KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
NEW COURSE (NOT General Education)
Course Prefix/Number/Title ENGL 3390 Great Works for Middle Grades Teachers
Department: English
Degree Title (if applicable) Middle Grades Education
Proposed Effective Date: Fall 2005
Submitted by:
Jim Cope and Carol Harrell
Faculty Member
10-12-2004
Date
___ Approved ___ Not Approved _________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved_________________________________________
Professional Teacher Education Unit: Program Area* Date
___ Approved ___ Not Approved
_______________________________________
Department Chair
Date
___ Approved ___ Not Approved
_______________________________________
Teacher Education Council**
Date
___ Approved ___ Not Approved ________________________________________
College or School Curriculum Committee Date
___ Approved ___ Not Approved
________________________________________
College or School Dean
Date
___ Approved ___ Not Approved _________________________________________
Undergraduate Policies and Curriculum Committee Date
___ Approved ___ Not Approved __________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved __________________________________________
President
Date
*The PTEU Program Area Committee collaborates closely with Department Curriculum Committees.
**Signature required for Teacher Preparation proposals (omit College or School Curriculum
Committee).
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KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
I.
Proposed Information
Course Prefix and Number____ENGL 3390________________________
Course Title __ Great Works for Middle Grades Teachers
Credit Hours ___3-0-3 _______________________________
Prerequisites _ENGL 2110_____________________
(Prerequisites are courses or requirements that non-negotiable and must be successfully
completed by any student before enrolling in the course or program under consideration.
Co requisites are courses that can be taken before or in the same semester as the course under
consideration. Courses at the upper-division level will require lower-division competencies
or prerequisites.)
Course Description for the Catalog:
A survey of classic literature written by diverse authors. The texts studied are frequently found in
middle grades classroom. Focus will be on text analysis and writing about literature.
II. Justification for Course
A. Explain assessment findings which led to course development.
Under the current Middle Grades program, students who concentrate in language arts
have no course option that provides in-depth reading of and writing about the literature
they will encounter in the classroom. Students who leave the program note this deficit,
graduates of the program also cite the deficit, and NCTE guidelines specify a level of
content knowledge prior to entering the classroom.
B. Explain for Prerequisites:
1. What is the substance of content in each prerequisite that commands its inclusion as a
prerequisite to the proposed course?
ENGL 2110 is the common prerequisite for all upper-level English courses.
2. What is the desired sequence of prerequisites?
3. What is the rationale for requiring the above sequence of prerequisites?
4. How often are the required prerequisites offered?
Every semester.
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C.
Give any other justification for the course.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
The current major in Middle Grades Education program requires 12 hours in English. Six of the
twelve hours are focus on grammar, language, and writing. Six hours, if the proposed course is
included, will focus on literature study.
B. What efforts have been made to ensure that this course does not duplicate the content of
other college courses with similar titles, purposes, or content?
Representatives from the Bagwell College of Education and the Department of English,
knowledgeable of the courses offered in both settings, have met to determine the needs for this
course, and they have determined that the course will not duplicate the content of any other
course.
C. Where will the course be located in the program (elective, required in Area F, required or
elective for the major)? Indicate and justify its placement in the curriculum.
This course is an upper-level requirement for the teaching field concentration in the Middle
Grades Education program.
D. How often will this course be offered?
Twice a year.
E. All sections of the course will be taught with the understanding that the following apply:
SEE ATTACHED SYLLABUS
1. Purpose of the Course
2. Objectives of the Course
3. Course Content
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F. What instructional methodologies will be incorporated into the course to stimulate group
process, writing skills, multiculturalism, and educational outcomes?
G. Outline the plan for continuous course assessment. What are the department, school, college,
or professional standards which will be used for the assessment? How will it be determined
that the course is current, meeting the educational needs of students and responsive to
educational standards? How often will the course assessment be done by the department?
H. Enclose a course syllabus (optional format attached)
IV.
Resources and Funding required
What resources will be redirected to accommodate this course?
None
Explain what items will cause additional cost to the department/school/college
Personnel
Computer Technology
Library resources
Equipment
Space
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I.
Engl 3390 Great Works for Adolescents
KENNESAW STATE UNIVERSITY
DEPARTMENT OF ENGLISH
II.
INSTRUCTOR INFORMATION:
Instructor
Phone
OFFICE HOURS:
e-mail
FAX
By appointment
M-W 9:30-10:45
IV.
REQUIRED TEXTS AND MATERIALS:
Lynn, Steven. 2001. Texts and Contexts. 3rd ed. New York: Longman.
Roberts, Edgar V. 2002. Writing About Literature. 10th ed. Englewood Cliffs, NJ: Prentice Hall.
Various literary texts
V.
CATALOG COURSE DESCRIPTION:
3 Credit hours. Prereq. ENGL 2110.
A survey of classic literature written by diverse authors. The texts studied are frequently found in middle grades
classroom. Focus will be on text analysis and writing about literature.
VI.
RATIONALE:
Conceptual Framework Summary: Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate
expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly
upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the
university. In tandem with this belief is the understanding that teacher expertise develops along a continuum
which includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong
research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing,
facilitating, assessing, and evaluating student learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise
is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the
concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe
how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward
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becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise
is not an end-state but a process of continued development.
ENGL 3390 supports the KSU collaborative model by engaging conversations across discipline lines. This course
was developed by representatives from the Bagwell College of Education and the Department of English.
Together they determined the needs and direction for the content, which is designed to develop well-informed
candidates who will possess the content knowledge necessary to insure all their students learn.
Use of Technology: Student teachers will avail themselves of the instructional technologies available to them in
their host schools.
Multicultural Education Emphasis: A variety of material and instructional strategies will be employed to meet the
needs of different learning styles of diverse learners in student teachers’ classes. Students will gain knowledge,
skills, and understanding to provide effective instruction in multicultural classrooms.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to help disabled students with their academic work. In order to make arrangements for
special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an
individual assistance plan. In some cases, certification of disability is required.
Multicultural Education Emphasis: A variety of material and instructional strategies and literary texts will be
employed to meet the needs of different learning styles of diverse learners.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to help disabled students with their academic work. In order to make arrangements for
special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an
individual assistance plan. In some cases, certification of disability is required.
COURSE PURPOSE
ENGL 3390 is designed to advance candidates’ content knowledge as they develop into collaborative
professionals.
VII.
COURSE OBJECTIVES:
All of the reading and learning activities are designed to help you achieve interrelated objectives and goals drawn
from the Kennesaw Secondary Education Program Committee's objectives modeled from NCTE's Standards for
the Preparations of Teachers of English/LA. These objectives and goals also reflect the function of this course as a
point of development in your process to become a subject-matter expert. The following objectives support that
candidates will advance in their content knowledge.
Specific Objectives: Designed around the study of literature by diverse authors that provides experiences so that
candidates can demonstrate content knowledge (CF: Subject-matter expert).
 Candidates will demonstrate comprehension of text including analysis of theme, author purpose, genre
characteristics, plot structure, and effective use of elements (e.g., alliteration, rhyme scheme, simile, hyperbole).
 Candidates will develop sophisticated capability of writing about literature (e.g., writing about the development
of narrative, character, point of view, and/or theme).
 Candidates will develop an entry-level understanding of critical response theories and their application to
course texts (e.g., Feminist, Reader Response, Historical, New Criticism).
VI.
COURSE REQUIREMENTS:
1.
Two papers: These 5-page papers will demonstrate the candidate’s knowledge of reading and application of
text analysis.
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2.
3.
4.
Two tests.
Author study/oral presentation: You will research and present background material for one novel.
Daily reading assignments: Each class will require some written work. The purpose will be to guide
candidates toward demonstration of mastery of course objectives.
Professionalism
As befitting the emerging professional, behavior and dedication to this course will represent the dedicated
professional.
VII.
EVALUATION AND GRADING:
Assignments and Grades
Two tests
Two essays
Author study/oral presentation
Daily reading assignments
Total
30 points
40 points
10 points
20 points
100 points
VIII.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s
policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation or falsification of University records or academic work, malicious
removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or
services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled
through the established procedures of the University Judiciary Program, which includes either an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject
a student to the Code of Conduct’s minimum one semester suspension requirement.
IX.
ATTENDANCE POLICY
You are required to attend and be prepared for each class. For each absence after two, five points being deducted
from your final grade.
X.
COURSE SCHEDULE
Week One
London
Texts and Contexts Ch. 1
Giovanni
Wtg. about Lit. Ch. 1 (Overview of reading text)
Dickens
Texts and Contexts Ch. 2 (New Criticism)
Shakespeare
Wtg. about Lit. Ch. 3 (Wtg. about Plot)
Shakespeare
Week Two
Week Three
Week Four
Week Five
Week Six
Poe
Wtg. about Lit. Ch. 6 (Wtg. about Setting)
Due: Paper One
Bradbury
Texts and Contexts Ch. 3 (Reader Response)
G. Brooks
Due: Test One
Thurber
Texts and Contexts Ch. 5 (Historical)
Week Seven
Week Eight
Week Nine
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Week Ten
Carroll
Wtg. about Lit. Ch. 7 (Wtg. about Idea/Theme)
Hughes
Due: Paper Two
Street
Wtg. about Lit. Ch. 9 (Wtg. about Metaphor/Simile)
Cisneros
Texts and Contexts Ch. 7 (Feminist)
Twain
Wtg. about Lit. Ch. 10 (Wtg. for Compare/Contrast)
Steinbeck
Due: Test Two
Tolkien
Week Eleven
Week Twelve
Week Thirteen
Week Fourteen
Week Fifteen
Week Sixteen
XI.
REFERENCE AND BIBLIOGRAPHY
Conceptual Framework Summary References:
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Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review, 8(2),
175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?
Instructional Science, 26, 127-140.
Adolescent Literature: Making Connections with Teens. Virginia English Bulletin v44, 2. Urbana, IL: NCTE,
1996.
Allen, Janet. It’s Never Too Late: Leading Adolescents to Lifelong Literacy. Portsmouth, NH: Heinemann,
1995.
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Arbur, Rosemarie. "The Student-Teacher Conference." College Composition and Communication 28 Dec. 1977:
338-42.
Atwell, Nancie. In the Middle: Writing, Reading, and Learning with Adolescents. NH: Boynton/Cook,
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Au, Kathryn H. Literacy Instruction in Multicultural Settings. Orlando, FL: HBJ, 1993.
Beach, Richard, and James Marshall. Teaching Literature in the Secondary School. Orlando, FL: Harcourt Brace
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Benton, Peter. Pupil, Teacher, and Poem. London: Hodder & Stoughton, 1986.
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Bushman, John H., Kay Parks Bushman. Using Young Adult Literature the English in Classroom. New York:
Merrill, 1993.
Bushman, Kay Parks, et al. ed. Crossroads: Classic Themes in Young Adult Literature.
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NCTE, 1988.
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Revision 12/07/01