PORTLAND STATE UNIVERSITY
DEPARTMENT OF CURRICULUM AND INSTRUCTION
MEETING OUR COMMUNITIES' LIFELONG EDUCATIONAL NEEDS!
Department: /Curriculum and Instruction
Winter, 2011Wednesdays, 4:00-6:30 (Room ED212)
6:40-9:20 (Room ED212)
Course Number: / CI 548
Course Title / ASM: Language Arts
Instructor: / Instructor: Beth Herman-Davis
e-mail:
Home: 503-803-3668
***Course Syllabus Addendum, as of January 10, 2011***
Session 9, March 2Topics: Critical Literacy & New Literacies
•Microteaching presentations
Assignment for next week:
- Read Chapter 2: Altering English: Re-examining the Whole Class Novel and Making Room for Graphic Novels and More, from the book, Building Literacy Connections with Graphic Novels: Page by Page, Panel by Panel, edited by James Bucky Carter (handout)
- Read Chapter 1: Understanding Young Adults and Young Adult Literature, from the book, Essentials of Young Adult Literature (Second Edition) (2010).- All Choice Assignments Due next week, March 9. Bring HARD COPY to class.
Session 10, March 9
Topics: YA literature, Graphic Novels, Adult fiction for YA, Non-fiction for YA, Multicultural Literature
• Microteaching presentations
Assignment for next week: TBD
Session 11, March 16
•Microteaching presentations
Course evaluation
COURSE EXPECTATIONS AND EVALUATION
1. Lesson Plan Microteaching Presentation (40 points)
Develop a 2-3 day literature lesson that takes into account the things you’ve learned about teaching language arts. Use a short story, a chapter from a novel, or a group of poems as your basic text. I’m going to look specifically for relevance, pacing, variety, goals/objective, technology, third space, and potential for student engagement/stickiness.
Presentation
· You’ll have 15 minutes (4pm section)/20 minutes (6:40 section) for your microteaching presentation.
· You will also post this lesson on Tk20. çTBD
One page summary: your name, info about school, grade, purpose/rationale, goal, curriculum framing questions (essential question, unit question, lesson questions), learning objectives, Oregon standards. Background knowledge or context of lesson in larger unit.
Written Reflection & Self Evaluation of Microteaching Lesson
• One page minimum
•Due by the following Wednesday after your microteaching presentation has been
completed
Criteria:
• Brief analysis of the microteaching experience (use pedagogical content and teaching
behaviors as a guide for reflection)
• Implications for future teaching
•Implications for professional development
* Post lessons on Wiki no later than March 2
* Hard copies of the following items due on the day you microteach:
- one page summary
- peer feedback forms
* Written Reflection & Self Evaluation of Microteaching Lesson due by the Wednesday
following your microteaching presentation. Email or hard copy is acceptable.
Your classmates will be responding to these statements and questions:
1. I think the lesson objective is for students to be able to…
2. The strongest feature of this lesson was…
3. This lesson would engage and offer stickiness to students because…
4. How did accompanying materials (handouts, readings, overheads, technology) add to the lesson? Did these materials support the lesson? Were they well prepared?
5. Did the pacing of the lesson allow enough time for students to complete the task?
6. Were the instructions given in a timely interesting, and clear manner?
7. How did the teacher make sure that the students understood what they were to do, how they would be assessed, and then the assignment should be completed?
8. What literacy strategy(s) was included in this lesson? Was it relevant to the lesson?
- Do you have any recommendations for this teacher?
** This feedback will be turned into me so I can review and evaluate your lesson for grading purposes.
2. Two Choices (20 points; 10 points each)
Choose ideas that will contribute to your overall knowledge about teaching English/language arts. I’ve listed some ideas that you could use. You are not limited to these items.
•Professional Learning
Attend language arts workshops, poetry readings, or author talks. Write a one-page reflection on what you did and what you learned. FYI: Oregon Reading Association Conference, February 4-5.
• Scholarly Study
Read 2 journal articles from EJ or other professional journals and write a summary about what you learned.
• Content Presentation
Teach us something about English language arts that we don’t know. For example, if you’re a specialist on debate, Shakespeare, poetry, YAL, zines, writing, journalism (and the list goes on…), prepare a 15 minute PowerPoint or Prezi presentation about it to post on the Wiki.
• Community Programs
If you’re knowledgeable about or work in an alternative setting that would be valuable for us to know, prepare a 15 minute PowerPoint or Prezi presentation about it to post on the Wiki.
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