COLLEGE OF ARTS AND SCIENCES
Department of English
Spring, 2002
COURSE NUMBER/TITLE: EDU 321 Methods of Teaching English
TEXTS:Burke, J. (1999). The English Teacher's Companion.
Portsmouth, NH: Boynton / Cook Publishers.
Burke, J. (2000). Reading Reminders. Portsmouth, NH
Boynton / Cook Publishers.
Christenbury, L. (2000). Making the Journey: Being and Becoming a Teacher of English Language Arts.
English Journal – National Council of Teachers of English
Methods Course Packet for EDU 321 & 322
PROFESSOR:Katherine Parr McFarland, Ph.D. 131 Dauphin Humanities Center
717-477-1496 (office)
(e-mail)
OFFICE HOURS:M 2:00-3:30Th 12:00-2:00 p.m.
W 2:00-3:30F by appointment
Welcome to EDU 321, a course you have worked hard to enter in order to achieve your goal of becoming a Language Art / English teacher. Although you may have heard a lot about the expectations of this course, I want to assure you that all of the instruction and planning can be linked directly to your student teaching and your professional career beyond. Furthermore, this semester we have the pleasure of dividing the two courses so that EDU 321 falls on Mondays and EDU 322 on Wednesdays. My role as a teacher educator this semester is to be your facilitator / model / mentor/moderator on this journey.
COURSE OUTCOMES: Through class discussions, group activities, field experiences, class readings, and writing assignments, the students will be able to:
1.Contrast the new versus old paradigm of language arts.
2. Explain how human beings learn, how you learn, and how such learning theory affects the teacher's decisions in the student-centered classroom.
3.Explain the role of curriculum in the language arts classroom.
4.Design lesson plans / thematic units which address the teaching /learning cycle particularly learning objectives, motivations, mini-lessons, student activities, extensions, and assessment.
5.Comprehend current language arts methodologies and strategies.
- Create active vs. passive reading strategies for classroom learners.
7. Learn to de-mystify the writing process by demonstrating the non-linear stages of writing.
- Demonstrate knowledge of the process of the reading/writing workshop.
- Investigate approaches to teaching poetry and drama.
- Understand the role of evaluation / assessment within the learning cycle.
11. Address the affective and cognitive needs of diverse populations of students who too often have been marginalized by such factors as color, language, culture, and economic barriers.
12. Examine the role of reflective practitioner to prevent burnout through such tools as writing (journals), field observations (recording data), portfolios, and teacher-research.
COURSE REQUIREMENTS:
Reading, Quizzes. & Writing Responses( 20%)
Participation & Activities (Book Report, Mini-Lesson, Seminars)( 20%)
Projects (Individual Project & Reading-on-Reading)(20%)
Thematic Unit( 20%)
Mid-Term / Final Exam( 20%)
Other:Grading Policy:
Lots of questions / reactions / observations (A ) or (100-95%)
Pocket jingle for xerox copies (A-) ( 94-90 %)
Two Extra Three-Ring Notebooks(B+) ( 89-87 %)
(B ) ( 86-83 %)
E-mail Account (B-) ( 82-80 %)
(C+) ( 79-77 %)
(C ) ( 76-70 %)
ATTENDANCE AND PARTICIPATION
Regular and punctual attendance is expected. More than one absence will result in a lower grade. Make sure you alert me in advance if you plan on being absent. Make sure you keep up with the readings so that you can contribute your thought-provoking ideas. Often there will be writing activities at the beginning of class based on the required readings that may be collected at anytime. If
You miss a quiz, do not worry. (Lowest quiz grade will be dropped which may mean a quiz not taken. Quizzes can not be made-up.))
UNDERSTANDINGS OF THE CLASS – (To be determined by class)
DISABLED STUDENTS
Students with a problem that handicaps their performance are expected to arrange for a conference with me in order that appropriate strategies are created to facilitate participation.
SEMINARS
As a secondary education pre-service teacher, you will be required to attend several seminars on timely topics during the semester. Please write a page of reactions to the seminars. Mark the following dates:
Jan 29Workshop on Health
Feb 12Middle School and Inderdisciplinary Issues
Feb 26Classroom Management
Apr 2TBA
WEB SITES
Please consult our web site on a regular basis. You can log-on to the site and check information about the program. You should be able to access several important categories such announcements, directions to schools, and updates on other essentials. You may also want to note that you can e-mail us directly from this site. The address is: http://www.ship.edu/~kmlong/certification/. Also, we will be
conducting many activities on Blackboard so check often. If you have never created an account on Blackboard, go to http://cde.sshe.edu:8082 and follow the directions where it states “Create an Account.” Be sure to make note of your username and password. Finally, enroll in the course.
Be sure to check out Jim Burke’s web site to augment The English Teacher’s Companion at:
SHARED BOOK REPORTS
Students will be asked to share a current book with the class. The student will highlight and discuss important concepts in a 5-minute discussion. A one to two page outline (copies for members of class) will be required of your assigned text. Place bibliographic entry at the top followed by a phrase or sentence outline that summarizes important material.
INDIVIDUAL PROJECTS
Choose one of the following projects:
1.You may want to participate (for five sessions) in College Writing 101 this semester which meets in room DHC118 on Monday / Wednesday at 3:30 p.m. You will need to come to class at least five times . . . or . . . meet with a member of the class to be tutored for five sessions.
- You may want to participate (for five sessions) in a developmental writing classroom. You will need to secure the permission of one of the professors and make the necessary arrangements. (You will be required to do the same as the above project.
- You may want to correspond with a Navajo high school student in Evelyn Begody’s class in Window Rock, AZ. (I have a few openings.) This unique opportunity would involve discussions on reading issues in general.
- Choose your own project that you feel you need to address.
After each session, you will need to record your notes into a journal format on what you accomplished and what you learned. These notes will be transcribed into a 3-5 page paper to be turned in as soon as you complete your project.
READING PROJECT
You will conduct an interview with someone who perceives of himself/herself as a good reader. My goal is for you to learn about the great diversity of ways and purposes of reading so you will help your students to see options. This interview should last at least 30-45 minutes, and you should take excellent notes within the requirements of the interview. You need to write up your findings to be shared with the class. Bring your data on the assigned day.
MINI-LESSONS
I would like for you to conduct a mini-lesson in my Advanced Placement College Writing Class which meets, Mon & Wed 3:30 p.m. in DHC 118. We begin each College Writing class with a 5 to10 minute lesson on some aspect of writing that people in the class may need. Choose one of the following lessons given in the past:
BrainstormingUsing Transitions
Writing: Processing Your PaperEditing Your Own Papers
Revising and Polishing Your PaperCreating Audience and Purpose
Organizing an EssayUnderstanding Punctuation
Constructing Effective Beginnings/EndingsVarying Sentences
Avoiding Fragments/Run-on SentencesThe Economy of Words
Elaborating on DetailsFormulating Research Questions
Creating Stronger Sentences Primary and Secondary Research
Using Active vs. Passive VoiceConducting and Documenting Research
Adding StylisticsParaphrasing and Summarizing
Avoiding PlagiarismEvaluating Web Sites
FORMAL THEMATIC UNIT (20%)
You will create a formal unit during the second half of the semester that will reflect a thematic topic to be used during your student teaching practicum. (This unit should be a godsend to you!) The unit must include two weeks of lesson plans, student motivations, activities, evaluation, extensions, and possible integration with other subjects. You will receive in advance many models of units and a grading criteria form. You may choose to work with a partner (if you both will be expected to teach the same unit), or you may work by yourself. Requirements are as follows:
-Provide a "sketch" of your intended unit by your mid-term.
-Come to my office for a thematic conference as needed.
-Hand in two bound copies of your final unit.
MID-TERM & FINAL EXAMS (20%) – TBA
MENTOR TEACHERS – (Dr. Long’s Assignment)
NCTE STUDENT AFFILIATE OF SHIPPENSBURG UNIVERSITY
As most of you know, we have set-up a student organization as part of The National Council of Teachers of English. I encourage you to attend all meetings as we will be addressing topics that we do not have time for in Methods. To access the schedule, locate our web site at Our mission is as follows:
- To create a community among future teachers of English and Language Arts.
- To develop professional attitudes and standards through discussions, and speakers.
- To encourage investigation and research in language arts.
- To enhance ties between students and professional education community, especially PCTELA (state organization) and NCTE (national organization).
EXHIBITION DAY - (Attendance Required) 3/18
You are required to go to Exhibition Day at the CUB between the hours of 8 - 11:00 a.m. to peruse the many projects displayed by student teachers in language arts and other content areas. Often at each display, there will be copies of lesson plans and other handouts. More importantly, you get a chance to talk to student teachers, find out about their experiences, and ask questions.
PRAXIS – You need to have all of your PRAXIS completed before you student teach.
This includes: PPST Reading (10710) Writing (20720) Mathematics (10730) and Listening (20740) Tests. Other tests to take include:
- Principles of Learning & Teaching 7-12 (30524)
- Praxis Specialty Area Test (10041) - English Language, Literature, & Comp.: CK
Next registration is 2/5/02 for the 3/9/02 test. After that you have a 3/19/02 registration for the 4/20/02 test. Get busy and register now at .
HELP US CHOOSE - We have several wonder candidates to interview for a position in Creative Writing / Poetry. Please help us choose the candidate that would be best for the department by coming to their poetry readings. Mark your calendars for the following dates:
Tues, 1/29Andrew Mossin (Rutgers University) 2:30 in CUB Lounge A/B/C
Thur.1/31Mary Angeline (Brown University) 2:30 in CUB Lounge.
Mon. 2/4Grham Foust (SUNY Buffalo) 3:15 in CUB Lounge.
Fri. 2/8Albino Carrillo (Univ. of Arizona) 3:15 in CUB Lounge.
ENGLISH METHODS SCHEDULE
K. P. McFarland, Ph.D.
Spring, 2002
Schedule is subject to change as needed. Readings & assignments are due on the day that they are listed.
DateTopic
1/23IIntroductions / Orientation / Syllabus
1/28IIWhat is the new paradigm for effective teaching?
How do human beings learn?
Reflective Practitioner Model
Armstrong, Multiple Intelligences in the Classroom
Readings:Christenbury - Chap. 1
Burke – Chap. 16
Packet - Learning Styles (II & III)
2/4IIIHow does the teacher plan lesson plans? Thematic units?
Readings: Christenbury - Chap. 3
Packet - Lesson / Unit Planning & Thematic Units
2/11IVGuest Speaker(s) on Curriculum
Posner, G. J. and Rudnitsky, A. H. (2001). Course Design: A Guide to Curriculum Design.
Readings:Burke – Chap. 10
Packet - Curriculum
2/18VWhat are some general teaching / learning strategies? Golub, J, Making Learning Happen: Strategies for an Interactive Class
Johnson & Johnson, Circles of Learning: Cooperation in the Classroom
Readings: Packet on Strategies for Learning & Cooperative Learning
2/25VIHow does the teacher assess and evaluate learning?
Purves, Jordan, & Pelz, Using Portfolios in the Eng. Classroom
Readings:Burke – Chap. 11
Packet - Assessment & Evaluation
3/4 – 8First Field Placement
Begin Reading Burke’s Reading Reminders.
3/11-15Spring Break
3/18Exhibition Day
3/19 – 22Second Field Placement
Finish Reading Burke’s Reading Reminders.
3/25VIIDebriefing of Field Experience
4/1VIIIWhat is the role of reading in the classroom?
Harvey, S. & Goudvis, A. (2000). Strategies That Work: Teaching Comprehension to Enhance Understanding.
Wilhelm, J.; Baker, Tanya, & Dube, J. (2001). Strategic Reading: Guiding Student to Lifelong Literacy 6-12.
Readings: Burke – Reading Reminders: Tools, Tips, and Techniques
Burke – Chap. 4
Packet - Teaching Reading
4/8IXWhat works best in the teaching of writing?
Strong, W. (2001). Coaching Writing: The Power of Guided Practice.
Wood Ray, K. (2001). The Writing Workshop.
Readings: Burke – Chap. 7
Christenbury – Chap. 8
Packet – The Writing Process & The Writing Workshop
4/15XWhat is the role of the Reading / Writing Workshop? (Guest Speakers)
Atwell, N. (2000). In the Middle: Writing, Reading, and Learning with Adolescents.
Readings:Burke - Chap 14 &15
Packet:Reading / Writing Workshop
4/22XIHow can we best teach poetry and drama?
Carey-Webb, A. (2001). Literature & Lives: A Response-Based , Cultural Studies Approach To Teaching English.
Readings:Packet:Poetry
4/29XIIHow can teachers address the needs of multicultural and language
diverse classrooms?
Pipher, M. (1994). Reviving Ophelia: Saving the Selves of Adolescent Girls. NY, NY: Ballantine Books.
Readings:Burke – Chap .17, 18, & 20
Packet - Multicultural Education & The Culture of Poverty
English-as-Second Language (ESL)
ADDITIONAL COURSE READINGS
Posner, G. J. and Rudnitsky, A. H. (2001). Course Design: A Guide to Curriculum Development (6th ed.). NY, NY: Longman.
Johnson, W.; Johnson, D.; & Holubec, E. J. (1990). Circles of Learning: Cooperation in the Classroom. Edina, MN: Interaction Book Co.
Golub, J. N. (2000). Making Learning Happen: Strategies for an Interactive Classroom. Portsmouth, NH: Heinemann.
Purves, A. C.; Jordan, S. L.; & Peltz. (1997). Using Portfolios in the Classroom. Norwood, MA:
Gordon Christopher Pub.
Harvey, S. & Goudvis, A. (2000). Strategies That Work: Teaching Comprehension to Enhance Understanding, York, ME: Stenhouse Publishers.
Wilhelm, J.; Baker, Tanya, & Dube, J. (2001). Strategic Reading: Guiding Student to Lifelong
Literacy 6-12. Portsmouth, NH: Heinemann.
Carey-Webb, A. (2001). Literature & Lives: A Response-Based , Cultural Studies Approach
To Teaching English, Urbana. IL: NCTE.
Strong, W. (2001). Coaching Writing: The Power of Guided Practice. Portsmith,NH: Heinemann.
Wood Ray, K. (2001). The Writing Workshop. Urbana, IL: NCTE.
Atwell, N. (2000). In the Middle: Writing, Reading, and Learning with Adolescents (2 ed.), Portsmouth, NH: Heinemann.
Pipher, M. (1994). Reviving Ophelia: Saving the Selves of Adolescent Girls. NY, NY: Ballantine Books.