Trends in Teaching
English in the Secondary Schools
EDUC 5253
Spring 2008
Professor: Dr. Ray Gen
Office: online AIM screen name docraygen
Phone: 310.414.9263 (home) / 310.908.1718 (cell)
Fax: 310.640.8079
Email: rgen@esusd.k12.ca.us (day) raygen@earthlink.net (evening) docraygen.lmu5253@gmail.com (class assignments)
Office Hours: online evenings
California English Language Arts Content Standards
Catalog Description: This course addresses the concerns and needs of future English teachers. Major areas covered include developing a multicultural curriculum for all students, creating lesson plans, examining meaning, making strategies for reading, instructing the writing process, teaching grammar in context, looking at methods of authentic classroom assessment, and building classroom portfolios.
Course Goals:
http://www.lmu.edu/Page20503.aspx
Teachers will be able to:
¨ Offer all students a challenging learning experience that will help to maximize their individual achievement and provide meaningful opportunities for students to exceed the standards
¨
Offer alternative instructional suggestions and
strategies that address the specific needs of
¨ Identify a clear instructional goal that is related to the English content of the standards
¨ Design an instructional program that (insert specifics to your content area in terms of logical sequencing of content).
¨ Provide the learning in each instructional year that lays the necessary groundwork for success in subsequent English courses
¨ Create and maintain a classroom environment that fosters a genuine understanding and confidence in all students that through hard work and sustained effort, they can achieve or exceed the English standards
¨ Identify the most successful and efficient research-based approaches to curriculum and instruction so that learning is maximized
¨ Effectively assess student progress toward the achievement of English standards using multiple measures, and adjust instruction accordingly.
¨
Balance theory, research, and practice.
Teaching Performance Expectations (TPEs 1-13)
TPE
1B, 2, 3, 4, 5, 6B, 6C, 7, 8, 9, 10, 11, 12, 13
For more information, reference the Standards section of LMU Lesson Plan Template found on Livetext
Mission and Goals, Conceptual Framework, and Dispositions:
For more information on the Mission and Goals, see: http://www.lmu.edu/Page20503.aspx
Conceptual Framework:
Social Justice
Integration of Theory and Practice
Sociocultural/Constructivist Perspective
Culturally
Responsive Pedagogy
Technology
Leadership
Community Collaboration
For more information on the Conceptual Framework, see: http://www.lmu.edu/Page20503.aspx
Professional Dispositions
We strive to be, and educate professionals to be,
educators who:
Ø Respect and value all individuals and communities
Ø Educate by integrating theory and practice
Ø Advocate for access to a socially just education
Ø Lead in order to facilitate transformation
Suggested
Texts:
Burke, Jim. (2003) The
English teacher’s companion: A complete guide to classroom, curriculum,
and
the profession. Second Edition. Heinemann:
Reading/Language Arts Framework for
California Public Schools
http://www.cde.ca.gov/ci/rl/cf/
English Language Content Standards, available at
http://www.cde.ca.gov/be/st/ss/engmain.asp
Course Requirements:
STANDARDS & THE
Observation Critique: Observe a public school English class (for
practitioners, must be someone else’s class/ for those who are not currently
teaching and analyze what you see in terms of what you have
read/discussed in class using the following
focus question as your lens: What
is the essential question being learned?
ASSESSMENT (TPE 2, 3, 9)
INSTRUCTIONAL PLANNING (TPE 5, 6, 7, 8, 9, 10, 11,
13)
Policy on Class Attendance:
This course is required for a State of
|
GRADE |
NUMBER OF ABSENCES ALLOWED |
|
A |
No unexcused absences and no more than one absence excused in advance by the professor for a school-related function or for a medical or family emergency with the knowledge and permission of the faculty member. In the event a second or subsequent “emergency” occurs during the semester, the student may be required to take a grade of “IP” |
|
A- |
One unexcused absence |
|
B+ |
One unexcused absence and one excused absence as listed for the “A” |
|
B |
No more than two unexcused absences |
|
B-/F |
More than two unexcused absences |
Special Accommodations:
Students with special needs who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the course instructor. Any student with a documented disability (physical, learning, or psychological) needing academic accommodations should contact the Disability Services Office (Daum Hall # 224, x84535) as early in the semester as possible. All discussions will remain confidential. Please visit http://www.lmu.edu/PageFactory.aspx?PageID=6069 for additional information.
Policy on Academic
Honesty:
Students found
guilty of any offence against academic honesty and integrity are subject to a
failing grade in the course by the instructor.
In addition, students may be suspended or dismissed from the University
upon the recommendation of the Program Director, the Dean of the student’s
college or the Chair of the Graduate Council.
In addition,
students enrolled in credential or licensing programs may be suspended,
dismissed, or denied recommendation for the credential or license for any
violation of the published Code of Ethics for the professional group.
Written Work:
Written work should be well written, grammatically correct, and conform to the American Psychological Association (APA) style manual, 5th edition. All assignments (with the exception of any assignment submitted via email) should be typewritten and double-spaced.
Policy on Late and
Make-up Work:
Late work will not be accepted without the instructor’s prior permission, and, if accepted, may be subject to a late penalty.
Grading Scale: (based on percent)
93.0%-100% A
89.5%-92.9% A-
88.0%-89.4% B+
83.0%-87.9% B
79.5%-82.9% B-
78.0%-79.4% C+
73.0%-77.9% C
69.5%-72.9% C-
68.0%-69.4% D+
63.0%-67.9% D
59.5%-62.9% D-
0 - 59.4% F
69.5%-72.9% C-
68.0%-69.4% D+
63.0%-67.9% D
59.5%-62.9% D-
0 - 59.4% F
Basic overview:
Discussion - We will discuss theories and practices of our readings and topics.
Show and Tell - We will present and share various projects, lessons, strategies
and plans.
Practice - We will put into practice the theories, strategies and technologies
we encounter.
Tentative Schedule - in brief: Jan 19, Feb 2, 9, 16, Mar 8, 15, April 5, May 3,
(10)
|
Meeting |
TOPIC |
CONCEPTS/ACTIVITIES |
|
DUE Next Meeting |
|
1 Jan 19
9:30 - noon |
The
Genre Qualities of an Effective English Teacher Effective English Program |
Introductions
·
Syllabus
·
Characteristics
that define an effective, engaging English teacher
·
Connection to
Classroom Management
|
Read for next meeting Text – Chapters 4, 25 (Cornell or Gen Notes - post on your web site)
|
1. Create a web site for this class and for your work. (Show & Tell)
|
|
2 Feb 2
|
The Setting Set the stage for learning. |
·
Technology:
PowerPoint & Movie Making |
Read for next meeting Text – Chapters 26, 27 |
1. Create an
original reading strategy or write
one that you have used successfully. 2. Create a
Backwards Design lesson for any class. 3. Create a
PowerPoint lesson.
|
|
3 Feb 9
9:30 am - noon |
The Characters Know your students Know your parents Know your community Know your state and nation |
Driven by Achievement Data
·
Skills versus
Procedures · Meeting the needs of students who are not at grade level and are at risk of failing (know your learner)
· Technology: Google Docs |
Read for
next meeting Text – Chapters 7, 16, 17,
18, (Cornell or Gen Notes - post on your web site) |
2. Create a data report in a Google Doc word processor, spreadsheet, or presentation Share it with me and publish it |
|
4 Feb 16
9:30 am- noon
|
The Author Creating student authorship |
Writing
Strategies*
·
Jane Schaeffer
anyone?
·
Technology:
Movie Making |
Read for
next meeting Text – Chapters 17, 18,
(Cornell or Gen Notes - post on your web site)
|
1. Create an original writing strategy or write one that you
have used successfully. 2. Create a Socratic Circle
lesson for any class. 3. Create a movie (Show and Tell)
|
|
Meeting |
TOPIC |
CONCEPTS/ACTIVITIES |
|
DUE Next Meeting |
|
5 March 8
9:30 am- noon |
Differentiated Instruction |
·
Connection to Bloom’s Taxonomy & the
Objective · Alignment with national, state, local standards · Management & Unit Plan · Grading · Peer Responses (and how to make it work) Another example · Feedback Carousel (CFG) · Speaking & Listening Standards
|
Text – Chapters 8, 10 (Cornell or Gen Notes - post on your web site) |
Debate –
Resolve: Has technology improved writing
skills or harmed it? Consider also the collateral discussion regarding
language offshoots such as Ebonics. Should students be able to write in
MySpace and do blogs at school? 1. Create a PodCast (Show and Tell) 2. Public School Observation |
|
6 March 15
9:30 am- noon
|
The Plot Essential English Standards English Assessments
|
· Role of Homework · Role of feedback · Vocabulary · Grammar (write your own) More CFG – Zones of Safety & 3 Levels of Text |
Read for next meeting
Text – Chapters 8, 10 (Cornell or Gen Notes - post on your web site)
|
1. Create a standards
matrix for a lesson 2. Create an assessment (an assessment plan component - Modified TPA 1 – see below) (Show and Tell in LiveText)
|
|
7 April 5
9:30 am - noon |
Essential English Standards English Assessments |
Big Ideas · Enduring Understanding Connection to Assessment- Role of effort versus achieving standard · Aligned to Unit Learning Goals · Aligned with Standards & Instruction
· Technology: PDF |
Read for next time
Text – Chapters 5, 6, 11
Take Cornell or Gen Notes |
Presentation
of Unit Plans
1. Create an assessment
plan (Modified TPA 3 - see below).
2 .Unit
Plan |
|
8 |