LOYOLA MARYMOUNT UNIVERSITY                                                       

SCHOOL OF EDUCATION

 

Trends in Teaching English in the Secondary Schools

EDUC 5253

Spring 2008

 

 
 

California English Frameworks

 

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:  Teachers will be able to teach in accordance with the California English Framework, National Standards, ELD Standards, National Technology Standards and the Teacher Performance Expectation. These goals support the LMU Mission & Goals and Conceptual Framework.

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 California’s diverse student population

¨      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: Portsmouth.

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 CALIFORNIA FRAMEWORK (TPE 1B, 4, 12)

 

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? http://www.lmu.edu/Page20904.aspx

 

 

ASSESSMENT (TPE 2, 3, 9)

 

1. Assessment assignment- modified TPA 1
2. Develop an assessment plan  (preparation for TPA 3- suggest you review TPA 3 and modify accordingly)

 

INSTRUCTIONAL PLANNING (TPE 5, 6, 7, 8, 9, 10, 11, 13)

 

1. Design a unit plan, rubric attached outlining requirements
1. Three required LMU lesson plans must be submitted for review on Livetext
2. Final presentation (rubric attached, outlining requirements): 

 

 

Policy on Class Attendance: 

This course is required for a State of California Teacher Credential. Completion of the course certifies to the State Board of Education that the student has mastered the required competencies for this area. Therefore, class attendance is necessary and no classes are optional. If a student will miss more than one class in the course of the semester, it is suggested that the student take this course in a different semester when he or she does not have such conflicts. Please contact the teacher individually to discuss this.  Class participation in small group and large group activities is necessary to pass the course. Students should come to class prepared to participate and should regularly participate in discussions.  The following chart summarizes the relationship between grades and number of missed classes:

 

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:

Loyola Marymount University expects honesty and integrity from all members of its community.  All acts of cheating on assignments or examinations, plagiarism, forgery of signature, or falsification of data, unauthorized access to University computer accounts or files, and removal, mutilation, or deliberate concealment of materials belonging to the University library will be dealt with appropriately.

 

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, 5^th 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

 

 

 

 

Abbreviated TPA Rubric:
 

Students earning 93-100% present clear, convincing (detailed), and appropriate evidence for the TPEs addressed in this course (score of 4)

 

Students earning 85-92.9% present clear and appropriate evidence for the TPEs addressed in this course (score of 3)

  

 

 

Students earning 78-84.9% present limited and sometimes inappropriate evidence for the TPEs addressed in this course (score of 2)

 

Students earning below a 78% present inappropriate or no evidence for the TPEs addressed in this course (score of 1)

69.5%-72.9%         C-

68.0%-69.4%         D+

63.0%-67.9%         D

59.5%-62.9%         D-

0  - 59.4%               F

 

Meeting	TOPIC	CONCEPTS/ACTIVITIES	READINGS	DUE Next Meeting
1   Jan 19   9:30 - noon	The Genre   Qualities of an Effective English Teacher and an Effective English Program	Introductions ·    Syllabus ·    Characteristics that define an effective, engaging English teacher ·    Connection to Classroom Management ·    Cornell Notes      Gen Notes Technology: Google Pages	Read for next meeting   Text – Chapters 4, 25   (Cornell or Gen Notes - post on your web site)   California Standards 6-12 grades	Post all work 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.	Backwards Design Reading Strategies ·         Technology: PowerPoint & Movie Making	Read for next meeting Text – Chapters 26, 27 (Cornell or Gen Notes - post on your web site)	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. (Show and Tell)
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 ·    STAR/CAHSEE ·    API and school data ·    School Info ·    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,   California Standards 1-5 grades   (Cornell or Gen Notes - post on your web site)	1. Cornell Notes on your schools achievement data.   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? ·         Language Registers                         (movie)   ·         Socratic Circles ·       Technology: Movie Making         Former Student's YouTube My YouTube	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	READINGS	DUE Next Meeting
5   March 8   9:30 am- noon	The Mechanics   Differentiated Instruction Multiple Intelligences Learning	·      Connection to Bloom’s Taxonomy & the Objective ·      Alignment with national, state, local standards ·      Management & Unit Plan ·      Grading ·      Rubrics 9 pt   6 pt ·      Peer Responses (and how to make it work) Another example ·      Feedback Carousel (CFG) ·      Speaking & Listening Standards    ·        Technology: PodCasting	Read for next meeting   English Framework     California English 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  ·        Technology: Clickers	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 - see sample  - use Google Docs Spreadsheet   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	The Themes     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 - Post on web site	Presentation of Unit Plans   1. Create an assessment plan (Modified TPA 3 - see below).   2 .Unit Plan
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