Schedule of Reading and Assignments
Methods of Teaching English
Dr. Meehan / Spring 2006
As a teacher you are also a student: an active learner in your field and your class. As a student in this course, you will also be a teacher: enacting your learning in your practicum classroom and in your reflections and discussions in this course. Therefore, the standards for our profession of language arts teaching (supported by NCTE) are also the standards for the learning in this course—in addition to standards and benchmarks tied to your learning in the Education department.
Schedule subject to change: check assignment page on web for updates.
[Images of Education]
NCTE standards:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
11. Students
participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
12. Students use spoken, written, and visual language to
accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and
the exchange of information).
NCATE program standards:
3.7 Candidates demonstrate knowledge of research theory and findings in English language arts.
Thursday 1/12/05: First Class: Introductions, Autobiographies, Standards.
NCTE ELA standards: http://www.ncte.org/about/over/standards/110846.htm
NCATE/NCTE program standards
Sioux City District Language Arts Standards.
Tuesday 1/17: Reading: Exploring, Prologue and chapter 1.
Journal: keywords and a key passage
Thursday 1/19: Focal Point: Further reading, John Dewey, "Educational Values" from Democracy and Education (chapter 18).
Tuesday 1/24: Reading: Exploring, chapter 2; English Teacher’s Companion, chapters 1 and 2.
Thursday 1/26: draft of autobiographical essay [+ further reading]
Tuesday 1/31: autobiographical essay due. [description of autobiographical essay assignment]
Thursday 2/2: Exploring, chapters 3 and 4
[Bring Handbook to class: recommended, chapters 10, 25]
[practicum scheduled by this date]
[Teaching Reading]
NCTE Standards:
2. Students
read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic)
of human experience.
3. Students apply a wide range of strategies to comprehend,
interpret, evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence
structure, context, graphics).
NCATE standards:
3.3 Candidates demonstrate their knowledge of reading processes.
3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature.
Tuesday 2/7: Exploring, chapters 5, 6
Thursday 2/9: Focal point: approaching poetry [sketch for introducing a favorite poem]
luminous link: initial observations from practicum
Tuesday 2/14: Exploring, chapter 7
Thursday 2/16: Focal point: canonical/classic literature
luminous link: lesson on reading
Tuesday 2/21: Teacher's Companion, chapter 4
Thursday 2/23: Focal point: article on reading
luminous link: lesson on reading
Tuesday 2/28: Lesson plan and presentation: reading
Thursday 3/2: Focal point:
Tuesday 3/7: Spring Break
Thursday 3/9: Spring Break
[Teaching Writing]
NCTE Standards:
4. Students
adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and
for different purposes.
5. Students employ a wide range of strategies as they write
and use different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
NCATE Standards:
3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.
3.4 Candidates demonstrate knowledge of different composing processes.
Tuesday 3/14: Exploring, chapters 8, 9
Thursday 3/16: compost ideas for writing unit My example of a writing workshop for middle school
[no class meeting: use time for practicum]
Tuesday 3/21: advising day
stop in to see me if you have time, to talk about your practicum, ideas for writing unit.
Thursday 3/23:
Focal point: Alternatives to Grading Student Writing [hand-out]
+ explore Patricia Schulze's unit on the autobiographical research project: http://www.readwritethink.org/lessons/lesson_view.asp?id=419
Work in Progress: workshop ideas for unit (bring everything in)
[Recommended: Companion, chapter 7]
Tuesday 3/28: Lesson plan and presentation: writing
Thursday 3/30: Focal point: further reading on writing
[Language/Media]
NCTE Standards:
8. Students
use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to
create and communicate knowledge.
9. Students develop an understanding of and respect for
diversity in language use, patterns, and dialects across cultures, ethnic
groups, geographic regions, and social roles.
10. Students whose first language is not English make use of
their first language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
NCATE Standards:
3.1 Candidates demonstrate knowledge of, and skills in the use of, the English language.
3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture.
Tuesday 4/4: Exploring, chapter 10, 12
Thursday 4/6: Guest Educator: Pat Schulze, Yankton High School
assignment: read through a lesson plan, prepare questions
Tuesday 4/11: Work in progress: your lesson plan for media/technology + read this brief essay: "Power Point is Evil"
+ browse chapters 12 and 13 in the English Teacher's Companion for ideas and insights regarding technology/media that you can apply to your lesson.
We will have a guest today: Bob Anderson, education technology coordinator
Thursday 4/13: Easter break
Tuesday 4/18: Lesson plan: language/media
be prepare to teach and present 15 minutes of your lesson, as well as discuss its assumptions.
[Assessment/Final Projects]
NCTE Standards:
7. Students
conduct research on issues and interests by generating ideas and questions, and
by posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g., print and non-print texts, artifacts, people) to communicate
their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information
resources (e.g., libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
NCATE Standards:
2.0 Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers.
4.0 Candidates acquire and demonstrate the dispostions and skills needed to integrate knowledge of English language arts, students, and teaching.
Thursday 4/20: Exploring, chapter 13
Tuesday 4/25: Handbook, chapter 11
Thursday 4/27: Focal point: assessment
Tuesday 5/2: [Last Class] Project reading, drafting Final Project: Methods Learning Portfolio
[Recommended: Companion, chapter 14]
Final exam period: presentation of projects; final conferences