This course has an assignment that is due by 11:55 pm Central Standard Time on Wednesday night of the first week of class. Failure to complete this assignment will result in your removal from the course for non-participation.

To complete this course, you must be registered with the Family Care Safety Registry. Failure to register by Wednesday of the first week of class will result in your removal from the course.

If you have questions regarding this requirement, please contact Jane Bethel, jbethel@centralmethodist.edu.

For this course, each student must find a placement where they can observe a middle school or high school English teacher for 10 hours.

In addition, each student is required to submit two video teaching segments of themselves and upload them to a Google account to share with instructor.

Required Texts:

• Atwell, N. (2015). In the middle: A lifetime of learning about writing, reading, and adolescents (3rd ed.). Portsmouth, NH: Heinemann.  ISBN 13: 978-0-325-02813-2
• Burke, J. (2013). The English teacher’s companion: A completely new guide to classroom, curriculum, and the profession (4th ed.). Portsmouth, NH: Heinemann.   ISBN 13: 978-0-325-02840-8
• Wormeli, R. (2005). Summarization in any subject: 50 techniques to improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.  ISBN 13: 978-1-4166-0019-0  

Recommended Texts:

• Anderson, J. (2005). Mechanically inclined: Building grammar, usage, and style into writer’s workshop. Portland, ME: Stenhouse.
• Burke, J. (2010). What’s the big idea?: Question-driven units to motivate reading, writing, and thinking. Portsmouth, NH: Heinemann.
• Daniels, H. (2002). Literature circles: Voice and choice in book clubs & reading groups (2nd ed.). Portland, ME: Stenhouse.
• Fletcher, R., & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH: Heinemann.
• Harmon, W., & Holman, H. (2008). A handbook to literature (11th ed.). Upper Saddle River: Prentice Hall

The problems, methods and materials of teaching English in the secondary schools. Prerequisite:  Successful passage of the MoGEA.

(Aligned to the MoSPE 2013 Standards)

Upon successful completion of the course, each participant should be able to:

• design detailed lesson plans (1C2, 2C4, 2C5, 3C1, 3C2, 3C3, 4C1, 4C2, 4C3)
• explore instructional strategies as behavioral management (1C2, 4C1, 5C1, 5C2, 5C3)
• discuss evaluation and assessment and their importance in the English education classroom (7C1, 7C2, 7C3, 7C4, 7C5, 7C6)
• relate course level expectations to lesson planning (3C1, 3C2, 3C3)
• observe the teacher’s role in curriculum preparation (1C2, 2C4, 2C5, 3C1, 3C2, 3C3, 4C1, 4C2, 4C3)
• categorize best and worst practice as it relates to English education (1C1, 1C3, 7C1)
• explore summarization strategies in order to reach students of all learning styles (1C1, 1C2, 1C3, 2C3, 2C4, 2C5)
• examine the benefits of literature circles and writer’s workshop in the English classroom (1C1, 1C2, 1C3, 2C2, 2C3, 2C4, 4C1, 4C2, 4C3, 7C1, 7C2, 7C3, 7C4, 7C5, 7C6)
• critique and apply methods of teaching reading in the English classroom (1C1, 1C3, 2C2, 2C3, 2C4, 4C1, 4C2, 4C3, 7C1, 7C4)
• critique and apply methods of teaching writing in the English classroom (1C1, 1C3, 2C2, 2C3, 2C4, 4C1, 4C2, 4C3, 7C1, 7C4)