Indiana University Purdue University Fort Wayne
SCHOOL OF EDUCATION
EDUC M447:
METHODS OF TEACHING HIGH SCHOOL ENGLISH
(CRN 11258) 3 credits
EDUC M401:
FIELD EXPERIENCE
(CRN 11255) 0 credits
Course Information
Neff Hall 149
Tuesday 9:00 am – 11:45 pm
This course examines methods, techniques, content, and materials applicable to
the teaching of English in secondary schools, including high schools, junior high
schools, and middle schools. Experiences are provided to assess ongoing programs
in public schools and to study methods and materials appropriate for these
programs. Pre-service teachers enrolled in this course are expected to complete
minimally 30 hours of field experience.
Instructor Information
Carol Lindquist, Ed.D.
Clinical Assistant Professor of Education
Neff Hall 243D
(260) 481-6926
(260) 481-5408 (Fax)
Email: lindquic@ipfw.edu
Office Hours:
Monday
1:00 pm - 4:15 pm
Tuesday
11:45 am - 1:30 pm
Course Instructional Materials
Christenbury, L., and Kallick, B. (2006). Making the Journey; Being and
Becoming a Teacher of English Language Arts. Portsmouth, NH: Heineman. (ISBN
0-325-00817-5)
Wiggins, G. and McTighe, J. (2005) Understanding by Design. Alexandria,
VA: Association for Supervision and Curriculum Development (ISBN 978-1-41660035-0)
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Indiana Academic Standards for English/Language Arts
Common Core State Standards
INTASC Standards
It is recommended that each class member have a three-ring binder in
which to retain class materials, class notes, copies of class PowerPoint
presentations, handout materials, and class assignments in progress. Reference
will be made to prior material during many class sessions.
Class Information
Our intent is to integrate academic (scholarly) and professional (practitioner)
aspects of professional education into all elements of the course. This approach
reflects the transformative scholar/practitioner focus that guides the
development of all education programs offered at IPFW. Course dynamics will
embody learning as apprenticeship for the role of professional educator, as class
members acquire complex interdisciplinary knowledge, practical abilities, and
appropriate forms of social engagement to enhance role effectiveness.
Essential questions to be considered throughout the course include:
 What English/language arts content and skills are essential for today’s
student?
 How do teachers make decisions regarding the content to be learned in
specific English/language arts courses and with specific grade levels?
 What strategies can be used to teach English/language arts effectively?
 How can student progress be measured?
 How do teachers make use of resources to meet the needs of different
students and different topics?
 How can lessons and units be designed and implemented so that student
learning is maximized?
 What research, political endeavors, and controversies must be considered
when creating effective instructional plans?
Each student has the right to expect that the instructor:
 is well-prepared, competent, and caring;
 demonstrates knowledge of effective instruction in the secondary classroom;
 demonstrates knowledge of the content and pedagogy of English/language
arts;
 facilitates professional discourse on teaching and learning;
 provides assistance and direction to students regarding course assignments
and projects; and
 supports student exploration of the personal and professional endeavors that
support effective teaching .
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The instructor has the right to expect that each student:
 is well-prepared for each class meeting and participates fully in class activities;
 conducts himself/herself in a mature, professional manner;
 confronts challenging issues with respect for other’s opinions and experiences;
 seeks to expand teaching skills through personal investment and supports the
learning experiences of other class members;
 is genuinely interested in advancing his/her knowledge and expertise of
English/Language Arts pedagogy; and
 acts as a professional educator-in-training who conforms to all university code
of conduct policies while exhibiting the practices and dispositions that are
expected of professional educators.
Attendance
Regular and punctual attendance is a critical component of successful teaching. As
such, attendance in Educ M447 and Educ M401 will be monitored at each class
meeting. Forms for recording your field experience will be provided.
It is your responsibility to inform the instructor in advance of any planned
absence. The instructor will determine whether or not the absence will be marked
excused or unexcused and will also determine if any special conditions will be
attached to the granting of an excused absence. Arriving late to class or departing
early are considered absences and are subjected to the same process for
determining their impact. Three (3) or more absences for any reason will mean
that credit cannot be earned in the course.
In case of an unexpected absence, you should send an e-mail to the instructor or
leave a message on the instructor’s voice mail as soon as possible. You should also
contact the instructor as soon as possible after the class(es) not attended to check
on assignments and announcements.
In the case of absence (whether excused or unexcused), any work due that day
should be emailed to the instructor no later than the end of the class session
associated with that assignment. Work not received in accordance with this
provision will be considered to have been submitted late.
Characteristics of Submissions
Unless otherwise noted, all submissions should be typed and double-spaced using
a standard 12-point font (Times New Roman or Arial). All submissions should be
headed with your name, the name and course number, the date of the
submission, and the assignment number (see the “Schedule of Class Activities and
Assignments” for this information). Margins should be 1½” on the left side and 1”
on the right side, top, and bottom of each page that you prepare. The APA style
manual should be used as a guide in the preparation of papers and reference data.
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The following website is an excellent reference regarding the APA style:
<http://owl.english.purdue.edu/owl/resource/560/01>.
It is expected that all submissions will be scholarly and professional in content,
mechanics, style, tone, and presentation. Submissions should reflect the high
quality work expected of a professional educator. While papers will not be graded
specifically for compositional style and accuracy, repeated incorrect use of
grammar, punctuation, or spelling will cause a grade to be reduced. English
teachers must model the competencies expected of their students.
All electronic communications regarding the course should use IPFW e-mail
addresses.
All submissions are due at the time designated by the instructor. Any late
submissions must be accompanied by an explanation and carry a grade penalty.
Whether or not credit is given for any late submission is at the discretion of the
instructor.
All assignments must be submitted for students to earn credit n this course.
Therefore, failure to submit any assignment will mean that credit cannot be
earned in the course. If this occurs, withdrawal from the course will be
recommended in order to avoid the recording of a failing grade for this course.
Specific Assignments
Journal (15 pts each) - Write 2 pages of reflection on a key concept being
discussed during a class session. Bring a printed copy to class where you will have
the opportunity to share it with others prior to having it collected by the
instructor.
DOE Website Search (10 pts) - Explore the DOE Website as a system to
communicate both expectations and results. Identify the four most helpful
features for teachers that build teaching effectiveness and explain the value of
each feature. Then identify the four most helpful features for communicating
results and explain the value of each feature. Organize your information in a
professional format of no more than 6 pages and be ready to demonstrate and
explain your preferences in class.
School Description (10 pts) - Using the DOE website information and following the
format provided in class, compile information that describes the characteristics of
your assigned school, its academic challenges, its resources, and your projections
for its future.
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Practice Lesson Plans (10 pts each) - For use in class discussion, generate a lesson
plan on genre, grammar, and composition using the lesson plan template provided
in class. Bring a printed copy to class for discussion and submission.
Assessment FOR Learning (15 pts) – Create a formative assessment that shows
you the progress your students are making during your teaching process and that
provides information to help you adjust your instruction before the lesson/unit is
complete. You may use one of your practice lessons as the context for this
assessment.
Assessment OF Learning (15 pts) – Create a summative assessment that shows
how much and what kind of learning took place in each student by the conclusion
of your lesson/unit. You may use one of your practice lessons as the context for
this assessment.
Revised Lesson Plan (10 pts) - You will revise one of the three practice lesson plans
based upon class discussion of effective teaching. You may include the revised
lesson plan in your unit.
Unit Plan (35 pts) – You will complete a fully developed teaching unit for five days
of lessons according to the unit planning protocols discussed in class. This unit can
incorporate any work previously developed in the course.
Group Practice Teaching (15 pts each) – On two occasions you will work in a group
to develop then teach a lesson to your classmates as though they were students in
your secondary classroom. You will function fully as a professional educator and
your students will remain in the character of their role. Of course, you will become
a student for them in return. Upon completion of the practice teaching, both
“teachers’ and “students” will discuss the effectiveness of the lesson.
Sub Packet (15 pts) – Create a packet of information that a substitute teacher
could use to engage students in a meaningful class period during your absence.
Media Evaluation (15 pts) – Evaluate an educational website using a rubric
designed for that purpose.
Individual Teaching (20 pts) – Independently teach a lesson of your preparation to
your class of “students”
Unit Plan (35 points) – Format will be discussed in class.
Field Experience Presentation – The class will be divided into two groups for online
conversations throughout their field experiences and will share their collective
observations and take-aways during the last class of the semester. The grade for
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M401 is determined by completion of the requisite hours and engagement in the
online learning community.
Additional class activities will be required for the purpose of developing teaching
competencies and will be considered only as practice for other graded
submissions. Class participation will not be given a specific point value but will be
a subjective factor in grading when a final percentage is on the cut-line between
two grades. As a result, it may be possible for a grade just above the line to be
given the lower grade or for a grade just below a cut-line to be given a higher
grade after class participation is considered. More importantly, each class member
is expected to function as a member of the professional learning community
seeking to increase teaching knowledge and skills that enhance the education of
students.
Grading
It is expected that all students will be successful in the course because of full
participation in each class activity. Grades will be awarded according to the
following point distribution with plusses and minuses being awarded at the upper
and lower distributions.
A
93% - 100%
251 to 270 points
B
86% - 92%
232 to 250
C
78% - 85%
210 to 231
D
70% - 77%
189 to 209
F
Below 70%
188 and below
Special Needs
Class members having special needs (disabilities or other factors that may affect
class performance or require additional instructional strategies) should make
these needs known to the instructor during the first week of the course. If you
have a disability and need assistance, special arrangements can be made to
accommodate most needs. Contact the Director of Services for Students with
Disabilities (Walb Union, Room 113, telephone number 481-6658) as soon as
possible to review the accommodations needed. Once the Director has provided a
letter attesting to a need for modification, the letter should be given to the
instructor for appropriate implementation. For more information, please visit the
web site for SSD at http://www.ipfw.edu/ssd/
Writing Center
Students needing assistance with the writing of class assignments are
encouraged to take advantage of the services provided by the writing center.
http://www.ipfw.edu/casa/writing/
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Foundational Statements
The following statements are central to all education programs offered at IPFW.
As such, they should be viewed as being critical to the planning and
implementation of courses and to the approach that faculty and students share in
all SOE activities. Educator is defined as a pre-service teacher, in-service teacher,
administrator, or counselor.
Mission of IPFW’s School of Education (SOE)
To prepare professionals in teaching, counseling, and leadership who demonstrate
the capacity and willingness to continuously improve schools and related entities
so that they become more effective with their clients by:
1.
becoming more caring, humane, and functional citizens in a global, multicultural,
democratic society;
2.
improving the human condition by creating positive learning environments;
3.
becoming change agents by demonstrating reflective professional practice;
4.
solving client problems through clear, creative analysis;
5.
assessing client performance, creating and executing effective teaching, counseling
and educational leadership, by utilizing a variety of methodologies reflecting current
related research; and
6.
utilizing interdisciplinary scholarship, demonstrating technological and critical
literacies, and effective communicating with all stakeholders.
IPFW SOE Conceptual Framework: A Learning and Leadership Model
The School of Education is committed to the following conceptual framework in all
programs:
1) Democracy and Community Effective educators, such as teachers, counselors and
administrators, need to be a part of a dynamic educational community as a model for the
climate of community they hope to create. To do this, these educators need an
understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning
community among its students, faculty, and staff, and with all other stakeholders in the
educational enterprise.
2) Habits of Mind Effective educators realize that knowledge alone is not sufficient. They
practice critical reflection in all endeavors. Within the context of a compassionate, caring
community, educators foster habits of mind necessary to engage learners, such as
investigating, inquiring, challenging, critiquing, questioning, and evaluating. Consequently,
the SOE must integrate critical habits of mind in all aspects of the teaching/learning process.
3) Pedagogy Effective educators need to understand multiple approaches to pedagogy as well
as the multiple roles of the teacher, such as facilitator, guide, role model, scholar, and
motivator. Educators appreciate and are receptive to diverse perspectives, modes of
understanding, and social circumstances that they and their students bring to the
educational setting. Consequently, the SOE needs to prepare educators to understand and
use pedagogy creatively and thereby ensure active learning, conceptual understanding, and
meaningful growth,
4) Knowledge Effective educators need to be well-grounded in the content which they expect
to teach. Educators need to understand how knowledge is constructed, how the processes of
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inquiry are applied, how domains of knowledge are established, and how disciplines can be
integrated and most effectively communicated to their students. Educators also need
understanding themselves, of communities in which they intent to learn, and of students.
Consequently, the SOE should immerse educators in nurturing learning communities that
deepen knowledge and encourage ongoing intellectual, emotional, and personal growth.
5) Experience Effective educators learn their craft through experiences in actual educational
settings. Through onsite campus activities and field-based experiences, students will observe
and emulate exemplary teaching and learning. These educators will practice, collaborate,
and interact with practitioners and their students. Consequently, the SOE must integrate
field and/or clinical experiences that reflect the diversity of educators, students, and schools
into all aspects of the curriculum and help educators to assess and reflect on those
experiences.
6) Leadership Effective educators are leaders. They have developed educational and social
visions informed by historical and cultural perspectives. They strive to set the highest goals
for themselves and inspire students to do likewise. Educators are enriched by the
convergence of knowledge, theory, and practices as they optimistically face the educational
challenges of the twenty-first century. Consequently, the SOE must provide opportunities for
educators to develop as leaders in their profession and in their communities.
INTASC Standards
The teacher understands:
1) the central concepts of inquiry and structures in the discipline(s) he or she teaches and can
create learning experiences that make these aspects of subject matter meaningful for
students;
2) how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development;
3) how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners;
4) a variety of instructional strategies to encourage students’ development of critical thinking,
problem solving, and performance skills;
5) individual and group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and self-motivation;
6) knowledge of effective verbal, nonverbal, and media communication techniques to foster
active inquiry, collaboration, and supportive interaction in the classroom;
7) planning instruction based upon knowledge of subject matter, students, the community, and
curriculum goals;
8) how to use formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner;
9) how to be a reflective practitioner who continually evaluates the effects of his/her choices
and actions on others (students, parents, and other professionals in the learning community)
and who actively seeks out opportunities to grow professionally; and
10) the knowledge to foster relationships with school colleagues, parents, and agencies in the
larger community to support students’ learning and well-being.
National Council of Teachers of English (NCTE)
Guiding Vision:

All students must have the opportunities and resources to develop the language skills
they need to pursue life’s goals and to participate fully as informed, productive members
of society.
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




These standards assume that literacy growth begins before children enter school as they
experience and experiment with literacy activities – reading and writing, and associating
spoken words with their graphic representations.
They encourage the development of curriculum and instruction that makes productive
use of the emerging literacy abilities that children might bring to school.
These standards provide ample room for the innovation and creativity essential to
teaching and learning.
They are not prescriptions for particular curriculum or instruction.
These standards are interrelated and should be considered as a whole, not as distinct and
separate.
Student Standards:
1) Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the culture of the United States and the world; to acquire new
information; to respond to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary
works.
2) Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers,
their knowledge of word meaning and of other texts, their world identification strategies,
and their understanding of textual features (e.g., sound-letter correspondence, sentence
structure, context, graphics).
4) Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different
purposes.
5) Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
6) Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and
discuss print and non-print texts.
7) Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g.,
print and non-print texts, artifacts, people) to communicate their discoveries in ways that
suit their purpose and audience.
8) Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and
communicate knowledge.
9) Students develop an understanding of and respect for diversity in language use, patterns,
and dialects across culture, ethnic groups, geographic regions, and social roles.
10) Students whose first language is not English make use of their first language to develop
competency in the English language arts and to develop understanding of content across the
curriculum.
11) Students participate as knowledgeable, reflective, creative and, critical members of a variety
of literacy communities.
12) Students use spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information.
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Course Objectives
Professional Competencies and Skills
As a result of participating in M 447, each student should be able to:
1) define the English/language arts (INTASC 1)
2) plan, implement, and evaluate effective individual English/language arts lessons (INTASC 1,
3, 4, 7)
3) plan, implement, and evaluate in-depth units on various topics in English/ language arts
(INTASC 1, 3, 4, 7)
4) demonstrate an understanding of major social issues (i.e., gender, race, cultural diversity,
class, equity, citizenship) that affect English/language arts and that should be studied within
the context of English/language arts (INTASC 1, 7)
5) describe the role, function, and place of national and state content standards in
English/language arts at the secondary school level (INTASC 1)
6) identify the structure and utility of the various English/language arts competencies (e.g.,
reading, writing, listening, speaking) (INTASC 1)
7) assess community goals and perspectives as they relate to the teaching of English/language
arts (INTASC 7, 9, 10)
8) examine social issues within the framework of English/language arts learning (INTASC 1, 2, 3,
7, 9, 10)
9) lead student discussions that involve the use of critical thinking and problem-solving skills
while training students in the use of those skills (INTASC 4, 6)
10) demonstrate the ability to work with various expressive forms of the English/language arts
(i.e., essays, speeches, drama, etc.) (INTASC 1, 4)
11) demonstrate the use of oral and written communication on a level that is consistent with
what is expected of an educated professional (INTASC 6)
12) draw upon a variety of resources from the school and the community-at-large in developing
enhanced English/language arts opportunities for students (INTASC 4, 10)
13) use vocabulary, instructional strategies, and materials that are appropriate for the
developmental stages of the children who are being taught (INTASC 2)
14) recognize the research base that forms the foundation for effective and meaningful
instruction in the English/language arts (INTASC 9)
15) design learning activities in which students develop investigative skills (i.e., data collection:
locating, gathering, and organizing information: evaluating and analyzing information: and
developing hypotheses) (INTASC 4)
16) determine the validity and accuracy of various sources of information (INTASC 1)
17) enhance student literacy skills through the study of English/language arts (INTASC 2)
18) use a variety of approaches in assessing student achievement (INTASC 2, 8)
19) determine the appropriateness of topics and pedagogies relative to the developmental
stages of the children who are being taught (INTASC 2, 3)
20) demonstrate a foundational content knowledge of various English/ language arts
competencies (INTASC 1)
21) demonstrate research skills using a variety of techniques and methods (INTASC 1)
22) design interdisciplinary units that merge one (or more) aspects of the English/language arts
with the study of one (or more) other academic disciplines (INTASC 1, 3, 4, 7)
23) incorporate local, regional, national, and global perspectives into the teaching of
English/language arts (INTASC 1, 10)
24) design classroom procedures and routines that are consistent with the establishment of a
positive and efficient learning atmosphere for students (INTASC 2, 3,5)
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25) design learning activities that lead students to a sense of increased civic efficacy, that is,
“the willingness to assume citizenship responsibilities” (Parker and Jarilomek, 1997, p. 11)
(INTASC 10)
Professional Dispositions, Attitudes, Perspectives, and Behaviors
As a result of participating in M 447, each student should:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
view English/language arts as a crucial factor in defining the social context for all learning
(INTASC 1, 9, 10)
value collaboration with colleagues both inside and outside the immediate school setting as
a means of enhancing mutual professional growth while contributing to a general discourse
about the educational profession (INTASC 9, 10)
exhibit professional behaviors and courtesies at all times (INTASC 9, 10)
demonstrate an attitude that encourages students to question, to inquire, and to explore
various socials studies topics (INTASC 6, 9)
value the integration of content from across English/language arts disciplines and between
English/language arts and other subject areas (INTASC 4)
value diversity, democratic principles, and the free exchange of ideas (INTASC 9, 10)
understand the strengths and weaknesses inherent in the use of various forms of
technology in teaching English/language arts (INTASC 4)
value the place of English/language arts in the overall school curriculum (INTASC 5)
insure that all materials prepared for distribution to students, colleagues, administrators,
parents, and the community-at-large exhibit professional standards with regard to style,
tone, and content (INTASC 10)
demonstrate an understanding of the need for the use of varied methods and materials in
teaching English/language arts (INTASC 2, 3, 4)
practice a perspective in which self-reflection leads to professional growth in terms of both
pedagogy and subject matter knowledge (INTASC 9)
accept the need for honest and open formal and informal evaluation at all stages on one’s
professional career (INTASC 9)
demonstrate a willingness to work with students of varying abilities while developing a
positive learning environment for all students (INTASC 2, 3)
demonstrate an understanding of community and cultural norms as they affect the teaching
of English/language arts (INTASC 10)
display personal knowledge of and an interest in English/language arts related matters in
the community and nation and around the world (INTASC 1)
appreciate that the English/language arts can and should be an interesting and energizing
part of the general school curriculum (INTASC 5)
understand the idea of the teacher as a professional while acknowledging that the title
professional is earned, not bestowed (INTASC 9)
maintain enthusiasm for teaching the English/language arts (INTASC 9)
exhibit respect for and involvement in public discourse about educational, civic, and political
issues (INTASC 10)
demonstrate an engaged empathy in which each student is seen as an individual person
worthy of respect to be valued on the basis of his/her unique background, interests, and
aptitudes (INTASC 2, 3)
maintain high standards of academic integrity and professional ethics (INTASC 9)
understand and value diverse forms of cultural and personal expression (INTASC 10)
feel confident about his/her ability to teach effectively as both a student teacher a
beginning professional educator while realizing that one never really completes the learning
process (INTASC 9)
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24) demonstrate active community engagement and an appreciation for strong ties between
the school and its various constituencies (INTASC 10)
25) seek to continue professional growth as an English/language arts educator in particular and
as a lifelong learner in general (INTASC 9)
Professional Knowledge
As a result of participating in M 447, each student should become familiar with:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
various professional organizations (INTASC 9)
sources of information on teaching English/language arts (INTASC 1,9)
sources of materials used in English/language arts classrooms (INTASC 1,4)
Indiana Department of Education policies and procedures as they affect the teaching of
English/language arts in Indiana classrooms (INTASC 9,10)
Sources of information about Indiana schools (INTASC 7,9)
Methods of evaluating the validity and appropriateness of various websites for use with
diverse groups of students (INTASC 1,4)
Trends, controversies, dilemmas, and concerns inherent in English/language arts education
(INTASC 1,9,10)
The history of English/language arts education (INTASC 1,9)
Opportunities for studying both the teaching of English/language arts in general and pf specific
content areas within English/language arts in particular (INTASC 1, 9)
Possibilities for professional development as a means of enhancing future career options in
education (INTASC 9)
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Schedule of Class Activities and Assignments
Adjustments may be made as determined within the learning community.
Date
Aug 24
Class Topic
Introductions
Course Overview
M401 Requirements
Portfolio Requirements
Focus on Content
Readings DUE
None
Submissions DUE
None
MTJ – Ch 1, 2
Identified Areas of Need
INTASC 1
Aug 31
Focus on Content (cont)
(1) Journal: Legacy as a
Teacher
INTASC 1
Sept 7
Curriculum Mapping
Lesson Plan Components
MTJ – Ch 3, 4
(2) DOE Website Search
(3) School Description
MTJ – Ch 5
Assigned Article
(4) Practice Genre Lesson
MTJ – Ch 6
Assigned Article
(5) Practice Grammar
Lesson
MTJ – Ch 7
Assigned Article
(6) Practice Writing
Lesson
MTJ – Ch 8
(7) Group Teaching and
Feedback
UBD – Ch
1,2,3,4,5,6
(8) Revised Lesson
(9) Journal: Rigor and
Relevance
UBD – Ch 7, 8
Assigned Article
(10) Assessment for
Learning (formative)
UBD – Ch 9, 10, 11
Assigned Article
(11) Assessment of
Learning
(summative)
INTASC 3, 7
Sept 14
Teaching Genre
INTASC 4
Sept 21
Teaching Grammar
INTASC 4
Sept 28
Teaching Composition
INTASC 4
Oct 5
Effective Teaching
Teacher Evaluation
INTASC 1, 2, 4, 6, 7, 9
Oct 12
Fall Break No Class
Oct 19
Understanding by Design
Unit Design
Project Based Learning
INTASC 4, 7
Oct 26
Understanding
Assessment
Nov 2
Understanding
Assessment (cont)
INTASC 8
First Portfolio Check
INTASC 8
13
Nov 9
Practicing Teaching
Nov 16
Practicing Teaching
(12) Group Teaching and
Feedback
INTASC 1, 2, 4, 6, 7, 8, 9
Group Teaching and
Feedback
(13) Sub Packet
INTASC 1, 2, 4, 6, 7, 8, 9
Nov 23
Media Literacy
Second Portfolio Check
Nov 30
Practicing Teaching
MTJ – Ch 9
Assigned Article
(14) Media Evaluation
(15) Individual Teaching
(16) Unit Plan
INTASC 1, 2, 3, 4, 5, 6, 7, 8, 9
Dec 7
Practicing Teaching
Individual Teaching
Portfolio Due
INTASC 1, 2, 3, 4, 5, 6, 7, 8, 9
Dec 14
Field Experience
Course Evaluation
Group Presentations on
Field Experiences
MTJ – Making the Journey
UBD – Understanding by Design
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