Course Syllabus

ED3380-501 Curriculum and Instruction in English 2010 FALL
Professor Contact Information
Lynne Weber hagarl@utdallas.edu Classroom: CB2 1.206 Office Hours: by appointment Class Hours: Tuesday/Thursday, 5:30-6:45 P.M

Course Pre-requisites, Co-requisites, and/or Other Restrictions
Students must complete 20 hours of classroom observation in DISD during the semester

Course Description
ED 3380 is a methods course designed to prepare English teachers to become practiced in the knowledge and skills required of effective professionals in English education on the secondary level. Students in this course will research and practice strategies pertinent to curriculum, methods of teaching, and classroom management.

Student Learning Objectives/Outcomes
1. Students will write skill-based lessons and curriculum units that address all levels of Bloom’s Taxonomy, that strengthen students’ composition, grammar, and reading skills, that employ best teaching practices, and that are engaging, active, and student-centered. Student will use a variety of effective strategies and techniques for planning classroom discussion, student projects, group interaction, teacher-based modeling of skills, grammar instruction, reading instruction, and composition instruction. Students will construct, administer, and interpret meaningful developmental and summative assessments for language arts classes, including rubrics, scoring guides, performance assessments, and skill-based tests. Students will teach a mini-lesson to their classmates and will analyze a videotape of their lesson.

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Required Textbooks and Materials
Burke, Jim. The English Teacher’s Companion, Third Edition. Portsmouth, NH: Heinemann Press, 2008. Photocopied handouts (keep these in a small ring binder or folder) to be distributed in class You must bring to class a flash drive to download the video of your mini-lesson

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Suggested Course Materials
Hacker, Diana: A Writer’s Reference or another grammar handbook of your choice

Assignments & Academic Calendar
Required Papers, Projects, and Assignments:

All assignments should be submitted in typed, double-spaced form, using a standard 12-point font. “Philosophy of Teaching” essay… (3+ pages in length) in which you explore your own ideas about what teaching is and how a teacher should “be.” Two lesson plans Mini-lesson and analysis of your video One thematic six-week unit, prepared in Microsoft Word (ONE document), to be posted to ELearning so that your fellow students can download it Reading: The occasional unannounced quiz will assess completion of reading assignments, as will discussions of the reading at the beginning of each class. Reading reflections as assigned Field observation paper (2-3 pp): a paper analyzing the instructional methods used by the teachers you observed and the effect of these methods on their students. You must also turn in the log of class hours signed by the teachers you observe. Students who are exempt from field observation because they are full-time teachers or fulltime teacher aides must observe two other teachers in their building for at least one period each and must write the field observation paper.

Grading

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Tests and Major Papers: 70% Thematic unit (double weight) Grammar test. Students must achieve a grade of at least 80% on this test to receive a passing grade in the course. Lesson Plans Mini-lesson and written analysis of video “Philosophy of Teaching” essay and redraft Field observation paper Discussion: 20% Discussion of reading assignments Reading reflections Final examination: 10% Students who earn grades of “A” do exemplary, distinguished work. The A+,A,and A- student participates actively and thoughtfully in class, completes all required reading and related assignments in a timely and professional way, completes well-written papers, makes oral presentations confidently and effectively, and consistently demonstrates the ability to make connections between theory and practice. Please note: grammar and punctuation errors will lower student grades on all assignments. Strive for elegance, accuracy, and excellence in your writing and speaking!

20 hours of field-based observation hours are required of you as a condition of your certification. Failure to complete and properly document such observation will result in failure of the course. University guidelines require a grade of “A” or “B” in ED 3380/ED 5300 before a student is permitted to enroll in student teaching.

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Course & Instructor Policies
Attendance Requirements Regular attendance and punctuality are required in order for students to succeed in this course. If you must be absent, please e-mail me any assignment that may have been due that evening. Assignments not submitted on the evening they are due are subject to the “late” penalty of ten points per day. Those students with perfect attendance will receive an extra “A” test/essay/project grade. Late Assignments Assignments turned in late without the instructor’s permission carry a penalty of ten points per day.

Course Content by Week
August 19 Course orientation and introductions Sign up for mini-lesson slots Goal-setting: What do you need to learn in this class? Hand out Slouka article Reading Assignment to be discussed on August 24: Harper’s Magazine article (Slouka, Mark. “Dehumanized: When Math and Science Rule the School.” Harper’s Magazine, September 2009, pp. 32-40.) Writing Assignment due on August 24: Write a 1- page reaction to the Slouka piece. August 24 Discussion of Harper’s article (small/whole group activity) Turn in reaction papers on Slouka article Reading Assignment to be discussed August 26: “Teaching Thinking in the English Class,” Ch. 9, Burke text August 26 Introduction to skill-based planning and thinking skills Discussion of reading assignment Reading assignment to be discussed on August 31: “Teaching English in the Twenty-First Century,” (Introduction to Burke text) August 31 Discussion of reading assignment Planning and brainstorming for “Philosophy of Education” paper What does research tell us about best teaching practices? “Favorite Teacher” Exercise Requirements for the paper Reading Assignment to be read before Sept. 2: “August” and “Thinking about Teaching and Learning (Ch. 1 and 2, Burke text). This reading assignment will help you do your “Philosophy of Education” paper

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September 2

Grammar diagnostic test Student paper line-editing simulation Reading Assignment for September 9: “Teaching Speaking and Listening,” Ch. 8, Burke text. Write a 1-page reflection on the piece and on your personal experience of speaking and listening in an English classroom.

September 7

Out of Class Assignment Write “Philosophy of Teaching” paper (3+ pages, typed) outside of class. Bring a printed copy of the paper to class. Reading Assignment for September 9: “Teaching Speaking and Listening,” Ch. 8, Burke text. Write a 1-page reflection on the piece and on your personal experience of speaking and listening in an English classroom.

September 9

Philosophy of Teaching essay due Demonstration of lesson planning techniques 1-page reflection due Class lesson planning/assessment activity Assignment due Sept. 14: Read one entire issue of English Journal (any issue from the past two years). Write a one-page reflection on the experience, listing and commenting on ideas you learned from the reading.

September 14

Return and review of diagnostic grammar test Review: “The Least You Should Know About Grammar and Mechanics” One-page reflection on English Journal due Reading assignment to be discussed Sept. 16: “To Grammar or Not to Grammar”(handout) by Constance Weaver Write a one-page reflection on the reading assignment.

September 16

Discussion of reading assignment 1-page reflection due Techniques for teaching grammar through composition (“The Write Way to Teach Grammar”) Reading assignment to be discussed Sept. 21: “The Place and Purpose of Vocabulary Instruction,” Chapter 5, Burke text

September 21

Discussion of reading Wordplay activities Syntax and meaning in reading and writing Reading assignment to be discussed Sept. 23: “Teaching Writing: From Practice to Performance,” Ch. 7, Burke text

September 23

Grammar Test (It’s the Real Thing) Discussion of reading Return of “Philosophy of Teaching” paper Before Sept. 28: Revise your “Philosophy of Teaching” paper Bring both your edited and revised drafts to turn in.

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September 28

Teaching composition/Assessing composition Collect revisions and edited drafts of “Philosophy of Teaching” paper Reading assignment to be discussed Sept. 30: “Teaching Reading in High School: The Continuum of Possibilities,” Ch. 4, Burke text. Write a 1-page reflection on the reading assignment.

September 30

Close reading and literary analysis techniques Choosing skills and texts for your lesson Reading reflection due Before October 5: Decide on a text, write an objective, and begin brainstorming activities for your lesson

October 5

Seminar and questioning techniques Explanation of lesson planning process Explanation of mini-lesson requirements Distribution of guidelines and scoring rubric for first lesson plan assignment Before October 7: Write your first skill-based lesson. Make copies of the lesson for your workshop group and the instructor (3 copies).

October 7

Skill-based lesson due Analyze, review, and assess lesson plans in workshop groups Before October 12: revise your lesson and prepare your revision for submission to the instructor as a final draft; also, read : “Issues in Teaching English—Inevitabilities,” pp. 377-435, Burke Text

October 12

Polish your lesson and e-mail it to hagarl@utdallas.edu by 9 PM Your attendance of this “virtual” class will be documented by the submission of your lesson.

October 14

Mini-lesson 1 ________________________
Mini-lesson 2 ___________________________ Discussion of reading Reading Assignment to be completed before Oct. 19: “Measuring Student Progress,” Ch. 11, Burke Text; write a 1-page reflection on the reading.

October 15 October 19

Midterm Grades Posted Focus on Assessment Activity: Construct a rubric and score a set of papers One-page reflection due Before October 21: Review the objectives for teaching grammar and composition. Choose one grammar and one composition objective for your inclass lesson. Brainstorm possible activities for your lesson.

October 21

Writing lessons about grammar: during this class, you will write a grammar/composition lesson using materials furnished by the instructor. For Next Time: Polish and type your grammar/composition lesson

October 26

Submit lessons for instructor review

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Mini-Lesson 3 _________________________________ Mini-lesson 4 ______________________________________ Special topic: The Needs of Boys in Language Arts Classes Reading assignment to be discussed Oct. 28: “Composing a Curriculum,” Ch. 10, Burke text October 28 Introduction to the thematic unit/Discussion of reading Return of Lesson 2 (with scored rubric) Mini-Lesson 5 ___________________________________________ Before November 2: Write field observation paper November 2 Paper on field observation (2-3 pp.) due; in-class check of progress on field observation hours. Bring your documentation sheet to class. Check of ideas for thematic unit Construction of the preliminary skeleton unit Mini-Lesson 6 ____________________________________________ Before November 4: Gather the materials you will need to create your thematic unit. Bring these materials and a laptop or notepad so that you can work on your unit in class next week. November 4 Workshop session on creating the thematic unit. Bring the resources you will need, including a laptop if you have one. Mini-Lesson 7 ______________________________________________ Before November 9: Complete the rough draft of your thematic unit. Make copies of the unit draft for your workshop group and the instructor (3 copies). November 9 Peer analysis, review, and assessment of unit plans Mini-Lesson 8 ___________________________________________ Before November 11: Revise unit plan according to the advice of your group November 11 At-home work on thematic units and PowerPoints (no class meeting) Post Unit on E-Learning by 9 PM on November 15 (Monday) to get credit for this “virtual” class. . November 16 Read-around of thematic units Mini-Lesson 9 ___________________________________ Mini-Lesson 10 __________________________________ Reading assignment to be discussed Nov. 18: “New Directions in Teaching English: Implications,” pp. 319-275, Burke text November 18 Mini-Lesson 11 _______________________________________ Mini-Lesson 12 _______________________________________ Discussion of Reading/Read-around of thematic Units

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Reading assignment to be completed before Nov. 23: “From Becoming to Being an English Teacher,” pp. 440-497, Burke text. Prepare a one-page reflection on the reading. November 23 Mini-Lesson 13 _______________________________________ Mini-Lesson 14 _______________________________________ Discussion of Reading/Read-around of units One-page reflection due Thanksgiving—no class Before December 2: Make sure all of your observation hours have been completed. Bring documentation of your observation hours to class.

November 25

November 30

Mini-lesson 15 _________________________________________
Mini-lesson 16 _______________________________________________ Special topic: The Disengaged Student Before December 2: Make sure all of your observation hours have been completed. Bring documentation of your observation hours to class.

December 2

Final Exam Review Discussion of student teaching issues and concerns Observation hours due Reading Day—class does not meet 5:30-6:45 PM: Final Examination/Course Evaluation

December 7 December 9

To access university policies and regulations, please go to http://go.utdallas.edu/syllabus-policies

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