CURS 4111U: Curriculum Studies – Intermediate/Senior English Language Arts II

Instructor: Dr. Janette Hughes Office: UB3032

Phone: 721-8668 X 2875

Office Hours: TBA Email:

Course Description

This course expands upon the foundation provided in CURS 4110U: English Curriculum Studies I. The curriculum content will extend work already done in lesson and unit planning and will focus on performance aspects of teaching English/Language Arts. The course examines teaching strategies and classroom practices as they relate to oral/visual communication, in particular the teaching of poetry, digital and media literacies, and drama in the ELA classroom. The course will also provide an examination of current trends and issues in the area of assessment and evaluation. The course will consist of:

·  A detailed study of English/Language Arts curriculum guidelines and requirements (7-12)

·  Adolescent development related to Intermediate/Senior English

·  Development of programs for student diversity

·  Print and non-print material related to English/Language Arts (7-12)

·  A review of the role of technology in the English/Language Arts classroom

·  A review of a range of teaching strategies and assessment tools related to the English/Language Arts classroom (7-12)

Learning Expectations or Outcomes

Upon completion of the course the candidate will:

·  Demonstrate an understanding of the adolescent learner (cognitive, physical, social and emotional) with respect to developmental change, learning differences, and socio-cultural diversity

·  Demonstrate a thorough knowledge of the policies and guidelines of the Ministry of Education as they apply to teaching in the Intermediate/Senior divisions

·  Demonstrate an awareness of the supporting materials for the Ontario curricula, including Profiles, Exemplars, and resources for “at risk” students

·  Demonstrate an understanding of evaluation based on achievement charts outlined in current curriculum guidelines

·  Demonstrate an understanding of recent theoretical and critical trends in the study and pedagogy of Intermediate/Senior English/Language Arts

·  Demonstrate the ability to critique curriculum resources and materials in light of recent research in current studies

·  Demonstrate an awareness of the Standards of Practice for the Teaching Profession as outlined by the Ontario College of Teachers

·  Demonstrate the ability to provide a practical methodology for English/Language Arts (7-12), supported by a theoretical framework

·  Demonstrate an ability to manage various current technologies

Course Web Site

The course web site in an integral part of the ongoing course instruction. The web site contains:

·  The course description

·  Electronic copies of relevant articles and other text materials

·  Comprehensive web resources

·  Assessment and evaluation criteria

·  Regular class notices and updates

No specific literature anthology or writing text is listed for this course. Candidates will be asked to locate appropriate materials (short stories, poetry, teaching units, etc.) on the World Wide Web or in the library for classroom application purposes. Sample weblinks will be provided on the course web site. Weekly course readings are listed in this course outline and most of them will be available online through the library. Others will be provided by the instructor (if not available) or posted online. In addition, candidates will select one major work on which to base a multi-media curriculum unit plan (a novel, a major play, collection of poetry, etc.). The title of that work must be submitted to the instructor for approval.

Ministry of Education Documents

Curriculum Documents and Exemplars

http://www.edu.gov.on.ca/eng/document/curricul/curricul.html

Resource Documents

http://www.edu.gov.on.ca/eng/document/resource/resource.html

Choices into Action

http://www.edu.gov.on.ca/eng/document/discussi/choices.pdf

Individual Education Plans

http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html

Policy/Program Memoranda

http://www.edu.gov.on.ca/extra/eng/ppm/ppm.html

Other Documents and Resources

Curriculum Services Canada – Live Streaming Webcasts for Literacy and Numeracy

http://www.curriculum.org/secretariat/literacy_en.html

Standards of Practice for the Teaching Profession: http://www.oct.ca/en/CollegePublications/PDF/standards.pdf

Ethical Standards for the Teaching Profession: http://www.oct.ca/en/CollegePublications/PDF/ethics.pdf

Professional Advisory: http://www.oct.ca/en/CollegePublications/PDF/advisory100802.pdf

Course Profiles and Exemplars: http://www.curriculum.org/

Ontario Parent Council: http://www.ontarioparentcouncil.org

Suggested Supplementary (Optional) Support Items

Meeks, L. & Austin, C. (2003). Literacy in the Secondary English Classroom: Strategies for Teaching the Way Kids Learn. Boston: Allyn & Bacon.

Milner & Milner. (2003). Bridging English, 3rd Ed. Upper Saddle River: Prentice-Hall.

Ontario Ministry of Education. (2003). Think Literacy: Cross-Curricular Approaches Grades 7-12. Toronto: Queen’s Printer.

Strickland, K. & Strickland, J. (2002). Engaged in Learning: Teaching English, 6-12. Portsmouth, NH: Heinemann.

Web Sites

Media

http://www.media-awareness.ca/(Media Awareness Network)

http://www.gist.com(Interactive Television Guides)

http://www.canoe.ca(Canadian newspapers)

http://cbc.ca/(all of the major networks can be accessed similarly)

http://www.imdb.com(Movie database, with information, reviews, etc.)

http://script-o-rama.com(Index of film and TV scripts available on net.)

http://www.ubl.com(From Rock to Disco and Beyond — excellent.)

http://www.eonline.com(Entertainment "news coverage")

Graphic Organizers, Webs

http://www.graphic.org/concept.html

http://www.mindtools.com/mindmaps.html

Teacher’s Links

http://school.discovery.com/

http://www.classroom.net

http://www.teachnet.com

http://www.schoolnet.ca

http://encarta.msn.com/ (Encarta’s teachers’ resources)

http://juliet.stfx.ca/people/stu/x94emj/bookmark.html(lesson plan links)

http://www.educationindex.com/education_resources.html(Topic by topic)

http://www.edselect.com/novel_studies.htm (readers’ guides for novels)

ELAN (English Language Arts Network - Ontario)

http://www.elan.on.ca/

CCTELA (Canadian Council for Teachers of English Language Arts)

http://www.cctela.ca/

National Council of Teachers of English (US)

http://www.ncte.org/

Literary Links

http://www.english.upenn.edu/Resources/lit-resources.html(literary topics and themes from Classical to Hypertext)

http://shoga.wwa.com/-rgs/glossary.html(Glossary of Poetic Terms)

http://www.bookwire.com(Authors’ link )

http://www.wier.ca/Writers in Electronic Residence

http://www.poets.ca/ (League of Canadian Poets)

http://www.youngpoets.ca/ (Young Poets – for teachers and students)

http://www.eastgate.com/ (hypertext fiction – hyperfiction and hypertext poetry)

http://www.shakespeare.com/ (a Shakespeare resource)

Plagiarism and "essays" for sale

http://www.schoolsucks.com(The infamous Schoolsucks site)

http://www.paperwriters.com/vintage2.htm(Paperwriters)

http://www.hotessays.com/(Termpaper Warehouse)

http://www.geniuspapers.com/(AAA and Genius Term Papers)

Key Topics (General)

Below is a list of topics that will be covered. There will be some flexibility in material covered and discussed depending on class interest and time available.

Topic / Description
History and Philosophy of Teaching English / ·  Explore current issues in Language Arts/English education, including:
·  The role of technology in English classrooms
·  Standardized testing
·  Changing views of literacy
·  Explore different historical/theoretical perspectives on English teaching
Standards: Leadership and Community, Professional Knowledge
Understanding the English Curriculum in Ontario / ·  Review key documents in Curriculum Planner CD/ Ontario Curriculum documents for grades 7-12 Language Arts/English, including course profiles and exemplars
Standards: Professional Knowledge, Teaching Practice, Ongoing Professional Learning
Approaches to Teaching and Learning / ·  Explore the learning needs of adolescent learners
·  Explore how current theories of learning have impacted English/Language Arts teaching
·  Explore the key factors that make an effective Language Arts/English lesson plan (focus on the short story)
·  Create and evaluate a variety of effective lesson plans for grades 7-12
Standards: Professional Knowledge, Teaching Practice, Commitment to Students and Student Learning
Language and Literacy in Language Arts/English / ·  Explore changing conceptions of literacy (i.e. critical literacy, media literacy and technological literacy)
·  Review theories of language acquisition
Standards: Professional Knowledge, Teaching Practice
Literature, Media and Popular Culture / ·  Explore the characteristics of Reader-Response theory and its impact on English classrooms
·  Explore the problems and possibilities of teaching the novel and teaching Shakespeare
·  Explore effective approaches to Media Studies
Standards: Teaching Practice, Professional Knowledge
Writing, Poetry / ·  Explore writing process theory and pedagogy, which emphasizes experiential, personal growth
·  Explore issues related to Writing Workshop approaches
·  Investigate poetry teaching
Standards: Teaching Practice, Professional Knowledge, Commitment to Students and Student Learning
Assessment and Evaluation / ·  Review rubrics used in Ontario curriculum
·  Examine a wide variety of assessment techniques
·  Create effective assessment tools for Language Arts/English
·  Overview of the OSSLT (Grade 10 Literacy Test) and the OSSLC (Ontario Secondary School Literacy Course)
Standards: Professional Knowledge, Teaching Practice, Ongoing Professional Learning
Individual Needs and Diversity;
English and Cultural Studies / ·  Develop strategies for addressing diversity in the classroom including gender, SES, culture, learning style, learning disabilities and enrichment
·  Explore the basic principles of cultural studies
Standards: Commitment to Students and Student Learning, Professional Knowledge, Teaching Practice

Weekly Topical Outline

Date / Focus / Readings/Activities/Bring
Jan. 9, 2007 / Performance in the English language arts classroom / Transforming Texts: Intelligences in Action (1995), Theresa Rogers et al, English Journal.
“I thought about it all night”: Readers Theatre for reading fluency and motivation (2002), Jo Worthy & Kathryn Prater, The Reading Teacher.
Jan. 11 / Understanding drama: Transforming Texts, Engaging Drama / Beyond Memorization: Using Drama to Promote Thinking (2005), Tonya Perry, English Journal.
Jan. 16 / Shakespeare and drama / Using the Original Approach to Teach Shakespeare (2005), Bruce Robbins, English Journal.
Critical practice: Teaching “Shakespeare” (2000) Bronwyn Mellor, JAAL.
Jan. 18 / Shakespeare and drama / Give Me Moor Proof: Othello in Seventh Grade (2005), Eileen Landay, English Journal.
Using Process Drama to Deconstruct a Midsummer Night’s Dream (2005), Gustave Weltsek, English Journal.
Jan. 23 / Shakespeare and Drama / Challenging Normative Sexual and Gender Identity Beliefs through “Romeo and Juliet” (2005), Paula Ressler, English Journal.
Jan. 25 / Language and Poetry / Passion for poetry (1997), Priscilla Myers, JAAL. AND
Practicing Poetry: Teaching to Learn and Learning to Teach (2002), John Moore, English Journal. OR
The Fire this Time: Renewing the Poetry Unit (2002), Fred Barton, English Journal.

Examine the following websites—

http://www.youngpoets.ca/
http://faculty.uoit.ca/hughes/research.htm
Jan. 30 / Language and Poetry / Fifty-Five Teachers, Poems in Hand, Approach the Cruelest Month (2005), Jame Brewbaker, English Journal. AND
From Cheryl Crow to Homer Simpson: Literature and composition through pop culture, (2004), Jerome Evans, English Journal.
Feb. 1 / Language and Poetry

Seminar

/ What is after-school worth? Developing literacy and identity out of school. (2004), Glynda Hull, Adolescent Literacy,(digital poetry)
http://www.annenberginstitute.org/VUE/spring04/Hull.html#
“There’s a better word”: Urban youth rewriting their social worlds through poetry (2006), Korina Jocson, JAAL.
Feb. 6 / Language and Poetry

Seminar

/ Lessons in the teaching of vocabulary from September 11 and Harry potter (2002), Alleen Pace Nilsen, JAAL.
Too Little or Too Much? What Do We Know about Making Vocabulary Instruction Meaningful? (2006), Janet Allen, Voices from the Middle.
Feb. 8 / Media Education/Digital literacies
Enact: Students as Producers

Seminar

/ Leading double lives: Literacy and technology in and out of school (2005), Bronwyn Williams, JAAL. AND
When is a teen magazine not a teen magazine? (2001), Bonny Norton, JAAL. OR
Lessons Learned from Integrating Technology in a Writer’s Workshop (2004), Patricia Watson & Jan Lacina, Voices from the Middle.
Feb. 27 / Media Education/Digital literacies
Entertain: Students as Listeners & Viewers

Seminar

/ “Gotta be worse”: Negotiating the pleasurable and the popular (2000), Margaret Finders, JAAL. AND
“The writers are getting kind of desperate”: Young adolescents, television, and literacy (2000), Jo Ellen Fisherkeller, JAAL. OR
Teaching Media-Savvy Students about the Popular Media (2004), Kevin Maness, English Journal.
March 1 / Media Education/Digital literacies
Examine: Students as Anthropologists & Literary Critics

Seminar

/ Louise Rosenblatt seeks for LTR: Using chat rooms in interdisciplinary middle school classrooms (2002), James Albright et al, JAAL. OR
But will it work in the heartland? A response and illustration (2000), Cynthia Lewis, JAAL.
March 6 / Media Education/Digital literacies
Expose: Students as Social Critics

Seminar

/ Representations of critical media literacy in the film Pump Up the Volume (2006), James Trier) JAAL. OR
What could professional wrestling and school literacy practices possibly have in common? (2004), Donna Alvermann et al, JAAL.
March 8 / Evaluation and assessment
Seminar / Assessment and evaluation-Codependent but different. In Engaged in learning: Teaching English 6-12 (2002), Kathy Strickland. Available online at: http://college.heinemann.com/shared/products/0502.asp#samples
AND
The Trouble with Rubrics (2006), Alfie Kohn, English Journal.
March 13 / Evaluation and assessment
Standardized Tests / Assessing Assessment (2005), Leanne Miller, Professionally Speaking.
http://www.oct.ca/publications/professionally_speaking/march_2005/evaluation.asp
Dealing with Standardized tests (2004) The new teacher book: finding purpose, balance and hope during our first years in the classroom.
March 15 / Evaluation and assessment:
Alternative Methods of Evaluation / The Art of Grading Papers Quickly and Effectively (2004), Tonya Perry, English Journal.
Portfolio Assessment: When bad things happen to good ideas (2001), Martha Dudley, English Journal.
ASSIGNMENT D DUE Multimedia Unit Project-Public showcase.
March 20 / Evaluation and assessment:
Critique of Traditional Grading / Reading between the bubbles. (2004), The new teacher book: finding purpose, balance and hope during our first years in the classroom
A closer look at tests and exams from the IS English classroom. (Examples).
March 22 / Promoting Professional Growth
Interviews, and what is so unique about me? / Eleven Ways to be a Great Teacher (1998), Donald Wesley, Educational Leadership. AND
Learning to Love the Questions: Professional Growth and Perspective Transformations (2005), Rebecca Sipe & Tracy Rosewarne, English Journal. OR
Altering Ways of Being in a Language Arts Classroom (2005), Donna Hanak, English Journal.

Assessment

A) Seminar Presentation 45% DUE: February (sign up)

B) Multimedia Unit Plan 50% DUE: March 15

C) Digital Teacher Portfolio 5% DUE: March 22

Assignments

Assignment A

Seminar Presentation (45%)

Due: February (Various dates arranged as per sign up sheet)

In pairs or groups of three, students will present a seminar on the theoretical background and current practices relating to a significant aspect of English teaching/learning. The presentation may include pre-assigned reading, audio-visual material, and practical demonstrations, but must be no longer than 50 minutes, including discussion, activities etc.

All members of the group must participate in the research, the organization of the materials, and the oral presentation. Your presentation must respond to the following questions: What is the problem? What does the current literature in literacy and English education reflect? What is the dominant response? What are alternative responses to the issue?

The topics listed below are suggestive of the type and scope intended. Other topics may be chosen provided they are approved by the instructor. ONE group per topic.

1)  TOPICS

2)  Popular websites in adolescents’ out-of-school lives. Student examples…(www.stickdeath.com, www.arcadepod.com, www.aliciakeys-unpluged.com ; www.seventeen.com www.mtv.com ; www.castleinthesky-sailormoon.com)