Secondary English Methods
TED 4910-001
Fall 2013
COE Mission:
Course Instructor: Michele Keating
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
Office Hours: I do not have an office at the university. Please
contact me for an appointment.
Phone: (719) 337-7288
COE Student Resource Office
Office Hours
8:00 a. m. - 5:00 p. m. M - F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax: 719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
E-mail: mkeating@ucc.edu
Required Textbook:
Burke, J. (2013). The English Teacher’s Companion. 4th ed.
Portsmouth, NH: Heinemann.
Brandvik, M., & McKnight, K.S. (2011). The English Teacher’s
Survival Guide. 2nd ed. San Francisco: Josey-Bass.
Course Format: This course consists of lectures, use of audio
and visual media, readings from required text and
supplementary journal articles, classroom discussions,
technology-mediated interactions, guest subjects/speakers,
student presentations, and in-class small group activities.
Course Overview: This course is designed to prepare English
teachers for teaching in the secondary classroom. Emphasis will
be given to teaching adolescents ways to enhance their language
skills, response to literature, written expression, critical
thinking, and oral communication. This course will also
emphasize connections between contemporary research,
educational theory, and classroom practice. Students will
develop teaching strategies that meet Colorado’s content
standards as well as the diverse needs of learners in language
arts classes. Students will integrate what they are learning in
their field experience and reflect upon their own development
as teachers of English.
Course Objectives:
1. Describe and reflect upon issues and trends in contemporary English education.
2. Integrate methods, theory, and research with classroom practice and actual teaching
experience.
3. Demonstrate an understanding of Colorado Model Content Standards for Reading, Writing,
and Communicating.
4. Design short and long-range standard-based instructional plans.
5. Develop a repertoire of strategies for strengthening students’ skills in reading, writing
speaking, listening, and critical thinking.
6. Demonstrate an understanding of the diverse backgrounds that students bring to the classroom
and the strategies for effectively teaching for those differences.
7. Develop strategies for integrating technology into the teaching of English.
8. Design and use a variety of assessments to inform and improve instruction.
9. Reflect on personal professional practice and seek continuous improvement.
Course Expectations:
Students are expected to come to class on time and thoroughly prepared:
a. All assigned reading has been completed
b. Questions about assigned reading are brought to class
c. Concepts, definitions, examples, and procedures presented in text and previous classes
are understood well enough to be discussed
d. All assignments turned in according to instructions and on/or before the due date
Written Assignment Criteria:
a. All written material submitted should be typed
b. Special attention must be given to the following:
- Grammar, punctuation, spelling
- Organization, content knowledge, and neatness
c. If you need help with your written communication skills, please seek assistance at the
Writing Center (Columbine Hall, room 316, 255-4336)
Late Work or Re-writes:
a. Any assignments turned in after the end of class on the date due will be considered late
b. Works submitted late will not receive more than an 89%.
c. Work that does not meet criteria and is returned for re-writing will be resubmitted by
the end of the following class period.
d. Re-submitted work will not receive more than an 89%.
The following course outline is subject to change. Ample lead-­‐time will be given if changes do occur. 2
CURR 4910 – Secondary English Methods Course Outline Fall 2013 Date Week 1 August 29 Course Agenda ♦Build community and understand class expectations ♦Bring books to class for book review ♦Start Journal Assignments for Next Week ♦Read Survival Chapter 3 -­‐Reflect in journal and be ready to discuss in class ♦Read Companion Chapters 1-­‐3 -­‐Reflect in journal and be ready to discuss in class ♦Read Survival Appendix B -­‐Reflect in journal and be ready to discuss in class ♦Read Companion Chapter 8 -­‐Reflect in journal and be ready to discuss in class Please note: These readings will be spread out over the next few classes. Information will be provided in class. ♦Read Survival chapter 6 -­‐Reflect in journal and be ready to discuss in class ♦Read Companion chapter 5 -­‐Reflect in journal and be ready to discuss in class Week 2 September 5 ♦Discuss Burke’s “Big Picture” ♦ Review Standards Week 3 September 12 ♦Intro to Lesson Planning ♦Introduce lesson Plan Assignment ♦Discuss Assessment ♦Introduce Article Presentation Assignment Week 4 September 19 ♦Introduce Teaching Reading and Literature ♦Continue with Teaching ♦Read Survival Reading and Literature Appendix A -­‐Reflect in journal and be ready to discuss in class ♦Continue with Teaching Please note: These readings will be spread out over the Reading and Literature next few classes. ♦Introduction to Unit Information will be provided Plan Assignment in class. ♦Read Survival chapter 5 -­‐Reflect in journal and be ready to discuss in class ♦Read Companion chapter 4 – Reflect in journal Week 5 September 26 Week 6 October 3 3
Assignment Due Lesson Plan #1: Idea Lesson Plan #1: Write up Lesson Plan #1: Extension Week 7 October 10 ♦Introduce Teaching Writing Week 8 October ♦Continue with Teaching 17 Writing Week 9 ♦Continue with Teaching October 24 Writing Week 10 ♦Introduce Teaching October 31 Language ♦Introduction to Philosophy Paper Week 11 ♦Discuss Diversity and November 7 Differentiation ♦Review Unit Plan Assignment ♦Article Presentations and discussion Week 12 ♦Discuss Diversity and November 14 Differentiation ♦Article Presentations and discussion ♦Individual meetings to discuss Unit Plan Assignment Week 13 ♦Review Assessment November 21 ♦Review Incorporating Technology Week 14 December 5 Week 15 December 12 Week 16 December 19 ♦Turn in Journal for Review ♦Read Companion chapter 7 -­‐Reflect in journal and be ready to discuss in class ♦Read Survival Appendix C -­‐Reflect in journal and be ready to ready to discuss Lesson Plan #2: Idea, Write up, Extension ♦Read Survival chapter 8 -­‐Reflect in journal and be ready to discuss in class ♦Article Presentations ♦Read Survival chapter 7 -­‐Reflect in journal and be ready to discuss in class ♦Read Companion ch. 6 – Reflect in journal and be ready to discuss in class ♦Philosophy Paper ♦Introduction to Teaching Speaking and Listening ♦Unit Plan Presentations ♦Class Review ♦Performance review meetings ♦Article Presentations ♦Turn in Journals ♦Unit Plan Assignment 4
Student Professional Responsibilities:
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior: Professional behavior is necessary for you to be a successful member of
a learning community. Please monitor your participation in class discussions and group work and
find ways to contribute intelligently to the discussion without silencing others. All written
assignments must be computer generated unless otherwise indicated by the professor.
Professional behavior will be expected in your future teaching/counseling career and is often the
hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
5
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals: Students enrolled in programs or courses in the College of Education may
access the COE
Appeal/Exception Form @:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf.
This form is to be used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct: The purpose of the Student Code of Conduct is to maintain
the general welfare of the university community. The university strives to make the campus
community a place of study, work, and residence where people are treated, and treat one another,
with respect and courtesy. http://www.uccs.edu/~oja/student-conduct/student-code-ofconduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
6
Course Assignments and Grading:
 - Indicates Key assignments you will need in your portfolio
Assignment (Due Dates to be announced)
Lesson Plan Cycle #1 (Pt. 1 9/12, Pt. 2 9/19, Pt. 3 9/26)
Lesson Plan Cycle #2
Article Presentation (Nov. 7 and Nov. 14)
Philosophy Paper 
Unit Plan
Journal
Attendance and Participation
Total Possible Points
Date Due
Sept. 26
Oct. 24
Nov. 14
Nov. 21
Dec. 12
Dec. 5
Aug 29-Dec. 19
Possible Points
50
50
50
50
200
165
85
650
The instructor will adhere to the following table when assigning letter grades for the course:
A
100 - 94
A93 - 90
B+ 89 - 87
B
86 - 84
B83 - 80
C+ 79 - 77
C
76 - 74
C73 - 70
D+ 69 - 67
D
66 - 64
D63 - 60
F
59 and below
7
Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective
1. Describe and
reflect upon issues
and trends in
contemporary
English education
2. Integrate
methods, theory,
and research with
classroom practice
and actual teaching
experiences
Assignment, Activity, or Required
Reading(s)
Theory to Practice Journal Entries
Colorado TQS
4, 3c
Personal Philosophy Paper
4, 3c
Presentations on topics in the current
practitioner and research literature
3a & 3c
1, 2, 3, 4, 7, 8, 9 crit
dispositions
1, 2, 3, 4, 7, 8, 9 crit
dispositions
NCTE
2.3, 3.7
2.3
3.7
Ongoing Readings: Burke, Brandvik
& McKnight
Theory to Practice Journal Entries
4, 3c
Teaching Philosophy Paper
4, 3c
Presentations on topics in the current
practitioner and research literature
INTASC
3a & 3c
1, 2, 3, 4, 7, 8, 9 crit
dispositions
2.3, 3.7
2.3
1, 2, 3, 4, 7, 8, 9 crit
dispositions
3.7
Lesson Plan Cycles
1, 2, 3, 4, 5, 6
Unit Plan
Key Readings: Burke; Brandvik &
McKnight
3. Demonstrate an
understanding of
Colorado Model
Content Standards
for Reading,
Writing, and
Communicating
4. Design short and
long range
standards-based
instructional plans
5. Develop a
repertoire of
strategies for
strengthening
students’ skills in
reading, writing,
speaking, listening,
and critical thinking
6. Demonstrate an
understanding of the
diverse backgrounds
that students bring
to the classroom and
the strategies for
effectively teaching
for those differences
7. Develop
strategies for
integrating
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
2, 3, 4
Lesson Plan Cycles
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Unit Plan
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Key Readings: Burke, Brandvik &
McKnight
Lesson Plan Cycles
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Unit Plan
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Key Readings: Burke, Brandvik &
McKnight
Lesson Plan Cycles
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Unit Plan
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
Theory to Practice Journal Entries
4, 3c
2.3, 3.7
Lesson Plan Cycles
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 7, 8, 9 crit
dispositions
1, 2, 3, 4, 5, 6, 7, 8, 9
Unit Plan
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Lesson Plan Cycles
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Unit Plan
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
Key Readings: Burke; Brandvik &
McKnight
8
2, 3, 4
technology into the
teaching of English
8. Design and use a
variety of
assessments to
inform and improve
instruction
9. Reflect on
personal
professional
practice and seek
continuous
improvement
2, 3, 4
Key Readings: Burke; Brandvik &
McKnight
Lesson Plan Cycles
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Unit Plan
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Key Readings: Burke; Brandvik &
McKnight
Theory to Practice Papers 1, 2
4, 3c
2.3, 3.7
Lesson Plan Cycles
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 7, 8, 9 crit
dispositions
1, 2, 3, 4, 5, 6, 7, 8, 9
Unit Plan
1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8, 9
2, 3, 4
Personal Philosophy Paper
4, 3c
2.3
1, 2, 3, 4, 7, 8, 9 crit
dispositions
Key Readings: Burke; Brandvik &
McKnight
9
2, 3, 4