ESE 543 / 743 A. Course title: Teaching of Language Arts in the Secondary School Credit Hours: 3

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1 ESE 543 / 743 A. Course title: Teaching of Language Arts in the Secondary School Credit Hours: 3 B. Course Description: Prerequisite: Education Core and admission to student teaching, major in English, French, German, Spanish or speech and drama. Developmentally appropriate materials and methods for teaching language arts in secondary schools Minimum of 40 field/clinical hours. 743 Minimum of 90 field/clinical hours. C. Texts: Milner, Milner and Mitchell (2011). Bridging English, Fifth Ed. D. Course Objectives: 1. Describe the interrelatedness of the six areas of language arts (reading, writing, speaking, listening, viewing, visually representing). 2. List and explain the four stages of reading literature (reader response, community interpretation, formal analysis, and criticism), explain how these relate to the cognitive, social, and affective development of adolescents, and describe instructional strategies that are effective for each stage. 3. Implement and analyze a variety of tools for assessment for learning (formative) and assessment of learning (summative). 4. Analyze and apply the processes for lesson planning and instructional design. 5. Identify instructional strategies for developing students 21 st Century Literacies, including student use of technology and critical thinking. 6. Utilize a variety of technology and media in the development of lesson plans and instructional materials related to the teaching of language arts. 7. Use critical thinking to explore and evaluate instructional practices and materials for teaching the language arts. 8. Analyze and evaluate teaching through reflective practice and pursue continued professional growth and collaboration with colleagues. 9. Demonstrate effective instructional communication skills and a broad knowledge of classical and contemporary fiction, poetry, drama, and non-fiction appropriate for high school students. 10. Utilize narrative and expository text to help high school students understand and appreciate the development of linguistic systems and life styles of various cultures and societies. 11. Recognize National Council of Teachers of English Standards for the English/Language Arts as well as Kentucky Common Core Academic Standards, and Program of Studies. 12. Implement techniques for differentiating instruction that address student needs, interests, and learning styles, as well cademic, linguistic, and cultural diversity, through the selection of materials, lesson plans, grouping styles (heterogeneous and homogenous), and instructional approaches.

2 13. Demonstrate effective writing instructional practices (including ethical response to student writing) related to varied text types and purposes (e.g., argumentative, informational, and narrative), production and distribution of writing, and research to build and present knowledge. *Graduate level students only If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office directly either in person on the first floor of the Turley House or by telephone at (859) V/TTY. Upon individual request, this syllabus can be made available in alternative forms. EKU Professional Education Model: Effective Educators as Effective People EKU Professional Education Slogan: To teach, to learn, to help others teach and learn. E. Course Outline 1. High School English / Language Arts a. NCTE Standards (or ACTFL) b. KY Academic Expectations and Core Academic Standards 2. Development of reading, writing, and word knowledge a. Characteristics of adolescents b. Appropriate Instruction for adolescents 3. The stages of reading literature a. Reader Response b. Community Integration c. Formal Analysis d. Critical Synthesis 4. Providing instruction in literature a. Individual response and journaling

3 b. Paired activities and cooperative learning tasks c. Whole class literature study d. Small group instruction, literature circles and book clubs e. Reading workshop 5. Instructional strategies for teaching: a. Fiction b. Poetry c. Literary Non-fiction, informational, and practice /workplace text 6. Providing instruction to improve students use of standard English language a. Review of research on the relationship between knowledge of grammar and use of written and oral standard English b. Code-switching c. Effective strategies for helping students improve their use of written and oral standard English 7. Providing writing instruction a. Teaching the writing process b. Managing a writing workshop c. Portfolio development and assessment d. Ethical issues of responding to student writing 8. Teaching speech and drama a. Teaching drama as literature b. Providing opportunities for development of oral language skills 9. Designing instructional units a. Lesson planning b. Writing instructional objectives c. Developing central organizers and culminating activities 10. Integrating the language arts & interdisciplinary instruction 11. Classroom management strategies for the secondary classroom 12. Assessment strategies for secondary language arts. F. Course Requirements 1. Lesson planning and teaching 2. Cooperative group and learning center experiences 3. Updated e-portfolio 4. Field and clinical Experience Reflective Journals 5. Preparation of a literature based unit of study 6. Presentation of a research-based strategy 7. Creation of a technology task 8. A contextual analysis of a diverse school 9. Attendance, Responses to Readings, Participation G. Additional Requirements for Graduate Students 1. Action Research Project Review of the literature and Revised Research Plan 2. Class presentation / demonstrations related to research

4 H. Evaluation Methods: Grading scale is as follows: a % A b % B c % C d % D e. Below 65% F Evaluation Assessment for Learning Assessment of Learning Written Descriptive feedback is Points for quality responses to provided for each response and completion reading before the next one is due. will be given assignments Journal reflections on field observations Unit plan Research based strategy share Technology Task Diverse Case Analysis Professional Growth Plan Teaching Episode Feedback is provided for each reflective before the next one is due. Each part is given feedback and returned for revision Feedback is provided to groups before strategy share is presented to class. Feedback is provided before the project is due. Feedback is provided before the analysis is due. There will be progress checks before the Final PGP is due. Feedback on the lesson plan is provided before the Points for quality and completion will be given rubric rubric Student Outcomes Engage in reflective practice in reading and to apply those ideas to the classroom. Engage in reflection upon and analysis of classroom situations. Develop a literature based unit that integrates language arts while addressing KY s Pursue collaboration with other s Use internet sites to locate strategies to teach a specific genre. Demonstrate knowledge of and use technology for lesson planning, implementation of the lesson, and student use. Identify community, school, and classroom factors that effect diverse students and To develop instructional strategies for that student. Pursue continued professional growth by identifying areas for growth and resources that enable growth Develop a detailed KTIP

5 Gate 2 Portfolio lesson is taught. Portfolio is sent back to student with feedback before final score is assigned. lesson plan and successfully implement it Produce a professional portfolio that demonstrates the KY. I. Student Progress: The instructor will provide students with descriptive feedback on each summative assignment in the course at least once prior to the submission of the assignment for a final grade. The instructor will also provide a mid-term grade for the course. J. Attendance Policy: Absences equating 20% of class meetings will result in automatic failure. Class sessions missed result of late entry will be counted bsences. The student is responsible for presenting the instructor with a reason for absences in order to be given opportunity to make up missed work. Adequate reasons for class absences include personal illness, death or serious illness in the immediate family, or participation in an approved University activity. J. Last Day to Drop a Course: Last day to drop course or to withdraw from the University is included in the class schedule. K. University Writing Requirement: Baccalaureate degree students must take the exam in the first semester of enrollment after completing the 60th credit hour. Transfer students who transfer 60 credit hours or more must take the exam in the first semester of enrollment. Students failing to register for, take, and pass the UWR in the semester after they complete 60 credit hours will be subject to the enrollment limitations described in the undergraduate catalog. Revised Fall 2011 Kathy Ecton Course P/N ESE 543/743 Course Title Teaching of Language Arts in the Secondary School Key Assessments (Admission to Student Teaching): 2a Portfolio Evaluation 3 Literature based Unit of Study 4 Video tape teaching episode with 5a KTIP-TPA and task analysis 5b Evaluation of Dispositions and Field experiences

6 6. Technology Task 7. Diversity Analysis Reading R - 1 R - 2 R - 3 R - 4 R - 5 R - 6 R - 7 R - 8 R - 9 R - 10 F 11_ 11 P 1_ P_2 M_2 I P 3_ _ P 10 M_10 P 4 P 12 M 7, N/A _ 12 _ Writing W - 1 W - 2 W - 3 W - 4 W- 5 W-6 W - 7 W - 8 W - 9 W - 10 P 13 M 13 N/A Speaking and Listening S/L - 1 _ S/L - 2 S/L - 3 P 8_ 8 S/L - 4 S/L - 5 S/L - 6 P 5,6 _ P 5,6 _ P 12 M 12 P M

7 Language _

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