSE’S CONTRIBUTION:

This course attempts to prepare prospective English language arts teachers to teach in our ever-changing public secondary schools.  As documents like the NCTE/IRA Standards point out, English language arts teachers are increasingly expected to understand, and value, not only the diverse home languages and cultures of their students, but to create course content that will resonate with those home languages and cultures.  This course offers strategies to teach in our increasingly diverse schools, and, more importantly, it offers reasons for the strategies it promotes.  The goal of this course is to introduce future English language arts teachers to techniques, strategies, and theories that will allow them to effectively teach—and research—writing, reading, and other higher order concerns intimately connected to the teaching of the English language arts.  Our aim in this course is to create teachers who teach, and think, critically about the English language arts. 

 

To do the above, students will be introduced to current thinking around reading instruction, composition research, critical thinking skills, technology studies, classroom management, curriculum development, and pedagogy in its largest sense.  Students will have opportunities to work together, independently, with the course instructor, with their cooperating teacher, and with actual high school students to develop their skills as teachers of the English language arts.  Also, written reflection will be encouraged, and expected, as one of the principal means of thinking through and about students developing sense of themselves as teachers.

 

Also, students will be encouraged to figure out the sort of teacher they are currently, and the sort of teacher that they want to become.  Ultimately, this class is about helping prospective teachers find the joy and art of teaching English language arts—affective components of teaching that reinforce the human, and humane, nature of our work as language teachers.

 

STUDENT OUTCOMES AND ASSESSMENTS

 


At the end of this course through class discussions, group activities, presentations, written work, and ongoing involvement with high school students, students will be able to:

 

1.  Design and plan units of instruction that make use of diverse media, genres, and pedagogical approaches to engage adolescents students as readers, writers, and thinkers.

(INTASC 3,4,6,7)  (NCATE 2.0,2.1,2.2,3.0,3.1,3.2,3.4, 3.5, 3.6,3.7,4.0,4.1,4.6,)  (CCI 1C, 2A, 2B, 2C)

·        Objective one will be assessed through class discussions, reflective work done by students, and a complete unit plan constructed by students.

2.  Understand the link between current research in the teaching of reading and writing and the conduct of class.

(INTASC 1,2,9)  (NCATE 2.0,2.3,3.0,3.1,3.2, 3.7,)  (CCI 1C)

·        Objective two will be assessed through in class discussions and a teaching journal.  Students will also be expected to join NCTE and join one of NCTE’s discussion lists (located at http://www.ncte.org/lists).  

3.  Understand the difference between formative and summative assessment and how these two ideas of assessment connect to ways of grading—especially as these two types of assessment relate to local, state, and national standards for students and teachers.

(INTASC 5,6,8)  (NCATE 4.12, 4.12.1, 4.12.2)  (CCI 3)

·        Objective five will be assessed via ongoing discussions, students' reflective work in their teaching journals, and evidence in student work.

4.  Understand how to create a nurturing and effective classroom environment in which all students have an opportunity to succeed as learners. 

(INTASC 3,5)  (NCATE 2.0, 2.1, 2.2., 2.3, 2.4, 2.5, 2.6, 2.7, 4.2, 4.5)  (CCI 1A)

·        Cooperating teachers and college supervisors will assess objective five via ongoing discussions, students’ reflective work, and evidence from observations.

 


MODES OF LEARNING

 

COURSE CONTENT OUTLINE

The focus of this class will be introducing curriculum and instruction that makes use of the best current practices in the English language arts.  This will include:

·        Approaches to the teaching of written composition (includes various perspectives from Composition and K-12 teaching).

·        Approaches to the teaching of reading (includes journaling, freewriting, discussions, role playing, and other pedagogical activities).

·        Curriculum design that incorporates a variety of media and teaching/learning styles (includes use of multiple genres, electronic communication, the graphic arts, and various learning styles—global/kinesthetic, oral, visual, and auditory).

·        The use of reflective practice and critical thinking skills as a way for candidates and students to grow as thinkers and people.

·        Discussion of the conduct of class in real classroom settings (includes issues of classroom discipline, sequencing of assignments, the organization of classroom time, and aligning curriculum with local, state and federal standards).

The actual content of the class varies depending on the needs, interests, and skills of the given group of students in the class.  Students will experience being part of learning community in this classroom (with the instructor modeling and explicating this process), and they will be ushered into important, and ongoing, professional discussions in the English language arts.

 

REQUIRED TEXTS

·        Burke, Jim.  The English Teacher's Companion:  A Complete Guide to Classroom, Curriculum, and the Profession.  Portsmouth, NH:  Boynton/Cook, 1999.

·        Burke, Jim.  Reading Reminders.  Portsmouth, NH:  Boynton/Cook, 2000.

·        Cummings, Carol.  Winning Strategies for Classroom Management, 2000.

·        Participation (or lurking) on at least one of the NCTE lists.

·        Packet from Tyco.

 

COURSE REQUIREMENTS

·        Educational Philosophy:  A short (4-6 pages) that outlines the student’s evolving philosophy of education.

o       20 % of grade.

·        Lesson Plan:  A lesson plan based on the CAPT exam—complete with support materials.

o       10% of grade.

·        Unit Plan:  A set of five complete lessons, with an outline for a 4-6 unit of instruction.  The unit plan must include the following:  a unit introduction and justification, unit goals and objectives, a unit outline, and five lessons—complete with support materials.  Students should make a unit that they can use in student teaching.

o       40% of grade.

·        Teaching/Classroom Journal (kept through the duration of student teaching). 

o       Your journal will be based on prompts assigned in class—when you are told “to write this in your journal;” responses to all assigned readings (you need not respond to every article or chapter we read—however each time we read you will be responsible for a journal entry); and at least two observations of a high school classroom each week—starting in the third week of class.  These observations will begin starting the third week of class.  Students will be obligated to spend 2-3 hours per week in their and other classes observing and keeping a record of their observations in their teaching journal.

o       30% of grade.

·        Access to an email account.  If you don’t have one, talk to the instructor. 

·        One 3.5” floppy disk dedicated to this class.

 

Late Work and Attendance

Every day a paper, project, or other graded item is late, it will drop one letter grade.  Thus after five days, the assignment will be work no points.  In this class, there is no such thing as an “acceptable excuse.”  All excuses are just that—excuses.  Turn in your work on time.  MORE THAN THREE ABSENCES WILL RESULT IN A FAILING GRADE IN THIS CLASS.

INTASC Standards

 

S

  1. Knowledge of subject matter.
  2. Knowledge of human development
  3. Instruction adapted to meet diverse learners
  4. Use of multiple instructional strategies and resources

A

  1. Effective learning environment created
  2. Effective Communication
  3. Lesson planning

I

  1. Reflection and Professional Development

L

  1. Assessment of student learning to improve teaching

S

  1. Partnership with school and community

 

CCI (Connecticut Competency Instrument) Indicators and Attributes

 

1A.  Promotion of positive learning environment.

 

1B.  Maintenance of appropriate behavior standards

 

1C.  Engagement of students in lesson activity.

 

1D.  Effective management of routines and transitions.

 

2A.  Presentation of appropriate lesson content.

 

2B.  Creation of structure for learning.

 

2C.  Lesson development promotes achievement of objectives

 

2D.  Use of appropriate questioning strategies.

 

2E.  Clear communication using precise language and acceptable oral expression.

 

3. On-going monitoring of student understanding for instructional adjustment.

 

NCATE Standards for Middle/High and Senior High School English Language Arts Teaching

 

1.0 Structure of the Basic Program

The institution establishes a specific curriculum for preservice English language arts teachers; as a result, the candidate will

1.1complete a specific language arts course of study;

1.2 gain knowledge and skills through on-campus and field experiences designed to promote knowledge of theory and practice in English language arts;

1.3 experience modeling of effective pedagogy and attitudes by college/university faculty in both English and education, and by middle/junior high and senior high school supervising teachers.

2.0 Attitudes for English Language Arts

Through modeling, advisement, instruction, related experiences, and assessment, the program promotes and strengthens professional attitudes needed by

English language arts teachers; as a result, the candidate will

2.1 demonstrate a respect for the worth and contributions of all learners;

2.2 use the English language arts to help students become familiar with their own and others' cultures;

2.3 engage in reflective practice and pursue continued professional growth and collaboration with colleagues;

2.4 help students develop lifelong habits of critical thinking and judgment;

2.5 take informed stands on issues of professional concern;

2.6 recognize the impact that culture, societal events and issues have on teachers, students, the English language arts curriculum, and education in general;

 2.7 promote the arts and humanities in the daily lives of students.

3.0 Knowledge of English Language Arts

The program prepares English language arts teachers who are knowledgeable about language, literature, oral, visual, and written literacy, print and nonprint media, technology, and research theory and findings.

3.1 The program prepares the candidate with knowledge and understanding of the English language; as a result, the candidate will

3.1.1 show an understanding of language acquisition and development;

3.1.2 demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated;

 3.1.3 recognize the impact of cultural, economic, political, and social environments upon language;

3.1.4 show a respect for and an understanding of diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles;

 

3.1.5 show an understanding of the evolution of the English language and the historical influences on its various forms;

3.1.6 demonstrate an understanding of English grammars;

3.1.7 demonstrate an understanding of semantics, syntax, morphology, and phonology;

3.1.8 show the various purposes for which language is used.

3.2 The program prepares the candidate in the practices of oral, visual, and written literacy; as a result, the candidate will

3.2.1 demonstrate the influence of language and visual images on thinking and composing;

3.2.2 use writing, speaking and observing as major forms of inquiry, reflection, and expression;

3.2.3 use the processes of composing to create various forms of oral, visual, and written literacy; 3.2.4 use writing, visual images, and speaking for a variety of purposes and audiences;

3.2.5 apply knowledge of language structure and conventions to creating and critiquing print and non-print texts.

3.3 The program prepares the candidate with knowledge and understanding of reading processes; as a result, the candidate will

3.3.1 demonstrate how to respond to and interpret what is read in different ways;

3.3.2 demonstrate how to discover and create meaning from texts;

 3.3.3 use a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

3.4 The program prepares the candidate with knowledge and understanding of different composing processes; as a result, the candidate will

3.4.1 use a wide range of writing strategies to generate meaning and to clarify understanding;

3.4.2 produce different forms of written discourse;

 3.4.3 demonstrate how written discourse can influence thought and action.

3.5 The program prepares the candidate with knowledge and understanding of an extensive range of literature; as a result, the candidate will

3.5.1 show knowledge of a broad                            historical and contemporary spectrum of United States, British, and world literatures, including:

3.5.1.1 works from a range of cultures;

3.5.1.2 works from a range of genres;

3.5.1.3 works by female authors;

3.5.1.4 works by authors of color;

3.5.1.5 works written specifically for older children and young adults;

3.5.1.6 works of literary theory and criticism.

3.6 The program prepares the candidate with knowledge and understanding of the range and influence of print and nonprint media and technology in contemporary culture; as a result, the candidate will

3.6.1 recognize the influence of media on culture and on people's actions and communication;

3.6.2 construct meaning from media and non-print texts;

3.6.3 display an understanding of the role of technology in communication.

3.7 The program prepares the candidate with knowledge and understanding of research theory and findings in English language arts; as a result, the candidate will

3.7.1 use major sources of research and theory (i.e., books, periodicals, reports, proceedings of professional conferences, videotapes, electronic and non-electronic data bases) to understand the relationship between research and practice;

3.7.2 use teacher-researcher models of classroom inquiry;

4.0 Pedagogy for English Language Arts

The program enables the candidate to acquire and demonstrate the dispositions and capacities needed to integrate knowledge of English language arts, students, teaching, and practice; as a result, the candidate will

4.1 examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recordings, and software which support the teaching of English language arts;

4.2 design instruction to meet the needs of all students and provide for students' continuous progress and success;

4.3 organize classroom environments and learning experiences that promote effective whole class, small group, and individual work;

4.4 develop interdisciplinary teaching strategies and

materials;

4.5 create learning environments which promote respect for and support of individual differences of ethnicity, race, language, culture, gender, and ability;

4.6 incorporate technology and print/non-print media into instruction;

4.7 engage students in discussion for the purposes of interpreting and evaluating ideas presented through oral, written, or visual forms;

4.8 encourage students to respond critically to different media and communications technologies;

4.9 use instruction that promotes understanding of varied uses and purposes for language in communication;

4.10 engage students in making meaning of texts through personal response;

4.11 provide students with appropriate reading strategies that permit access to and understanding of a wide range of print and non-print texts;

4.12 use assessment as an integral part of instruction and learning.

4.12.1 develop and use a variety of formal and informal assessment activities and instruments to evaluate processes and products;

4.12.2 employ a variety of means to interpret and report assessment methods and results to students, administrators, parents, and other audiences.

 

5.0 Field-Based Experiences in English Language Arts

The program requires field-based experiences which have clearly defined roles and expectations for student teachers, cooperating teachers, and college or   university supervisors; as a result, the candidate will

5.1 participate throughout the teacher education program in a sequence of field experiences in English language arts classrooms with certified/licensed, experienced teachers;

5.2 spend at least ten weeks demonstrating the use of

effective pedagogy during student-teaching in English language arts classrooms mentored by certified/licensed, experienced teachers and university/college supervisors; as a result, the candidate will

5.2.1 respond to systematic evaluation in order to meet expectations and responsibilities for the student-teaching experience;

5.2.2 participate in professional organizations, conferences, and in-service workshops to continue professional growth;

5.2.3 submit a student-teaching portfolio that provides documentation of reflective practices and teaching/learning processes.

 

Tentative COURSE SCHEDULE

 

Week One:  An Introduction to Your Learning, an Introduction to the Profession

 

Monday:  1/24/05

·        Reading:  In Class—“Tell-Tale Heart” by Edgar Allan Poe.  Also Available from http://www.eapoe.org/works/tales/theartc.htm

·        Writing Assignment:  Start Educational Philosophy—Draft One.  Due 1/31/05.

·        Class Activities:  Getting to Know You and syllabus work.  Model high school lesson on “The Tell-Tale Heart.”  Teaching goals exercise.   Introduce the “Unit Plan Assignment.”  Give out model as well.

Wednesday:  1/26/05

 

Snowed Out.

 

Week Two:  Working Through Revision and the Teaching of Reading

 

Monday:  1/31/05

·        Reading:  Companion:  28-102.  Companion: pages 1-23.  Reading Reminders:  pages 8-10 and 132-134. “I Hear America Singing.”

·        Writing Assignment:  Begin first draft of “Educational Philosophy,” due on Monday 2/7/05.

·        Class Activities:  Discussion of Readings.  Introduction to computers.  Model lesson on “I Hear America Singing,” by Walt Whitman.  Choose short text to work with next time using Project Gutenberg, located at http://promo.net/pg/. 

Wednesday:  2/2/05

·        Reading:  Selection from Kylene Beers’ When Kids Can’t Read, What Teachers Can Do.  40-101.  Packet.  Short text chosen from class at Project Gutenberg, located at http://promo.net/pg/. 

·        Writing Assignment: Keep working on Educational Philosophy.

·        Class Activities:  Model Lesson on reading comprehension of chosen text by students.  Discussion of Beer’s readings.  CAPT Orientation. 

 

Week Three:  The Teaching of Reading, the Teaching of Writing

 

START YOUR OBSERVATIONS THIS WEEK

 

Monday:  2/7/05

·        Reading:  Companion:  141-211 and Reminders:  237-240.

·        Writing Assignment:  Turn in first draft of Educational Philosophy.  Final Draft Due on last day of class:  3-28-04.  Begin working on first draft of CAPT lesson plan—due 2/14/05

·        Class Activities:  Model lesson with classroom activities around the teaching of writing and reading.  Introduction to lesson plan assignment.  Introduction to observations.

Wednesday:  2/9/05

·        Reading:  Reminders:  38-44 and 254-256.  Cummings:  1-30. 

·        Writing Assignment:  Begin working on first draft of CAPT lesson plan—due 2/14/05

·        Class Activities:  Model Lesson on Writing:  going from informal to formal writing.  Online discussion of writing, drawing from Burke.  Discussion of Cummings philosophy of classroom management.  Get rolling on research for CAPT lesson in class.

Week Four:  The Teaching of Writing/Classroom Management

CONTINUE OBSERVATIONS THIS WEEK

 

Monday:  2/14/05

·        Reading:  Cummings:  31-114.  Connecticut Curriculum Guidelines—Statement and Maxtrix.  Packet.

·        Writing Assignment:  CAPT Lesson Plan due—first draft.  Final Draft will be due on 3/2/05, but if you want more feedback, then you can turn in another draft on 2-23-05.  [This is only if you want feedback from Chris.]

·        Class Activities:  Writing assessment work.  Peer Review of Lesson Plan.  Cummings discussion and classroom control theater.  The CT Guidelines online discussion.

 

Wednesday:  2/16/05

·        Reading:  The First Days of School selections by Wong and Wong.  Choose two secions most interesting to you from the packet and read them carefully.  Be prepared to discuss in groups.  We will do this in class.

·        Class Activities:  Classroom Management Discussions.  Classroom management theater.  Introdcution to Unit Plan—start research, if you haven’t already.  (There is a sample Unit Plan in the Packet for Week four from Siobhand Straub.  Read it for your own edification.)

 

Week Five:  Unit Planning/Lesson Planning

CONTINUE OBSERVATIONS THIS WEEK

 

Monday:  2/21/05:  No class, due to President Day Weekend.

 

Wednesday:  2/23/05

·        Reading:  An introduction to learning styles,using the hotlist created by Lisa M. Silmser, and located at http://www.kn.pacbell.com/wired/fil/pages/listlearningli2.html Read this piece online.  Selection on assignment design from Engaging Ideas by John Bean—in Packet.

·        Writing Assignment:  Optional Second Draft of CAPT or CMT Lesson Plan.  [This is only if you want feedback from Chris.]  Start first draft of Unit plan.  (This includes list of materials, objectives, full outline of unit, and one complete lesson with support materials.)  Due on 3/2/05. 

·        Class Activities:  Discussion of Wong and Wong.  Assignment design.  Discussion of assessment pieces for class.  Introduction to learning styles assessments.

 

Week Six:  Unit Planning/Lesson Planning and Assessment/Classroom Control

CONTINUE OBSERVATIONS THIS WEEK

 

Monday:  2/28/05

·        Reading:  Selection from Differentiated Instruction Strategies by Gayle Gregory and Carolyn Chapman.

·        Writing Assignment:  Turn in journal for evaluation by Chris.  Make sure all your observations are in your journal.

·        Class Activities:  Model Class on “Go Work” and Discipline ideas.  Questions and conundrums about teaching.  More on learning styles assessment and lesson design.

Wednesday:  3/2/05

·        Reading:  Kathey Makowski Unit Plan--Packet.  Companion: 254-270 and Reminders:  74-76.  Reread Connecticut Curriculum Guidelines, handed out previously.

·        Writing Assignment:  Final Draft of CAPT/CMT Lesson Plan Due Today. 

·        Class Activities:  Unit Plan Evaluation.  Discussion of “Classroom Discipline” issues that are cropping up in class.  Discussion of Burke and use of study guides.  Wrap up learning styles discussions—for the moment.

Week Seven:  The Art of Grading and Keeping it All Together

CONTINUE OBSERVATIONS THIS WEEK

 

Monday:  3/7/05

·        Reading:  Companion:  271-304.

·        Class Activities:  Debriefing from 1st week in the schools.  Discussion of Burke.  Grading and Assessment Discussion via Burke and our own experience.  Online Grading Resources.

Wednesday:  3/9/05

·        Reading:  Reminders 103-126. 

·        Assignments:  First draft of Unit Plan due today.  Begin work on your final draft of the unit plan, which includes introduction/justification, materials, goals, unit outline, and five lesson plans and materials. Due 3/28/05.

·        Class Activities:  Debriefing from 1st week in the schools.  Pratical bits from Burke.  Methods of Grading Mini-lecture.  Setting up grading and attendance in your class.  Discussion on “why we grade?”

 

Week Eight:  The Art of Keeping it All Together and Wrapping Up

BEGIN WORK ON REFLECTING ON YOUR TEACHING

 

Monday 3/14/05

·        Reading:  Standards documents from SCSU and NCTE—in packet.

·        Class Activities:  Standards Discussion.  Go back to CAPT and CMT issues.  Deal with questions of the moment via an extended discussion of practice.

 

NO CLASS—CHRIS TO ATTEND THE 4CS, FROM 3-16-05 TO 3-19-05

 

Spring Break:  March 19 to March 28 NO CLASSES

 

Week Nine:  Wrap-up Day

CONTINUE WORK ON REFLECTING ON YOUR TEACHING

 

Monday:  3/28/05 (Make up/Wrap Up Class)

·        Reading:  None

·        Writing Assignments:  Turn in final draft of Unit Plan.   Turn in final draft of Educational Philosophy.  Turn in Journal. 

·        Class Activities:  Debriefing from time in the schools.  Tying up loose ends.  

 

March 28th is our last class meeting, but we will be meeting for seminar.  The dates for seminar will be given to you in the fourth week of class.