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SED 412/532 Secondary English Methods

SED 412/532 Sharon Kane

Secondary English Methods Spring, 2001

Tues. 4:30-7:30 Office Hours

Thurs. 11-12:30 and

341-2662, 672-3372 by appointment

e-mail: skane@oswego.edu

www.oswego.org.morley

" ... The role of schools is to promote authentic learning by all

students. The role of educators in meeting that goal is to function as

socially conscious catalysts for change who create and sustain school

environments where excellence is cherished and social justice flourishes."

School of Education Conceptual

Framework

SOCIAL JUSTICE REFLECTION KNOWLEDGE PRACTICE COLLABORATION &

LEADERSHIP

DESCRIPTION: This course is designed to create opportunities for you to

gain the knowledge, skills and understandings necessary to develop the

special competencies needed to be successful in a secondary English

classroom. We will be involved in our own reading-writing workshop and

will explore various ways English teachers can instruct students and

manage their classrooms. Everything we do will be consistent with the

School of Education Conceptual Framework.

COURSE OBJECTIVES:

A. KNOWLEDGE: Teachers of English need knowledge in the following areas:

1. Understand that growth in language maturity is a developmental process.

2. Comprehend the processes and elements involved in the acts of composing

in oral and written forms (subject, purpose, audience, point of view,

mood, tone, and style).

3. Understand how students respond to their reading and how they interpret

texts, how readers create and discover meaning from print as well as

monitor their comprehension.

4. Be familiar with an extensive body of literature and literary types,

including works by female and minority writers as well as the Young Adult

genre.(SOCIAL JUSTICE)

5. Understand literature as a source for exploring and interpreting human

experience. (REFLECTION; SOCIAL JUSTICE)

6. Understand how non-print and nonverbal media differ from print and

verbal media.(KNOWLEDGE)

7. Be familiar with evaluative techniques for understanding and describing

students progress in English. (REFLECTION; COLLABORATION & LEADERSHIP)

8. Begin to use appropriately historical and current research findings in

the content of the English curriculum. (REFLECTION; COLLABORATION &

LEADERSHIP)

9. Be familiar with literary criticism and various forms and examples of

literary theories.(KNOWLEDGE)

10. Understand the needs of students whose first language is one other

than English and the needs of struggling readers and learners with special

educational needs.(KNOWLEDGE; SOCIAL JUSTICE)

11. Be familiar with NYS learning standards for the English Language arts

as well as standards developed by the National Council of Teachers of

English and the International Reading Association.

B. PEDAGOGY/PRACTICE: Teachers of English must be competent in the

following areas:

1. Be able to select, design, organize and implement objectives,

strategies and materials for teaching English.(PRACTICE)

2. Organize students for effective whole-class, small group and individual

work in English. (COLLABORATION)

3. Use a variety of effective instructional strategies appropriate to

diverse cultural groups and individual learning styles. (SOCIAL JUSTICE)

4. Ask questions at varying levels of abstraction that elicit personal

responses, as well as facts and inferences (REFLECTION);

5. Respond constructively to students work (REFLECTION);

6. Assess student progress and interpret it to students, parents, and

administrators (REFLECTION, COLLABORATION & LEADERSHIP);

7. Help students develop the ability to recognize and use oral and written

language appropriate in different social and cultural settings (SOCIAL

JUSTICE);

8. Guide all students in experiencing and improving their processes of

reading, writing, speaking and listening for personal growth, information,

understanding, and enjoyment (REFLECTION).

9. Help students make appropriate use of computers and emerging

technologies to improve their learning and performance.

10. Help students apply various literary theories and types of criticism

to works of young adult literature and the classics.

C. ATTITUDES: Teachers of English need to develop the following attitudes:

1. Concern for students--A recognition that all students are worthy of a

teachers attention; a respect for the individual language and dialect of

each student; and a conviction that teachers help students grow by

encouraging creative and responsible use of language (SOCIAL JUSTICE);

2. Adaptability--Demonstrate a willingness to seek a match between

students needs and teachers objectives, methods, and materials for

instruction in English (COLLABORATION & LEADERSHIP);

3. Professional perspective--A commitment to continued professional growth

in the teaching of English; a pride in teaching English; a sensitivity to

the impact that events and developments in the world outside the school

may have on teachers, students, and English (REFLECTION).

REQUIRED TEXTS AND MATERIALS: In the Middle, Atwell (1998); Maniac Magee,

Spinelli; Jacob Have I Loved, Paterson; Roll of Thunder, Hear My Cry,

Taylor; Speak, Anderson or Monster, Myers; Romeo and Juliet; film version

of a classic or YA novel or play (can be rented or borowed from

lirary); Tuck Everlasting, Babbitt; Walk Two Moons, Creech OR Holes,

Sachar; possible other works of YA literature; handouts; English Journal

(comes with your student membership in NCTE); NYS English/Language Arts

Standards (available at www.nysed.org); small post-it notes; blank

cassette tape; pocket folders. RECOMMENDED TEXTS: The English Teachers

Companion, Jim Burke; NYS Certification English Specialty Test Preparation

Guide.

**Additional text for SED 532: The Giver, Lowry.

REQUIREMENTS:

1. Participation in reading workshop. You will be asked to read

several YA books or stories and respond as a reader/English teacher in a

dialogue journal or on e-mail. "Grand Conversations" will take place

during class time. You will also respond to professional readings about

English curriculum and pedagogy and participate in many in-class

activities relating to teaching literature. (15%)

2. Participation in writing workshop. You will experience "the

writing process" as you prepare a portfolio with drafts and finished

products of various self-chosen genres, chosen from among letters, poetry,

short stories, articles, book reviews, childrens literature, personal

and/or professional reflections, scholarly papers, etc.as well as a

required movie review. You will learn to give feedback to others during

in-class and out-of-class conferences, and to reflect on the teaching of

writing. Plan on doing much of this outside of class. Also, respond to

and grade samples of student work, using rubrics and other forms of

assessment (ongoing). (10%)

3. Creation of an Author Center/Plan/Unit. Gather books by your

chosen author and material about the author. Design a plan, with a

rationale and with attention to the standards, to "teach" the author in

some way, using activities, assignments, booktalks, book clubs,

technology, discussion questions, etc. Decide on a specific target

audience. Include a sample book report/response (traditional or

innovative). Sign up for a Feb. 27, March 6, March 13 or March 27

presentation. As an alternative, you may present a Theme or Genre

Center/Plan/Unit. Possible themes/genres include horror, fantasy, memoir,

"the problem novel," gender issues in YA literature, science, poetry,

philosophy, coming-of-age, global literature, biography, drama, film,

visual literacy, digital literacy. Or you can connect your center to a

period of history your students might be learning about in social studies

or to a topic in science. Youll hand in a rationale/summary/reflection

(3-4 pages, due March 27). (15%)

4. Write an analysis of at least one English lesson (middle

school, high school or college level) that you have observed in terms of

pedagogy and content. Use our lesson plan format as a guide. (Due April

3). Find at least 5 English lesson plans on the internet and analyze and

discuss ONE using our lesson plan format. (Due April 3). Discuss how you

might enhance or modify it for a particular group that includes students

with special educational needs. Write standards-based plans for and teach

several lessons to your small group. Topics will include non-print media

and film, grammar and usage, application of literary criticism, speaking

and listening, composing processes, and visual literacy. At least one

lesson must incorporate the use of technology. (See below for due

dates; specific directions for writing lesson plans will be given in

class). Also, recite a short poem or tell a story or give a mini-lecture

to begin one class. Dates to be announced. (30%)

5. Prepare a long range plan (for about 2-3 weeks) that will

address the NYS ELA Learning standards and prepare students (at least

indirectly) for the English Regents exam. Include a rationale, daily plans

or organization system, discussion questions or instructions to students,

mini-lesson plans, options for activities, use of technology, possible

adaptations for learners with special needs, and means of assessment

(including at least one test). Also, put at least a half-hours worth of a

text on tape for students who have reading difficulties or who are

auditory learners; listen to a classmates tape and give feedback. Draft

due April 10, final plan due April 24. (20%)

6. Complete an analysis of published English materials

(anthologies, teachers editions and supplemental materials) according to a

rubric we will create in class. Due April 17. (5%)

7. Participate in a Goals 2000 technology/literacy partnership

with a ninth grade English class. We will do class projects together, and

you will communicate with a pen pal via e-mail to discuss reading and

writing (especially related to Romeo and Juliet), assist with research,

and edit a Shakespearian newspaper article. We will work on a a joint web

page with this class. We will participate in a project based on Burkes I

Hear America Reading. (5 %)

9. GRADUATE STUDENTS ONLY. Develop a resource file in

preparation for a classroom library. Categorize by genre, and include

professional resources for yourself and colleagues as well as titles for

your students in grades 7-12. Include computer software and/or other

technology resources, and books you learn about in other classes and in

schools and by exploring libraries and bookstores. Feel free to

collaborate. You will present your final product to the rest of the

class. Due April 21.

***NOTE*** Attendance is mandatory, because your contributions are needed

and much of your learning and growth will come from your interaction with

your peers. This is an action-based course. If you should have to miss a

class, please let me know in advance if possible, and write a plan telling

me an alternative you have devised to make up for the missed class.

***NOTE*** I encourage you, if you are not already in a practicum for

another course, to sign up for EDU 300 for 1-3 credits, which requires you

to spend 25 clock hours per credit hour in a school setting, or to join

Liberty Partnership. It is beneficial to get practical experience while

you are learning about pedagogy in this class.

ALL REQUIRED ASSIGNMENTS MUST BE COMPLETED SATISFACTORILY IN ORDER

TO PASS THE COURSE. It is important that you adhere to due dates. If

circumstances prevent you from having work done on time, see me beforehand

to explain and negotiate a working plan.

***NEED FOR ACCOMMODATIONS: If you have a disability that may require

accommodations, please make an appointment with me during the first two

weeks of class. We will meet to discuss your individual needs and plan

for your full participation and fair assessment.

TENTATIVE WEEKLY SCHEDULE:

WEEK ONE: 1/23. Introduction to theory; overview and history of teaching

English. Introduction of national and state learning standards. Review

common English concepts and terms. Discuss curriculum, classroom

atmosphere and management, motivation, and planning. Introduction to young

adult (YA) literature. Booktalks on Maniac Magee and Tuck

Everlasting. novels. Set up e-mail groups and dialogue journal

partners. Make introductory class video for ninth grade

Homework: Atwell, Foreward, TOC, pp. 3-50. Read Maniac Magee. Begin

response journal (reader response/teaching connections). Read Act I of

Romeo and Juliet. Memorize the 4 NYS ELA learning standards. Get a

student membership in NCTE. E-mail your keypal from Oswego High

School. Explore the Morley/Kane website at www.oswego.org.morley.

WEEK TWO: 1/30. Literature Circle on Maniac Magee, and follow-up

activities. Discuss Atwell. Explore curricula and lesson plans. Discuss

levels of questioning and how to formulate questions. Teaching students

with special needs. ESL. Quiz on learning standards. Set up folder

organization system. Exchange dialogue journals.

Homework: Atwell, pp. 51-118. Read Tuck. Begin drafting a work for

writing workshop. Complete parts of English Regents exam. Act II of R &

J. Write to pen pal.

WEEK THREE: 2/6. Literature circles on Tuck. Lesson planning

(long-range and individual). Discuss Atwell. Introduction of

author/theme centers. Writing workshop (will include responding to

English Regents question). Sign up for center presentation with chosen

author or theme. (Multicultural literature encouraged! Aim for diversity

in genres, also.)

Homework: Atwell, pp. 118-162. Continue draft for writing

workshop. Write lesson plan. Explore authors or themes for center. Read

Holes or Walk Two Moons. Act III of R & J.

WEEK FOUR: 2/13. Small classes meet; teach and respond to plans within

groups. Discuss Atwell. Sign up for center presentation with chosen

author or theme. Writing workshop.

Homework: Atwell, pp. 162-216. Write a lesson plan (including

discussion questions) based on one or more of the books weve read. Meet

with writing group outside of class. Read Newbery Acceptance Speech

(Creech or Sachar). Read NYS Standards and compare to Atwell in your

journal. Act IV of R & J.

WEEK FIVE: 2/20. Discuss Atwell. Try out lesson plans; give and get

feedback. Introduction of biography. Writing workshop. Create discussion

questions, or design a C/C exercise or graphic organizer, or work on Task

4 of ELA exam using any two or more works weve read)

Homework: Atwell, pp. 217-262. Group One: Finish author/theme

center. Bring in one example of biography or non-fiction appropriate for

a 7-12 English classroom. Read "From the Masterpieces to the

Masters." View a film version of R & J or another Shakespeare play or

another classic drama (e.g., The Crucible, A Streetcar Named Desire, A Man

for All Seasons, Inherit the Wind), or a movie based on YA literature, and

write a review.. Act V of R & J.

WEEK SIX: 2/27. Nonfiction in the English classroom. Group One presents

author/theme centers. Teaching with non-print media. Visual literacy and

media literacy. Technology in the English classroom.

Homework: Atwell, pp. 262-298. Group Two: Author/theme Center. Read

Roll of Thunder and respond. Read articles on grammar. Continue

writing.

WEEK SEVEN: March 6. Group Two presents author/theme

centers. Literature circles on Roll of Thunder. Discussion of teaching

grammar and usage. Writing workshop (to discuss reviews and plan outside

meeting time).

Homework: Atwell, pp. 299-328. Group 3: Author/theme Center. Read Speak

or Monster and respond. Prepare lesson to teach your small

class. Writing groups meet outside of class.

WEEK Eight: March 13. Group Three presents author/theme

centers. Literature circles on Speak and Monster. (And discuss handouts

provided.) Discuss assessment. Small class teaching and responding to

lessons. Writing workshop verbal progress and process reports.

Homework: Atwell, 329-369. Begin preparing long-range, literature-based

plan for teaching a topic that is part of a middle school or high school

curriculum. Read handout on literary criticism. Read Jacob Have I

Loved. Finish write-up of center.

WEEK NINE: March 27. Group 4 presents author/theme centers. Discuss

Rosenblatt and reader response theory. Groups apply literary criticism

categories to a work weve all read. Review recent English Regents exams.

HOMEWORK: Atwell, pp. 370-454. Read handouts on assessment, evaluation,

grading. Read handout: Moore, "Theory as Prism: Multiple Readings of

Jacob Have I Loved." Finish literary criticism response. Finish analysis

of observed English lesson. Finish evaluation of lesson plan found on the

internet.

WEEK TEN: April 3. Evaluation in the English classroom. Discuss analyses

of English classes observed. English teachers and the law; the politics of

education; working with parents and community. Evaluation of published

instructional materials (including software).

Homework: Atwell, pp. 455-484. Read handouts or articles in EJ. Bring in

a favorite classic, along with a journal entry on how you might go about

teaching it. Continue working on resource file and writing

portfolio. Evaluate published materials with your writing group. Complete

draft of long-range plan.

WEEK ELEVEN: April 10. Share drafts of long-range plans. The classics

and muticultural literature: mutually exclusive goals? World and global

literature. Writing workshop.

Homework: Atwell, Appendices. Evaluate curriculum materials. Read

assigned articles and/or journals.

WEEK TWELVE: April 17. Share analyses of published materials. Graduate

students share resource files. Explore course syllabi from area school

districts. Other topics and homework TBA.

Homework: Revise and polish long-range plan. Work on ELA exam questions.

WEEK THIRTEEN: April 24. Long-range plans due. Explore standardized

forms of testing English proficiency. Discuss and work with new English

Regents. Other topics and homework (likely to be connected to English

Regents) TBA.

WEEK FOURTEEN: May 1. Continue topic of evaluation. Conclusion.