Assessment and Teaching Methods in Secondary English Education: A Course Overview | Study notes History of Education

ENGLISH

NGLISH

EDUCATION

Chapter 354—Program Requirements Compliance

ENGLISH

NGLISH E

EDUCATION

DUCATION

Certification Area: Courses that meet requirement:

I. Knowing the Content

IA Language and linguistics including:

-linguistic change, etymology, and

processes of word formations

-variation: dialectics, registers

(languages used within different groups

and settings)

-semantics: ambiguity, euphemism,

connotation, denotation and jargon

-syntax: word order and sentence

structure

-grammatical/linguistic theories and

practice:

EDUC 452 Teaching Secondary

English

ENGL 324 Teaching and Evaluating

Writing

ENGL 329 History of English

Language

ENGL 330 Structure of English

IB Reading and literature including:

-reading independently: including

strategies, processes, purposes,

synthesis of essential ideas, vocabulary

development, and comprehension of

fiction and non-fiction works

-reading critically, differentiating fact

from opinion and essential from

nonessential information, drawing

conclusions, and determining the

author’s purpose

-evaluating a variety of media,

including the Internet and film

ENGL 122 Literary Analysis

ENGL 318 Adolescent Literature

ENGL 323 Teaching Reading and

Literature

ENGL 434 Shakespeare

IC Literature including:

-reading, analyzing, interpreting and

writing about British, American and

world literatures that reflect a diversity of

gender, racial and cultural perspectives

-historical and cultural contexts of the

works and writers

-literature for adolescents and young

adults

-historical and contemporary literary

movements

-characteristics of literary types, forms,

elements and devices

ENGL 122 Literary Analysis

ENGL 210 or 211 Brit Lit Survey

ENGL 212 American Literature

ENGL 318 Adolescent Literature

ENGL 434 Shakespeare

ID Composition/Writing including:

-regard writing as a process: prewriting,

determining purpose/audience, drafting,

revising, editing, and publishing

-practice various types and modes of

writing: descriptive and informational

pieces, analysis and persuasion,

technical writing, journalistic pieces,

reflection, fiction, poetry and résumés

ENGL 101 College Writing

ENGL 202 Research Writing

ENGL 220 Advanced Composition

ENGL 324 Teaching and Evaluating

Writing

Partial preview of the text

Download Assessment and Teaching Methods in Secondary English Education: A Course Overview and more Study notes History of Education in PDF only on Docsity!

EENGLISHNGLISH EDUCATIONEDUCATION

Chapter 354—Program Requirements Compliance

E ENGLISHNGLISH EEDUCATIONDUCATION

Certification Area: Courses that meet requirement:

I. Knowing the Content

IA Language and linguistics including:

linguistic change, etymology, and

processes of word formations

variation: dialectics, registers

(languages used within different groups

and settings)

semantics: ambiguity, euphemism,

connotation, denotation and jargon

syntax: word order and sentence

structure

grammatical/linguistic theories and

practice:

EDUC 452 Teaching Secondary

English

ENGL 324 Teaching and Evaluating

Writing

ENGL 329 History of English

Language

ENGL 330 Structure of English

IB Reading and literature including:

reading independently: including

strategies, processes, purposes,

synthesis of essential ideas, vocabulary

development, and comprehension of

fiction and non-fiction works

reading critically, differentiating fact

from opinion and essential from

nonessential information, drawing

conclusions, and determining the

author’s purpose

evaluating a variety of media,

including the Internet and film

ENGL 122 Literary Analysis

ENGL 318 Adolescent Literature

ENGL 323 Teaching Reading and

Literature

ENGL 434 Shakespeare

IC Literature including:

reading, analyzing, interpreting and

writing about British, American and

world literatures that reflect a diversity of

gender, racial and cultural perspectives

historical and cultural contexts of the

works and writers

literature for adolescents and young

adults

historical and contemporary literary

movements

characteristics of literary types, forms,

elements and devices

ENGL 122 Literary Analysis

ENGL 210 or 211 Brit Lit Survey

ENGL 212 American Literature

ENGL 318 Adolescent Literature

ENGL 434 Shakespeare

ID Composition/Writing including:

regard writing as a process: prewriting,

determining purpose/audience, drafting,

revising, editing, and publishing

practice various types and modes of

writing: descriptive and informational

pieces, analysis and persuasion,

technical writing, journalistic pieces,

reflection, fiction, poetry and résumés

ENGL 101 College Writing

ENGL 202 Research Writing

ENGL 220 Advanced Composition

ENGL 324 Teaching and Evaluating

Writing

evaluate quality of writing: in terms of

focus, content, organization style, and

mechanics/conventions

skilled use of sentence and paragraph

structure, spelling, punctuation, parts of

speech and precise language

understand effective word choice and

usage

apply technology to composition
writing workshops IE Speaking and Listening including:
contributing to and participating in small

and large group discussions and

individual and group presentation

speaking appropriately in formal

situations

listening to others for different purposes

such as interviewing, extracting

information, summarizing, and reflecting

practice with audiotape and videotape. EDUC 342 Clinical Experience II ENGL 314 Speech and Communication ENGL 318 Adolescent Literature ENGL 434 Shakespeare IF Research and Technology including:
selecting and defining research topics
organizing, summarizing, and

presenting the main ideas from research

in oral and written form

documenting and attributing sources of

information, in an appropriate format

style

accessing information using traditional

and emerging resources

applying technology to enhance the

study of language and literature using

computers and media.

COMM 103 Communications Media EDUC 242 Clinical Experience I EDUC 342 Clinical Experience II EDUC 452 Teaching Secondary English ENGL 202 Research Writing ENGL 324 Teaching and Evaluating Writing II. Performances IIA Managing the instructional environment in

order to:

managing the classroom and

student behavior

creating an environment of respect

and rapport

communicating challenging

learning expectations to each student

promoting a safe environment

conducive to learning

EDEX 301 Education of the Exceptional EDSP 102 Educational Psychology EDUC 242 Clinical Experience I EDUC 342 Clinical Experience II EDUC 452 Teaching Secondary English EDUC 441 Secondary English Student Teaching IIB Planning of instruction based upon:

Pennsylvania Academic Standards
subject matter,
assessment of student needs and

potential

instructional goals and methods to

achieve them

local, state and federal mandates
knowledge of resources EDSP 477 Assessment of Student Learning EDUC 242 Clinical Experience I EDUC 442 School Law EDUC 452 Teaching Secondary English EDUC 441 Secondary English

Teacher : Dr. Gian S. Pagnucci Semester : Fall, 2000 Phone : (724) 357-4788 Section : 35 Office : 114-A Leonard Hall Location : Leonard Hall, Rm. 202 Hours : 9:30-11:30 a.m. TR computer classroom 3:45-4:45 p.m. T Time: 8:00-9:00 a.m. TR E-mail : pagnucci@bellatlantic.net Course Philosophy and Goals I have lots of goals for this course. Foremost, I want this to be a useful course for you, one which helps you not only to improve your writing skills, but also to produce a great deal of writing which is personally meaningful. So we'll spend the semester writing things which matter. We'll talk about how to use writing to effect social change, to preserve the past, and to plan for your future. We'll use writing to enhance your critical and creative thinking abilities. And we'll use writing to learn about each other and the world around us. As the semester progresses, I'll ask you to write a lot, both on your own and with other people, since you can greatly improve your writing skills by observing other people's writing processes. We'll also study the writing around us, in books and newspapers, on television and in the movies. In this course you'll also use a variety of technologies, such as e-mail and the Internet, to write and publish your work. To be a good writer in the coming century, you have to know how to use the latest tools. Since we all have different levels of technology skills, I'll spend plenty of time in class helping people with technical questions. By the end of the semester, I'll make sure everyone has become a proficient writing technology user (so if you are a beginner right now, don't worry). Finally, too many students have learned over the years to dislike not only English classes but also reading and writing. I want to help you experience the pleasures and benefits of writing and reading. So we'll focus on doing meaningful literacy activities in this class. In fact, I'll ask you to personally plan many of these activities, so you'll get a say in how you spend your time. By the end of the semester, I hope you will:  be a better writer  understand more about how to write well  have created lots of valuable writing  have done a lot of experimenting with your writing skills  be a better team writer (a skill you'll need in the 21st century workplace)  enjoy writing (even though it is a lot of hard work) (CH 354 ID) Course Texts  One of the six books below, your choice. You may read a second book for extra credit:  Sherman Alexie, Reservation Blues , 1995, 0-446-67235-1 (a book about a Native American Rock band- humorous)  Bill Bryson, A Walk in the Woods , Broadway Books, 1998, 0-7679-0252-1 (a very humorous book about hiking/backpacking)  William Gibson, Neuromancer , 1984, 0-441-56959-5 (a science fiction mystery)  Jon Krakauer, Into Thin Air , Doubleday, 1997, 0-385-49208-1 (a real life account of climbing Mount Everest)  Ruth Reichl, Tender at the Bone , Broadway Books, 1998, 0-7679-0338-2 (a very humorous book about women and food)  Amy Tan, The Joy Luck Club , Ballantine Books, 1989, 0-8041-0630-4 (a book about mothers and daughters)  Assorted handouts and web sites--Provided by the instructor.  Hacker, Diana. A Writer’s Reference. Third Edition. --Recommended but not required. (covers grammar issues) IV. Web Sites Here are some valuable web sites you will want to know about: IUP http://www.iup.edu Dr. Pagnucci http://www.english.iup.edu/pagnucci eDRAFT http://gradeng.en.iup.edu/edraft IUP for Dummies http://www.english.iup.edu/iupfordummies Writing Center http://www.chss.iup.edu/wc

Library http://www.lib.iup.edu English Department http://www.iup.edu Registration http://www.banner.iup.edu/ursa Student Tech. Services http://www.iup.edu/ats/sts Student Handbook http://www.iup.edu/stuaff/source Election Information http://www.speakout.com Course Costs  3 1/2” disks--Several needed for doing course work.  Xeroxing--Students must pay for copies of papers and drafts.  Books--Students must purchase at least one book for the course. Course Grading Categories Course Grading Scale 70% essays 93-100% A 20% daily work/participation 85-92% B 10% attendance 70-84% C 100% final grade 60-69% D below 60% F Course Work  Students are expected to actively participate in all class activities. This means fully cooperating with other students, thoroughly completing class assignments, and regularly speaking during discussions. If the instructor feels a student is not meeting these criteria, the student’s grade will be docked accordingly.  Always bring a computer disk to class.  All course papers must be produced using a word processor.  The writing and other work you do for this course will be shared, both in our classroom and online. So as you write, please carefully consider the public audience for whom you will be writing. We’ll discuss this important issue further as part of the course.  Microsoft (MS) Word for Windows is the primary software for the course. You are required to convert work done elsewhere so it is compatible with MS Word. Please avoid Brother Word Processors since they are usually not compatible with MS Word.  A hard copy printout of all assignments must be turned in to the instructor when due unless otherwise indicated. You should also keep a hard copy of everything you do so that it can be reflected on later. Course Rewrites Revising is an essential part of the writing process, so for most essay assignments, if you are not satisfied with your grade, you may rewrite the paper. The rewrite option is not available for daily work or late papers. If your revision deserves a higher grade than you originally received, the new grade will replace the original one. In order for a rewrite to be acceptable, it must be turned in within one week of the original paper being returned to you. (For example, if you get the paper back on Wednesday, it must be turned in no later than the following Wednesday.) To get credit for a rewrite, you must turn in:  the original paper  the instructor’s response/grade sheet  the revised paper  a page which explains in detail why you have made particular changes If any of these criteria are not met, the rewrite will be returned to you unread and ungraded. Course Conferences One key to success in any writing class is having regular conferences with your instructor about your papers. In fact, these meetings are so important that they’ve been built into all IUP English 101 classes. EN 101 has 2 weekly class meetings equaling 3 credits of the course with 1 more credit reserved for conferencing time. To earn this part of the course credit, students are required to schedule at least 2 writing conferences with their instructor. These conferences will be around 30 minutes in length and will be scheduled during the semester when appropriate. Course Syllabus Disclaimer While this syllabus is as complete and accurate as possible, all dates are subject to change without notice. The instructor may, to suit the educational needs of the students enrolled in this course, change any information contained within this syllabus, such as grading criteria, whenever necessary. Course Schedule (The instructor may change this schedule without prior notice. The theme of particular essay assignments may also be changed to meet specific student needs.)

21 T

work on Book Reviews

Due : Turn in Collaboartive Paper

23 R

Thanksgiving

No Class

28 T

compare Book Reviews

Post Online : Book Review 1st draft

30 R

revise Book Reviews

begin Final Letter

Due : Final Letter

13 M-20 Sat.

All Finals

______________________________________________________________________________________

ENGL 122:

Introductory Literary Analysis

For English Majors

Professor Mike Sell

Spring 2002

Description:

As the introductory course to the English major, this class will help you to understand the importance of

and effectively utilize the three basic approaches of literary analysis:

1. Examine and appreciate the aesthetic form of literary texts such as poems and plays and

understand how the form affects our understandings of texts.

2. Situate texts in their historical context so that we understand the impact of such things as

migration and industrialization on the way writers write and think about writing.

3. Understand the philosophical and political significance of literary texts and literary analysis

To make sense of these three approaches, we will read various kinds of literary texts from various places

and moments in history. We will also explore a variety of methods used to create and analyze literature,

including Formalism, Modernism, Structuralism, Feminism, Transnationalism, and Performance Studies.

The pace will be fast and the reading demanding, but the results will be positive for your future as a literary

scholar and teacher.

Goals:

1. To acquire the technical vocabulary required of English majors.

2. To develop skills in analyzing literature with a range of analytical methods.

3. To understand the social, historical and political significance of literature and reading.

4. To develop thinking and writing skills.

5. To increase the pleasure of reading and thinking about literature.

(CH 354 IB, IC)

Required Texts:

Dictionary ( American Heritage College Dictionary is recommended).

S SAMUELAMUEL BBECKETTECKETT,, KKRAPPRAPP''SS LLASTAST TTAPEAPE

Maurice Kilwein Guevara , Autobiography of So-and-So

The Norton Anthology of Theory and Criticism

Edgar Allan Poe, Complete Tales and Poems

The Popol Vuh , ed. Dennis Tedlock

Sophocles, Oedipus Rex

Coursepack, available at Copies Now.

Information:

Sell's office: 203 Leonard Hall, 357-2272 Office hours: MW 10:30-12:00, Th 11:30-12:

E-mail: msell@grove.iup.edu Sell's mailbox: 110 Leonard

Requirements/Major Assignments:

3 x 5 page Critical Analysis essays

A three-quarters-term exam

Various shorter writing exercises, quizzes, and in-class activities

Grading:

60% = 3 x 5-page Critical Application essays (Formalism, Feminism, Structuralism).

25% = Three-quarters-term exam

15% = Out-of and in-class assignments, exercises, and quizzes

Policies:

1. Attend class.

--2 unexcused absences are allowed

--3 or more absences will lower your final grade by a third, unless covered by a medical excuse

--You must make up missed work and finding out what you missed from me.

--Medical excuses do not count against your total tally but must be proven by a doctor's note.

--Note: If Mike is unexpectedly absent, all assignments due that day will be due the next

class and the syllabus schedule will be set back one day.

2. Be prepared.

--Bring the reading assigned for the day and make sure it has been read thoroughly and, if

possible, more than one time. If you aren't prepared or don't bring your book, I'll subtract 3 points

from your total quiz grade.

3. Participate in class discussion. I'll definitely call on you to share your ideas or questions. I don't

expect you to speak like a professional literary critic and I know that speaking in public can be

difficult, so be patient with yourself and with each other.

4. Memorize the names of the writers and texts we read. This is a basic rule of etiquette for

English majors.

Reading Clusters:

First Day: Syllabus, key concepts and terms, in-class reading/analysis: Radiohead, "green plastic trees"

Formal Analysis and Formalist Criticism:

Major Assignments: Motif Tracking x 2, Critical Application Essay #1 (Formalist Analysis of Poe

Story)

--Edgar Allan Poe, "The Raven"

--William K. Wimsatt Jr. and Monroe C. Beardsley, Introductory Material, "The Intentional Fallacy," and

"The Affective Fallacy" in Norton

--Theophile Gautier, Introductory Material and selection from preface to Mademoiselle de Maupin ; Boris

Eichenbaum, Introductory Material and "The Theory of the 'Formal Method'" in Norton

--Poe, "The Oval Portrait"

--Poe, "A Descent Into the Maelstrom"

--Rachilde, The Crystal Spider and Introductory Material in coursepack

Modernity

--F.T. Marinetti, "Foundation and Manifesto of Futurism" and various Futurist "microdramas" in

coursepack

--Baudelaire, "The Sun" and "The Swan" in coursepack

--Walter Benjamin, Introductory Material and "The Work of Art in the Age of Mechanical Reproduction"

in Norton

--Samuel Beckett, Krapp's Last Tape

number of “real world” research tasks for your experimentation with. Additionally, in this course we’ll talk about the ethical dimensions of research, particularly as they relate to copyright law and plagiarism. In addition to these basic ideas about research, I also want you to know that I am a firm believer in using an active, student-centered, technology-based pedagogy. That basically means that we’ll be doing a lot of in class writing and discussing and we’ll be using the classroom computers almost every day. It also means you’ll get some say in what you write about since I’ve always found that students are the most motivated when they’ve chosen their own writing topics. And my reading in Russian socio-cognitive theory (see Bakhtin and Vygotsky) has helped me understand that knowledge is socially constructed which is the reason we’ll do plenty of collaborative writing and research in this course. Teamwork will thus be part of your final course grade, though as is traditional I will still weigh grades heavily in favor of individual performance. Lastly, I strongly believe that learning is the most exciting and the most enjoyable activity in which we can engage, so I’ll work hard to make this class fun and interesting. But I can’t do that alone. So please allow me to ask for your ongoing help to make this class worth the time and money you are putting into it. Together, I know we can have a terrific semester. Course Goals There are many goals for this course. Among them, this class should help improve your:  writing skills  research abilities  ability to identify good writing and quality reference sources  ability to recognize plagiarism and to quote reference material accurately  skills at using the Internet to do research  knowledge of how to write research papers for the World Wide Web  teamwork skills  creativity  skills with desktop publishing  ability to express yourself in writing (CH 354 ID, IF) Technical Abilities Computers and the Internet are vital tools for the researcher in the 21st^ Century, so we’ll make active use of these. If you are a technological novice, though, don’t worry: In class instruction will be provided for all technological tools with which students are unfamiliar. In other words, I will provide lots of help for anyone who needs it. By the end of the course, I hope you will all have developed sound fundamental abilities in researching and publishing online. Course Texts and Costs  MLA Handbook for Researchers.  Assorted stories, poem, handouts, and web sites.  Drafts and Web Pages by other students—You must pay for producing draft copies, but the web pages and feedback are free.  3.5” high density computer disks—Several needed for doing class work.  Xeroxing—Students are responsible for paying to copy drafts of all papers (3 for each draft due date). Web Sites Here are some valuable web sites you will want to know about: IUP http://www.iup.edu Dr. Pagnucci http://www.english.iup.edu/pagnucci English Department http://www.english.iup.edu Writing Center http://www.chss.iup.edu/wc Library http://www.lib.iup.edu/ Registration Info. http://www.iup.edu/banner Student Handbook http://www.iup.edu/stuaff/source Student Tech. Services http://www.iup.edu/ats/sts IUP E-mail http://www.iup.edu/email Course Work

 Students are expected to actively participate in all class activities. This means fully cooperating with other students, thoroughly completing course assignments, and regularly speaking during discussions. If the instructor feels a student is not meeting these criteria, the student’s grade will be docked accordingly.  Always bring a computer disk to class for saving your work.  All course papers must be produced using a word processor or web page creation program. Course Deadlines Meeting deadlines is critical. It’s one of the ways bosses evaluate their workers, for instance. Therefore, work that is turned in late will be lowered by one letter grade. Overdue work will not receive credit if it is more than one class session late. Missed daily work may not be made up. Exceptions to this rule will only be made at the instructor’s discretion in extenuating circumstances. Note: Since the course schedule may need to be revised during the semester, assignment deadlines announced in class have precedence over the ones listed in this syllabus. Course Grading Categories Course Grading Scale 60% papers 93-100% A 20% team research project 85-92% B 10% daily work/participation 70-84% C 10% attendance 60-69% D 100% final grade below 60% F These are current estimations for the value of each part of a student’s final grade. If the instructor feels that students' educational needs require changes in the course requirements, grading categories, or grading scale, the instructor will announce these changes during class and in advance of final grade calculations, thereby allowing time for students to adjust their work plans as necessary. Any student who fails to turn in one major paper by the end of the semester will not receive a grade higher than a D for the course. Any student who fails to turn in two major papers by the end of the semester will automatically receive a grade of F for the course. Course Schedule (The instructor may change this schedule without prior notice.) Date Day Activities Assignments Work Due Aug. 28 Tuesday  course overview  researching your past 30 Thursday Genealogical Research  read and discuss family stories  trace family tree collect 4 family stories Sep. 4 Tuesday discuss interview reports interview report 6 Thursday  draft review of interview report  create one story from interview  revise interview report  family story  3 draft copies of interview report  interviews must be completed 11 Tuesday read and discuss Lowell family poems family poem Interview Report 13 Thursday draft review of family stories and poems  revise poem  “Blood of My Blood” essay  3 draft copies of family story  3 draft copies of family poem 18 Tuesday Academic Research  discuss essay  web ethnicity research  ethnicity essay  find 4 web sources related to your ethnicity paper 2 page response to essay 20 Thursday library research introduction  find 4 library sources related to your ethnicity essay  compile bibliography  Family Story  Family Poem 25 Tuesday  draft review of bibliography revise bibliography 3 draft copies of

This course functions as a survey course. We will not spend too much class time on any one text, but students will be encouraged to explore further on their own, and to use the course as a preview of what to expect in upper-division specialty courses on the various periods. Required Books  Three Ring Binder (to hold course materials and journals)  Longman Anthology of British Literature Volume One OR Volume 1C  Longman Anthology of British Literature Volume Two  The Picture of Dorian Gray , Oscar Wilde Grading Major assignments will receive a letter grade. See the grading rubrics for information on grading standards. Shorter assignments will receive a pass or fail grade and count toward your participation grade, except as noted in the grade breakdown below. Check, Plus, Minus Assignments Graded Assignments Quizzes In-class writing Paper One Paper Two Midterm Final V. Grade breakdown 20% Paper One 20% Paper Two 15% Midterm One 15% Midterm Two 20% Final 5% Performance 5% Participation (including informal writing and quizzes) See “Attendance Policy,” above, for the effect of absences on your grade. Failure to attend class is grounds for failure. VI. Calculating Your Grade Grades are calculated on a 100 point scale. Assignments contribute to your grade as follows: Graded assignments: Multiply the number of points the assignment is worth by the following conversion factor: A 1.00 B+ .89 C+ .79 D+ .69 F 0 A- 0.97 B .85 C .75 D. B- .82 C- .72 D-. For instance, if you receive a B- on Paper One, multiply .82 by 20 points—that paper will contribute 16.4 points to your final grade. Participation: Your grade is the number of assignments completed divided by the number of assignments assigned, multiplied by ten. For instance, if 18 short assignments are assigned, and you complete 15 of them, your participation grade is (15/18) x 10, or 8.33. (A P- counts as half a completed assignment, or 0.5.) Note that participation does not include attendance. See the attendance policy, above for full information. Attendance: Poor attendance subtracts from your entire grade , not just your participation grade. See the attendance policy, above. Add; everything up, and use the chart below to find your final letter grade. Final Grade A 100-90 D 69- B 89-80 F < 60 C 79- Computers Although it is not required, using a word processor (as opposed to a typewriter) will be to your advantage. Note that you do not need to own a computer, but you do need access. There are a number of labs on campus where you can do your work if you do not own your own computer. If computer access will be difficult for you, let me know and we will work something out.

Plagiarism Plagiarism is stealing or passing off as one’s own the ideas or words of another or using a creative production without citing the source. I expect you to be familiar with the University's policies on Academic Integrity (see the catalog, pages 31-34). All incidents of plagiarism will be handled according to this policy. Be forewarned that plagiarism is usually very easy for instructors to detect; this fact has unpleasantly surprised more than one student. R READINGEADING (^) ANDAND AASSIGNMENTSSIGNMENT (^) SSCHEDULECHEDULE Week One (1/1) Reading Due/Covered in Class Homework due F Syllabus and Course Policies The Eighteenth Century: An Introduction Review Literary Terms Week Two (1/21 – 1/25) Reading Due/Covered in Class Homework due M Oroonoko , Aphra Behn W Oroonoko , Aphra Behn F Oroonoko , Aphra Behn A Rake’s Progress ,William Hogarth Week Three (1/28 – 2/1) Reading Due/Covered in Class Homework due M A Modest Proposal , Jonathan Swift Description of a City Shower, Jonathan Swift The Deserted Village , Oliver Goldsmith W Dangerous Liasions (film) F Dangerous Liasions (film) Week Four (2/4 – 2/8) Reading Due/Covered in Class Homework due M The Rape of the Lock , Alexander Pope Eloisa to Abelard , Alexander Pope W The Beggar’s Opera, John Gay F The Lady’s Dressing Room , Jonathan Swift The Turkish Embassy Letters , Lady Mary Wortley Montagu The Reasons that Induced Dr. Swift... , Lady Mary Wortley Montagu Week Five (2/11 – 2/15) Reading Due/Covered in Class Homework due M Midterm One W Gothic (film) F Gothic (film) Week Six (2/18 – 2/22) Reading Due/Covered in Class Homework due M The Romantics: An Introduction W Songs of Innocence and Experience , William Blake F William Wordsworth Lucy Poems (pp. 337-341) Nutting The world is too much with us Ode: Intimations of Immortality Week Seven (2/25 – 3/1) Reading Due/Covered in Class Homework due M Samuel Taylor Coleridge The Eolian Harp The Rime of the Ancient Mariner Kubla Khan W Percy Bysshe Shelley To Wordsworth Mont Blanc Ozymandias The Mask of Anarchy F John Keats When I have Fears La Belle Dame sans Mercy Ode to a Nightingale Ode on a Grecian Urn This Living Hand Paper One Due

Dr. Susan I. Gatti

Assessment and Teaching Methods in Secondary English Education: A Course Overview, Study notes of History of Education

Related documents

Partial preview of the text

Download Assessment and Teaching Methods in Secondary English Education: A Course Overview and more Study notes History of Education in PDF only on Docsity!

EENGLISHNGLISH EDUCATIONEDUCATION

Chapter 354—Program Requirements Compliance

E ENGLISHNGLISH EEDUCATIONDUCATION

Certification Area: Courses that meet requirement:

I. Knowing the Content

IA Language and linguistics including:

processes of word formations

(languages used within different groups

and settings)

connotation, denotation and jargon

structure

practice:

EDUC 452 Teaching Secondary

English

ENGL 324 Teaching and Evaluating

Writing

ENGL 329 History of English

Language

ENGL 330 Structure of English

IB Reading and literature including:

strategies, processes, purposes,

synthesis of essential ideas, vocabulary

development, and comprehension of

fiction and non-fiction works

from opinion and essential from

nonessential information, drawing

conclusions, and determining the

author’s purpose

including the Internet and film

ENGL 122 Literary Analysis

ENGL 318 Adolescent Literature

ENGL 323 Teaching Reading and

Literature

ENGL 434 Shakespeare

IC Literature including:

writing about British, American and

world literatures that reflect a diversity of

gender, racial and cultural perspectives

works and writers

adults

movements

elements and devices

ENGL 122 Literary Analysis

ENGL 210 or 211 Brit Lit Survey

ENGL 212 American Literature

ENGL 318 Adolescent Literature

ENGL 434 Shakespeare

ID Composition/Writing including:

determining purpose/audience, drafting,

revising, editing, and publishing

writing: descriptive and informational

pieces, analysis and persuasion,

technical writing, journalistic pieces,

reflection, fiction, poetry and résumés

ENGL 101 College Writing

ENGL 202 Research Writing

ENGL 220 Advanced Composition

ENGL 324 Teaching and Evaluating

Writing

focus, content, organization style, and

mechanics/conventions

structure, spelling, punctuation, parts of

speech and precise language

usage

and large group discussions and

individual and group presentation

situations

such as interviewing, extracting

information, summarizing, and reflecting

presenting the main ideas from research

in oral and written form

information, in an appropriate format

style

and emerging resources

study of language and literature using

computers and media.