English 491: Methods of Teaching English in Secondary School. Identify when this occurs in the program: Senior Year (capstone course), week 11

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1 English 491: Methods of Teaching English in Secondary School Literacy Story and Analysis through Critical Lens Identify when this occurs in the program: Senior Year (capstone course), week 11 Part 1: Story Write a short story about a classroom literacy experience you have actually had as a student in either a junior high or high school Language Arts class. (Please use pseudonyms for instructors and academic institutions.) It can be either a positive or negative experience, but it must be based on personal experience. Your experience should include activities/expectations that occur in CA/L classrooms: reading, writing, speaking, listening, and/or viewing. Consider such aspects as the texts and materials the instructor used and the ways that these correlated to your individual needs, learning style, and abilities as a student. How did the instructor's teaching strategies and materials influence your understanding of the assignment? Remember that good stories rely on aesthetic dimensions of communication arts/literature. To achieve aesthetic appeal, express your ideas by using descriptive details (show, don't tell; RENNS), providing necessary background information and time markers, and developing plot, characters, theme, and setting. Even though your story is based on a real experience, this is a chance for you to exercise your creative side--a chance for you to enjoy writing (using language) for learning and enjoyment. Length of story: 4-6 pages, following MLA page layout (beyond 4 pages but not in excess of 6 pages) Part 2: Analysis through Theoretical Lens Write a critical analysis of your literacy experience (expressed in your story) through the lens of the theorists included in this class. What would Milner, Milner, and Mitchell (and others cited within their work) have to say about your experience? What would the theorists in Adolescent Literacy (edited by Beers, Probst, and Rief) have to say? How would current theorists critique your literacy experience? Imagine yourself sitting at a large round table with selected theorists, and telling them your story. How would they critique the instruction, methods, materials, or learner? What insight would they provide? This assignment requires you to incorporate ideas from theorists/teachers included in the primary texts we are using for this class, Bridging English (by Milner, Milner, and Mitchell) and/or Adolescent Literacy (edited by Beers, Probst, and Rief). I do not expect-- nor want--you to do any additional research for this analysis. This analysis should demonstrate a deep understanding of the theoretical perspectives we have covered in this class. Length of analysis: 4-6 pages, following MLA format and documentation style.

2 (beyond 4 pages but not in excess of 6 pages) To submit: Please submit this assignment in a folder with your name on it. Place all of your early drafts (including notes, outlines, free-writing, drafts with editing and revision notes, peer reviewed drafts, and so on) in the left-side pocket of the folder, and the final, revised draft in the right-side pocket of the folder. Please submit the story on top, and the analysis beneath it. Standards Identified: Subp. 3. Subject matter standard. A candidate for licensure as a teacher of communication arts and literature must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to C. A. A teacher of communication arts and literature understands central concepts common to the teaching and learning of communication arts and literature content. The teacher must understand and apply: (1) language development, cognition, and learning; (3) philosophy and theories of communication arts and literature instruction; (5) language for independent learning and enjoyment; (6) communication which is clear, fluent, strategic, critical, and creative; (9) the integration of reading, writing, speaking, listening, and viewing; (10) strategies for selecting and using texts and materials that correlate individual student abilities with developmentally appropriate learning experiences; (14) the meanings of messages, content and relational; (15) communication and its value in exploring and expressing ideas; B. A teacher of communication arts and literature demonstrates understanding and skills essential to the teaching and learning of reading, writing, speaking, listening, media literacy, and literature. The teacher must demonstrate the: (2) knowledge, skills, and ability to teach writing including: (a) various stages of the writing process, including prewriting, writing, conferencing, revising, and publishing used in teaching writing; C. A teacher of communication arts and literature demonstrates an understanding of the teaching of communication arts and literature that integrates understanding of communication arts and literature with their understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of communication arts and literature to preadolescent and adolescent students in grades 5 through 12 shall: (1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents; (2) understand and apply the research base for and the best practices of middle level and high school education;

3 (3) develop curriculum goals and purposes based on the central concepts of communication arts and literature and know how to apply instructional strategies and materials for achieving student understanding of this discipline; Standards Assessed: Subp. 3. Subject matter standard. A candidate for licensure as a teacher of communication arts and literature must complete a preparation program under subpart 2, item C, that must include the candidate's demonstration of the knowledge and skills in items A to C. A. A teacher of communication arts and literature understands central concepts common to the teaching and learning of communication arts and literature content. The teacher must understand and apply: (1) language development, cognition, and learning; Exemplary: Analysis considers the way that the student s language development, cognition, and/or methods of learning contribute to the literacy experience. Analysis utilizes theory from our texts as support; all theories included in the analysis are accurately interpreted and clearly explained in the writer s own words. Satisfactory: Analysis considers the way that the student s language development, cognition, OR methods of learning contribute to the literacy experience. Analysis utilizes theory from our texts as support; most of the theories included in the analysis are accurately interpreted and clearly explained in the writer s own words. Poor: Analysis hints at the way that the student s language development, cognition, OR methods of learning contribute to the literacy experience. Analysis utilizes theory from our texts as support, but only a few of the theories are explained in the writer s own words. Writer relies too heavily on quotations (of theorists) as support but does not clearly explain them in their own words. Unsatisfactory: Analysis does not look at the way that the student s language development, cognition, and/or methods of learning contribute to the literacy experience. Analysis does not utilize theory from our texts as support OR the theories are not accurately and/or adequately explained in the writer s own words. (3) philosophy and theories of communication arts and literature instruction; Exemplary: Analysis includes in-depth discussion of relevant philosophies and theories of CA/L instruction as presented in Bridging English and Adolescent Literacy and accurately and admirably (gracefully) attributed to rightful theorists. All theories included in the analysis are accurately interpreted and clearly explained in the writer s own words.

4 Satisfactory: Analysis includes discussion of relevant philosophies and theories of CA/L instruction as presented in Bridging English and Adolescent Literacy and attributed to rightful theorists. Most of the theories included in the analysis are accurately interpreted and clearly explained in the writer s own words. Poor: Analysis includes a superficial discussion of relevant philosophies or theories of CA/L instruction as presented in Bridging English and Adolescent Literacy. Some of the theories included in the analysis are accurately interpreted and explained in the writer s own words. Unsatisfactory: Analysis does not include discussion of relevant philosophies or theories of CA/L instruction as presented in Bridging English and Adolescent Literacy. None of the theories are accurately interpreted, or they may lack explanation/interpretation in the writer s own words. (5) language for independent learning and enjoyment; Exemplary: Literacy story is creatively written using words that demonstrate an appreciation for or enjoyment of language. Story is written with consistent use of active verbs, attention to detail (showing, not telling), parallel constructions, AND attention to tone/voice (so that the writer s soul is palpable) all concepts recognized in the field of CA/L as indicative of a writer s ability to use language for independent learning and enjoyment. Satisfactory: Literacy story is creatively written using a modest amount of words that demonstrate an appreciation for or enjoyment of language. Story is written with consistent use of at least three of the following: active verbs, attention to detail (showing, not telling), parallel constructions, attention to tone/voice (so that the writer s soul is palpable) all concepts recognized in the field of CA/L as indicative of a writer s ability to use language for independent learning and enjoyment. Poor: Literacy story is written using occasional words that demonstrate an appreciation for or enjoyment of language. Story is written with consistent use of at least two of the following: active verbs, attention to detail (showing, not telling), parallel constructions, attention to tone/voice (so that the writer s soul is palpable) all concepts recognized in the field of CA/L as indicative of a writer s ability to use language for independent learning and enjoyment. Unsatisfactory: Literacy story uses fails to use words that demonstrate an appreciation for or enjoyment of language. Story does not use active verbs, show attention to detail (showing, not telling), utilize parallel constructions, or pay attention to tone/voice (so that the writer s soul is palpable) all concepts

5 recognized in the field of CA/L as indicative of a writer s ability to use language for independent learning and enjoyment. (6) communication which is clear, fluent, strategic, critical, and creative; Exemplary: Both the Literacy Story and Theoretical Analysis employ organizational patterns, paragraph development, sentence structure, and word choices that result in writing that is clear, fluent, strategic, and creative. The result is written work that is graceful and that moves readers to admiration. Grammatical structures and mechanics, which also contribute to communication that is clear and fluent, are flawless. Satisfactory: Both the Literacy Story and Theoretical Analysis employ organizational patterns, paragraph development, sentence structure, and word choices that result in writing that is clear, fluent, strategic, or creative, but that may lack gracefulness. The work may contain occasional grammatical or mechanical errors that do not interfere with meaning, but which diminish clarity and/or fluency. Poor: Only part of this assignment either the Literacy Story or Theoretical Analysis employs organizational patterns, paragraph development, sentence structure, and word choices that result in writing that is clear, fluent, strategic, or creative, but that may lack gracefulness. The work may contain numerous grammatical and mechanical errors that do not interfere with meaning, but which diminish clarity and/or fluency. Unsatisfactory: Neither the Literacy Story or Theoretical Analysis employs a recognizable organizational pattern, paragraph development, sentence structure, or word choices that result in writing that is clear, fluent, strategic, or creative. The work contains numerous grammatical and mechanical errors that interfere with meaning. (9) the integration of reading, writing, speaking, listening, and viewing; Exemplary: Literacy Story is about an experience that integrates reading, writing, speaking, listening, or viewing. Analysis includes a close and thorough examination regarding the level of effectiveness of reading, writing, speaking, listening, or viewing instruction, strategies, interpretation, or learning. Satisfactory: Literacy Story is about an experience that integrates reading, writing, speaking, listening, or viewing. Analysis includes an examination regarding the level of effectiveness of reading, writing, speaking, listening, or viewing instruction, strategies, interpretation, or learning.

6 Poor: Literacy Story is about an experience that touches on reading, writing, speaking, listening, or viewing. Analysis includes a simple, superficial examination of effectiveness of reading, writing, speaking, listening, or viewing instruction, strategies, interpretation, or learning. Unsatisfactory: Literacy Story is not about an experience of reading, writing, speaking, listening, or viewing. Analysis fails to include an examination of the effectiveness of reading, writing, speaking, listening, or viewing instruction, strategies, interpretation, or learning. (10) strategies for selecting and using texts and materials that correlate individual student abilities with developmentally appropriate learning experiences; Exemplary: The Analysis includes an in-depth, critical discussion of the teacher s strategies for selecting texts and materials. Analysis also includes critique of the way that strategies and materials correlated to the individual student s abilities and their developmental appropriateness to the learning experience. Satisfactory: The Analysis includes a discussion of the teacher s strategies for selecting texts and materials. Analysis also includes a modest critique of the way that strategies and materials correlated to the individual student s abilities OR their developmental appropriateness to the learning experience. Poor: The Analysis includes a superficial (or implied) discussion of the teacher s strategies for selecting texts and materials. Analysis also includes only a mention or two of the way that strategies and materials correlated to the individual student s abilities OR their developmental appropriateness to the learning experience. Unsatisfactory: The Analysis does not include a discussion of the teacher s strategies for selecting texts and materials. Analysis does not include discussion of the way that strategies and materials correlated to the individual student s abilities and/or their developmental appropriateness to the learning experience. (14) the meanings of messages, content and relational; Exemplary: The Literacy Story clearly, admirably, and gracefully expresses the meaning of the message (content and relational). The Analysis clearly examines the meaning of messages (content and relational) that are presented in the Literacy experience.

7 Satisfactory: The Literacy Story expresses the meaning of the message (content and relational). The Analysis examines the meaning of messages (content and relational) that are presented in the Literacy experience. Poor: The Literacy Story expresses the meaning of the message (content and relational), but readers have to search for it. The Analysis barely examines the meaning of messages (content and relational) that are presented in the Literacy experience. Unsatisfactory: The Literacy Story does not express the meaning of the message (content or relational). The Analysis does not examine the meaning of messages (content or relational) that are presented in the Literacy experience. (15) communication and its value in exploring and expressing ideas; Exemplary: A student demonstrates an exemplary understanding of the value of communication as a way to explore and express ideas when (a) there is evidence of pre-writing or brainstorming ideas; (b) Literacy Story and Analysis have been extensively revised from first draft to last; (c) the final draft is well organized such that it makes its point clearly, logically, and gracefully; and (d) the final draft is free or mechanical, grammatical, and spelling errors. Satisfactory: A student demonstrates satisfactory understanding of the value of communication as a way to explore and express ideas when (a) there is evidence of pre-writing or brainstorming ideas; (b) Literacy Story and Analysis have been moderately revised from first draft to last; (c) the final draft is clear and logical but with perhaps some small problems in coherence or development (d) the final draft has no more than an occasional error in mechanics, grammar, or spelling. Poor: A student demonstrates poor understanding of the value of communication as a way to explore and express ideas when (a) there is little evidence of pre-writing or brainstorming ideas; (b) Literacy Story and Analysis have been minimally revised from first draft to last; (c) the final draft is undeveloped, unclear, disorganized, or illogical; (d) the final draft has several mechanical, grammatical, and/or spelling errors, which occasionally interfere with meaning. Unsatisfactory: A student demonstrates unsatisfactory understanding of the value of communication as a way to explore and express ideas when (a) there is no evidence of pre-writing or brainstorming ideas; (b) Literacy Story and Analysis have not been revised from first draft to last; (c) the final draft only partially fulfills the requirement or is significantly undeveloped, unclear, disorganized, or illogical; (d) the final draft has an abundance of mechanical, grammatical, and/or spelling errors that interfere with meaning.

8 B. A teacher of communication arts and literature demonstrates understanding and skills essential to the teaching and learning of reading, writing, speaking, listening, media literacy, and literature. The teacher must demonstrate the: (2) knowledge, skills, and ability to teach writing including: (a) various stages of the writing process, including prewriting, writing, conferencing, revising, and publishing used in teaching writing; Exemplary: The student s folder contains (a) evidence of pre-writing or brainstorming (such as free-writing, listing, charting, etc); (b) three or more drafts, with evidence of peer-conferencing, editing, and revision; (c) three or more revised drafts, which lead to a final draft worthy of publication (i.e. the final draft is well organized such that it makes its point clearly, logically, and gracefully, and the final draft is free or mechanical, grammatical, and spelling errors). Satisfactory: The student s folder contains (a) evidence of pre-writing or brainstorming (such as free-writing, listing, charting, etc); (b) at least two drafts, with evidence of peer-conferencing, editing, and revision; (c) at least two revised drafts, which lead to an admirable final draft (i.e. the final draft is clear and logical but with perhaps some small problems in coherence or development; the final draft has no more than an occasional error in mechanics, grammar, or spelling). Poor: The student s folder contains (a) evidence of pre-writing or brainstorming; (b) one or two drafts, with evidence of peer-conferencing, editing, or revision; (c) a final draft that may be undeveloped, unclear, disorganized, or illogical; (d) a final draft that has several mechanical, grammatical, and/or spelling errors, which occasionally interfere with meaning. Unsatisfactory: The student s folder does not contain (a) evidence of pre-writing or brainstorming; (b) one draft, with no evidence of peer-conferencing, editing, or revision; (c) a final draft that only partially fulfills the requirement or is significantly undeveloped, unclear, disorganized, or illogical; (d) a final draft that has an abundance of mechanical, grammatical, and/or spelling errors that interfere with meaning. C. A teacher of communication arts and literature demonstrates an understanding of the teaching of communication arts and literature that integrates understanding of communication arts and literature with their understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of communication arts and literature to preadolescent and adolescent students in grades 5 through 12 shall: (1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents;

9 Exemplary: The Analysis includes an in-depth discussion, through the lens of 4 or more theorists, of educational principles relevant to the physical, social, emotional, moral, and/or cognitive development of the preadolescent or adolescent student and his/her Literacy Experience as presented in the Literacy Story. All theories are presented accurately and all theorists are correctly identified. Satisfactory: The Analysis includes an in-depth discussion, through the lens of 3 or more theorists, of educational principles relevant to the physical, social, emotional, moral, or cognitive development of the preadolescent or adolescent student and his/her Literacy Experience as presented in the Literacy Story. Most theories are presented accurately and most theorists are correctly identified. Poor: The Analysis includes a discussion, through the lens of 2 or more theorists, of educational principles relevant to the physical, social, emotional, moral, or cognitive development of the preadolescent or adolescent student and his/her Literacy Experience as presented in the Literacy Story. Theories are sometimes presented accurately and theorists are sometimes correctly identified. Unsatisfactory: The Analysis does not utilize theorists perspectives in the discussion, or the Analysis fails to have depth in its discussion of educational principles, or the Analysis is not relevant to the physical, social, emotional, moral, and/or cognitive development of the preadolescent or adolescent student and his/her Literacy Experience as presented in the Literacy Story. Theories are presented inaccurately and/or theorists are incorrectly identified. (2) understand and apply the research base for and the best practices of middle level and high school education; Exemplary: The Analysis includes an in-depth discussion that identifies best practices of middle level or high school education in CA/L classrooms. Analysis utilizes ideas from 4 or more theorists; all theories are presented accurately and all theorists are correctly identified. Satisfactory: The Analysis includes a discussion that identifies best practices of middle level or high school education in CA/L classrooms. Analysis utilizes ideas from 3 or more theorists; most theories are presented accurately and most theorists are correctly identified. Poor: The Analysis includes an undeveloped discussion of best practices of middle level or high school education in CA/L classrooms. Analysis utilizes ideas from 2 or fewer theorists; theories are usually presented accurately and theorists are usually correctly identified.

10 Unsatisfactory: The Analysis fails to include a discussion of best practices of middle level or high school education in CA/L classrooms. Theories are presented inaccurately and/or theorists are incorrectly identified. (3) develop curriculum goals and purposes based on the central concepts of communication arts and literature and know how to apply instructional strategies and materials for achieving student understanding of this discipline; Exemplary: The Literacy Story vividly describes curriculum goals or purposes of the teacher as well as instructional strategies and/or materials and their impact on the student s performance or understanding of CA/L. The Analysis thoroughly and critically discusses the curriculum goals or purposes of the teacher as well as the way the instructional strategies and/or materials influenced the student s performance or understanding of CA/L. Analysis utilizes ideas from 4 or more theorists. Satisfactory: The Literacy Story adequately describes curriculum goals or purposes of the teacher as well as instructional strategies and/or materials and their impact on the student s performance or understanding of CA/L. The Analysis critically discusses the curriculum goals or purposes of the teacher as well as the way the instructional strategies and/or materials influenced the student s performance or understanding of CA/L. Analysis utilizes ideas from 3 or more theorists. Poor: The Literacy Story attempts to describe curriculum goals or purposes of the teacher and/or the instructional strategies and/or materials as well as their impact on the student s performance or understanding of CA/L. Description may be unclear, undeveloped, or leave readers with questions. The Analysis discusses the curriculum goals or purposes of the teacher as well as the way the instructional strategies and/or materials influenced the student s performance or understanding of CA/L, but this analysis may have some flaws in clarity or development. Analysis utilizes ideas from 2 or fewer theorists. Unsatisfactory: The Literacy Story fails to describe curriculum goals or purposes of the teacher and/or the instructional strategies and/or materials and/or their impact on the student s performance or understanding of CA/L. The Analysis fails to discuss the curriculum goals or purposes of the teacher and/or the way the instructional strategies and/or materials influenced the student s performance or understanding of CA/L.