Department of English
Pittsburg State University
Course Number: English 479-01
Fall Semester 2009
Title: Techniques for Teaching English in
Middle & Secondary School
Credit Hours: 3
Course Time Schedule: 9:00-9:50 MWF
Instructor: Lyle W. Morgan, Ph.D., FCollP.
Office Phone: (620) 235-4691
E-mail: lmorgan@pittstate.edu
Home: lmorgan6@cox.net
Office: 438 Grubbs Hall
Office Hours: 8:00-9:00, 10:00-12:00 M W F and 10:30-12:30 Tuesday and Thursday. Other times by
prior appointment.
1.
COURSE DESCRIPTION:
A study of techniques and methods used in teaching English and the Language Arts in the middle
and secondary school with emphasis on writing. It also provides instruction in the development of
instructional materials such as lesson plans, units, learning activities. Content and philosophy of the course
is reflected in Guidelines for the Preparation of Teachers of English published by the National Council of
Teachers of English and the appropriate certification standards of the Kansas State Board of Education
requirements.
II. PURPOSE OF THE COURSE:
The purpose of this course is to provide future English and Language Arts teachers with the skills
necessary to develop appropriate and successful instructional materials, methodologies and techniques for
teaching writing in the public schools, and to reflect current approaches found in the on-going research and
application of research in the professional literature. Theory, as well as practicality, is evidenced in the
course.
III. COURSE OBJECTIVES:
Upon completion of this course, the student should be able to:
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Understand theories of composition and the composing processes to include methods of developing
ideas focusing a topic, drafting, revising, editing, and “publishing”;
Understand the writing workshop, its purpose and design;
Recognize currently recognized “best-practice” methods of writing instruction;
Plan lessons in the act of teaching writing and/or grammar & usage;
Understand methods of the evaluation of writing including current theories and practices—traditional
and modified traditional, portfolio models, Six-Trait Analytical, and Holistic evaluation;
Respond through practice to actual student writing of 6 th - 12th graders;
Develop focused and effective writing assignments by purpose, task, and audience;
Understand methods of teaching Standard English usage and grammar, including teaching grammar
holistically through reading and from writing;
Appreciate and understand modes of nonverbal communication;
Understand methods of teaching from the print & non-print media;
Understand language development—how listening, speaking, writing, reading are interrelated;
Be knowledgeable in methods of working with students whose first language is not English and with
writers making a transition from another language other than English into an English language
environment;
Understand the Multi-Tiered System of Support (MTSS), its philosophy, function, and it application
in middle and secondary school settings;
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Understand the characteristics of English as a Second Language (ESL) students’ composing processes
and how to work with them;
Understand methods of classroom management (time and organization—not discipline);
Understand and develop methods of collaborative learning in teaching writing;
Be knowledgeable of the link between writing and the teaching of analytical thinking skills;
Understand professionalism;
Understand inclusion and remediation—methods and current practices;
Be aware of the use of Computer-Assisted (CAI) instruction; educational software, the use of the
Internet, digital and media literacy, and professional resources available on the Internet.
IV. INSTRUCTIONAL RESOURCES:
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Essential English Grammar, Gucker, Dover Books (a superior, brief resource for teachers)
Clearing the Way: Working with Teenage Writers, Romano, Heinemann
The English Teacher’s Companion, 3rd edition, Burke, Heinemann
Using the Newspaper to Teach Secondary Language Arts, Guenther & Bushman, Kansas Newspapers
in Education/Kansas Press Association/Kansas State Board of Education (handout)
A Study and Reference Packet (handout)
A pocket folder which will serve as a Reading/Learning/Response/Teaching Journal
V. TEACHING STRATEGIES: (may include)
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Lectures and demonstrations
Readings in textbooks and other printed materials
Instructional activities—individual and small-group collaboration
Discussion, Question & Answer
Video tapes (Teacher TV/Teacher’s Video/National Education Association)
Student presentations
Overhead projector demonstrations
Video taped presentations of peer tutoring
Computers—CAI and Internet
VI. EVALUATION
A. Overall Evaluation
 The student is graded on her/his ability to respond to questions on objective and/or essay
examinations and quizzes
 The student is evaluated on the completion and quality of assigned projects in a timely manner
 The student is evaluated on completion and quality of the Journal
 The student is evaluated on the basis of her or his participation and co-operation in class
activities
 Consideration will be given to the student’s consistent attendance and co-operative and
professional attitude
B. Grading System
All units of study must be satisfactorily completed in order to gain credit in English 479. The
following grading scale is used and the semester’s grade is based upon a straight-average
calculation of total points earned:
A
90-100
B
80 - 89
C
70 - 79
D
60 - 69
F
Below 60
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C. Class Attendance
Consistent attendance is vital to your overall success in this course and Pittsburg State
University in its Catalogue statement notes that consistent attendance is recognized
fundamental to how well students do in any course. Therefore, unremitting regular attendance
at all class meetings is strongly suggested. If you choose to make sporadic appearances in this
class, the following policy will be in effect: Missing more than 15% of class time due to
excused or unexcused absences will result in one full letter grade reduction. Missing 30% of
class time due to excused or unexcused absences will result in a two full letter grade reduction.
If you miss class due to serious extenuating circumstances have your academic advisor
contact me.
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PROJECTS AND EXAMINATIONS
Design and present a unit of study which is grade-level appropriate—6th - 12th grade.
Complete a self-paced study in the use of audio/visual aids through the Instructional Resources Center,
School of Education in Hughes Hall (to be determined – may no long be required.)
Develop a plan for a grade-level-appropriate writing assignment design.
Plan and present a “mini-lesson” on some aspect of writing or grammar instruction. The lesson will be
consistent with the student’s career plans. This may be video taped in front of the class and critiqued by
peers and instructor together with a self-assessment.
Share ideas and philosophies of the evaluation of student-written papers in the teaching of writing.
Actual papers written by area middle and secondary school students will be used.
Learn fundamentals of working with students of varying language, cultural, and ethnic backgrounds in
classroom composing techniques.
Demonstrate a clear knowledge of, and an ability to employ, co-operative (collaborative) learning
methods through practice and examination.
Other projects may be assigned by the Instructor as is deemed necessary or desirable.
Students in English 479 are encouraged, but not required, to become members of the National Council of
Teachers of English and to subscribe to the English Journal. Greatly reduced membership rates are
available to pre-professional teachers-in-training. Students are also strongly encouraged to join the campus
student association of the National Education Association.
Professionalism. Begin now to think and act as professionals. Be on time to class. Be prepared in your
readings and projects. Do not offer excuses. Behave in a fashion that is in keeping with professionalism. It
is your right to disagree with information read and/or presented in class. You will never be downgraded for
expressing your opinion. Do so with good graces, welcome manners, and with your actions governed always
by The Golden Rule. Offer opinions but be prepared to support your opinions through research, facts, and
observations. Act cheerfully and upbeat even in those times when you don’t feel like it. You can’t be a
quality teacher if you moan, groan, grouse, or pine over your personal problems.