Wayne State University College of Education Fall 2013 COURSE SYLLABUS DIVISION: PROGRAM AREA: COURSE: TIME/LOCATION: INSTRUCTOR:

OFFICE HOURS: CONTACT INFO: Teacher Education English Education EED 5200, Methods of Teaching English: Grades 7 - 12 Wednesdays, 5:00 7:45 pm, 1168 Old Main Geneva Scully Available before/after class or by appointment Email: ax1595@wayne.edu

COURSE DESCRIPTION: This course will provide an introduction to the purposes and methods of teaching English literature, language, and composition. COURSE OBJECTIVES: Further your understanding of the theoretically sound teaching of literature, writing, grammar/language, and media literacy in the secondary English classroom Promote and strengthen professional attitudes needed by English language arts teachers Design instruction to meet the needs of diverse populations and provide for students continuous progress and success Create learning environments which promote respect for and support of individual differences of ethnicity, race, language, culture, gender, and ability Engage students in meaning making of text through personal and critical response Use assessment as an integral part of instruction and learning REQUIRED TEXTS: Brandvik, Mary Lou & Katherine S. McKnight. (2011). The English Teachers Survival Guide: Ready-to-Use Techniques & Materials for Grades 7-12. San Francisco: Jossey-Bass. A novel for use in Unit Project: ideas/suggestions given in class Highly Recommended: Church, Mark, Karin Morrison, & Ron Ritchhart. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco: Jossey-Bass. COURSE REQUIREMENTS Class Participation and Attendance (20%) This class follows a constructivist approach. Reading, writing, and language methods and strategies will be introduced through class modeling, discussion, and group work. Students are expected to take part in all activities. Students will be asked to prepare and/or apply topics of class discussion. If you are absent from class, you will not have the opportunity to make up in-class work. Some of this preparation will take place outside of class. Students need to come to class prepared to share their ideas and experiences with others. Coming to class unprepared will adversely affect your final grade. Being unprepared includes incompletion of reading assignments, incompletion of assignments when due, and not bringing required materials to class.

After two unexcused absences, the final grade will drop letter grade. More than three absences will result in a failing grade. Leaving early or arriving late also counts toward absences. Rubric for Class Participation 1oo points total To qualify for an A (95%), you must participate in whole and small group discussion 95% of the time, and your contributions must reflect knowledge and insights of course readings and experience. To qualify for a B, you must participate 85% of the time; for a C, 75% of the time. Students not meeting the qualifications of a C, will be given a D, or 65%. Percentages are calculated by dividing the number of times you participate by the number of class meetings. Absences DO count against you as Class Participation is part of in-class work. Reflective Responses (30%) Students are required to submit reflective responses on assigned readings. There are 5 total for the semester: Belief Statements, 3 Reflective Responses, and a draft of your Unit Objectives and Rubrics. The Belief Statements and Draft of Objectives and Rubrics have specific formats, which will be described in class. The 3 Reflective Responses are open format: you may respond in narrative form, analyzing and reflecting on readings for class, or try a new strategy youve learned. The syllabus will remind you when these are due. Each response should be typed, double spaced, 12 point font, 1 - 2 pages unless otherwise specified or the strategy you employ dictates otherwise. You can submit responses by printing and bringing them to class on the due date or by posting them on Blackboard prior to class on the due date. If you elect to submit assignments via Blackboard, please submit them as attachments to your postings, rather than typing in the posting message box. Please take into consideration that depending on the type of response you create, Blackboard may not be the best vehicle for submitting your work. It will be necessary to discuss your writing during class, and, therefore, may also be necessary to print a copy for your reference. Rubric for Reflective Responses 20 points each, 100 total Form 1 - 2 pgs 1 page, typed, double Less than 1 page typed, double sp., sp., mostly organized typed, double sp, organized, clear and clear writing lacking organization writing 2 points and clarity 3 points 1 point Content Very thoughtful, and Generally thoughtful Lacks specifics reflective of and reflective of details to show readings; not merely readings; summary reading for week summary 2 points was completed 4 points 0 points Timeliness Submitted online Submitted online Submitted late prior to class or after class on due 0 points presented in class on date due date 2 points 3 points **Please note** Late responses will not be accepted unless due to absence. Unit Project (30%) Students will design a conceptual unit including standard-linked objectives, rubrics, materials, and detailed weekly plans around a novel of your choice and related readings. This conceptual unit will

utilize methods and literature introduced throughout the course and in accordance with our readings. Beginning Week 10, part of each class will be devoted to this assignment. You have the option of working alone or in pairs for this assignment. More specific assignment details will follow as we approach each part of the project. Rubric for Unit Project (excerpt) 100 points For an A: Unit clearly organized around a concept (theme, genre, period, author) Includes the minimum components from Unit Checklist and meets minimum expectations for each Employs strategies and methods to address different learning styles Reveals evidence of having read the course texts carefully Builds on concepts outlined in course texts showing a grounded, sensibly sequenced, thoughtful, and well organized unit plan. Your philosophy of teaching should shine through! Unit Plan *Snapshot* Presentation (20%) Each student (or group) will present one activity from their unit plan to the class. This is an informal presentation (15 minutes); however, each student (or pair) should provide the class with a handout detailing the lesson plan from the unit corresponding with the activity presented. The presentation should strive to be informative, creative, and interactive. Rubric for Presentation: 20 points each; total 100 points The presentation shared a creative activity in an informative manner. The class was engaged in the presentation. A handout of the lesson plan was provided to the class. Presenters were easily heard, seen, and understood. If a group presentation, each member should have an equal role in presenting. Presentations lasted no more than 15 minutes. COURSE GRADING AND EVALUATION Class Participation Reflective Responses Unit Plans Unit Plan *Snapshot* Presentation Total: Grading Scale: A = 95 100 A - = 90 94 B+ = 87 89 C+ = 77 79 B = 86 82 C = 76 72 B- = 81 80 C- = 71 70

20% 30% 30% 20% 100% D+ = 67 69 D = 66 62 D- = 61 60 F = 0 - 59

PLAGIARISM Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or presenting outside information as if it were your own by not crediting authors through citations. It can be deliberate or unintended. If you're in doubt about the use of a source, cite it. Students caught plagiarizing information from other sources will receive a failing grade in the course. University policy states that students can be subject to multiple sanctions, from reprimand to expulsion as a consequence of academic dishonesty. To enforce this policy, all outside references must be submitted with assignments..

General Note on Grading The College of Education faculty members strive to implement assessment measures that reflect a variety of strategies in order to evaluate a student's performance in a course. For undergraduates and post-degree students C grades will be awarded for satisfactory work that satisfies all course requirements; B grades will be awarded for very good work, and A grades will be reserved for outstanding performance. [For graduate students B grades will be awarded for satisfactory work that satisfies all course requirements; B+ grades will be awarded for very good work, and A grades will be reserved for outstanding performance.] Please note that there is a distribution of grades from A-F within the College of Education and that plusses and minuses are recorded and distinguish distinct grade point averages. Withdrawal Policy - Students who withdraw from a course after the end of the 4th week of class will receive a grade of WP, WF, or WN. o WP will be awarded if the student is passing the course (based on work due to date) at the time the withdrawal is requested o WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal is requested o WN will be awarded if no materials have been submitted, and so there is no basis for a grade - Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the withdrawal request before it becomes final, and students should continue to attend class until they receive notification via email that the withdrawal has been approved. Withdrawals can be requested at any point from the fifth week of class through the study day. Attention Students with Disabilities: - Wayne State University is committed to providing students with disabilities an equal opportunity to benefit from its programs, services, and activities. If you have a disability that limits your participation in class in any way, please inform the professor and alterations in the course will be made. All printed materials are available in alternative formats. - If you feel that the limitations imposed by your disability will interfere with your ability to successfully fulfill the requirements of this course, you are strongly encouraged to contact Educational Accessibility Services (EAS) in room 583 Student Center Building to request an accommodation. Phone number: (313) 577-1851. - The EAS Student Handbook, found online at the link below, includes departmental procedures and policies, in addition to the many forms that may be used to request the services and accommodations that you desire. o http://www.eas.wayne.edu

CLASS SCHEDULE (subject to change) Date August 28 Week 1 Topic(s) Introduction Syllabus Preview Teaching Philosophies Discussion of Beliefs Strategy: KWL Classroom Management & Classroom Set up Strategy: Jigsaw Learning Styles Planning Lessons: GLCEs/HSCEs Writing Objectives Strategy: Cooperative Learning Planning Lessons: Brain Based Learning Schema Theory Pre-reading Strategies Teaching Strategies: Reading & Literature Assignments (for the date listed)

Beliefs Statements assigned

September 4 Week 2

Read Chapters 1 & 2 Read Handout from MTJ Belief Statements Due Read Chapters 3 & 4

September 11 Week 3

September 18 Week 4

The Lottery by Shirley Jackson (in class) Reflective Response Due

September 25 Week 5

Read Chapter 6 Begin thinking about novel Read Poetry Chapter (HND) Read Chapter 5 Keep thinking about novel Read Chapter 7 Weekly Response Due Still thinking about novel

October 2 & 9 Week 6 & 7 October 16 Week 8

Teaching Strategies: Writing Teaching Strategies: Listening & Speaking Discussion Alternatives (TE) Questioning Models (MTJ)

October 23 Week 9 October 30 Week 10

Teaching Strategies: Technology & Media Unit Planning Begins: -The Basics -Materials List -Writing Objectives & Rubrics MEET IN LAB Location TBD Unit Planning: -Daily/Weekly Planning Format -Unit Checklist -Intro Activity Strategies for Effective Teaching The Teaching Professional KWL Revisited Unit Plan Work Time/ Course Evaluations? No class NCTE/NWP Conference

Read Chapter 8 Decide on novel Read Chapter 9 Weekly Response Due

November 6 Week 11

DRAFT of Objectives & Rubrics Due

November 13 Week 12

Read Chapter 10

November 20 Week 13 November 27

Holiday University Closed Happy Thanksgiving! Snapshot Presentations Course Evaluations Snapshot Presentation May turn in Unit Plan

December 4 Week 14

December 11

Exam Period (if needed)

Absolute deadline for Unit Plan (must be electronic)