CURS 4110U: Curriculum Studies – Intermediate/Senior English Language Arts I

Instructor:Dr. Janette HughesOffice:UB3032

Phone: 905-721-8668 Ext. 2875

Office Hours: TBAEmail:

Course Description

This course introduces teacher candidates to the theory and practice of teaching English/Language Arts (ELA) in the Intermediate/Senior divisions, with a focus on teaching reading and writing. The curriculum content will include a review of related curriculum documents and supporting resources as well as a review of current subject-related theory, teaching strategies, and classroom practices. The course will consist of:

  • A detailed study of English/Language Arts curriculum guidelines and requirements (7-12)
  • Adolescent development related to Intermediate/Senior English
  • Development of programs for student diversity
  • Print and non-print material related to English/Language Arts (7-12)
  • A review of the role of technology in the English/Language Arts classroom
  • A review of a range of teaching strategies and assessment tools related to the English/Language Arts classroom (7-12)

Learning Expectations or Outcomes

Upon completion of the course the candidate will:

  • Demonstrate an understanding of the adolescent learner (cognitive, physical, social and emotional) with respect to developmental change, learning differences, and socio-cultural diversity
  • Demonstrate a thorough knowledge of the policies and guidelines of the Ministry of Education as they apply to teaching in the Intermediate/Senior divisions
  • Demonstrate an awareness of the supporting materials for the Ontario curricula, including Profiles, Exemplars, and resources for “at risk” students
  • Demonstrate an understanding of evaluation based on achievement charts outlined in current curriculum guidelines
  • Demonstrate an understanding of recent theoretical and critical trends in the study and pedagogy of Intermediate/Senior English/Language Arts
  • Demonstrate the ability to critique curriculum resources and materials in light of recent research in current studies
  • Demonstrate an awareness of the Standards of Practice for the Teaching Profession as outlined by the Ontario College of Teachers
  • Demonstrate the ability to provide a practical methodology for English/Language Arts (7-12), supported by a theoretical framework
  • Demonstrate an ability to manage various current technologies

Course Web Site

The course web site in an integral part of the ongoing course instruction. The web site contains:

  • The course description
  • Electronic copies of relevant articles and other text materials
  • Comprehensive web resources
  • Assessment and evaluation criteria
  • Regular class notices and updates

No specific literature anthology or writing text is listed for this course. Candidates will be asked to locate appropriate materials (short stories, poetry, teaching units, etc.) on the World Wide Web or in the library for classroom application purposes. Sample weblinks will be provided on the course web site. Weekly course readings are listed in this course outline and most of them will be available online through the library. Others will be provided by the instructor (if not available) or posted online.

Ministry of Education Documents

Curriculum Documents and Exemplars

Resource Documents

Choices into Action

Individual Education Plans

Policy/Program Memoranda

Other Documents and Resources

Curriculum Services Canada – Live Streaming Webcasts for Literacy and Numeracy

Standards of Practice for the Teaching Profession:

Ethical Standards for the Teaching Profession:

Professional Advisory:

Course Profiles and Exemplars:

Ontario Parent Council:

Suggested Supplementary (Optional) Support Items

Meeks, L. & Austin, C. (2003). Literacy in the Secondary English Classroom: Strategies for Teaching the Way Kids Learn. Boston: Allyn & Bacon.

Milner & Milner. (2003). Bridging English, 3rdEd.UpperSaddleRiver: Prentice-Hall.

Ontario Ministry of Education. (2003). Think Literacy: Cross-Curricular Approaches Grades 7-12. Toronto: Queen’s Printer.

Strickland, K. & Strickland, J. (2002). Engaged in Learning: Teaching English, 6-12. Portsmouth, NH: Heinemann.

Web Sites

Media

Awareness Network)

Television Guides)

newspapers)

of the major networks can be accessed similarly)

database, with information, reviews, etc.)

of film and TV scripts available on net.)

Rock to Disco and Beyond — excellent.)

"news coverage")

Graphic Organizers, Webs

Teacher’s Links

teachers’ resources)

plan links)

by topic)

(readers’ guides for novels)

ELAN (English Language Arts Network - Ontario)

CCTELA (Canadian Council for Teachers of English Language Arts)

National Council of Teachers of English (US)

Literary Links

topics and themes from Classical to Hypertext)

of Poetic Terms)

link )

in Electronic Residence

(League of Canadian Poets)

(Young Poets – for teachers and students)

(hypertext fiction – hyperfiction and hypertext poetry)

(a Shakespeare resource)

Plagiarism and "essays" for sale

infamous Schoolsucks site)

Warehouse)

and Genius Term Papers)

Key Topics (General)

Below is a list of topics that will be covered. There will be some flexibility in material covered and discussed depending on class interest and time available.

Topic / Description
History and Philosophy of Teaching English /
  • Explore current issues in Language Arts/English education, including:
  • The role of technology in English classrooms
  • Standardized testing
  • Changing views of literacy
  • Explore different historical/theoretical perspectives on English teaching
Standards: Leadership and Community, Professional Knowledge
Understanding the English Curriculum in Ontario /
  • Review key documents in Curriculum Planner CD/ Ontario Curriculum documents for grades 7-12 Language Arts/English, including course profiles and exemplars
Standards: Professional Knowledge, Teaching Practice, Ongoing Professional Learning
Approaches to Teaching and Learning /
  • Explore the learning needs of adolescent learners
  • Explore how current theories of learning have impacted English/Language Arts teaching
  • Explore the key factors that make an effective Language Arts/English lesson plan (focus on the short story)
  • Create and evaluate a variety of effective lesson plans for grades 7-12
Standards: Professional Knowledge, Teaching Practice, Commitment to Students and Student Learning
Language and Literacy in Language Arts/English /
  • Explore changing conceptions of literacy (i.e. critical literacy, media literacy and technological literacy)
  • Review theories of language acquisition
Standards: Professional Knowledge, Teaching Practice
Literature, Media and Popular Culture /
  • Explore the characteristics of Reader-Response theory and its impact on English classrooms
  • Explore the problems and possibilities of teaching the novel and teaching Shakespeare
  • Explore effective approaches to Media Studies
Standards: Teaching Practice, Professional Knowledge
Writing, Poetry /
  • Explore writing process theory and pedagogy, which emphasizes experiential, personal growth
  • Explore issues related to Writing Workshop approaches
  • Investigate poetry teaching
Standards: Teaching Practice, Professional Knowledge, Commitment to Students and Student Learning
Assessment and Evaluation /
  • Review rubrics used in Ontario curriculum
  • Examine a wide variety of assessment techniques
  • Create effective assessment tools for Language Arts/English
  • Overview of the OSSLT (Grade 10 Literacy Test) and the OSSLC (OntarioSecondary School Literacy Course)
Standards: Professional Knowledge, Teaching Practice, Ongoing Professional Learning
Individual Needs and Diversity;
English and Cultural Studies /
  • Develop strategies for addressing diversity in the classroom including gender, SES, culture, learning style, learning disabilities and enrichment
  • Explore the basic principles of cultural studies
Standards: Commitment to Students and Student Learning, Professional Knowledge, Teaching Practice

Weekly Topical Outline

Date / Focus / Readings/Activities/Bring
Aug. 29 / Introductions-course materials. Teacher education and beginning teachers
Balanced Literacy / What Do We Mean by Literacy Now? (2003) Jerome Harste, Voices from the Middle
Aug. 31 / Standards of Practice-Examining Curriculum Guidelines
Organizing Instruction / Effective Literacy Instruction (2002), Donna Alvermann, Journal of Literacy Research AND
Chicken bone epiphanies: How the lives of the eminent can inform the teaching of English(2005), Lawrence Baines, Voices from the Middle
Sept. 12 / Curriculum Guidelines
Digital Stories / Teachers as transformative intellectuals-Giroux , pp. 121-128 AND
Lesson plans from the outer limits: Unauthorized methods. (1988), Kincheloe, J. & S. Steinberg. In J. Kincheloe and S. Steinberg (Eds.), Unauthorized methods: Strategies for critical teaching. New York: Routledge, (pp. 1-23).
Sept. 14 / English Education-Theory-Practice
Critical Literacy, Reader response and beyond / Teaching Literature as Cultural Criticism (1993), Marnie O’Neill, English Quarterly OR
Teaching beyond reader response: Reading the culture to know the self (2000), Meredith Rogers Cherland, In Advocating Change: Contemporary Issues in Subject English AND
Taking on Critical Literacy: The journey of newcomers and novices(2002),Mitzi Lewison et al, Language Arts.
Bennett Videos-Beyond Monet
Sept. 19 / Multiple Literacies
Developing an Oral Foundation / From Literature as Exploration and The Reader, the Text, the Poem (2005), Louise Rosenblatt, Voices from the Middle.
Do-it-yourself Broadcasting: Writing Weblogs in a Knowledge Society at

Assignment A Due: Digital Story
Sept. 21 / Teaching for understanding-Short Stories
Developing lesson plans- theories of knowledge-learning, English as subject matter / Critical Questions: whose questions? (1996), Anne Simpson, The Reading Teacher, AND
Asking questions, facilitating inquiry, (2002), Kathy Strickland, Engaged in learning: Teaching English, 6-12.
Sept. 26 / Teaching for Understanding-Short Stories
Teaching Cycle: Enter, Explore, Extend / The ABCs of attitudes toward reading: Inquiring about the readers’ response. (2000), JAAL, Don Mizokawa, OR
Crafting questions that address comprehension strategies in content reading, (2006), JAAL, Nancy Fordham OR
The power of questions and the possibilities of inquiry in English education, (2005), English Education, Jennifer Buehler
Sept. 28 / Reading, the texts, and the self as reader and writer
Opening Texts: Multicultural Literature / A framework for choosing topics for, with and by adolescent writers, (2001),Kelly Chandler-Olcott, Voices from the Middle .OR
Reading adolescents’ reading identities: Looking back to see ahead, (2001), Donna Alvermann, Journal of Adolescent and Adult Literacy.
Assignment B Due: Lesson Plan/Questioning Sequence
Oct. 3 / Reading, the texts, and the self as reader and writer
Censorship / Reading Jack, (1998), Greg Hamilton, English Education AND
Teaching the Difficult (2004), Greg Hamilton, English Journal OR
Response to “Reading Jack”: Talking about a revolution … (1998) Lauren Myracle, English Education
Oct. 5 / Reading, the texts, and the self as reader and writer
Radical Change Texts and “Bold” Books for Adolescents / “It’s not all black and white”: Postmodern picture books and new literacies(2002) Michele Anstey, JAAL, AND
Using graphic novels, anime, and the internet in an urban high school (2004), Nancy Frey, English Journal,OR
Expanding Literacies through Graphic Novels (2006), Gretchen Schwarz, English Journal. OR
How comic books can change the way our students see literature: One teacher’s perspective ( 2001), Rocco Versaci, English Journal.
Oct. 10 / Novel units and lessons for beginning teachers / Reading, Living, and Loving Lord of the Flies (1999), Wendy Sunderman, English Journal.
“How am I going to do this?”: Guidelines for developing curriculum. (2004) The new teacher book: Finding purpose, balance and hope during your first years in the classroom.
Oct. 12 / Novel units and lessons for beginning teachers / In class-read Creating a literate and passionate community (2004),The new teacher book: Finding purpose, balance and hope during your first years in the classroom.

October 17—November 3 Field Experience Placement I

Nov. 7 / Teaching, literacy, and writing
Inspiring Writing: Writers’ Workshop / Tightrope walkers: The balancing act and unbalancing act of teaching writing. (2004) Jill McClay, In Barrell et all (eds), Teaching English Today AND
Toppling the Idol (2004), Lesley Roessing, English Journal OR
Getting Fired Up! (2004), Greg Hamilton, English Journal OR
Teaching Writing in the High School: 15 Years in the Making (2000), David Noskin, English Journal.
Nov. 9 / Teaching, literacy and writing
Enabling Writing
Planning for Inclusion / Helping Struggling Learners Read and Write (2000), Karen Wood and William Nichols, Promoting Literacy. OR
Fluency Beyond the Primary Grades: Helping Adolescent Struggling Readers (2005), Timothy Rasinski & Nancy Padak, Voices from the Middle.
Hearing Zach: Matching Reluctant and Struggling Readers with Books (2004) Kylene Beers, English Journal. OR
Strategic Instruction for Struggling Writers (1996), Kathleen Collins and James Collins, English Journal.
Nov. 14 / Teaching, literacy, and writing
Writers’ Workshop
Authentic Assessment / Multiliteracies meet methods: The case for digital writing in English education (2005), Jeffrey Grabill, English Education
Grading Student Writing: High-Stakes Testing, Computers, and the Human Touch (2005), P.L. Thomas, English Journal.
Nov. 16 / Teaching, literacy and writing:
Teaching Nonfiction
HyperStudio / Linkages of Nonfiction and Selfhood: The Places of Personal Essays (2002), Leigh Holmes, English Journal. AND
Transformation through Technology: How HyperStudio Updated Middle School Research (1999), Victoria Shaw Haviland & Mary Jane McCall, English Journal.
Nonfiction Books in the Classroom: Undervalued, Underused, and Oversimplified (2003), Jeffrey Kaplan, English Journal. (optional)
Showcase of Assignment C
Nov. 21 / Reading, Writing and Re-Presenting Research / “What If?” Teaching Research and Creative-Thinking Skills through Proposal Writing (2006), David Pegram, English Journal OR
I-Searching in Context: Thinking Critically about the Research Unit (2006), Jason Luther, English Journal OR
Researching Writing: The Unfamiliar-Genre Research Project (2006), Sarah Andrew-Vaughan & Cathy Fleischer, English Journal.
Nov. 23 / Wrap up
Revisiting Reading and Writing in the ELA classroom / Assignment C DUE: Professionally Packaged, Pedagogically problematic?
November 27 -- December 14: Field Experience Placement II

Assessment

A) Digital Storytelling Project20%DUE: September 19

B) Lesson Plan/Questioning Sequence25% DUE: September 28

C) Critical Examination of Resource35%DUE: November 21

D) Digital Teacher Portfolio 5%DUE: November 23

E) Professionalism15%On-going

Assignments

Assignment A

Digital Storytelling Project (20%)

Due: September 19th, 2006

You are embarking on a new career and reflecting on why you have decided to become a teacher will assist you in developing a philosophical framework about education and your new role as an educator. Creating digital stories can help us look at the familiar in a new way, with a new meaning. The creation of this digital story fulfills a number of purposes:

  • It celebrates who you are
  • It allows your colleagues an opportunity to get to know you
  • It celebrates the diversity of individuals among us
  • It allows your creativity to emerge and through exploration may prove new potential to you
  • It promotes reflective thinking about significant literacy events in your life, which shape your attitude about the teaching and learning of English Language Arts
  • It provides a good resource for you to use with your students as an artifact -- a way of introducing you to your students
  • As an artifact, it can be included in your digital teacher portfolio
  • It gives you an actual model that you can use if you get your students to do this activity
  • It allows you to come to understand the complexities of digital storytelling
  • It allows you to learn a new software that can be used for many cross-curricular purposes

The digital story must communicate in some way who you are -- it could be descriptive, autobiographic, a metaphor, but it must say, "This is me!" It is important to consider your intended audience (e.g. your students, adults). For example, the tone, structure and theme might be very different if you are writing to introduce yourself to secondary school students than if you were introducing yourself to a principal.

In thinking about your digital story, consider the following prompts:

  • What experiences, interests, and/or knowledge in your life have prepared you for teaching?
  • Was there an initial event that most affected your decision to teach English?
  • What significant “literacy events” do you recall from your own days as a student/child? What was your favourite book? Did you write stories or poems or keep a journal?
  • Who influenced or assisted you in shaping your ideas about yourself as a reader and writer?
  • How has your decision to pursue a teaching career affected your life as a whole (family, friends, where you live)?
  • What are your hopes, dreams, fears about this new career?

While your digital story will be a reflection about your new role as a teacher in general, the focus of your story should be on language and literacy teaching and learning.

Structure:

The digital story must:

  • Include a minimum of 5 photos/images and a maximum of 10
  • Be well-planned using a detailed storyboard (either digital or paper)
  • Tell a good story
  • Be well written (adhering to the conventions of grammar and spelling)
  • Include transitions, effects, audio and edits that are appropriate to the subject matter and that add to the flow of the story (without distracting from it)

Assignment B

Lesson Plan/Questioning Sequence (25%)

DUE: September 28th

Part 1: Candidates will read a series of short stories taken from English textbooks currently being used in local classrooms. The assignment is to develop a lesson for one of the short stories. (A list of stories will be provided on the course web site). Candidates will develop a lesson plan structured around both questions and activities that might aid in the process of helping students read and respond for understanding. The lesson plan will include the following components:

  • A brief description to contextually locate the story within the English Curriculum. This could be considered a “rationale.” Make specific connections to the English Curriculum guidelines. Identify the grade level/ability and the students.
  • The “hook” or anticipatory set – the activities designed as an experiential preparation for the reading of the story
  • Three or four questions that may be needed for basic comprehension or thematic development. These questions aim at identifying the structural and or chronological aspects of the story. These questions tend to be primarily foundational and provide a springboard for later questioning.
  • Two or three questions which could be used in whole-class or small-group discussions to deepen student understandings. At this stage questions are directed at eliciting responses from students that allow them to identify central themes, ideas or evolving reactions to the story. These questions tend to invite students to formulate opinions, arguments, and points of views that stem out of their readings of the text. They promote critical and insightful analysis.
  • One or two questions or an activity that provides a broader view of the story (i.e. questions/activities that allow for students to identify issues that extend beyond the story and perhaps connect to other stories, authors and societal issues often fore-grounded in literature).
  • One or two extension activities that will move the student to make sense for him/herself by actively constructing or re-constructing views of the story.
  • A short critical reflection (one paragraph) about the lesson plan. (What might be its pedagogical strengths or weaknesses? Are there any other considerations or issues to think about?)

Part 2: Using your lesson plan as a foundation, you will work with one or two students online at Ontario Blogs. The student(s) will be assigned the same short story and you will discuss the characters, themes and your responses to the story. The idea is to engage the student(s) in a conversation about the story and to extend their thinking. Your role will also include commenting on their written work related to the story and guiding them through ways to improve their writing.