COURSE SYLLABUS
Course Prefix/Number:
LAE 4335
Course Title: Special Methods of Teaching English
Course Credit Hours: 4
Class Time and Location: MW 4 – 5:15 p.m., 51/165
Instructor Name and Contact Information:
Mamie Webb Hixon
Assistant Professor of English
Writing Lab Director
Office: Building/Room 50/207 Writing Lab Office: Building/Room 51/163
Email: [email protected]
Writing Lab Phone: 474-2029
Office Phone: 474-2987
Grammar Hotline: 474-2129
Home Phone: 433-3324
WEBPAGE: www.uwf.edu/mhixon
Writing Lab’s Webpage: www.uwf.edu/writelab
Course Description:
This Special Methods course is supposed to do four things:




Ensure that you know enough about the subject to teach it
Inform you about successful methods of presenting the subject, of diagnosing student needs in the
subject, and of assessing their respective achievements in the subject
Ensure that you maintain a professional appearance, composure, and demeanor in both
structured and stressful class times
Provide several opportunities for you to observe and teach in a clinical practicum setting
To implement these aims, LAE 4335 Special Methods of Teaching English offers practical application of
theory and methodology to teaching English in secondary schools. In addition to class time, the course
includes a six-week classroom practicum, a twelve-week Writing Lab practicum, unit planning that takes
into account the Sunshine State Standards, curriculum building, a teaching presentation, a teaching
portfolio, and a research project related to the teaching of English and integration of the language arts.
The goals of the course are twofold: to help prepare developing teachers for the realities of their future
classrooms by offering some solutions and answers to the complex issues and questions sometimes
facing developing teachers and to help prepare developing teachers for professional development in the
teaching of literature, grammar, and composition.
Student Learning Outcomes:
Upon completion of this course, you will be able to
 Examine the place of English teaching in the larger context of a total curriculum
 Recognize the importance of an integrated approach to teaching English
 Demonstrate that you comprehend the principles of teaching and integrating the language arts:
literacy, mediacy, language, and literature
 Communicate information in a coherent and logical manner, using standard English
 Prepare written lesson plans on a variety of units, using the Sunshine State Standards as
benchmarks
 Use a variety of techniques, methods, and media effectively when teaching a lesson
 Select appropriate and sequential learning strategies and materials for course objectives and
goals
 Demonstrate that you have knowledge of literature, composition, and grammar
 Demonstrate in a classroom setting that you can maintain appropriate classroom discipline and a
positive classroom environment.
 Integrate the parts of the language arts: language (voice, vocabulary, history, and artistry),
literature, literacy (reading, writing, speaking, and listening), and mediacy (media awareness,
application of technology, critical interpretation)
2
 Develop an instructional plan that takes into account the great variety of backgrounds, abilities,
and interests of secondary students
 Understand why teachers select the materials that they do
 Develop individual approaches to planning and implementing lessons
 Objectively critique teachers teaching students
 Write a lesson plan and present the lesson to a class
 Analyze professional literature on the teaching of English
 Determine whether you are prepared to teach English
Texts:
Required texts:
Teaching English in Middle and Secondary Schools, Second Edition. Rhoda J. Maxwell and
Mary Jordan Meiser. Prentice-Hall Inc., 1997.
Real Good Grammar, Too. Mamie Webb Hixon. Kendall/Hunt Publishers, 1997.
Requirements
COURSE REQUIREMENTS
1.
Class Attendance and Participation
Class Attendance – Teachers need to be present.
Punctuality – A Professional Criterion for teachers
2.
Student Membership in NCTE, National Council of Teachers of English, ($20.00) and
Subscription to English Journal ($12.50). You should receive your September issue by
November 1st. Your one-year subscription expires September 2009.
Submit $32.50 fee by Monday, August 31; make check payable to NCTE
An oral Summary of a current professional article from English Journal, a publication of the
National Council of Teachers of English.
3.
Oral Presentation of Textbook Chapter Summaries: an oral summary (in the form of a teaching
presentation) of the contents of one or more chapters in your textbook.
See Schedule of Assignments
4.
A written Personal Teaching Profile and language performance and assessment: an essay
treating in one to two pages the substance of your goal to become an English teacher under
either of these titles – "Why I Want to Teach English," As an English Teacher, I Want To…,”
“English Teaching and Me,” or "Considering My Role as an English Teacher." The paper should
be typed and presented with the appropriate formal flourish.
DUE Wednesday, August 26, at the beginning of class
5.
Writing Lab Work
The Lab's Diagnostic Test for Prospective Educators and recommended Lab Work
DEADLINE FOR DIAGNOSTIC TEST: Friday, August 28
DEADLINE FOR YOUR OWN LAB WORK: Friday, November 13
A score of 80% or above indicates your readiness and preparedness to explain the rules of grammar,
punctuation, capitalization, word choice, and sentence construction to students.
A score of 70 to 79% suggests that you may survive teaching English if you get some
help before you enter the classroom.
A score of 69 to 60% for a prospective English teacher is a "wake-up call.”
A score of less than 60% should cause you some trepidation about teaching grammar or
composition to high school students.
COMPLETE YOUR OWN LAB WORK ACCORDING TO THE ATTACHED SCHEDULE, WHICH IN
SOME INSTANCES AND FOR SOME SKILLS WORKS IN TANDEM WITH YOU WRITING LAB
PRACTICUM.
3
Skill
Commas
TWO SKILLS:
Semicolons & Colons
Sentence Errors
Subject-Verb Agreement
Pronoun Reference & Agr
Pronoun Case
Diction
Possessives
TWO SKILLS:
Dang & Misplaced Modifiers
Verb Forms & Tenses
TWO SKILLS:
Faulty Comparisons
Parallelism
TWO SKILLS:
Adjective & Adverb Use
Capitalization, Etc.
None: CONTINUOUS PAPER
READING
Week
Week 3: September 8 - 11
Week 4: September 14 -18
Deadline
Friday, September 11
Friday, September 18
Week 5: September 21 - 25
Week 6: Sept. 28-October 2
Week 7: October 5 - 9
Week 8: October 12 - 16
Week 9: October 19 - 23
Week 10: October 26 - 30
Friday, September 25
Friday, October 2
Friday, October 9
Friday, October 16
Friday, October 23
Friday, October 30
Week 11: November 2 - 6
Friday, November 6
Week 12: November 9 - 13
Friday, November 13
Weeks 13 - 14: November 16 December 4
6.
Completion of the three prescribed observation and simulated teaching cycles in a Writing Lab
Practicum to be completed between Weeks 3 and 13.
7.
An Editing Test which measures your knowledge of the rules of syntax, mechanics, usage, and
grammar – skills you will need in order to teach writing skills to high school students
DUE: Monday, November 30, at the beginning of class
8.
Completion of a 15-hour High School Practicum: 4 weeks at 4 hours a week of actively
observing in a high school; teaching at least one or two classes from a lesson plan; and receiving
a teaching performance evaluation from your Practicum Teacher. All students must complete the
15-hour high school practicum by the designated deadline.
Monday, October 26 – Tuesday, November 24
9.
In-class Simulated Teaching Presentation with a Lesson Plan: Teaching a literature lesson
while being observed and evaluated by the Special Methods instructor.
See Schedule of Assignments
10.
Practicum Report: a one- to two-page typed report of your clinical classroom experience and
observations. You have myriad areas from which to choose: What did you learn about teaching,
learning, students, student behavior, teaching styles, course content, teaching techniques,
teaching grammar, teaching lit, teaching comp, classroom management, planning, pre-planning,
presentation of the material, teacher expectations, teacher ineffectiveness, teacher effectiveness,
organization and preparation, student preparation and readiness, student expectations, testing,
classroom discipline, audio-visual materials and other teaching resources, textbooks and
teacher's manuals, student ability grouping. . . ? What did you observe? What did you see?
Was the practicum helpful? How did you feel in front of the classroom? Do you still want to teach
high school English? And on and on and on and on. . . .
DUE Wednesday, November 25 (NO CLASS)
11.
An English Teacher's Portfolio
DUE: Wednesday, December 9, 4:30 p.m.
4
Grading / Evaluation:
1000
100
50
100
100
100
100
50
100
100
100
100
TOTAL POSSIBLE POINTS
Class Attendance and Participation
50 – Class attendance and punctuality
(Attendance means presence during the entire class.)
No absences = 50 points, 1 absence = 25 points, 2 absences = 10 points, 3 or more = 0
-10 per tardy. 25 additional points for no tardies
Student Membership in NCTE (National Council of Teachers of English) and Subscription to the
English Journal
Oral Presentations of Assigned Chapters from TE – Teaching English
Personal Teaching Profile and language assessment
Lab Work* (includes taking the Lab's Diagnostic Test and doing follow-up Lab work)
15-Hour Writing Lab Practicum*, including 4 observations of Teaching Presentations and
1 Teaching Presentation done by you, 3 Paper Reading observations and 2 Paper
Reading simulations
Editing Exam
15-hour High School Practicum, including one 60-Minute Teaching Presentation*
In-class Simulated Teaching Presentation on Literature, including a lesson plan*
Practicum Report
English Teacher's Portfolio*
*Mandatory: You must complete these assignments in order to pass this course.
Letter Grades
1000 - 940
=A
779 - 750
=C
939 - 900
= A749 - 740
= C899 - 880
= B+
739 - 730
= D+
879 - 850
=B
729 - 700
=D
849 - 800
= BBelow
=F
799 - 780
= C+
Schedule of Assignments (See attached)
The instructor reserves the right to increase or reduce the number of requirements
as needed.
MyRecord.Special Methods of Teaching English: Please keep track of your
grades for this course so that you can be assured of success at the end of the
semester.
Requirement
Attendance
EJ Subscription
Oral Presentations
Teaching Profile
Writing Lab
Diagnostic Test
Writing Lab Work
15-Hour Writing Lab
Practicum: Tutoring,
Paper Reading
Editing Exam
15-Hour High School
Practicum
Due Date
Aug. 24 – Dec. 2
Mon., Aug. 31
Possible Points
100
50
Wed., Aug. 26
Friday, Aug. 28
100
100
NA
Friday, Nov. 13
100
Friday, Nov. 13
100
Mon., Nov. 30
Mon., Oct. 26 – Tues.,
Nov. 24
100
100
Points Received
Green – Textbook Readings
Lesson Plan and Lit
Lesson
Practicum Report
Portfolio
Red – Important Reminders
See Schedule of
Assignments
Wed., Nov. 24
Wed., Dec. 9,
4:30 p.m.
Blue – Writing Assignments
5
100
100
100
SPECIAL METHODS OF TEACHING ENGLISH
SCHEDULE OF ASSIGNMENTS
INSTRUCTOR, Mamie Hixon (474-2987 (O), 433-3324 (H), [email protected]
WEEK 1
Aug. 24-28
M, Aug. 24
W, Aug. 26
“WHEN AND WHERE I ENTER…”
WEEK 2
August 31 – Sept. 4
M, Aug. 31
“UP THE DOWN STAIRCASE”
T, Sept. 1
Meet with Hixon to discuss your upcoming teaching assignment
(10:00 AM to 3:00 PM)
W, Sept. 2
Meet with Hixon to discuss your upcoming teaching assignment
(9:00 AM to Noon)
Student Teachers Caught on Tape
AT THE ROUND TABLE – Teaching Grammar
WEEK 3
Sept. 7-11
W, Sept. 9
“ERRORS AND EXPECTATIONS” – TEACHING LANGUAGE*
WEEKS 4 -7
Sept. 14-Oct. 5
15-Hour Writing Lab Practicum Begins
M, Sept. 14
W, Sept. 16
Ashley Barfield’s Teaching Presentation: Semicolons and Colons
Heather Bishop’s Teaching Presentation: Sentence Errors
LAB WORK:
SEMICOLONS & COLONS
SENTENCE ERRORS
M, Sept. 21
Kevin Boyer’s Teaching Presentation: Subject-Verb Agreement
W, Sept. 23
Chapter Presentations – TEXTBOOK CHAPTER ASSIGNMENTS*
TE Chapter 4, pp. 72-116 – Ashley Barfield (20 minutes)
TE Chapter 5, pp. 119-151 – Heather Bishop (20 minutes)
TE Chapter 7, pp. 241-266 – Kevin Boyer
LAB WORK: SUBJECT-VERB AGREEMENT
Writing Lab’s Diagnostic Test for PROSPECTIVE EDUCATORS
Teaching Simulation, Bringing Your Class to Order, Teacher Burnout
Course Overview: Syllabus, Teaching Assignments, Course
Requirements, Etc.
IN FOCUS: Teaching Grammar
Personal Teaching Profile Due Wednesday, August 26, beginning of class
English Journal Subscription (Submit fee by Monday, August 31)
“Becoming a Teacher,” TE Chapter 1, pp. 1-9
“The Students We Teach,” TE, Chapter 2, pp. 10-29
Teaching by Example, Hixon’s Teaching Recipe
Keeping Students Engaged – Ideas from CUTLA
Top 20 “Teaching Mistakes”
Hixon Simulation – Commas
LAB WORK: COMMAS
Green – Textbook Readings
Red – Important Reminders
Blue – Writing Assignments
6
M, Sept. 28
Kelley English’s Teaching Presentation: Pronoun Reference &
Antecedent Agreement
LAB WORK: PRONOUN REFERENCE & ANTECEDENT AGREEMENT
W, Sept. 30
TE Chapter 6, pp. 181-239
TE Chapter 8, pp. 267-286
M, Oct. 5
Ryan Holtman’s Teaching Presentation: Pronoun Case
LAB WORK: PRONOUN CASE
W, Oct. 7
Debriefing – Teaching Writing Skills
WEEK 8
Oct. 12-16
M, Oct. 12
“HEY, TEACH!”
W, Oct. 14
Ryan Holtman (20 minutes)
Kelley English (20 minutes)
“Understanding Curriculum, Instruction, and Planning,” TE, Chapter 3,
pp. 30-71
Benchmarks, Lesson Plans, and Teaching Strategies
County and State Curriculum Guides
“Developing Units,” Chapter 13, TE, 424-467
LAB WORK: DICTION
WEEK 9
Oct. 19-23
M, Oct. 19
“THE NEGLECTED R: TEACHING WRITING”*
W, Oct. 21
Master Teacher Presentation
LAB WORK: POSSESSIVES
WEEK 10
Oct. 26-30
“THE NEGLECTED R: “TEACHING READING AND LITERATURE”*
15-HOUR HIGH SCHOOL PRACTICUM STARTS
Begin Four-Week High School Practicum (Mon., Oct. 26 – Tues., Nov. 24)
M, Oct. 26
Lesson Plans
TE Chapter 10, pp. 313-330
TE Chapters 10-11, pp. 331-354
W, Oct. 28
LAB WORK:
“Making Your Practicum Practical”
Submit Fingerprinting Paperwork
Contact Practicum Teacher
All
All
TE Chapter 11, pp. 356-391
All
TE Chapter 13, pp. 424-467
All
DANGLING & MISPLACED MODIFIERS
VERB FORMS AND TENSES
WEEK 11
NOV. 2-6
M, Nov. 2
“TEACHABLE MOMENTS”
W, Nov. 4
Lit Teaching Presentations
Kevin Boyer (30 minutes)
Kelley English (30 minutes)
LAB WORK:
PARALLELISM
FAULTY COMPARISONS
Lit Teaching Presentations
Ashley Barfield (30 minutes)
Heather Bishop (30 minutes)
Green – Textbook Readings
Red – Important Reminders
Blue – Writing Assignments
WEEK 12
Nov. 9-13
M, Nov. 9
“MY POSSE DON’T DO NO HOMEWORK”
W, Nov. 11
Master Teacher Presentation
Writing Lab Practicum ends Friday, November 13
WEEK 13
Nov. 16-20
“DANGEROUS MINDS”
Assessing Students’ Writing
Holistic Scoring
Grading Rubrics
7
Lit Teaching Presentations
Ryan Holtman (30 minutes)
LAB WORK:
ADJECTIVE AND ADVERB USE
CAPITALIZATION, HYPHENATION, ITALICIZATION,
QUOTATION TECHNIQUE
HS Practicum Debriefings
WEEK 14
Nov. 23 – 25
M, Nov. 23
W, Nov. 25
EJ Articles on Teaching Writing
HIGH SCHOOL PRACTICUM ENDS – Tues, Nov. 24
NO CLASS
High School Practicum Report Due Wed., Nov. 25
WEEK 15
Nov. 30 – Dec. 4
M, Nov. 30
W, Dec. 2
Editing Exam Due
HIGH SCHOOL PRACTICUM DEBRIEFINGS
“SCHOOL’S OUT!”
*TEXTBOOK CHAPTER ASSIGNMENTS: Read the assigned chapter/pages and provide a fiveto ten-minute oral summary of what you’ve read, assuming that you are the only student who is
familiar with the content of the chapter.
Please provide examples, demonstrations, visuals – anything to enhance your
presentation. This exercise/assignment, too, is another teaching opportunity for you –
another chance for you to practice your “teaching” skill.
Green – Textbook Readings
Red – Important Reminders
Blue – Writing Assignments
8
MOCK TEACHING PRESENTATIONS
OR
R E A L I T Y T E A C H I N G
SPECIAL METHODS OF TEACHING ENGLISH
FALL SEMESTER 2009
In the real world of teaching, you will be assigned a class, a grade and ability level, and a specific
language arts subject matter. To prepare you for this reality, I have assigned each of you a grade level
and a language arts component to teach in a 20- to 30- minute mock English classroom setting. As you
can see, you are assigned alphabetically below.
CONFERENCE MOCK TEACHING
DATE
DATE
STUDENT
LANGUAGE ARTS
COMPONENT
SUBJECT
M 11/2
Ashley Barfield
Literature
To Kill a
Mockingbird
9 Skills
Companion Essay: “This I Believe”
W 11/2
Heather Bishop Literature
Poetry from 10th
Grade Anthology 10
Elements of Poetry
Literary Circles
M 11/4
Kevin Boyer
Literature
Short Story from
11th Grade
Anthology
11
Recommend
“Occurrence at Owl Creek Bridge”
Film and Fiction
W 11/4
Kelley English
Literature
The Cantebury
Tales OR
Beowulf
DVD
W 11/9
Ryan Holtman
Literature & Writing
GRADE
12 Av
Romeo & Juliet
9H
Famous Shakespeare Quotes
Video Clip