engedoverview


 * Course || Texts || Goals || Assignments ||
 * ENG 302

Sophomore

Introduction to English Language Studies || Marilyn: Trumbull and Farr: //Language and Learning: What Teachers Need to Know// Harmon and Wilson: //Beyond Grammar: Language, Power, and the Classroom// Coursepack of additional readings

D. Preston: Curzan and Adams: //How English Works: A Linguistic Introduction// || Applied linguistics, (child) language acquisition, dialects politics of language english only gender ESL language as a tool for manipulation and control Grammar as language-in-use || Data collection projects: Three Disney films: dialects and characterization Working with English Language Learners Writing of Elementary Students Analysis of their own elementary writing Dialect analysis || Young Adult literature || Selection of YA literature, e.g.: //Speak// (Anderson, 2001) //Monster// (Myers, 2001) //Maus// (Spiegelman, 1993) || Reading YA literature in a variety of genres and literatures representing diverse ethnic groups and international perspectives Formalist Theory; Reader Response Theory Cultural Criticism || Weekly journals on the reading; Midterm and Final; || Content area literacy for English teachers
 * ENG 308
 * ENG 408

syllabi: || //When Kids Can't Read, What Teachers Can Do// (Beers, 2002) //Dimensions of Literacy// (parts) (Kucer, 2004) Nieto/Perez || What do we observe in literacy practices? What do we mean by literacy? How do practices develop? How are they understood, developed, researched? How do we become flexible literacy teachers (what are implications for secondary teaching)? How do we teach reading to reluctant readers in middle school and high school? || Short writing assignments; teaching philosophy statements on-line portfolio/cultural memoir resumé Reading diagnosis (the RMI); reading process (schema development); writing and reading Reading strategies: Kylene Beers Reading tests--state, national, and international Reading mini-unit Literacy autobiography Literacy Projects such as real-life activity (observing students' reading through tutoring) ||  || Composition for English
 * ENG 413 (was 313)

|| using sections of Pauline Gibbons //Scaffolding second-language learners// || Coming to understand themselves as writers Understanding the process of peer critique Understanding the implications for the teaching of writing Composition assessment Technology and writing Reading and writing (to learn) Reading as a writer || Peer review Web portfolios Wiki with applications for teachers Reflections on readings Papers (may include any of the following) Myself as a Writer Multi-genre paper Developing a writing prompt Gift of Writing One-moment Narrative Argumentative essay I-Search paper Literature paper ||
 * TE 407-8

syllabi: (for full schedule click [|here])



TE 407 Wikispaces (Merritt and Borsheim) || //Teaching English Through Principled Practice// (Smagorinsky, 2001) //Bridging English// (Milner & Milner, 2002) || __TE 407__ Why + What + Who + How = Good ELA teaching? Why beliefs about curriculum, teaching, and students in English Language Arts shape practice What knowledge of ELA content shapes practice Who are the learners How to implement techniques and know whether they've worked Scaffolded planning of lessons and curriculum Teaching grammar-in-use, given the standards

__TE 408__ Unit planning based on placements Writing workshop on producing planning/instructional materials || __TE 407__ Teaching journal Lesson Plan Genre Study Scaffolded lesson planning (based on text and assignment; based on text; free choice) Romeo and Juliet Lesson Plan "Literature Circles" or other collaborative groupwork around literature Observation Study Case studyof student responses to lesson Multi-modal Philosophy

__TE 408__ "Literature Circles"/Inquiry-style groupwork on professional resources Co-designing and teaching unit and lessons Designing instructional unit based on placement students

||  ||
 * Teaching Lab (Major and Minor)

syllabi:

https://elaminorslab.wikispaces.com/ || No texts || __Major__ English Majors teach individual and group practice lessons to their peers, receiving feedback on their plans and their enactment

__Minor__ English Minors teach group practice lessons to their peers, receiving feedback on their plans and their enactment Recommended topic: Writing Across the Disciplines || __Major__ Three cycles: 1. Explanation of a Language Concept (10 minute mini-lesson); 2: Introduction to Overarching Concept in Language/Composition (50 minute group lesson); 3. Discussion of Textuality/Texts (50 minute group lesson)

__Minor__ Five lessons in five weeks: can be conceived as a collaboratively-taught mini-unit ||
 * TE 801-3

syllabi: || //Middle and Secondary Classroom Management// (Weinstein, 2006) //Teaching with Love and Logic// (Fay & Funk, 1995) || Classroom management Teaching to diverse learners (esp. special needs) Thinking like a teacher (observing, interpreting, assessing alternatives, implementing) Professional development (action research, teaching philosophy) Knowing the larger institutional context Getting a job (resumés, portfolios, mock interviews) || Teaching Cases (involving their own observation, interpretation, assessment of alternatives, and implementation) : For classroom management For students with special needs For working with parents Resume Philosophy of Teaching Portfolio Unit Case (an in-depth examination of planning, assessment, and evaluation of teaching centered on 2-3 students) ||
 * TE 802

Intern year

syllabi:

F09_TE 802_Syl_Juzwik.doc



|| //Teaching Writing as Reflective Practi//ce (Hillocks, 1995) || Assessing student work (written composition and oral discussion) with a focus on how planning informs instruction || Literacy Inquiry Project about students as readers and writers

Student work analyses based on artifacts from teaching placements (**focus on writing and discussion**)

Instructional Writing Sequence based on prior assessment analyses

Student work analyses based on artifacts from teaching placements (**focus on writing and discussion**) ||  ||
 * TE 804

Intern year

syllabi:



TE 804Syllabus-Caughlan09 || Building literacy through classroom discussion (Adler & Rougle || Assessing student work (with a focus on how to communicate about results) || Student work analyses based on artifacts from teaching placements (**focus on feedback**//)//

Inquiry Project (self-selected) ||