Seys 560 methods of teaching english in middle and high school (queens college)syllabus updated


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Seys 560 methods of teaching english in middle and high school (queens college)syllabus updated

  1. 1. Methods in Teaching English Teaching and Learning in Diverse Sociocultural Contexts Department of Secondary Education and Youth Services Queens College, City University of New York SEYS 560 7:10p-9:40p on Wednesdays in Kiley 431 Limarys Caraballo, Ed.D. Assistant Professor of English Education 1.718.997.5156 OFFICE HOURS in Powdermaker Hall, Room 150J 2:45-4:15p on Tuesdays 3:30-5:00p on Wednesdays Course Description and Goals What does it mean to “teach” and to “learn” reading and writing in English language arts in the current context of standards, high stakes testing, and accountability? In this course, we will consider these questions as we engage in an exploration of some key principles of teaching, learning, assessment, and community in English language arts (ELA). We will apply these principles as we read, write, and discuss ideas pertaining to ELA curriculum, pedagogy, and social justice in secondary classrooms. Framed by a learner-centered approach, we will explore how teaching and learning are interpersonal and situated in particular social and cultural contexts. Grounded in this sociocultural and constructivist framework, we will learn about, implement, and reflect on English teaching methods as we create instructional lessons and units for middle and high school classrooms that are focused around “big questions” or “lines of inquiry.” Our course goals will include modeling, within our own classroom community, some of the dispositions, commitments, practices, and conversations that can support critical and transformative teaching and learning in diverse sociocultural contexts. In accordance with the seven Queens College Principles (QCP) for Educator Preparation, we will work toward:  Examining educational and social purposes for English curricula in secondary classrooms (QCP 1, 3, 4, 5)  Investigating how research and theory guide models and methods for teaching writing, language, and literature at the secondary level (QCP 1, 5, 6, 7)  Designing a framework of secondary language arts instruction that draws upon current theory, pedagogy, and cultural contexts (QCP 1, 5, 6, 7)  Gaining experience with strategies (including technology) that promote students’ engagement with writing, literature, and language (QCP 1, 2, 4, 5, 6, 7)  Learning strategies for short-term and long-term planning (QCP 1, 5, 6)  Becoming knowledgeable about standards and assessments and considering their place in our curriculum and instruction (QCP 1, 4) Required Texts (books will also be available on BlackBoard (BB) or course reserves (CR) in the library) Teaching English by Design: How to Create and Carry Out Instructional Units
  2. 2. Peter Smagorinsky (2008) Crossing Boundaries: Teaching and Learning with Urban Youth Valerie Kinloch (2012) Making the Journey: Being and Becoming a Teacher of English Language Arts, 3rd Edition Leila Christenbury (2006) The Elements of Style (Strunk, 1918/1999; available online: One novel and one “young adult” (YA) novel, selected from several options provided Additional readings and articles will be available for download via Blackboard and course reserves Recommended Texts (books will be available on reserve in the library whenever possible) Teaching to Change the World, 3rd edition, Jeannie Oakes and Martin Lipton (2006) Teaching Authentic English Language Arts in a Test-Driven Era Arthur Costigan (2008) Writers Inc. and The Write Source 2000 For middle school: For high school: Learning Identity: The Joint Emergence of Social Identification and Academic Learning Stanton Wortham (2006) Universal Design for Learning article via web link (read overview chapter Chapter 4) American Psychological Association (APA) Style Manual, 6th Edition (may want to borrow from library) Course Methods, Requirements, and Assessments Attendance This course will be conducted as a seminar; your substantive contributions to every discussion and assignment, whether oral or written, are also course content and materials for all of us to draw on. Attendance AND promptness are required (our work is important and requires your presence!) and being absent more than once or frequently tardy will impact your grade in the class. Please email me in the event that you need to be absent or late due to extenuating circumstances. Readings, Notes, and Discussion Please complete the readings prior to the class in which they will be discussed and come to class with your text as well as your notes and questions to share. Because we will be addressing controversial topics and attempting to interrogate commonly held knowledge(s) about teaching and learning from a variety of perspectives, we should expect to feel, at times, uncomfortable and uncertain, and we should expect to engage in dialogue and debate. Please keep an open mind and attitude regarding others’ perspectives, which may be very different from your own. After the first couple of weeks, students will choose topics/issues for deeper study and a lead class discussion. Occasionally, we will have the opportunity to hear from and engage in discussion with guest speakers whose areas of expertise overlap with the topics and issues we will be addressing together. Course Assessments In this course, assessments are meant to be authentic and formative. This means that rather than assessing your work against some external norm or seeking to compare your performance to that of other English teachers in general, the assignments in this class are meant to assess your own progress toward meeting course goals and objectives. Written assignments will be varied in topic and format in order to provide a range of opportunities to assess your work in the class. All assignments and assessments are designed to serve as tools that you may also use with your students in your own classroom. JOURNAL: The journal is meant to be a space for reflection regarding our reading and course activities throughout the semester. Please write at least one journal entry of 1-2 double-spaced pages for each class meeting. You will have some assigned prompts, but the general purpose of the journal is to provide a space for you to make specific connections between the readings, your current and past educational experiences, and your future professional goals—also part of assuming a stance of reflexivity as an English teacher (we will SYLLABUS (September 15th , 2012 version) 2
  3. 3. discuss this in greater depth in class). You may be asked to share parts of your entries with peers, so please print out a copy of your entry for each week unless you will be bringing a laptop or other device to class. The journals may serve as prewriting for lesson plans or other formal assignments. The journal is a formative and interactive assessment—you will be expected to revisit prior journal entries based on peer and instructor comments throughout the course, and responding to my feedback will be considered as part of your grade for the complete journal at the end of the semester. I will show you how to do this using Google docs. PAPERS: One formal paper is required. This paper is meant to be a succinct, well-synthesized, referenced, and carefully edited critical response of 3-5 pages to one of the broader questions addressed in the readings and class discussions. Your work on this essay will also help to model the process in which you may engage with your students when you assign a formal “academic” essay. Specific instructions and writing prompts will be posted one week in advance. Please observe page limits (excluding references) and APA format closely. PRESENTATIONS: Each student will work with one or more peers on a presentation to the class. Presenters will lead discussion and address the readings/topics on the assigned date (TBA). The assignment description will be distributed a week before presentations begin. LESSON PLANS: A lesson plan is a detailed roadmap of what you will do in class on a given day(s). It should include your rationale and objectives for the lesson—including its role in the larger unit in which it might belong, background information and materials, activities and discussion topics/questions to address, and your plan for assessing students’ learning in connection with the particular lesson and overall course objectives. You will need to create two individual lessons. Due dates and details will be discussed in class. UNIT ASSIGNMENT: A unit of study describes your plan of instruction for an extended period of time (2-3 weeks, suggested) and includes a series of lessons that focus on a particular line of inquiry, theme, genre, or historical period. As part of a small group, you and your peers will practice long-term planning and develop a unit of study (possibly one that incorporates aspects of the individual lessons that you design, as described above). Each group member will be responsible for 2-3 of the individual lessons in the unit. Your group will present the entire unit and facilitate one activity from a sample lesson in class after the Thanksgiving break. Attendance/Participation (incl. leading discussions (20pts.)) 50 points Teaching and Learning Journal (complete journal, due 12/12 ) 50 points Formal Paper (3-5 pages, due 11/21 ) 50 points 2 Individual Lessons (due 10/3 and 10/17 ) 100 points Unit of Study Assignment and Presentation (due 12/19 ) 100 points (various presentation and draft dates indicated in course outline) MAXIMUM TOTAL: 350 points Additional Course Expectations Classroom Observations Fieldwork (30 hours of observations) are required for this class; a complete log is required by the end of the semester. Email and BlackBoard Due to the dynamic nature of our work together, this syllabus is a working document and will likely change during the course of the semester. Updated versions will be posted on BlackBoard. Students are responsible for activating their provided email account and checking it DAILY, as well as using the latest posted version of the syllabus. All course communications will be sent via email and/or posted on BlackBoard and students are responsible for remaining updated on all course content, discussions, and assignments, even in the unfortunate event of an absence. Participation in a Professional Community SYLLABUS (September 15th , 2012 version) 3 GRADING SCALE % A+ 98-100 A 94-97 A- 90-93 B+ 87-89 B 84-86 B- 80-83 C+ 77-79 C 74-76
  4. 4. NCTE Become a member of the National Council of Teachers of English (at the student rate) Seek Access to Resources YALS Visit the Young Adult Library Services Association and sign up for a complementary membership: Write Source Visit this site for a series of writing prompts, student samples, and other resources: Other Important Notes 1. Students registered for this course must also be registered for SEYS 570, must maintain a 3.0 GPA in all SEYS courses (B or above) to qualify for student teaching, and register for SEYS 580 in the coming spring. 2. When written assignments are due, please bring a paper copy to class AND post the electronic version to the appropriate folder to BlackBoard. More details discussed in class. The student journal must be maintained as a Google document, an interactive document shared with the professor throughout the semester, and this will also be discussed and demonstrated in class. 3. Use of technology: Please silence your cell phone and do not use it during class time unless it is an emergency. Also, while you are encouraged to bring your laptop or other electronic device to class in order to take notes and/or access resources, please do not check your email or use the internet during course hours, as it suggests a lack of respect for, and interest in, our work together. 4. APA or MLA Style is required for ALL written assignments (except journals), including: double-spacing, 1 inch margins, 12 pt. Times New Roman font. Also, please observe page limits—if you go over the page limit, your grade will be based on what you have written up to the page limit. 5. Assignments must be turned in on time. Late assignments are reduced a ½ letter grade per day (e.g. A to A-, B+ to B). 6. No incompletes will be given in this course except in unusually extenuating circumstances. Academic Integrity Academic integrity is of utmost importance in any educational environment, particularly in a teacher preparation program. Academic dishonesty is prohibited in the CUNY system. It is punishable by a range of penalties that include failing grades, suspension, and expulsion. Please familiarize yourself with the policies published on the site in the form of this PDF, and consider this information when planning and teaching your own courses in the future: 11.pdf Dis/Abilities and Special Needs Please discuss any special needs with the professor during the first week of classes—be proactive, and do not depend on any office to communicate needs that you may have or anticipate. Students must contact the Office of Special Services; services are available to students who are registered and submit appropriate documentation. Please visit: Call 718-997-5870 for questions or visit Kiely Hall 171. TENTATIVE COURSE OUTLINE (please expect additional readings and changes to this schedule, including the novels that you will read in order to create your lessons and units—refer to BlackBoard (BB) course page and check your email for updates) Session 1 - Wednesday, August 29th SYLLABUS (September 15th , 2012 version) 4
  5. 5. Overview of the Course Introductions and Overview Autobiographical Teaching and Learning Questionnaire Recommended Reading American educational history timeline Session 2 - Wednesday, September 5th Being and Becoming an English Teacher in Diverse Sociocultural Contexts Christenbury, Chs. 1-2 Smagorinsky, Preface and Chs. 1-2 Recommended Reading Oakes and Lipton, Chs. 1-2, BB Constructivist Theory Overview Session 3 - Wednesday, September 12th Inclusive Approaches to Curriculum and Instruction in ELA Christenbury, Chs. 3-4 Smagorinsky, Chs. 3-4 Oakes and Lipton, Ch. 5, BB (skim-read these chapters) Recommended Reading Universal Design for Learning article via web link (read Chapter 4) Session 4 - Wednesday, September 19th Lessons, Units, and Social Justice: The Stuff of Transformative Teaching in ELA Smagorinsky, Chs. 8-11 Kinloch, Intro and Chs. 1-2 Wednesday, September 26th : No classes scheduled Session 5 - Wednesday, October 3rd Reading and Writing I Christenbury, Chs. 5-6 Smagorinsky, Chs. 5-6 DRAFT LESSON PLAN DUE Wednesday, October 10th : Classes follow Monday schedule Session 6 – Wednesday, October 17th Reading and Writing II Kinloch, Ch. 3 Smagorinsky, Ch. 7 Christenbury, Ch. 7 TWO LESSON PLANS DUE Session 7 - Wednesday, October 24th Culture and Identity in Teaching and Learning Kinloch, Ch. 4 Guerra (2008), BB SYLLABUS (September 15th , 2012 version) 5
  6. 6. Caraballo (2012), BB Session 8 – Wednesday, October 31st Engagement and Class “Management”: Fostering Community Kinloch, Ch. 5 Christenbury, Ch. 8 Oakes and Lipton, Ch. 7, BB FORMAL PAPER WRITING ASSIGNMENT DISTRIBUTED Session 9 - Wednesday, November 7th Multiple Literacies Christenbury, Ch. 9 Caraballo (2012b) Smagorinsky, Ch. 12 Session 10 – Wednesday, November 14th Issues in and Around Assessment Hillocks, Jr. (2001), BB Costigan, (2008), BB Oakes and Lipton, Ch. 6, BB (skim-read) FORMAL PAPER DRAFT DUE—PRINT AND BRING TWO COPIES Session 11 – Wednesday, November 21st Learning Communit(ies): Engaging within and Beyond School Guest Presenter/Facilitator, Dr. Valerie Kinloch Christenbury, Ch. 10 Kinloch, Ch. 6 FORMAL PAPER, FINAL DRAFT DUE, POSTED ON BLACKBOARD Session 12 – Wednesday, November 28th Being an English Teacher Today and Every Day Christenbury, Ch. 11 Smagorinsky, Ch. 13-14 UNIT PLAN DUE FOR PEER REVIEW—PRINT 2 COPIES AND BRING TO CLASS Session 13 - Wednesday, December 5th UNIT PRESENTATIONS Session 14 - Wednesday, December 12th UNIT PRESENTATIONS COMPLETE JOURNAL DUE Session 14 - Wednesday, December 19th : FINAL EXAM DATE, CLASS MEETS HALF HOUR EARLIER FINAL UNIT PLAN DUE SYLLABUS (September 15th , 2012 version) 6
  7. 7. Complete this sheet only if you do NOT grant permission for your work to be included in student samples. USE OF STUDENT WORK As all teacher education programs in New York State are subject to periodic reviews by accreditation agencies and the education department, samples of students’ work are often made available to the professions conducting the review. The professor may also wish to showcase your work as a sample for students in subsequent classes. Under these circumstances, students’ confidentiality and anonymity are conscientiously protected. If you do NOT wish to have your work be made available for these purposes, please complete indicate as such below and return this slip to the professor during the first week of classes. Thank you for your cooperation and understanding. I do NOT want my work to be used for accreditation reviews. I do NOT want my work to be used as a sample in subsequent courses. Name: Date: Signature: SYLLABUS (September 15th , 2012 version) 7