ED4280(YB)
2014-2015
COURSE TITLE:
CURRICULUM & INSTRUCTION IN INTERMEDIATE and SENIOR ENGLISH
Instructor:
Dr. Philip V. Allingham, Professor, HBA (English & Classical Studies), UBC; MA (English) and MA
(Educational Administration), UVic; PhD (English), UBC
Office Hrs:
Mondays and Wednesdays 1.15 - 3.15pm, or by appointment (to say nothing of e-mail!)
Tel/Email:
807-343-8897, BL 2013 or [email protected]
Class Time/Rm:
Tuesdays and Thursdays 10:30am - 12:20pm, BL2032
COURSE DESCRIPTION
This course will address theory and practice in English secondary instruction methods. It is designed to prepare prospective
teachers in English literature, composition, oracy, and media literacy in the Intermediate and Senior Divisions across the open,
applied, and academic types of English courses as specified in the Ontario Ministry of Education and Training guidelines. In this 72hour course, students will find the workload significantly higher than in any other course, except their other teachable.
FOUNDATIONS OF PROFESSIONAL PRACTICE
A commitment to a clear vision of what it means to be a teacher is at the core of teacher professionalism. The principles of the
Ontario College of Teachers’ (OCT) Professional Standards have been embedded in the learning expectations for this course. Visit
http://www.oct.ca/public/professional-standards
LEARNING OUTCOMES
These objectives, consistent with Foundations of Professional Practice, include the following:
(1) Commitment to Students and Student Learning,
(2) Professional Knowledge,
(3) Teaching Practice,
(4) Leadership and Community, and
(5) Ongoing Professional Learning.
These goals are implicit in the structure and ‘theory-into-practice’ philosophy of the course.
During the course students are expected to
1)
develop a personal rationale or educational philosophy for the teaching of English, and to examine how this rationale or
philosophy relates to the professional literature and the Ontario curriculum in particular;
2)
explore current issues in the teaching of English in the United States and Canada; and to explore the implications of research
for classroom which is designed to help all students extend and refine their linguistic competencies and performance;
3)
develop written and oral communication skills appropriate for the teaching of secondary English;
4)
analyse the nature (scope, sequence, continuity, balance, and integration) of the English programme in the Intermediate and
Senior Divisions to facilitate planning and implement instructional units;
5)
demonstrate an awareness of and sensitivity to the developmental language characteristics of the Intermediate (Grades 7
through 10) and Senior (Grades 11 through 12) Division students, and to apply such knowledge and sensitivity when student
teaching;
6)
examine the essentials of English-teaching practice for adolescent learners using basic course, unit, and lesson structures, as
well as alternative evaluative and instructional strategies and techniques for teaching oracy, language usage, grammar, the
writing process, and the various literary genres;
7)
review the professional literature about secondary English education in order to examine the relationships between process
and product across the development of oracy, of literacy, and of media studies; and to apply the findings to the assessment
and evaluation of these aspects of language instruction, including the implications of differentiated instruction on assessment
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practices;
8)
demonstrate familiarity with the required, recommended, and optional curricular and instructional guidelines for the teaching
of secondary English issued by the Ontario Ministry of Education and Training;
9)
explore methods of classroom organization and time management, including cooperative learning;
10) consider ways of improving the reading ability of secondary school students;
11) develop values and work habits which foster excellence in the teaching of English;
12) consider alternative routes for continuing personal professional growth in English language education;
13) maintain exemplary attendance and punctuality, including timely submission of all assignments, keeping presentation
commitments, and completing quizzes and other short assignments in a timely fashion.
I. The Secondary School English Programme, Intermediate/Senior Divisions
A. Literacy Development
1. Literary genres:
a. poetry of various kinds (narrative, lyric)
b. short story (including short myths)
c. drama of various kinds (in particular, Shakespeare for academic classes)
d. essay and non-fiction: journalistic, formal, informal, etc.
e. novel (in particular, young adult, classic, and Canadian).
2. Reading: aesthetic versus efferent responses (Rosenblatt); reader-response; New Historicism; Jungian (archetypal);
Freudian (psychological); New Criticism; Feminist Criticism, etc.
3. Writing: process versus product (‘on-demand’) approaches
4. Responding to media:
a. film and television: the language of vision
b. director as critic and interpreter; adapting text
c. information age skills, including decoding images and words.
B. Language Development (often integrated with Literacy Development)
1. The nature and functions of language
2. Language development and the adolescent
3. Extending and refining language competencies
a. Word meanings and uses
b. Language and syntactical structures
c. Literary devices: their forms and functions
4. Oral Development (Oracy)
a. Conversations
b. Symposia
c. Discussions: whole class versus group
d. Debates: formal versus informal
e. Colloquies and presentations
II. Planning and Implementing the Secondary School English Programme (again, often integrated with Literacy and Language
Development topics)
A. Goals and Objectives of English Language Arts Education
B. Evaluation Techniques:
1. Formative
2. Diagnostic & Descriptive
C. Levels of Curricular Planning:
1. Programme
2. Course
4. Individual Lesson—Alternative Instructional Strategies:
a. Teacher-centred and whole-class activities;
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3. Summative
3. Unit
b. Individual activities, including independent study;
c. Collaborative (paired and group) activities.
D. Classroom Organization and Management
1. Planning activities that maximize student engagement
2. Managing instruction and setting appropriate evaluation
3. Monitoring and reporting on student progress
4. Disciplinary tactics
E. Effective Use of Instructional Materials
1. Types of materials
2. Computer-assisted instruction
3. Selecting and evaluating materials
4. Matching curricular objectives, methods, and materials
F. Assessing, Monitoring, and Reporting Student Progress
1. For students exclusively (formative)
2. For students, parents/guardians (summative)
3. For counselors, administration, and the department (diagnostic, grade-wide).
III. Required Texts—A. Specific Texts
Note: In accordance with Ontario Ministry of Education curriculum documents, within a school and within individual departments,
teachers use Ministry-approved anthologies for short stories, essays, plays, and poems to be studied. Very much a matter of
individual department and teacher choice are the Canadian, American, and British novels of the nineteenth and (more commonly)
twentieth centuries (see list at end of outline), and comedies and tragedies by William Shakespeare (purchase one ITP title and
teacher’s guide). Each student in this course should have at least one Intermediate division and one Senior division novel, and,
similarly, at least one Intermediate division and one Senior division Shakespeare play (preferably the ITP Nelson edition, which
contains relevant and interesting paratexts). Please note that, although schools tend to use cheaper editions of novels, English
teachers find as useful resources critical editions such as those published by St. Martin’s Press and W. W. Norton of New York.
Baldick, Chris. The Concise Oxford Dictionary of Literary Terms. (1991). Oxford and New York: Oxford U. P. ISBN 0-19-282893-2. OR,
if available,
Harmon, W., and Holman. C. H. (2009). A Handbook to Literature. Upper Saddle River, NJ: Prentice-Hall. ISBN (10) 0-13-601439-9
or (13) 0-13-601439-3.
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Milner, J. O., Milner. L.F.M., and Mitchell, J. F. Bridging English. (2012). 5 Edition. Upper Saddle River: Pearson. ISBN-13: 978-013-248609-5 [principal text].
And one of the following language texts:
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Messenger, W. E., et al. (2005). The Canadian Writer’s Handbook. 4 Edition. Don Mills: Oxford U. P. ISBN 0-19-541825-5
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Shaw, H. (1996). A Handbook of English. (4 Canadian edn.). Toronto: McGraw-Hill Ryerson. ISBN 0-07-548986-4.
IV. Texts—B. General (i. e., optional rather than mandatory)
Some Useful Texts for Grammar, Usage, and Writing
Avis, W. S. et al. (1982). Dictionary of Canadian English. (Teacher’s edition). Toronto: Gage.
Barber, Katherine, and Pontisso, Robert, eds. (2006). Oxford Canadian A-Z of grammar, spelling, and punctuation. Defining
Canadian English. Don Mills, ON: Oxford U. P.
Birch, B. M. (2005). Learning and teaching English grammar, K-12. Upper Saddle River, NJ, and Columbus, Ohio: Pearson/Merrill
Prentice Hall.
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Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. New York: Modern Language Association, 1998, rev., 2009.
ISBN 0-87352-699-6
Griffith, Kelley. Writing essays about literature: A guide and style sheet. 6th edition. Fort Worth, TX: Harcourt, Brace, 2002. ISBN 0838471439.
Henderson, Eric. (2006). Writing by choice. Don Mills, ON: Oxford U. P.
nd
Parker, John. (1990). The writer’s workshop. 2 edn. Don Mills, ON: Addison-Wesley. ISBN 0-201-19746-4.
Ruvinsky, Maxine. (2006). Practical grammar: A Canadian writer’s resource. Don Mills, ON: Oxford U. P.
Shakespeare Texts for Junior and Senior Divisions
Shakespeare, W. (1998). A Midsummer Night’s Dream with related readings. Ed. D. Saliani, C. Ferguson, and T. Scott.
Scarborough, Ontario: ITP Nelson. Global Shakespeare. ISBN 0-17-606617-9 (Teacher’s Guide ISBN 17-606618-7.
---. (1995). Midsummer Night's Dream instructor's manual. Toronto: Copp Clark. ISBN 08442 5742 7.
---. (1997). The Tragedy of Julius Cæsar with related readings. Ed. D. Saliani, C. Ferguson, T. Scott. Toronto: ITP Nelson. ISBN 0-17606615-2 (Teacher’s Guide ISBN 0-17-606616-0).
---. (1997). The Tragedy of Hamlet, Prince of Denmark with related readings. Ed. D. Saliani, C. Ferguson, T. Scott. Toronto: ITP
Nelson. ISBN 0-17- 604813-8 (Teacher’s Guide ISBN 0-17-606612-8).
---. (1998). The Tragedy of King Lear with related readings. Ed. D. Saliani, C. Ferguson, and T. Scott. Scarborough, Ontario: ITP
Nelson. Global Shakespeare. ISBN 0-17-606621-7 (Teacher’s Guide ISBN 0-17-606622-5).
---. (1998). The Tragedy of Macbeth with related readings. Ed. D. Saliani, C. Ferguson, and T. Scott. Scarborough, Ontario: ITP
Nelson. Global Shakespeare. ISBN 0-17-605789-7. (Teacher’s Guide ISBN 0-17-606611-X).
---. (1997). The Tragedy of Romeo and Juliet with related readings. Ed. D. Saliani, C. Ferguson, and T. Scott. Scarborough, Ontario:
ITP Nelson. Global Shakespeare. ISBN 0-17-606613-6 (Teacher’s Guide ISBN 17-606614-4).
For novels commonly taught in Ontario schools, Grades 7 to 12, see last page of the course outline.
Some Useful Resources for Presentations, Lesson-Planning, and Unit-Planning
Beach, R., and Marshall, J. (1991). Teaching literature in the secondary school. San Diego, Ca.: Wadsworth.
Benton, Michael. (1992). Secondary Worlds: Literature Teaching and the Visual Arts. Philadelphia: Open University.
Benton, Michael, and Fox, Geoff. (1985). Teaching literature: Nine to fourteen. Toronto: Oxford.
Brown, J. E., and Stephens, E. C. (1995). Teaching young adult literature: Sharing connections. Belmont, Ca.: Wadsworth.
Bushman, J. H., and Bushman, K. P. (1986). Using young adult literature in the classroom. Upper Saddle River, NJ: Merrill/Prentice
Hall.
Cameron, Jack R., and Plattor, Emma E. (1971). The leaf not the tree: Teaching poetry through film and tape. Toronto: Gage.
Carter, C. (Chair). (1985). Literature—news that stays news: Fresh approaches to the classics. Urbana, Il.: N. C. T. E.
Donawa, W., and Fowler, L. C. (2013). Reading Canada: Teaching Canadian fiction in secondary schools. Don Mills, ON: Oxford U.
P. ISBN 978-0-19-544615-9
Hipple, T. W. (1973). Teaching English in secondary schools. Toronto: Collier Macmillan.
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Maxwell, Rhoda J., and Meiser, Mary J. (1997). Teaching English in middle and secondary schools. (3 edn.). Upper Saddle River,
NJ: Merrill Prentice-Hall. ISBN 0-13-021362-4.
Simmons, J. S., and Deluzain, H. E. (1992). Teaching literature in middle and secondary grades. Toronto: Allyn and Bacon.
Soven, M. I. Teaching writing in middle and secondary schools. Boston, MA.: Allyn and Bacon.
Ontario Ministry of Education and Training Curriculum Documents: www.ontario.ca/edu.
(2011). The Ontario Curriculum Grades 9-12. Environmental Education Scope and Sequence of Expectations. (2009). Aboriginal
Perspectives: Teaching Resources and Strategies for Elementary and Secondary Classrooms. Accessed 22 June 2011 from
http://www.edu.gov.on.ca/eng/aboriginal/Guide_Toolkit2009.pdf
(2007). The Ontario Curriculum Grades 11 and 12: English.
(2007). The Ontario Curriculum Grades 9 and 10: English.
(2005). The Ontario Curriculum: The Ontario Secondary School Literacy Course (OSSLC) Grade 12.
(2003). Course Profiles, English: OSSLC Grade 12 Open:
(2006). The Ontario Curriculum: Grades 1-8 Language.
(2000). The Ontario Curriculum Exemplars: Grade 9: English.
(2003). The Ontario Curriculum Exemplars: Grade 11: English.
(2005). Many Roots, Many Voices: Supporting English Language Learners…A Practical Guide.
(2004). Me Read? No Way! A Practical Guide to Improving Boys’ Literacy Skills.
(2005). Think Literacy, Cross-Curricular Approaches, Grades 7-12: Subject Specific Examples—English 10-12.
(2003). Think Literacy, Cross-Curricular Approaches, Grades 7-12.
(1999). Grade 11: 2001 Course Profiles (CD-ROM). Grade 9: Course Profiles (CD-Rom)
(2002). Ontario Curriculum Unit Planner, 3.0 (CD-ROM).
Public District School Board Writing Partnership Documents
(1999). Course Profile: English—Grade 9 Academic.
(1999). Course Profile: English—Grade 9 Applied.
Catholic Curriculum Cooperative Writing Partnership Documents
(1999). Course Profile: English—Grade 9 Academic.
(1999). Course Profile: English—Grade 9 Applied.
V. Course Evaluation
Timely Feedback (University Regulation XII)
Visit http://navigator.lakeheadu.ca/~/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=19&topicgroupid=9457
25% feedback for term courses
30% feedback for year courses
Fall term
Winter term
Yearlong
= October 10
= February 13
= January 23
A. Term Assignments
1. Small group presentations and activities .. ..
* Participation in all in-class group work,
microteaching on grammar and literary terms
th
th
from Thursday, September 4 through Thursday, March 12
* Contribution to a paired presentation, on Thursdays,
September 11, 2014–March 12, 2015
[Criteria given on p. 9-10]..
..
..
..
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25%
.. [5%]
... [20%]
2. Lesson Plan ..
..
..
10% Due: Oct. 16, 2014
A lesson plan based on ideas, topics, genres, and even specific works discussed in class. See the
Marking scale given on p. 10-11. Feel free to use either LU or Nipissing lesson templates.
3. Unit Plan (individual or paired assignment).
..
..
..
35% Due: Feb. 26, 2015
A highly detailed, lesson-by-lesson breakdown of 6 to 12 hours of instruction in a twenty+ hour-unit (either thematic,
skills, performance, or genre based) including all tests, quizzes, writing assignments, group projects, and audio-visual
materials. If a student elects to work with a partner, he or she should be careful about identifying which lesson plans he
or she created. Criteria have been derived from our text. Without prior consultation, a unit plan submitted late will be
penalized 5% per day-in-session to ensure this assignment is submitted prior to [and hopefully returned prior to] students’
leaving for second practicum.
B. End of Term Tests (two, each amounting to 90 minutes) 15% each (compositions marked on the rubric plus one
other type of question). Minimum time of writing = 60 minutes each, maximum 120 minutes. With accommodation
formally requested and mandated by the LAC, a student may write in the Learning assistance Centre, beginning at
the same time but having up to 180 minutes to write.



Each test will involve issues and methodologies recently covered (i. e., in a given term).
Each test will be open book: all notes and texts may be accessed.
Each test will involve metacognitive strategies, that is, each will ask you to think about how you would approach
curriculum in a classroom rather than to demonstrate your knowledge of curriculum content per se.
Schedule of End-of-Term Tests, 2014-2015
(End-of-term dates are consistent with Culminating Tasks Days)
Test
Tentative Date
End of Term 1 (Culminating Activity days)
End of Term 2 (Culminating Activity days)
Wednesday, November 5
th
Tuesday, March 17
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Fall/Winter Presentation Schedule and Sign-Up (Thursdays)
Each topic involves some reading and research, but the emphasis in your 30-minute presentation should involve a synopsis of
material in Bridging English (2013), the incorporation of at least two other sources (such as The English Journal), and
demonstrating some useful classroom applications. With some 40 students in this section, collaboration will be essential; from the
presentation, it should be obvious what contributions each group member has made. No group should contain more than two
people, but individual presentations are possible. The provision of handouts and website urls is welcome, but not essential.
PowerPoint can be excellent or (if used like a series of overheads) overpoweringly dull. The instructor in conjunction with selected
class members and the teaching assistant will grade each presentation using a standard rubric (see 9). Self-reflection will be
included. By mid-November, each student should know 30% of his or her marks in total.
Note: Every member of the class is expected to have completed the assigned reading from the text. Prior to the start of the
presentations at the end of the second week, we shall deal with Chapter One, “Envisioning English,” and such issues as
teaching grammar and critical literary terminology, “Defining Yourself as a Teacher” (483-486), and Appendices A, B, and C
of Bridging English. Note when Reading Canada topics occur.
No group will be deemed “signed up” until both members have submitted their names. If we have fewer than forty students
registered, some people will be permitted to do individual presentations.
1.
2.
September 11: Chapter 2, “Designing Instruction” (15- 54), including marking and referencing Ontario Curriculum
Guidelines for English 9 & 10, and English 11 & 12.
September 18: Chapter 14, “Planning Lessons” (426-436); “Curriculum Planning” (442-446)
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3.
4.
5.
6.
7.
8.
9.
September 25: Chapter 14 (continued) “Variables in Any Planning” (442-446); “Unit Planning” (436-442), “Constant
Classroom Structures and Concerns” (446-469)—some coordination between these two groups will be needed,
especially in terms of differentiating activities.
October 2: Chapter 3, “Centering on Language” (55-88)
October 9: Chapter 4, “Developing an Oral Foundation” (89-118)
October 16: Chapter 5, “Responding to Literature I” (119-141)
October 23: Chapter 5, “Responding to Literature II” (142-174)
October 28*: Chapter 6, “Celebrating Poetry” (175-216) * a Tuesday
October 30: Chapter 7, Think Literacy and “Teaching Reading” (217-222): supporting and inspiring reluctant readers. This
th
th
is the last regular class of the Fall Term: Nov. 4 is a makeup day for Thanksgiving (October 13); the 5 and 6 of
November are culminating tasks days.
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Fall Practicum: November 10 through December 12 ; the first exam is tentatively scheduled for Nov. 5 .
10.
11.
12.
13.
14.
15.
17.
18.
19.
20.
January 8: Chapter 7, “Unlocking Texts” (223-265)
January 15: Chapter 8, “Engaging Drama” (266-88), especially “Teaching Shakespeare” (278-287) and Appendix G.
January 22: Teaching Canadian Literature—integration vs. separate unit.
January 27*: Chapter 9, “Assaying Non-fiction” (289-316) a Tuesday
January 29: Chapter 10, “Making Media Matter” (317-344)
February 5: Chapter 14, “Unit Planning” (465-71)
February 12: Chapter 11, “Inspiring Writing” (345-372)
February 26: Chapter 12, “Enabling Writing” (373-410)
March 5: Chapter 13, “Evaluating Learning” (411-51)
March 12: Chapter 15, “Becoming a Complete Teacher” (482-98).
rd
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Winter Practicum: March 23 through April 28 .
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N. B. Owing to the day lost to "Building Futures" March 16 is a makeup day for January 23 .
Should additional presentation topics be required to accommodate a larger than anticipated class, such issues as * “Humour
in the English Class,” and “J/I Mythology,” will be the basis for these, which will be scheduled as needed on Thursdays or
available Tuesdays. At the moment, there is sufficient material for 38 students. To keep track of when you are presenting and
with whom, use the signup lists on pages 15 through 17.
RELATED LAKEHEAD UNIVERSITY and FACULTY OF EDUCATION POLICIES
INCOMPLETE STANDING (University Regulation, V Standing)
http://navigator.lakeheadu.ca/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=19&chapterid=3080&topicgroupid=9348
&loaduseredits=False
ACADEMIC MISCONDUCT (University Regulation, IX Academic Misconduct)
http://navigator.lakeheadu.ca/Catalog/ViewCatalog.aspx?pageid=viewcatalog&catalogid=19&chapterid=3080&topicgroupid=9352
&loaduseredits=False
THE FACULTY OF EDUCATION ASSESSMENT RUBRIC
http://education.lakeheadu.ca/undergraduate/uploads/Microsoft%20Word%20-%20Professional%20Grading%20Policy-1.pdf
EDUCATION ACADEMIC REGULATIONS
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e
Advisement: CELL PHONES, PDAs etc. [optional]
The Faculty of Education cautions Professional Year Candidates that the use of cell phones, personal digital assistants (PDAs),
handhelds, etc., in class for personal communications (whether checking voice mail, reading or sending text messages, or making
conventional telephone calls) is professionally unacceptable in the context of a class or while a formal presentation is in progress.
Moreover, since digital image capturing devices in cameras, cell phones, and PDAs have the potential to be used in a manner that
violates the privacy of instructors and students, the Faculty of Education requests that such devices be used only with the prior
permission of the person(s) to be photographed.
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Most Canadian schools require that cell phones, etc. not be used during hours of instruction. The Faculty of Education requests
that students power off or mute their PDAs during classes, presentations, tests and exams, and that, while on practicum, teacher
candidates not use them in a way that contravenes the school's or board's protocols.
EDUCATION 4280 I/S CURRICULUM & INSTRUCTION: ENGLISH -- EXPECTATIONS
Expectations
The ability to learn, understand, and retain knowledge has been demonstrated through the undergraduate degree required for
entry into the Professional Year. The focus of the Professional Year is on building understanding of the issues and complexities of
the teaching and learning process, and on gaining the skills necessary for becoming a successful teacher. To that end:
1.
Attendance is an expectation. Courses are based on reflection, discussion, and interaction, much of which takes place in
class. Courses may have a set limit on the number of sessions that can be missed for ANY reason. These permissible
absences should be saved for emergencies. Students who do not attend regularly will be removed from the program.
2.
Requirements on the course outline will be used for assessment. The course outline and assessment rubric make
expectations and deadlines explicit. Late assignments are accepted only under rare, documentable circumstances.
Students cannot redo assignments, rewrite exams, or make additional submissions to boost a mark once a summative
assessment has taken place.
3.
Assessment is a reflection of academic rigour. Only in instances where there is unusual disparity among marks or
abnormal inconsistency in outcomes will an assessment review committee re-examine a final assessment.
ASSESSMENT RUBRIC FOR PROFESSIONAL YEAR FACULTY OF EDUCATION
The Professional Year at the Faculty of Education is the qualifying year associated with initial teacher certification in the Province
of Ontario. Consequently, the standards of our program are rigorous, and assessment is conducted in terms of professional
competence as well as academic ability. Success in the program requires demonstration of a high level of independence,
professionalism, competence, and critical thinking in integration of theory with practice.
The Use of a Rubric Scale, 0 through 5 for Written Work
The course outline and assessment rubric make expectations and deadlines explicit. Late assignments are accepted only under
rare, documentable circumstances. Students cannot redo assignments, rewrite exams, or make additional submissions to boost a
mark once a summative assessment has taken place—unless everybody is given the opportunity to take a parallel form.
Scale for Marking the First Term Assignment (Lesson Plan) on the Faculty Rubric:
For a perfect “5” on the rubric, the lesson plan submitted should
a. Address all aspects of the lesson, including
 prior knowledge (“focus and review”)
 provision of an advance organizer (“set objectives”)
 teacher explanation and directions oral and written
 student activities with time estimates (possibly “guided practice,” group work, individual work,
including reading and writing)
 resources required, including media and texts
 assessment: summative or formative? Formal or informal? How recorded?
b.
c.
d.
e.
provide copies of or itemize all materials needed—e. g., copy of poem or story
have organized the submission under appropriate headings
allude to Ontario curriculum documents’ overall and specific expectations
mention the grade, the stream, etc., and any necessary accommodations. *A detailed scoring sheet will
be given.
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Level, Letter-grade, Percentage Conversion Chart: 5-Point Scale
The following chart can be used in Education courses at LU to convert levels to percentages for Marks Management. Since Marks
Management cannot accommodate modal marks, Faculty of Education instructors should consider converting any "level" marks to
percentages or score out of 10 for entering scores. On student papers and other assignments, instructors will find that reporting
both a level and a percentage enhances the clarity of their assessment procedures for teacher candidates.
Letter Grade
A+
A
A
A
AAB+
B
BC+
C
CD+
D
DF
5
4
2
Level
5+
Percentage
96-100%
93-95%
90-92%
87-89%
84-86%
80-83%
77-79%
74-76%
70-73%
67-69%
64-66%
60-63%
57-59%
54-56%
50-53%
1%*-49%
54+
43+
3
32+
21+
1
10
Single Mark /10
9.9
9.5
9.2
8.8
8.5
8.2
7.8
7.5
7.2
6.8
6.5
6.2
5.8
5.5
5.2
1, 2, 3, 4, or 4.5
* A grade of 1% is reserved for cases of academic dishonesty, such as plagiarism.
The Presentation Ballot to be used for Presentations on
Grammatical Problems and Literary Terminology
Names of Group Members Evaluated: ____________________,_______________________
Scale:
Excellent (5), Good (4), Above Average (3.5), Adequate (3), Weak (2), Poor (1), Not Evident (0).
1. Evident knowledge of subject..
5
4
3.5
3
2
1
0
2. Evident organization and preparation..
5
4
3.5
3
2
1
0
Including activities and practical handouts.. 5
4
3.5
3
2
1
0
4. Clarity (Did the audience understand it?).. 5
4
3.5
3
2
1
0
5. Overall impression: Interesting? Informative? 5
4
3.5
3
2
1
0
3. Use of audio-visual aids and extensions,
Comments and Questions Arising from the Presentation (over) Total:___/25
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-------------------------------------------------------------------------------------------------------------------------------------------------------------------------The Self-Assessment Ballot to be used by presenters after their Bridging English presentation
Directions: Rate your perception of your group’s work by circling one of the numbers in the scale (from 1 to 5) that best
measures your response to the questions stated. Answer the subjective questions in several sentences. ____/45
_______________________________________________________________________________________________________
Criterion
Not Very
Only Somewhat
Not
Definitely
Completely
Effective
Effective
Sure
Effective
Effective
_______________________________________________________________________________________________________
1. How would you rate
the overall effectiveness
of your presentation?
1
2
3
3.5
4
5
1
2
3
3.5
4
5
1
2
3
3.5
4
5
1
2
3
3.5
4
5
1
2
3
3.5
4
5
6. How effective was the group
in considering the ideas that
you contributed?
1
2
3
3.5
4
5
7. How effectively did everybody in the group talk and
work together?
1
2
3
3.5
4
5
8. How effective were you
in encouraging others to
speak and become involved?
1
2
3
3.5
4
5
9. How would you rate
your group’s attitude
towards the work?
1
2
3
3.5
4
5
2. How effective was the
assignment in getting you
interested in the subject and
guiding your work?
3. How effectively did your
group work together by the
conclusion of the assignment?
4. How well did all group
members participate?
5. How democratically did
your group’s members behave?
Did members take equal responsibility for the group’s work?
10. What did you learn from this experience? What would you not have been able to accomplish working alone?
- 10 -
ASSESSMENT RUBRIC FOR FACULTY OF EDUCATION PROFESSIONAL YEAR
INDIVIDUAL ORAL PRESENTATIONS: Name of presenter……………………....................................................................……………………
PAIRED MICROTEACHING RUBRIC
Non-Verbal Skills
Eye contact
Body Language
Poise
4/5 - Exceptional
Holds the attention of
entire class with direct
eye contact, seldom
looking at notes or slides.
Movements seem fluid,
helping the class
visualize; good posture.
Displays relaxed, selfconfident nature about
self, with no mistakes.
Verbal Skills
Enthusiasm
Speaking Skills: voice
expression, pacing,
volume, pronunciation.
Timing
Length of Presentation
within set limits
Content
4/5 - Exceptional
Demonstrates a strong
positive feeling about
topic during entire
presentation.
Uses clear voice and
speaks at a good pace so
class members can hear
presentation. No
pronunciation errors.
4/5 - Exceptional
Within two minutes of
allotted time +/-.
4/5 - Exceptional
Overall score: ____/25
3-Admirable
Consistent use of eye
contact with class, but
still returns to notes.
Made movements or
gestures that enhance
articulation; comfortable
posture.
Makes minor mistakes,
but quickly recovers from
them; displays little or no
tension
3-Admirable
Displays mild tension; has
trouble recovering from
mistakes.
2-Acceptable
1-Poor
Little eye contact with
class, as most of the
report was read from
notes.
No movement or
descriptive gestures;
generally distracting
posture.
Tension and nervousness
are obvious; has trouble
recovering from
mistakes.
1-Poor
Generally shows positive
feelings about topic and
inspires the audience.
Shows some negativity
toward topic presented.
Shows only modest
interest in the topic
presented.
Presenter’s voice is clear.
The pace is a little slow
or fast at times. Most
class members can hear
presentation.
Presenter’s voice is low.
The pace is much too
rapid/slow. Class
members have difficulty
hearing presentation.
Presenter mumbles, talks
very fast, and/or speaks
too quietly for a majority
of students to hear and
understand.
3-Admirable
Within four minutes of
allotted time +/-.
3-Admirable
Subject or Content Area
Knowledge
An abundance of material
clearly related to themes
is presented. Points are
clearly made, and
evidence is used to
support claims.
Sufficient information
with many good points
made, although balance
and consistency are
occasionally lacking.
Organization
Information is presented
in a logical and interesting
sequence which class can
follow. Flows well.
Engagement of groups in
application activities
Excellent engagement of
the whole class and
debriefing of the group
activity.
Presentation has no
misspellings or
grammatical errors;
visuals are highly
appropriate and well
integrated.
Information is
presented is logical
sequence which class
can follow. Reasonably
good flow.
Solid engagement of
the whole class and
debriefing of the group
activity.
Presentation has no
more than one
misspelling and/or
grammatical error.
Appropriate visuals are
used and explained by
speaker.
Mechanics and Visuals
2-Acceptable
Displayed minimal eye
contact with class, while
reading mostly from
notes.
Very little movement or
descriptive gestures;
some slouching, etc.
- 11 -
2-Acceptable
Within six minutes of
allotted time +/-.
2-Acceptable
There is a great deal of
information that is not
clearly integrated or
connected to the main
themes of the
presentation; information
complete.
Class has difficulty
following presentation
because presentation
jumps around and lacks
clear transitions.
Some problems with
engaging the whole class
in all activities, and
flawed debriefing.
Presentation has three
misspellings and/or more
grammatical errors.
Visuals are used , but not
explained or put into
context.
1-Poor
Too long or too short;
ten or more minutes
above or below time.
1-Poor
Comprehension of the
material is unclear;
information included that
does not support the
main themes; some
material may be missing
or incomplete.
Class cannot understand
presentation because
there is little sequencing
of the information.
Repeated problems with
engaging the whole class
in all activities, and weak
debriefing.
Presentation has many
misspellings and/or
grammatical errors. Little
or no use of visuals; too
much text on slides.
Non-verbal Skills
Verbal Skills Timing Knowledge, Organization, Engagement, Mechanics, Visuals
Level, Equivalent Mark out 10
4/5 = 8/10 to
10/10________________________________________________________________________________________
3 = 7/10_________________________________________________________________________________________________
2 = 6/10_________________________________________________________________________________________________
1 = 5/10
Note: To be converted to the appropriate percentage of the course mark for this assignment.
Each cell has to be converted to an appropriate score out of 10 before the total can be calculated and converted to a score
out of 25.
Comments:
- 12 -
th
3. Unit Plan (individual or paired assignment).. 35% Due: Feb. 26 , 2015 Name(s)…………………….....................………………………
…………………………………………………………................……
A highly detailed, lesson-by-lesson breakdown of up to 12 hours of instruction in a twenty+ hour-unit
70-Point Rubric for the Unit Plan on a Shakespeare Play or Secondary Novel
(Specify Academic Stream and Grade) Reference every page that is not wholly original.
Marked by: _____________________ 70 marks total, including Rubric
Excellent (5), Good (4), Above Average (3.5), Adequate (3), Weak (2), Poor (1), Not Evident (0).
N. B. “Poor” still constitutes a passing grade since Level 1 = 50-59%
1. Does the unit plan give a lesson-by-lesson breakdown of twenty+ hours of instruction, and specify whether it is thematic,
skills, performance, or genre-based (or some combination of these)?
Not Evident = 0 Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5)
Good = 4
Excellent = 5
2. Does the unit plan include finished copies of all tests, quizzes, writing assignments, group projects (together with marking
rubrics, checklists, and answer keys), and specific references to all audio-visual materials that will be used? Please include
test-keys and marking rubrics.
Not Evident = 0 Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
3. Does the unit have ideas, assignments, and activities that will appeal to a range of students?
Not Evident = 0 Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
4. Are the texts, activities, and assignments appropriate for the designated grade level?
Not Evident = 0 Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
5. Is there sufficient variety in terms of texts—including fiction, non-fiction, and audio-visual materials—and activities?
Not Evident = 0 Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
6. Are there ample opportunities for students to respond to texts by writing at length?
Not Evident = 0 Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
7. Has the unit incorporated a sufficient number of student choices or options at every stage?
Not Evident = 0 Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
8. Does the sequence of lessons provide for both inductive and deductive (A top-down or deductive and A bottom-up or
inductive) student critical and innovative thinking?
Not Evident = 0 Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
9. Does the unit have a logical sequence of lessons, assignments, and activities so that initial (formative) assignments prepare
students for subsequent (summative) assignments?
Not Evident = 0 Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
10. (A) Do the unit’s culminating activities (including performances, group projects, creative writing assignment, essay assignment,
and final test) help students define their own overall connections with the works of literature studied?
Not Evident = 0
Poor = 1
Weak = 2
Adequate = 3
- 13 -
Above Average (3.5) Good = 4 Excellent = 5
(B) Do these summative evaluative strategies effectively measure every student’s mastery of a body of critical ideas and/or an
understanding of the work(s) studied?
Not Evident = 0
Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
(C) Do these evaluative strategies generate marks that will reveal each student=s growth in reading, writing, listening,
speaking, viewing, and representing?
Not Evident = 0
Poor = 1
Weak = 2
Adequate = 3
Above Average (3.5) Good = 4 Excellent = 5
11. Please rank the unit plan on the Faculty of Education 5-step rubric, then convert the percentage to a mark out of five (e. g. level
2+ = 68%, or 3.4/5)___ /10
Total: ____/70 Comments by marker about completeness, quality, appropriateness for grade and stream, etc.
Since this point of error has arisen in a number of lesson plans, I felt I should address it before you write the exam and head out
into the dusty fields of pedagogy.
Considerable confusion exists between the terms “informal” and “formative” assessment. Walking around the room, monitoring
the functioning of collaborative groups is “informal,” and therefore in some form is occurring all the time in an English class. What
the lesson plan called for is either summative or formative assessment, the latter (according to L. W. Anderson et al. in Taxonomy
for Learning, Teaching, and Assessing [2001]) meaning
Gathering information about learning as learning is taking place, so that “in-flight” instructional modifications may be
made to improve the quality or amount of learning. Class work [including charts and short quizzes] and homework are
often used in formative assessment; more formal [longer] tests are used as a means of summative assessment. (adapted
from pp. 101-102)
According to theorists such as A. J. Nitko, the value in formative assessment lies in its giving the teacher sufficient feedback about
what students are learning (and what they are not learning) so that the teacher can redesign or specifically develop instructional
materials, instructional procedures, lessons, and even units that will support learning. Nitko defines the formative evaluation of
students as
judging the quality of a student’s achievement of a learning target while the student is still in the process of learning it.
(Educational Assessment of Students, 3rd ed., p. 9)
Some Young Adult and Regular Novels Commonly Taught in Ontario Schools
Grade
Author
Title
Century
Nationality
VIII
VIII
VIII
VIII
VIII
S. E. Hinton’s
Ursula LeGuin’s
Monica Hughes’s
Madeleine L’Engle’s
Khaled Hosseini’s
The Outsiders
Wizard of Earthsea
The Keeper of the Isis Light
A Wrinkle in Time
The Kite-Runner
twentieth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
American
American
American
American
American
IX
IX
IX
IX
IX
IX
IX
Paul Zindel’s
Robert Cormier’s
Jack Schaefer’s
John Steinbeck’s
J. R. R. Tolkein’s
Harper Lee’s
Agatha Christie’s
The Pigman
The Chocolate Wars
Shane
The Pearl
The Hobbit
To Kill a Mockingbird
And Then There Were None
twentieth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
American
American
American
American
British
American
British
X
X
Ray Bradbury’s
Mark Twain’s
Fahrenheit 451
Adventures of Huckleberry Finn
twentieth-century
nineteenth-century
American
American
- 14 -
X
X
George Orwell’s
Mordecai Richler’s
X
X
X
X
X
X
X
W. O. Mitchell’s
John Wyndham’s
Margaret Craven’s
Dan Keyes’
Geoffrey Trease’s
William Miller’s
Todd Strasser’s
XI
XI
XI
XI
XI
XI
William Golding’s
Amy Tan’s
Joy Kogawa’s
Ken Keasey’s
Ernest Buckler's
Maya Angelou’s
XI
XI
XI
XI
XI
XI
XI
XI
XI
XII
XII
XII
XII
XII
XII
XII
XII
XII
XII
XII
XII
XII
XII
XII
XII
XII
XII
Animal Farm
The Apprenticeship
of Duddy Kravitz
Who Has Seen the Wind?
The Chrysalids
I Heard the Owl Call My Name
Flowers for Algernon (Charlie)
Cue for Treason
A Canticle for Leibowitz
The Wave
twentieth-century
twentieth-century
British
Canadian
twentieth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
Canadian
British
Canadian
American
British
American
American
Lord of the Flies
The Joy Luck Club
Obasan
One Flew over the Cuckoo’s Nest
The Mountain and the Valley
I Know Why the Caged
Bird Sings
Kurt Vonnegut Jr.’s Slaughter House Five
John Knowles’
A Separate Peace
Margaret Laurence’s The Stone Angel
J. D. Salinger’s
Catcher in the Rye
Mary Shelley’s
Frankenstein
Frederick Treves’s
The Elephant Man
Charles Dickens’s
Great Expectations
Charles Dickens’s
A Tale of Two Cities
David Guterson’s
Snow Falling on Cedars
twentieth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
British
Canadian
Canadian
American
Canadian
American
twentieth-century
twentieth-century
twentieth-century
twentieth-century
nineteenth-century
twentieth-century
nineteenth-century
nineteenth-century
twentieth-century
American
American
Canadian
American
British
British
British
British
American
Aldous Huxley’s
Brave New World
Jane Austen’s
Pride and Prejudice
Margaret Atwood’s The Handmaid’s Tale
Joseph Conrad’s
Heart of Darkness
Robertson Davies’
Fifth Business
George Orwell’s
1984
Nathaniel Hawthorne’s The Scarlet Letter
William Golding’s
Lord of the Flies
F. Scott Fitzgerald’s The Great Gatsby
Emily Brontë’s
Wuthering Heights
Thomas Hardy’s
Tess of the D’Urbervilles
Thomas Hardy’s
The Mayor of Casterbridge
John Steinbeck’s
Of Mice and Men
Charlotte Brontë’s
Jane Eyre
Jean Rhys’s
The Wide Sargasso Sea
Jane Smiley’s
A Thousand Acres
Ralph Ellison’s
The Invisible Man
Joanne Greenberg’s I Never Promised You a
Rose Garden
twentieth-century
nineteenth-century
twentieth-century
nineteenth-century
twentieth-century
twentieth-century
nineteenth-century
twentieth-century
twentieth-century
nineteenth-century
nineteenth-century
nineteenth-century
twentieth-century
nineteenth-century
twentieth-century
twentieth-century
twentieth-century
twentieth-century
British
British
Canadian
British
Canadian
British
American
British
American
British
British
British
American
British
British
American
American
American
Some Poetic, Literary, and Dramatic Terminology from
th
Holman, H., and Harman, W. (1996). A Handbook to Literature. (7 ed.).
A. Common meters (trimeter, tetrameter, pentameter, hexameter) and common verse forms (free verse, blank verse, ballad
stanza, internal rhyme, couplets, and alternating rhyme)
B.
Synecdoche, metaphor, alliteration, personification, oxymoron, free verse, parallelism, effective repetition, onomatopoeia.
C.
Apostrophe, hyperbole, metonymy, internal rhyme, sestet, octave, quatrain, ottava rima
- 15 -
D. Paronomasia, name symbolism, imagery, narrative points of view (dramatic or objective; third person, omniscient; first
person, major character; first person, minor character), allusions (topical, biblical, classical).
E.
How to state a literary theme, stipulate a chronological setting, and specify a geographical setting.
F.
Climax, conflict (man versus nature; emotional; moral; mental; physical; man versus man; man versus himself; internal;
external).
G. Anachronism, trope, monologue, comic relief, rhetorical question, aside, soliloquy, epigrammatic (proverbial or sententious)
saying (* gnomic remark).
H. Zeugma, stichomythia, dramatic irony, situational irony; types of character (flat; round; dynamic; static; protagonist;
antagonist; generalized; stereotyped; individualized).
I.
Pathetic fallacy, extended or epic simile, direct and indirect character revelation (presentation); contrast; chorus; exposition.
J.
Deus ex machine; coincidence, denouement, foreshadowing; Aristotelian Unities (Time, Place, Action).
K.
Ballad, epic, sonnet sequence, dramatic monologue, transferred epithet, antithesis
L.
Prologue, epilogue, Italian (Petrarchan) Sonnet, English (Shakespearean) Sonnet.
EDUCATION 4280 YB – Allingham: BRIDGING ENGLISH Topics
Fall/Winter Presentation Schedule and Sign-Up (Thursdays) 38 students
Each topic involves some reading and research, but the emphasis on your 30-minute presentation should involve a synopsis of
material in Bridging English (2008), at least two other sources (such as The English Journal and Reading Canada), and some useful
classroom applications. With some 40 students in this section, collaboration will be essential; from the presentation, it should be
obvious what contributions each group member has made. Any group should contain neither more than three people, nor less
than two. Handouts and website urls are welcome, but not essential. PowerPoint can be excellent or (if used like a series of
overheads) overpoweringly dull. The instructor in conjunction with selected class members and the teaching assistant will grade
each presentation using a standard rubric.
Note: Every member of the class is expected to have completed the assigned reading from the text.
Prior to the start of the presentations at the end of the second week, we shall deal with Chapter One, “Envisioning English,” such
issues as teaching grammar and critical literary terminology, “Defining Yourself as a Teacher” (483-486), and Appendices A, B, and
C of Bridging English.
1. September 11: Chapter 2, “Designing Instruction” (15- 54)
________________ and ________________
2. September 18: Chapter 14, “Lesson Planning” (426-436); “Curriculum Planning” (442-446); “Variables in any Planning”
(442-446); “Constant Classroom Structures and Concerns” (446-469)
________________ and ________________
3. September 25: Chapter 14, “Variables in Any Planning” and “Constant Classroom Structures and Concerns” (472-481)
________________ and ________________
- 16 -
4. October 2: Chapter 3, “Centering on Language” (55-89)
________________ and _________________
5. October 9: Chapter 4, “Developing an Oral Foundation” (90-116)
________________ and _________________
6. October 16: Chapter 5, “Responding to Literature I” (117-142)
________________ and _________________
7. October 23: Chapter 5, “Responding to Literature II” (143-166)
_________________and _________________
8. October 28, Tuesday: Chapter 6, “Celebrating Poetry” (167-207)
_________________and _________________
9. October 30: Chapter 7, Think Literacy and “Teaching Reading” (209-213): supporting and inspiring reluctant readers.
________________ and _________________
th
Fall Practicum: November 10 through December 12
th
10. January 8: Chapter 7, “Unlocking Texts” (214-250)
________________ and ________________
11. January 15: Chapter 8, “Engaging Drama” (especially “Teaching Shakespeare” (263-274).
________________ and ________________
12. January 22: Teaching Canadian Literature: Integration vs. Separate Unit
________________ and ________________
13. January 27, Tuesday: Chapter 9, “Assaying Non-fiction” (275-302)
________________ and ________________
14. January 29: Chapter 10, “Making Media Matter” (303-330)
________________ and ________________
15. February 5: Chapter 14, “Unit Planning” (436-452)
________________ and ________________
16. February 12: Chapter 11, “Inspiring Writing” (331-359)
________________ and ________________
- 17 -
17. February 26: Chapter 12, “Enabling Writing” (360-389)
________________ and ________________
18. February 26: Additional Presentation:___________________________________________
________________ and ________________
19. March 5: Chapter 13, “Evaluating Learning” (390-425)
________________ and _________________
20. March 12: Chapter 15, “Becoming a Complete Teacher” (453-469).
_________________and _________________
N. B. Should additional presentation topics be required to accommodate a larger than anticipated class, such issues as “Humour in
the English Class,” and “J/I Mythology,” and “Integrating Writing, Grammar, and Literature Study” will be the basis for these, which
will be scheduled on Tuesdays. A typical group will consist of two students.
Education 4280 YB Covering Literary and Grammatical Terminology:
Paired 12-minute Presentations on Content and Pedagogy
Literary Terms for 12-minute “Mini-Lessons”—Sign up on a first-come/first-served basis.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Thursday, September 4: Metaphor _______________________& ______________________
Thursday, September 11: Simile _________________________& ______________________
Thursday, September 18: Personification __________________& ______________________
Thursday, September 25: Metonymy _____________________& ______________________
Thursday, October 2: Blank Verse _____________________ & ______________________
Thursday, October 9: Ballad Stanza _______________________& ______________________
Thursday, October 16: Comparison vs. Contrast______________& ______________________
Thursday, October 23: Protagonist vs. Hero _________________& ______________________
Thursday, October 30: Antagonist vs. Villain _______________& ______________________
Thursday, January 8: Pun _______________________________& ______________________
Thursday, January 15: Effective Repetition _________________& _____________________
Thursday, January 22: Comic Relief _______________________& ______________________
Thursday, January 29: Climax, Anticlimax __________________& ______________________
Thursday, February 5: Pathetic Fallacy _____________________& ______________________
Thursday, February 5: Oxymoron _________________________& ______________________
Thursday, February 12: Dramatic Irony _____________________& ______________________
Thursday, February 26: Symbolism ________________________& ______________________
Thursday, February 26: Aristotelian Unities (Time, Place, and Action)___________________& ______________________
Tuesday, March 3: Myth vs. legend ____________________ & ______________________
Thursday, March 5: Dénouément __________________________& ______________________
Tuesday, March 10: “Hero” and “Heroine” vs. “Protagonist.”_____________________& ______________________
Use your literary terms text. Put every term in a context to make it meaningful: call for application of a principle rather than a
rote memory definition. Show us how you would teach this to a given grade and stream.
Grammar Errors for 12-minute “Mini-Lessons” — Sign up on a first-come/first-served basis.
1.
2.
3.
4.
5.
6.
Tuesday, Sept. 9: Singular/Plural ________________________& ______________________
Tuesday, Sept. 16: Who/That/Which _____________________ & ______________________
Tuesday, Sept. 23: Colon/semicolon _____________________ & ______________________
Tuesday, Sept. 23: Pronoun Case ________________________& ______________________
Tuesday, Sept. 30: Punctuation ___________________________ & ______________________
Tuesday, Oct. 7: Comma Use __________________________ & ______________________
- 18 -
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Tuesday, Oct. 14: Active/Passive Shift ____________________& ______________________
Tuesday, Oct. 21: Adjective/Adverb ______________________& ______________________
Tuesday, Oct. 28: Homonyms __________________________& ______________________
Tuesday, Jan. 6: Fragment _____________________________& ______________________
Tuesday, Jan. 13: Comma Splice ________________________& ______________________
Tuesday, Jan. 21: Dangling Modifier _____________________ & ______________________
Tuesday, Jan. 20: Faulty Coordination ____________________& ______________________
Tuesday, Jan. 27: Faulty Subordination ____________________& ______________________
Tuesday, Feb. 3: Faulty Parallelism ______________________& ______________________
Tuesday, Feb. 10: Transition ____________________________& ______________________
Tuesday, Feb. 24: Quotation format ______________________& ______________________
Tuesday, March 3: Integrating quotations into your own writing ___________________& ______________________
Tuesday, March 10: Correcting run-on sentences ____________& ______________________
Tuesday, March 10: Students confuse how to format the title of a short work versus that of a book (quotation marks
versus italics, for example)_________________________ & ______________________
Tuesday, March 10: To capitalize or not to capitalize ________________________& ____________________
You may use a quiz or game-show format to check for audience understanding. Use everyday examples in order to put the
error in context. Feel free to use “extensions” such as YouTube clips and cartoons.
- 19 -