EDUC 412 -4
DESIGNS FOR LEARNING:
SECONDARY LANGUAGE ARTS
Summer 2007
(D01.00) |
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COURSE SYLLABUS
Class 1: May 8: “How shall we teach English today? A look at the Big Picture.” Overview: In this class we will briefly explore some of the main issues in teaching secondary language arts and discuss how pedagogical approaches, our students and life in general have changed. Introductions: Getting to know you. We will cover the syllabus, requirements and goals for the course. I will ask you to say a few words about what stage of PDP or teaching you are in and what your interests are. I will pass an e-mail list around so we many contact one another. Short lecture: I would like to present in a general way some of the key points that we will be covering over the semester. Our main objectives are to gain an understanding of the importance of teaching English and why it is has more potential now than ever before to help shape students’ lives. While literary theorists call attention to the politics and social implications surrounding literature, the fact remains that students learn significantly through aesthetic engagement with texts as well as through the literary discussions that follow with their peers. Group reading: I will hand out a short article that introduces some central concepts in teaching English. (Sheridan “Teaching Literature”; Williams “Making Sense”). Writing: I will prove to you that as human beings we are all natural storytellers! This fun activity will help us get into the habit of writing again and move us toward the idea that teachers who write are better teachers of writing. Computer lab (optional): Towards
the end of class, those who would like to learn more about the class website and blog can
access the site. COURSE REQUIREMENTS: Portfolio (Due in the last class- 60% of final grade): SFU now has a “W” or writing-intensive mandate to encourage students to “write to learn” and “learn to write”. This means that the value of learning through writing has been recognized as an important method of acquiring knowledge. It also means that through explicit instruction in writing in the forms germane to their fields, students will have an advantage when they establish careers after leaving university. What this looks like in our 412 assignments is that you will have a chance to do three short assignments for which you will receive feedback, and then have a chance to revise each one before handing them in together as a Portfolio. In this way it is hoped that you will gain experience in writing within three different genres, learn how to give and receive writing feedback and begin to see clear steps towards improving your own writing and deepening your understanding of the topic -- all the while learning how these same skills and activities can be applied in your future teaching. The three short assignments are spread throughout the semester (due in class five, eight and ten/eleven). Lesson Presentation (middle weeks of semester – 20% of
final grade): In a group, you will create a
lesson related to some aspect of teaching language arts.
Each person will present his or her own part in a coherent full lesson. Groups will have approximately 30 minutes for the
lesson and answering any questions from the class. Each
group will submit a whole lesson plan (one document) to me to be posted on the class
website. (Please note: Assignment 3 for the Portfolio is an extension of
this lesson presentation. After
receiving feedback from the class immediately after the presentation and later on the
blog, each group member will submit his or her own 1-2 page discussion of the lesson. Ideas to be considered: what went well in the presentation, what you might
change if you did it again, your experience collaborating with others and any feedback
that you choose to address. Due the week
after the Lesson Presentation.) Participation (ongoing through semester – 20% of final grade). This covers three main areas: professionalism (attending class, being punctual, and actively and respectfully joining in class activities), reading log (posted on the blog after each class) and the English Teachers’ Fair, in the last class, when we bring ideas from our portfolio and year long plan to share with one another. In the first class we will discuss attending one of Bard on the
Beach’s Shakespeare performances. In the
2007 season, there are four choices, of which Romeo and Juliet, Julius Caesar and The
Taming of the Shrew, are listed in the BC Ministry of Education IRPs. If fifteen or more people can attend the same
play, we are eligible for the group rate. Course Reading Assignments:
Chapters from our textbook, Teaching English in Middle and Secondary
Schools, (abbreviated from now on as “TEMSS”) by Maxwell and Meiser, and
photocopied articles or chapters will be assigned. I
am purposely providing the reading schedule in advance so you will be better able to
manage your time. We will discuss key points
of the chapters in class and you may choose to write your reading log/blog entry about
topics related to the reading. A copy of the
course textbook is on reserve in the W.A.C. Bennett library. Reading log/Blog: This will become an excellent record of your development as English teachers. You have a choice about what you would like to write about but I would ask that you do not summarize. Everyone has so much to teach one another that I would like you to extend, analyze, critique and explore the ideas that you have been presented with, either through your own ideas and opinions, or through a personal response such as telling us about a teaching experience you may have had, or describing some other relevant literature that will help expand our knowledge. You should post once after each class, about two paragraphs in length. You can discuss one idea or a couple of ideas. Sometimes I will ask you to respond to a particular activity. You are very welcome to respond to other people’s postings as well. ** A note about the technology:
Ideally, you could write up your log entry and save it on your
computer’s hard drive. When you log into
the blog system, you could cut and paste from your computer file to the blog site. This way, if something is lost on the blog site,
you won’t have to redo it. Another
option is to submit a paper log, if you do not have access to a computer with Internet. Grading: In all of the assignments above, I am looking for the quality of your work. I would like to see you demonstrate that you have deeply engaged with the material and you understand how to apply it in your teaching. By expressing your own thoughts clearly you will reveal the effort you have put into grappling with the ideas. There is much flexibility in what you choose to do and I encourage you to do what is most useful for your future work and to be creative in your assignments, but remember that what you do must be directly related to the subject matter of this course. If at any time you have any questions, please do not hesitate to ask me. **Due dates are firm. This is a developmental course and it is imperative that you keep up with the readings and writing tasks. My aim is to provide feedback quickly so that you can have as much time as possible to consider your revisions before the Portfolios are due. It is my job to facilitate your learning in all the areas of this course so you can find your way towards becoming an excellent English teacher. I’m greatly looking to going on this journey with you! Class 2: May 15 “Writing and the Short
Story Form”
(Reading to be discussed in class today: TEMSS Ch. 2; the 412 course syllabus and blog entries.) - Examining elements of short stories - Writers’ workshop – collaborative story writing (For next class: bring a
first draft of a story, ~2-3 single spaced pages. E-mail
to Sue by Monday evening, May 21nd, 11pm.) Class 3: May 22 “The Writing Process and the World of
Teen Lit”
(Reading for today: Hodgin’s “Getting Started: Finding Stories Meant for You” and TEMSS Ch.6 (p.222-224 and 231-239) - Using student work for teaching and assessment - Revision and the peer feedback process (For next class, do a second draft of your story, considering peer feedback) - The
wonderful world of teen lit – examining a wide genre Class 4: May 29 “Writing
Revision and Lesson plans for English”
(Reading: Murray “The Writer’s Seven Skills” and White “Responding To and Grading Student Writing”) - Peer feedback – round two. After class, do a final draft. - Framework for a lesson plan - Literary magazines
Class 5: June 5 “Teaching Literature” ****DUE:
ASSIGNMENT 1**** (Final story, 2 drafts & peer feedback forms). (Reading in class: TEMSS Ch. 10 & 11- Please bring textbook
to class) Class 6: June 12 “Shakespeare, Drama and Poetry” (Reading: TEMSS Ch. 4 (p. 72-91 & 100-111), Ch.5 (119-127 & 164-167) & Ch.6 (p.224-230) - The Canon – Why teach Shakespeare? - Versions of the plays on film - Time in class for Lesson Presentations’ groups (For next class: read Bard play {online: http://shakespeare.mit.edu/works.html }, Robinson “Some Days are Golden, and, Burnette & Foster “The Role’s the Thing”) Class 7: June 19 (No class – Bard on the Beach performance) (DUE next class: Assignment
2 – your choice of topic related to teaching Shakespeare, drama or poetry. Write 2-3 single space pages on: your response to the play or a literary criticism;
creative writing: short dramatic play or poem(s); or, do a Shakespeare project, unit or
set of related lessons. Any combination of
these is also permitted. For example, write a
poem or poems and discuss how you might use these in your classroom. E-mail Sue if you have questions.) Class 8: June 26 “Non-fiction Forms of Writing and Using
Multimedia”
****DUE:
ASSIGNMENT 2**** (Choice of critique, drama, poem or Shakespeare
projects/units/lessons) (Reading: TEMSS Ch. 6 (p.199-221), Ch. 9 (p. 287-302) - Debrief on play - Forms of non-fiction writing - Value of discussion – Smagorinsky “How Ways of Talking Affect Ways of Learning” - Time in groups to prepare Lesson Presentations Class 9: July 3 “Lesson Presentations (First groups) 1 and Group Work” (Reading: TEMSS Ch. 5 (p.128-141) and Crowhurst “Cooperative Learning”) - - First groups present Lessons (send full copy of lesson to Sue via e-mail) (After class: rest of class gives feedback on Lesson Presentations on blog) - - Effective group work
Class 10: July
10 “Lesson
Presentations (Second groups) and Assessment and Evaluation”
(Reading: TEMSS Ch. 12) - Last groups present Lessons (send lesson via e-mail to Sue) - Article “Scott’s Gift” ***DUE: ASSIGNMENT 3 (for first Lesson Presentation groups – each person writes 1-2 single space pages about the experience of presenting the lesson to the class, pros, cons, and any response to class feedback) Class 11: July 17 “Unit Planning” ****DUE: ASSIGNMENT 3**** (for second Lesson Presentation groups- see above.) (Reading: TEMSS Ch.3 & 13) - Looking at IRPs - (End of blog entries) Class 12: July 24 “Year Long Planning and Ethics” (Reading: TEMSS Ch. 3 & 13) - Overarching themes and other considerations - Ethics
in the classroom Class 13 July 31 ““English Teachers’
Fair” ***DUE:
PORTFOLIO*** If paper version, please provide self-addressed
stamped envelope for its return. (Please
include Assignments 1, 2 and 3 {also drafts and peer editing of these}, a brief rationale
for the changes in each that you made for the Portfolio and the final rewrite of each
assignment.) - Fair:
Best of luck to everyone! Farewell.
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