ENGL 4238: Methods for Teaching Secondary English

Fall 2008

MW, 7-8:15

TLC 1109

Finding the Corners and Turning the Corner: Teaching Secondary English

“Every truth has four corners: as a teacher I give you one corner, and it is

for you to find the other three.”

--Confucius

Contact Information

Dr. A. Insenga

Office number: TLC 2245

Office hours: MW, 5-6:45 and by scheduled appointment

Office phone: 678-839-4864

Website: http://www.westga.edu/~ainsenga/

E-mail: ainsenga@westga.edu

THE COURSE

How the Course Fits into the Program:

This course and the Field Experience in it are required components of the Professional Sequence. Successful completion of the course along with Field Experience is required for secondary certification.

Course Description:

This course, taught by English Department faculty, is compulsory for English Education students. It unites theory and practice to produce sound pedagogical strategies for the teaching of English (Language Arts). In it, teachers-in-training will learn and refine instructional strategies and deepen their understanding of the foundations from which such approaches develop. As a result, students will begin to fashion teaching selves through recursive discussion, concentrated research, analytical writing, Field Experience, and practical implementation. Pre-requisites for registration: application at the Field Experience Office and Criminal Background Check.

Course Objectives:

• Students will increase their ability to formulate and state goals for the teaching of English in accordance with standards set down in their respective professional environments.
• Students will learn to promote rigorously analytical and critical thinking in the classroom environment within frameworks that may define their respective professional environments.
• Students will gain knowledge of specific pedagogical tools used in the teaching of English.
• Students will practice creating curriculum units and micro-lessons within those units.
• Students will write reflectively about their readings, class discussion, and field experiences.
• Students will conduct concerted, scholarly research in the field and apply their findings to a primary text of their choosing as they, in a major capstone assignment, critically read it, argue for its teaching in a particular classroom environment, and generate a plan of action for its instruction.
• Students will study various assessment models and learn to apply them to student writing.
• Students will regularly observe and practice in the field.
• Students will move towards fashioning teaching selves ready to enact specific ethics of care in the English classroom.

THE WORK

Required Texts:

• Critical Encounters in High School English: Teaching Literary Theory to Adolescents. Deborah Appleman. 2000.
• The English Teacher's Companion, Third Edition: A Complete Guide to Classroom, Curriculum, and the Profession. Jim Burke. 2007.
• Speak. Laurie Halse-Anderson. 2001.
• Beyond Standards: Excellence in the High School English Classroom. Carol Jago. 2001.
• Papers, Papers, Papers. Carol Jago. 2005.
• Teacher Education, Field Experiences, and Internship: Policies and Procedure Handbook. (web link on the class resource page—nothing to buy)
• Conceptual Framework. (web link on the class resource page—nothing to buy)
• Code of Ethics (handout—nothing to buy)

Major Assignments:

• Reading and Field Journal (20%)
• Field Experience—two Lesson Plans, two Observation Events, conferencing with Observers after each Observation Event (15%)
• Unit Plan One: Speak (15%)
• Unit Plan Two: Major Project (30%)
• Daily Assignments (10%)
• Participation (10%)

Description of Major Assignments Listed Above:

Reading and Field Journal

Each student will write 2-3 pages per week about his/her experiences in the field and/or the assigned primary or secondary readings. Students will write every week save for the first week, the week of fall break, and Thanksgiving week. This writing is reflective in nature, though principles of Standard English and organization apply. The journal will be collected at mid-term and again during the final week of class.

Field Experience

Students will be sent into the field to observe and practice teaching twice per week at an assigned campus with an assigned teacher. Initial Certification students teaching provisionally will use this experience to fulfill this requirement. Students’ experiences in the field can be recorded in the Reading and Field Journal. Throughout the semester, students will engage in “Infield/Outfield” discussions that focus on their ongoing field experiences. For specific and detailed policies governing Field Experience, examine the section entitled “Observation Protocol and Policy” below.

Lesson Plans for In-the-Field Observations

Students in the course will be observed twice by English faculty, once on site and once via videotaped lesson. No less than a week before the scheduled observation, students will submit Lesson Plans on Foliotek for the Observer’s comment. Students will use a Lesson Plan guide from the class resource page, Burke’s text, or use a specific template provided by the in-the-field teacher.

Unit Plan One: Speak

Before mid-term, students will create a detailed and specific unit plan that covers the text Speak. They will also create micro-lessons within this unit plan to evidence their understanding of emphasizing specific skill sets and standards. Students may use other lessons or sources for reference, but they may NOT use other lessons as their own. Any outside sources must be documented. Students may use a template on the class resource page or one at the back of the Field Experience Handbook. This assignment will be uploaded to Foliotek for evaluation. See syllabus below for due date.

Unit Plan Two (Major Project)

For their final projects, students will submit a detailed and specific unit plan covering one or two texts of their choosing. Within this unit, students will identify and evidence understanding of standards for Language Arts by deploying a variety of activities. Students may use other lessons or sources for reference, but they may NOT use other lessons as their own. Any outside sources must be documented. Students may use a template on the class resource page or one at the back of the Field Experience Handbook This assignment will be uploaded to Foliotek for evaluation. See syllabus below for due date.

Daily Assignments

From time to time, students will be asked to complete the Activity or Reflection assignments at the end of chapters in Burke’s text. There will also be three “In the Driver’s Seat” class periods in which 3-5 students per class will each bring in short articles related to the field of Education or to teaching. Each student will swiftly summarize his/her article and then take fifteen or twenty minutes to discuss issues with the class by posing one or two complex questions for our consideration. Suggested topics to search for: contemporary testing, censorship, current or proposed legislation, the varying images of teachers in the media, assessment, young adult literacy, editorializing about education, etc.

Daily Assignments will often be collected at the end of the class period in which they are due and cannot be turned in late. Students should examine the detailed daily syllabus for specific Daily Assignments.

Foliotek Requirements

Students will upload the first Unit Plan on Speak, Lesson Plans for the two mandatory Observation Events, and the Major Project to Foliotek for professor or Observer comment and evaluation. Dr. Angela Coleman will administer a short Foliotek training session on August 27.

THE POLICIES

Grading Scale:

All ENGL courses 2000 level and above use a departmental grading scale. Please familiarize yourself with it, as it is the scale I will use to grade all major assignments. To view this rubric, please click on the link entitled “Grading Rubric (upper division)” on the main page of the English Department’s Website.

Students also cannot pass the course if both Observations are not completed and do not follow the mandatory protocol set down.

Website/Paperless Policy:

Many of your professors in the past may have used WEBCT for getting information to you.  However, I use only my website (www.westga.edu/~ainsenga ).  All information for this course—this document, exams, handouts, announcements, resources, etc.—are hyperlinked on the website.  Please check the site regularly for updates, especially on days when you have new essay assignments coming your way.  You will be responsible for printing out all documents from my website to bring to class. 

“My UWG” Policy:

As of fall 2006, all e-mail correspondence between professors and students must occur via university e-mail.  Please send all questions/ideas/concerns to me via you’re My UWG account.  I cannot answer to any other e-mail address.

Departmental Attendance/Disruptive Student Policies:

Students will be administratively withdrawn from class based on the following attendance policy:  for classes that meet three times a week, a student is allowed four absences. Upon the fifth absence, the student will be withdrawn.  For classes that meet twice a week, a student is allowed three absences.  Upon the fourth absence, the student will be withdrawn.  Be aware that no distinction exists between excused and unexcused absences. You need not inform me of any class absence.  

Absences from Field Experience will count towards this policy. See also the Discontinuation Policy below for further discussion about professionalism.

Students will be dismissed from any class meeting in which they exhibit behavior that disrupts the learning environment of others.  Such behavior includes—but is not limited to—repeatedly arriving late for class, allowing cell phones to ring, speaking disrespectfully to the instructor and/or to other students, checking email or surfing the web, and using personal audio or video devices. Each dismissal of this kind will count as an absence and will be applied toward the attendance requirements policy above.

Required Format:

Each major assignment, save for the Journal, must be word-processed. When citing, use MLA documentation. If you need a refresher on MLA format, see this MLA Documentation link.

Students with Special Needs:

Any student who has a special need should inform me during the first week of class.  We will then set up a conference to discuss the specifics of the official paperwork you have from the appropriate department. 

Late Work/Make Up Work:

As a general rule, late work is not accepted except under the direst of circumstances, and those who miss class cannot make up work missed or turn in any Daily Assignment that was due on the evening of their absence. However, if you feel you have such an extenuating circumstance, you must see me in conference to discuss your problem. At that time, I will determine whether or not an assignment can be turned in late and what deduction will be applied.

Because of the scheduling and exact protocol governing your mandatory Observations, students must not upload Lesson Plans to Foliotek late.

Plagiarism, Collusion, and Academic Dishonesty Policy:

From the English Department’s website:  “The Department of English and Philosophy defines plagiarism as taking personal credit for the words and ideas of others as they are presented in electronic, print, and verbal sources.” The Department expects that students will accurately credit sources in all assignments. An equally dishonest practice is fabricating sources or facts; it is another form of misrepresenting the truth. Plagiarism is grounds for failing the assignment and/or course.  You can also be subject to a university disciplinary review, and the university requires professors to report plagiarism in writing to the appropriate university office. Other university policies for handling cheaters are found here: The Faculty Handbook and UWG Connection and Student Handbook.

Please note:  “excessive collaboration” includes having family members, friends, or significant others edit your work.  This means that no one should “fix” your grammar for you or “write in” sentences/sources/documentation for you.  This sort of behavior is cheating and will be treated as such.  We will collaborate in class, and you have the Writing Center as well as my input should you need extra advice about your writing.  Should you hire a personal tutor or use an athletic tutor, realize that excessive collaboration with that person can also result in plagiarism charges.  In short: do your own work. Should you cheat in this class, it is an automatic “F” for the course, and I will recommend that you be sent before a disciplinary committee.  My policy is a zero tolerance one. 

Observation Protocol and Discontinuation Policy:

Once you are in your assigned school (or if you are already teaching provisionally), you will work with the teacher to whom you are assigned or administration, with ENGL Observers, and with your Methods professor to set up two mandatory Observation Events. The protocol you must follow is below. Before September 8, you will also be asked to sign and turn in a separate sheet that has this protocol listed on it. This signed document will attest that you understand your responsibilities and rights as outlined in the Handbook for Field Experience and in the protocol.

Please examine the following steps each Methods student must carefully follow to complete the mandatory Observation Event process successfully:

ENGL 4238 students will. . .

1. Expect to be observed twice by university supervisors, once on site and once via videotape. Students are wholly responsible for expeditiously working with university supervisors and on-site teachers to set up an amenable day and time for the on-site Observation Event. For the videotaped lesson, students are responsible for recording themselves using either site equipment or UWG equipment checked out from the College of Education’s Teaching Materials Center. Students are also responsible for getting the videotape to the Observer within 24 hours of the videotaped Observation Event.
2. Upload to Foliotek Lesson Plans and self-select the standards on which they seek to focus during each lesson no less than a week before each scheduled observation event.
3. Receive two copies of an Observation Narrative no more than one week after each Observation Event. Such a narrative will evaluate and reflect upon the student’s Lesson Plan, performance, and the ways in which the work corresponds to specific standards for Language Arts, elements of the Conceptual Framework, and specific NCTE standards. The narrative students receive will furthermore include the Observer's experiential knowledge of the discipline and of teaching at the Secondary level. The narrative may also offer succinct advice, suggest readings, or assign tasks for improvement over time.
4. Sign one copy of the dated Observation Narrative and return it to the Coordinator of English Education within three to five days of receipt, whereupon the Coordinator will sign, date, and file the letter.
5. Set up a required face-to-face conference with the Observer three to five days after receiving the narrative. During this conference, the student can expect to discuss the contents of the narrative as well as future plans for teaching, readings, implementation of suggestions, etc.
6. Request, at any point in this process, that the coordinator of English Education be present or offer professional input.
7. Comply with campus and state rules while at each observation site and possess a working knowledge of rules set down in the Field Experience handbook and of English/Language Arts standards.

Please examine the Discontinuation Policy carefully:

There are circumstances that warrant discontinuing a candidate’s admission to the Teacher Education Program and/or Field Experience placement. The termination of the admission to TEP status and/or the Field Experience placement maybe be immediate when the actions of the Teacher Candidate present a negative impact on the learning environment or on the safety of the students, or when the actions of a Teacher Candidate do not conform to responsible professional conduct as outlined in the Code of Ethics by the PSC or the Conceptual Framework of the COE. Study the UWG Field Experience handbook (32-33) for additional information.

Administrivia:

• The absolute best way to contact me outside of office hours is via your university e-mail account.  Of course, you may call or come by during office hours. I do not check e-mail over weekends, however, so do not expect a response from Friday afternoons until Monday mornings.
• Please turn off all electronic devices upon entering our classroom.  Such noise distracts your fellow classmates and me and prevents us from doing our jobs.
• I reserve the right to amend this document with future handouts.
• Coming to class unprepared will result in an automatic absence.  You must have your materials in order to participate fully.  Of course, you will be free to stay in class for the benefit of instruction and discussion, but you are, for all intents and purposes, not here when you do not have your materials. 

THE SYLLABUS

WEEK ONE (no Journal entries this week)

• August 18

Course Introduction: Policies, Procedures, Expectations, and Responsibilities

For next class:

Read Burke, chapters 1 and 22

Read the Conceptual Framework (see your class resource page for the link)

• August 20

Sign up for “In the Driver’s Seat” Class Periods

English Studies and the High School English Teacher: “Dreams and Realities”

For next class:

Read Burke, chapter 2

Read Jago’s Beyond Standards, chapters 1 and 2

Complete the Reflection on pg. 26 of Burke by writing at least a page

Read Teacher Education, Field Experiences, and Internship: Policies and Procedure Handbook, Preface, Sections 1 and 2 (see your class resource page for the link)

WEEK TWO

• August 25

Discuss Burke

Discuss Jago

Personal Teaching Inventories: Why we Teach, What it Means to Teach in the 21^st Century

For next class:

Remember to begin your journal this week

Read Burke, chapter 3

Complete the Reflection and then the Activity on page 31 of Burke

Read Teacher Education, Field Experiences, and Internship: Policies and Procedure Handbook, Sections 3, 4, and 5 (see your class resource page for the link)

• August 27

Field Experience Handbook Discussion and Orientation

Foliotek training session

For next class:

Read Burke, chapter 4

Read Jago’s Beyond Standards, chapter 3

Review all Field Experience information and bring the signed Protocol to class

Assigned students should follow the assignment guidelines to prepare for our first “In the Driver’s Seat” class period

WEEK THREE

• September 1: no regular class or office hours—Labor Day Holiday

• September 3

Signed Field Experience Observation Protocol Due

In the Driver’s Seat: Day One

For next class:

Read Appleman, chapters 1 and 3

Read Burke, chapter 5

WEEK FOUR: REMEMBER—ON-SITE OBSERVATION BEGINS THIS TUESDAY

• September 8

Discuss Burke, chapters 3-5

Discuss Appleman

For next class:

Read Burke, chapter 6

Complete the Reflection on page 150 of Burke by writing at least a page

Think about and be ready to discuss one particular grammar convention rule that gives you trouble

• September 10

Discuss Burke, chapters 3-6

Discuss Appleman

For next class:

Read Burke, chapter 7

Read Jago’s Beyond Standards, chapter 4

Complete the Activity on page 219 of Burke

WEEK FIVE

• September 15

Discuss Burke, chapters 5-7

Discuss Jago

For next class:

Read Burke, chapter 8

Complete the Reflection on page 236 of Burke by writing at least a page; if you have not yet taught a full or even half a class, think about how being an Observer in the classroom in many ways casts you as the one who is observed, or think about ways in which the teaching profession is performative in nature

• September 17

Discuss Burke

For next class:

Read Burke, chapter 9

Bring your Journal to class next time for reference during our “Infield/Outfield” discussion

Complete the Reflection on page 264 of Burke by writing at least a page

WEEK SIX

• September 22

Infield/Outfield: Discussion about Ongoing Field Experience

For next class:

Read Speak, pgs. 3-the top of 65

• September 24

Discuss Speak: Style, Tone, and Content

Reference Appleman, Burke during discussion

For next class:

Read Speak, pgs. 65-153

Read Appleman, chapter 5

Read Jago’s Beyond Standards, chapter 6

WEEK SEVEN

• September 29

Discuss Speak and Appleman, chapter five

For next class:

Finish Speak 

• October 1

Speak: Critical Reading, Critical Writing, and Critical Thinking—sample exercises

Units, Lessons, Micro-Lessons

For next class:

Hard copy of all Journal entries due—at least 12 pages 

Read Burke, chapter 10

Assigned students should follow the assignment guidelines to prepare for our second “In the Driver’s Seat” class period

WEEK EIGHT (no Journal entries this week)

• October 6

Turn in a hard copy of all Journal entries—at least 12 pages

In the Driver’s Seat: Day Two

For next class:

Work on and your ideas for Unit Plan one on Speak

• October 8: mid-term—last day to drop with a “W”

Discuss Speak and practice exercises—ways to teach the text in keeping with standards for ELA

For next class:

Bring all of your work for Speak Unit Plan one to class for work shop—this is a requirement, not an option.

WEEK NINE

• October 13

In-Class Workshop on Speak Unit Plan

For next class:

Upload your completed Speak Unit Plan to Foliotek by nine p.m. Wednesday evening

Read Burke, chapter 17

Complete the Reflection on page 398 of Burke by writing at least a page

• October 15

Contemporary Issues:  Gender in the Classroom

For next class:

Read Burke, chapter 18

Complete the Reflection on page 407 of Burke by writing at least a page

WEEK TEN

• October 20

Contemporary Issues: Race in the classroom

For next class:

Read Burke, chapters 16 and 20

Complete the Reflection on page 386 of Burke by writing at least a page

· October 22

Contemporary Issues: “Student Types”

For next class:

Read Burke, chapter 19

WEEK ELEVEN

• October 27

Contemporary Issues: Ethics in the English classroom

For next class:

Read Case Study material (I’ll hand this out to you)

• October 29

Contemporary Issues—Pulling it all Together: Case Studies 1 and 2

For next class:

Develop questions you’d like to ask the speaker

WEEK TWELVE

• November 3

Clinic: Mrs. Kristen Raymond

For next class:

Read Burke, chapter 11

Complete Activity 2 on page 317 of Burke

• November 5

Assessment

For next class:

Read Burke, chapters 12 and 13

WEEK THIRTEEN

• November 10

Assessment: “new” models for “new” technologies?

For next class:

Read sample essays I give you, examine the assignments that go along with them, comment on them, and grade them using a rubric you devise

• November 12

Assessment: hands on

For next class:

You should be working on your final project

The final four students should prepare for the last “In the Driver’s Seat“day

WEEK FOURTEEN

• November 17

In the Driver’s Seat #3

For next class:

You should be working on your final project

Develop questions you’d like to ask the speaker

• November 19

Clinic: Mrs. Melissa Niedermeyer

For next class:

You should be working on and drafting your final project

Create and bring a writing assignment for the novel Speak to class—remember, specificity is key, but it is also key not to do the work for students on assignment sheets

WEEK FIFTEEN (no Journal entries this week)

• November 24

Assignments and Assessment

For next class:

Bring all of your work—notes, drafts, self-selected standards, etc.—along with questions about your final project to class (note: having such materials is a requirement, not an option)

• November 26:  no regular class or office hours—Thanksgiving Break

WEEK SIXTEEN

• December 1

Workshop on final projects

For next class:

All of your Journal entries—even the graded ones turned in at mid-term—are due at the beginning of class (14-21 pages)

Work on your final project

• December 3: last day of MW classes

Journals due

Course Evaluations

Course Wrap-Up: Where to from Here?

Turn in a hard copy of your final project on December 8 by noon at my office