SCED 411: English in the Secondary School
Catalog Description:
Subject methods course required for secondary certification in teaching English.
Modern trends in curriculum and instruction.
Course Description:
The secondary English methods class depends primarily on class participation. If
you are to take full advantage of the course, you must discuss ideas, ask questions, and
become fully involved in all class activities. The topics for discussion are presented in
the following daily schedule. In the sections dealing with the teaching of literature,
language and composition, discussion will involve historical perspectives,
methodologies, the philosophical basis for each methodology, evaluation, resources, print
and non-print media, and the integration of each language art with the others. Do not
look for a cookbook approach to the teaching of English. We will deal with many
concrete ideas and specific materials to use, but these will come from a diversity of
philosophies, theories, and methodologies, and you will be expected to formulate your
own methodology according to your developed philosophy of teaching.
Course Objectives
1. Students should become aware of the daily teaching realities, problems, challenges
and potentials of practicing English teachers.
2. Students should become aware of the requisite qualities and abilities of successful
English teachers.
3. Students shall have as many experiences as possible with real students in actual or
simulated teaching-learning situations.
4. Students should work toward personal definitions of what the subject matter of
English and language arts constitutes and should understand the nature, potential, and
philosophy of instruction in literature, language, and composition.
5. Students should learn about and experience various teaching methodologies, ranging
from large group to individual student involvement.
6. Students should be given experiences in identifying and articulating worthwhile,
manageable, and assessable objectives in designing lesson and unit plans.
7. Students should be made aware of a wide array of print and non-print, traditional and
non-traditional materials, resources, and prepared programs of both basic and
supplementary natures.
8. Students should become familiar with the most current and significant professional
publications and texts with sources of information relevant to their teaching.
9. Students should have experiences which will enable them to measure and document
their students’ growth in secondary English.
10. Students should learn about methods of integrating the language arts.
11. Students should learn about various methods of assessing students’ needs, attitudes,
and interests.
12. Students should learn ways to incorporate multicultural elements into their
methodologies and content.
13. Students should be able to identify specific strengths and weaknesses in their own
teaching styles, personalities, and content knowledge.
NCTE Standards: 2.1, 2.2, 2.3, 2.4, 2.5. 2.6, 3.1, 3.2, 3.3, 3.7, 4.1, 4.2, 4.3, 4.4, 4.5,
4.6, 4.7, 4.8, 4.9, 4.10.
Text:
Teaching English in Middle and Secondary Schools, 5th Edition, Maxwell,
Meiser, and McKnight
Grades:
Two lesson plans, written and taught to your peers—20% each
One unit plan, written only—20%
Three oral reports on primary research articles—5% each
Class participation—5%
Final Examination—20%
In addition, you are required to pass a grammar/usage test with a proficiency
score of at least 90%.
Late, Incomplete or Missing Assignments:
All requirements must be completed by the due dates, or you will fail the course.
Attendance and Tardiness:
Since you are becoming professionals, attendance is mandatory, and tardiness is
unacceptable behavior. You will be dropped from the class roster if you have more than
three (3) unexcused absences. Examples of excused absences are major (documented)
illnesses, deaths in the immediate family, and school-sponsored activities. Examples of
unexcused absences are minor illnesses (colds or sniffles), marriages (yours or anyone
else’s), medical or dental appointments, and “It’s the only (or last) ride I could get.”
Academic Dishonesty:
Academic dishonesty is defined to include any form of cheating and/or
plagiarism. See the Pathfinder for the full definition and examples of each.
Disruptive Student Behavior:
See Student Code of Conduct.