English 491/591: Methods of Teaching English in Secondary School
Spring 2014
Wednesdays 3:00 – 6:20
Hagen 113
Elizabeth J. Kirchoff, PhD
Associate Professor, MSUM English Dept.
Office: Weld 228
Office Phone: 218-477-4684
Email (best way to reach me): kirchoff@mnstate.edu
Office Hours: Tues: 1:30 - 5:30; Weds: 8:30 – 2:30
Course Description: Current practices and trends in teaching and assessing communication
arts/literature in grades 9-12. (From MSUM Online Course Descriptions)
Required Reading:
Backderf, Derf. My Friend Dahmer. New York: Abrams ComicArts, 2012.
Beers, Kylene, Robert E. Probst, and Linda Rief, eds. Adolescent Literacy: Turning Promise into
Practice. Portsmouth, NH: Heinemann, 2007.
Hopkins, Ellen. Crank. New York: McElderry, 2004.
McCormick, Patricia. Sold. New York: Hyperion, 2006.
Milner, Joseph O., Lucy M. Milner, and Joan F. Mitchell. Bridging English. 5th ed. Boston:
Pearson, 2012.
Myers, Walter Dean. Monster. New York: HarperTempest, 1999.
Northup, Solomon. Twelve Years a Slave. Baton Rouge: Louisiana State UP, 1968.
Wiesel, Elie. Night. New York: Hill, 2006.
Yang, Kao Kalia. The Latehomecomer: A Hmong Family Memoir. Minneapolis: Coffee House,
2008.
Graduate students will also choose one current young adult novel, suitable for students in
grades 9-12.
English 491/591: 2
Optional (Highly Recommended) Books:
Gibaldi, Joseph. MLA Handbook for Writers. 7th ed. New York: MLA, 2009.
Hacker, Diana, and Nancy Sommers. A Writer's Reference. 7th ed. Boston: Bedford, 2011.
McCann, Thomas M., Larry R. Johannessen, Elizabeth Kahn, and Joseph M. Flanagan. Talking in
Class: Using Discussion to Enhance Teaching and Learning. Urbana, IL: NCTE, 2006.
Other Required Materials:
Minnesota Teaching Standards (CA/L) for grades 9-12.
Useful Websites:
Minnesota Department of Education Standards:
http://education.state.mn.us/MDE/Academic_Excellence/Academic_Standards/La
nguage_Arts/index.html
NCTE (National Council of Teachers of English):
http://www.ncte.org/
Teaching Tolerance Organization (a project of the Southern Poverty Law Center)
www.tolerance.org
Course Overview:
The main purpose of this course is to expose pre-service teachers to current methods, theory,
and practice for teaching secondary English/Language Arts. In addition, we will explore selected
young adult novels on difficult topics that are commonly included in high school curricula so that
pre-service teachers have the opportunity to assess the appropriateness of various teaching methods,
theories, and practices when approaching sensitive topics. As pre-service teachers in this course
assess English/Language Arts theory, pedagogy, and practice, they will also come to realize their
own beliefs about teaching/learning and thus develop a sense of their own teacher identity.
This is a writing intensive course. Students will write a variety of papers, including a personal
statement of their beliefs about learning, a reflection of the ways their beliefs about learning
manifest themselves in a 3-week unit that they create, a short story and critical analysis, and weekly
lesson plans. Multiple drafts of formal papers and active involvement in peer review are expected.
Course Objectives:
Students who successfully complete this course will be able to
• express a deep understanding of the roles and responsibilities of a secondary
Communication Arts/Literature teacher
• realize the complex nature of teaching culturally/racially sensitive topics/issues
• appraise the effectiveness of various teaching strategies as they apply to that
which is being taught
• apply current educational theories/practices to the design of lesson plans
• locate educational resources available through professional organizations
• create thematic units of study (for secondary high school) on a sensitive topic
• distinguish personal identity from professional identity as an English (CA/L) teacher
• recognize the way(s) that personal beliefs, cultural models, and issues of identity might
influence the design of curriculum and assessment of literacy
English 491/591: 3
Instruction of Standards Addressed in the Course:
Subp. 3. Subject matter standard. A candidate for licensure as a teacher of communication arts
and literature must complete a preparation program under subpart 2, item C, that must include the
candidate's demonstration of the knowledge and skills in items A to C.
A. A teacher of communication arts and literature understands central concepts common to the
teaching and learning of communication arts and literature content. The teacher must understand
and apply:
(1) language development, cognition, and learning;
MM&M, Chapter 3: “Centering on Language” (week 9)
(3) philosophy and theories of communication arts and literature instruction;
Book: Adolescent Literacy, edited by Kylene Beers, Robert E. Probst, and Linda Rief.
Students read one chapter per week.
From the Introduction:
…A pause to consider what’s happening with adolescent literacy right now
shows an amazing influx of ideas and reports…. [These reports] show us that
the nation—meaning parents, politicians, policy makers, business and
community leaders, teachers and administrators—are all looking for answers
about how to best address the complex demands of adolescent literacy.
Wanting to make sure all students—all students—are prepared to be active
participants in this new flat world, we—meaning those of us who have
dedicated our professional lives to improving the literacy of adolescents—
have an opportunity now, in one text, to offer a handbook that helps shape
both public conversation and classroom practice. (Beers xi-xii)
(4) technological resources including software, databases, and networks that can be used to gather,
synthesize, create, and communicate knowledge;
MM&M, Chapter 10: “Making Media Matter” (week 13)
Kajder (in Beers et al), “Unleashing Potential with Emerging Technologies” (week 13)
(5) language for independent learning and enjoyment;
MM&M, Chapter 3: “Centering on Language” (week 9), and
MM&M, Chapter 12, sub-part on “Vocabulary Growth” (week 11)
(6) communication which is clear, fluent, strategic, critical, and creative;
MM&M, Chapter 3: “Centering on Language” (week 9)—see especially sub-part on
“Language Instruction” pgs. 80-89
MM&M, Chapter 12, “Enabling Writing” (week 11)
(8) strategies that allow appropriate engagement in communication tasks for a variety of purposes
and audiences;
MM&M, Chapter 12, “Enabling Writing” (week 11),
MM&M, Chapter 4, “Developing an Oral Foundation” (week 12)
(9) the integration of reading, writing, speaking, listening, and viewing;
MM&M, Chapter 1: “Envisioning English” (week 1)-- see especially Figure 1-3, page 10)
Probst (in Beers, et al), “Tom Sawyer, Teaching and Talking” (week 4)
English 491/591: 4
(10) strategies for selecting and using texts and materials that correlate individual student abilities
with developmentally appropriate learning experiences;
MM&M, Chapter 2, “Designing Instruction” (week 2)—see especially subsections within
this chapter: “The Nature of Learners” (pages 15-18), “The Learning Process” (pages
18-20), and “Four Organizational Structures” (pages 22-48); also Differentiation is
discussed within this chapter on pages 19-23
Beers, “The Measure of Our Success” (week 2) in Beers, Probst, and Rief
(11) strategies for selecting and using texts and materials which recognize and accept a broad range
of common and diverse perspectives;
MM&M, Chapter 7, “Unlocking texts” (week 6)—see especially the subsection within this
chapter: “Instructional Approaches to Multicultural Literacy” (pg 231-237), which
discusses classroom environment, literature selections, perspective taking, and
tackling stereotypes, among others
Beers, “The Measure of Our Success” (week 2) in Beers, Probst, and Rief
(13) the social, intellectual, and political importance and impact of communication;
MM&M, Chapter 7, “Unlocking texts” (week 6)—see especially the subsection within this
chapter: “Censorship”
MM&M, Chapter 10, "Making Media Matter" (week 13)—see especially subsection titled
“Critique: Students as Media Critics (pages 327-330), which discusses topics such as
media and the corruption of society (pg 328), media as a reflection of life (pg 328),
media and passivity or action (pg 329), and more.
Beers, “The Measure of Our Success” (week 2) in Beers, Probst, and Rief
(14) the meanings of messages, content and relational;
MM&M, Chapter 10, "Making Media Matter" (week 13)—see especially subsection titled
“Critique: Students as Media Critics (pages 327-330), which discusses topics such as
media and the corruption of society (pg 328), media as a reflection of life (pg 328),
media and passivity or action (pg 329), and more.
MM&M, Chapter 5, “Responding to Literature” (weeks 3 and 4)
Wilhelm and Smith, “Making it Matter…” (week 8) in Beers, Probst, Reif
Jackson and Cooper, “Building Academic Success…” (week 8) in Beers, Probst, and Rief
(15) communication and its value in exploring and expressing ideas;
MM&M, Chapter 5, “Responding to Literature” (weeks 3 and 4)
MM&M, Chapter 10, "Making Media Matter" (week 13)
MM&M, Chapter 4, “Developing an Oral Foundation” (week 12)
(16) communication arts and literature activities such as forensics, debate, journalism, literary
journals, and related activities.
Probst (in Beers, et al), “Tom Sawyer, Teaching and Talking” (week 4)—see especially the
discussion on debate, pages 46-48
MM&M, Chapter 8, “Engaging Drama” (week 5);
MM&M, Chapter 7, “Unlocking texts” (week 6)—see especially subsections on drama (pg
240-242) and response journals (pg 242-246);
MM&M, Chapter 12, “Enabling Writing” (week 11)—see especially subsections on
English 491/591: 5
environmental journalism (pg 364-366) and journal writing (pg 366-)
B. A teacher of communication arts and literature demonstrates understanding and skills essential to
the teaching and learning of reading, writing, speaking, listening, media literacy, and literature. The
teacher must demonstrate the:
(1) knowledge, skills, and ability to teach reading including:
(a) the interactive and constructive nature of reading comprehension and how it functions in the
literal, inferential, and schema-based levels of understanding;
MM&M, Chapter 7, “Unlocking Texts” (week 6)—see especially sub-part “Teaching
Reading,” beginning on page 209
Keene, “The Essence of Understanding” (week 3), in Beers, Probst, and Rief
Appleman, “Reading with Adolescents” (week 6), in Beers, Probst, and Reif
(b) the stages of the reading process so as to model and teach strategies that occur before, during,
and after reading;
MM&M, Chapter 5, “Responding to Literature” (weeks 3 and 4)—see especially
subsection titled “Three Phases: Enter, Explore, Extend” (beginning on pg 121)
MM&M, Chapter 7, “Unlocking Texts” (week 6)—see especially sub-part “Strategies for
Struggling Readers”: Pre Reading Strategies, Strategies During Reading, and Post
Reading Strategies, pages 211-213
(g) the use of books and other printed sources for personal growth and lifelong learning;
MM&M, Chapter 7, “Unlocking Texts” (week 6)—see especially sub-part “Pleasure
Reading,” beginning on page 213
Appleman, “Reading with Adolescents” (week 6), in Beers, Probst, and Reif—see especially
summary on page 147: “If we truly want students to regard literature not simply as a
school subject but as a habit of mind and heart, as a practice essential to leading a
literate life, then we need to be ore willing to create spaces for students to read—
without us.”
(2) knowledge, skills, and ability to teach writing including:
(a) various stages of the writing process, including prewriting, writing, conferencing, revising, and
publishing used in teaching writing;
MM&M, Chapter 11: “Inspiring Writing” (week 10)
MM&M, Chapter 12: “Enabling Writing” (week 11)
(b) diverse strategies for assessing and responding to student writing;
MM&M, Chapter 12: “Enabling Writing” (week 11)—see especially subsections on
ownership, writing workshops, teacher/student conferences (pgs 348-354) and
authentic assessment (pgs 354-359)
MM&M, Chapter 13, “Evaluating Learning” (week 2)
(c) the functions of language and how they influence effective written communication;
MM&M, Chapter 12: “Enabling Writing” (week 11)—see especially subsections on
sentence combining and vocabulary growth, for instance, on pages 369-376
English 491/591: 6
(d) conventions for presenting, arranging, and organizing information in particular genres or media;
MM&M, Chapter 10, "Making Media Matter" (week 13)
MM&M, Chapter 11: “Inspiring Writing” (week 10)
MM&M, Chapter 12: “Enabling Writing” (week 11)
(3) knowledge, skills, and ability to teach speaking including:
(d) ethical responsibilities of a speaker associated with competent and effective communication in
society;
MM&M, Chapter 4, “Developing an Oral Foundation” (week 12)
(5) knowledge, skills, and ability to teach media literacy including:
(a) relationships among the elements of the communication process across various types of print
and nonprint media;
MM&M, Chapter 10, "Making Media Matter" (week 13)
Kajder, “Unleashing Potential…Technologies” (week 13) in Beers, Probst, and Rief
Alvermann, “Multiliterate Youth…” (week 13) in Beers, Probst, and Rief
(b) effects of the various types of electronic audiovisual media on the communication process;
MM&M, Chapter 10, "Making Media Matter" (week 13)
Kajder, “Unleashing Potential…Technologies” (week 13) in Beers, Probst, and Rief
Alvermann, “Multiliterate Youth…” (week 13) in Beers, Probst, and Rief
(c) competent participation as a consumer and producer of media communication;
MM&M, Chapter 10, "Making Media Matter" (week 13)—see especially subsection titled,
“Students as Media Critics” beginning on page 327
(d) functional, aesthetic, and ethical values of media communication;
MM&M, Chapter 10, "Making Media Matter" (week 13)
(6) knowledge, skills, and ability to teach literature including:
(a) a repertoire of literary texts, including fiction and nonfiction, classic and contemporary works,
and works written for preadolescents and adolescents by a diversity of authors;
MM&M, Chapter 7, “Unlocking texts” (week 6)—see especially subsection titled “Teaching
Noncanonical and Canonical Texts,” beginning on page 231
(b) characteristics of various literary genres, including poetry, drama, novel, short story, and essays;
MM&M, Chapter 5, “Responding to Literature” (weeks 3 and 4)
MM&M, Chapter 6: “Celebrating Poetry” (week 8)
MM&M, Chapter 7, “Unlocking texts” (week 6)
(c) tools of interpretation including literary devices, critical theories, and various methods of
analysis, interpretation, presentation, and evaluation of literature;
MM&M, Chapter 5, “Responding to Literature” (weeks 3 and 4)
(d) how to help students respond to, interpret, and evaluate texts in a variety of ways, including text
centered and reader centered approaches;
MM&M, Chapter 5, “Responding to Literature” (weeks 3 and 4)
English 491/591: 7
(e) how to encourage students to respond to texts through written and oral communication, both
privately and publicly;
MM&M, Chapter 5, “Responding to Literature” (weeks 3 and 4)
(f) how to help students construct meaning out of texts through various processes applied before,
during, and after reading;
MM&M, Chapter 7, “Unlocking Texts” (week 6)—see especially sub-part “Strategies for
Struggling Readers”: Pre Reading Strategies, Strategies During Reading, and Post
Reading Strategies, pages 211-213
(g) how context shapes meaning;
MM&M, Chapter 5, “Responding to Literature” (weeks 3 and 4)
(h) how to encourage students to become lifelong readers and writers.
MM&M, Chapter 7, “Unlocking Texts” (week 6)—see especially sub-part “Pleasure
Reading,” beginning on page 213
Appleman, “Reading with Adolescents” (week 6), in Beers, Probst, and Reif—see especially
summary on page 147: “If we truly want students to regard literature not simply as a
school subject but as a habit of mind and heart, as a practice essential to leading a
literate life, then we need to be ore willing to create spaces for students to read—
without us.”
C. A teacher of communication arts and literature demonstrates an understanding of the teaching of
communication arts and literature that integrates understanding of communication arts and literature
with their understanding of pedagogy, students, learning, classroom management, and professional
development. The teacher of communication arts and literature to preadolescent and adolescent
students in grades 5 through 12 shall:
(1) understand and apply educational principles relevant to the physical, social, emotional, moral,
and cognitive development of preadolescents and adolescents;
MM&M, Chapter 2, “Designing Instruction” (week 2)—see especially subsections within
this chapter: “The Nature of Learners” (pages 15-18), “The Learning Process” (pages
18-20), and “Four Organizational Structures” (pages 22-48); also Differentiation is
discussed within this chapter on pages 19-23
Beers, “The Measure of Our Success” (week 2) in Beers, Probst, and Rief
(2) understand and apply the research base for and the best practices of middle level and high school
education;
Adolescent Literacy, Beers, Probst, and Rief (all term)
(3) develop curriculum goals and purposes based on the central concepts of communication arts and
literature and know how to apply instructional strategies and materials for achieving student
understanding of this discipline;
MM&M, Chapter 14, “Planning Lessons” (week 2)
English 491/591: 8
(8) understand the impact of reading ability on student achievement, recognize the varying reading
comprehension and fluency levels represented by students, and possess the strategies to assist
students to read more effectively;
MM&M, Chapter 2, “Designing Instruction” (week 2)—see especially subsections within
this chapter: “The Nature of Learners” (pages 15-18), “The Learning Process” (pages
18-20), and “Four Organizational Structures” (pages 22-48); also Differentiation is
discussed within this chapter on pages 19-23
MM&M, Chapter 7, “Unlocking Texts” (week 6)—see especially sub-part “Strategies for
Struggling Readers”: Pre Reading Strategies, Strategies During Reading, and Post
Reading Strategies, pages 211-213
Beers, “The Measure of Our Success” (week 2) in Beers, Probst, and Rief
Assessments:
• Class Participation 10%
• Blog (weekly lesson plans) 15% [Knowledgeable, Reflective, Creative, Humanistic]
STANDARDS: 3.A.4, 3.A.6, 3.A.8, 3.A.14, 3.A.15, 3.A.16, 3.B.2.b, 3.B.2.c, 3.B.3.d, 3.B.5.a, 3.B.5.b, 3.B.5.c, 3.B.5.d
• Statement of Beliefs about Learning 5% [Knowledgeable, Reflective, Creative]
STANDARDS: 3.A.3; 3.A.6; 3.A.8; 3.B.2.a; 3.C.1; 3.C.2; 3.C.3
• Reflection on Statement of Beliefs about Learning 10% [Knowledgeable, Reflective]
STANDARDS: 3.A.3, 3.A.6, 3.A.8, 3.A.11, 3.A.13, 3.A.14, 3.A.15, 3.C.1, 3.C.2, 3.C.3
• Literacy Story and Analysis through Theoretical Lens 30%
[Knowledgeable, Reflective, Creative, Humanistic]
STANDARDS: 3.A.1; 3.A. 3; 3.A.5; 3.A.6; 3.A.9; 3.A.10; 3.A.14; 3.A.15; 3.B.2.a; 3.C.1; 3.C.2; 3.C.3
• Film and Unit (group project) 30% [Knowledgeable, Reflective, Creative, Humanistic]
STANDARDS: 3.A.9, 3.A.10, 3.A.11; 3.A.13, 3.A.14, 3.A.16; 3.B.1.a, 3.B.1.b, 3.B.1.g, 3.B.2.b; 3.B.2.d; 3.B.5.b; 3.B.5.c;
3.B.5.d; 3.B.6.a, 3.B.6.b, 3.B.6.c, 3.B.6.d, 3.B.6.e, 3.B.6.f, 3.B.6.g, 3.B.6.h, 3.C.1, 3.C.2, 3.C.3, 3.C.8
• Graduate Students only: Book Review
Please note:
(1) This is a senior and graduate level 4-credit capstone course, which accounts for the heavy reading and
writing workload. Students enrolled in this class are expected to have completed substantial coursework in
both English and the Education Block (at a minimum, this includes ED 205, ED 294, AMCS 233, and SPED
225).
(2) This course meets the guidelines for Writing Intensive Courses at the 300-400 level, as established at
Minnesota State University Moorhead. For further detail, please see:
www.mnstate.edu/acadaff/writingmatters/Def-Guidelines.htm
Therefore, students are expected to bring completed drafts of written assignments to class for peer review.
Failure to come to class prepared for peer review (ie with multiple copies of a complete draft) will result in a
lowered grade for that assignment.
English 491/591: 9
Class Policies
• Attendance:
Attendance is required of all students. If you are absent 20% or more of the class meetings, you will
not earn a passing grade for this course. Since this class meets once per week for fifteen weeks (plus
the final exam slot), 20% is equivalent to three absences.
I respectfully request that students direct their attention to in-class discussion, activities, films,
lecture--i.e. whatever is going on in class--when they attend. Students who sleep, do homework,
doodle online, or are otherwise engaged during class are not mentally present and will therefore be
marked absent. Additionally, arriving late and/or leaving early are considered rude and distracting
behaviors (to me as well as to other students); therefore, I expect you to arrive on time and to stay
for the entire duration. Attendance will be taken at the beginning of each class meeting. If you are
not present at the time attendance is taken, you will be marked absent for that day.
Being marked absent/late will result in the following:
0 absences/late arrivals = final grade raised two percentage points
1 absence/late arrival = no change in final grade
2 absences/late arrivals = final grade lowered ten percentage points (one full letter grade)
3 or more absences/late arrivals = failing grade
Notice that the chart above indicates you have one “personal day” (one full week of class) to use as
you wish--for fun, vacation, sickness, funerals, anything you want. Please note also that I do not
require you to provide reasons for your absences; I have no system for excusing (or not excusing)
absences. In fact, all absences are treated exactly the same way. Therefore, you need to keep in
mind that if you use up your personal day and are then faced with an emergency (sickness,
funeral, bad road conditions), it is your loss; you will not be granted additional personal days. If
you are faced with a long-term illness or some other personally stressful situation, you must
determine where your energy and attention are most needed and act accordingly.
Notice also that a bonus is given to students who choose not to use their personal day and who are
in class on time every day.
I encourage use of the buddy system--exchanging phone numbers with another student that you can
lean on (and help) in the event that one of you must be absent. Take notes for your buddies and pick
up extra handouts for them when they are absent. If you are confused after being brought up to date
by your buddy, contact me with specific questions.
• Inclement Weather:
In the event that MSUM is closed due to blizzard, flood, ice, wind, or any other unusual
circumstance, class will be conducted through the internet. In such cases, directions will be
delivered via the blog and/or email, which, in my experience, is equally efficient and reliable (if not
more so) as D2L.
Similarly, out of respect for you and your time, I will notify you via email and/or the blog if I am
unable to commute to Fargo/Moorhead due to poor road conditions. Please note that the likelihood
English 491/591: 10
of this happening is extremely remote. It is your responsibility to check your email and the blog for
notifications of this type.
It is also your responsibility to find suitable internet access. If you do not have a computer at home,
it’s up to you to find a neighbor, friend, relative, library, or place of business that has a computer
and online access that you can use in the event that you are unable to make it to campus.
• Class Participation and Preparedness:
Please complete all reading and writing assignments before coming to class. Don’t just skim the
readings; read for understanding. This means taking notes, annotating the text, jotting down
questions, making connections between the text and life experience, and coming to class ready to
discuss topics presented in the readings. I reserve the right to administer impromptu quizzes on the
readings—and I have been known to do so when I sense that students have not completed the
required reading.
I am a firm believer in active learning, which means we will be doing several activities in class.
Your participation is necessary to make them—and your learning—successful. Thus, 10% of your
course grade is based on your preparedness for and participation in class discussion and activities.
• Peer Review:
Good writing doesn’t just happen. Rather, good writing depends upon planning, organizing,
drafting, revising, reviewing, and revising again—over and over and over again. Please come to
class prepared to provide feedback, receive feedback, and revise drafts of writing assignments.
Papers for peer review should be typed and polished to the best of your ability. Do not bring a rough
draft or a list of notes on peer review days. Instead, you must bring a complete draft of your paper to
class on peer review day. By "complete draft" I mean that your draft for peer review must meet the
minimum page requirement (following MLA format). If your draft is shorter than required (or if
you do not have a draft for peer review), your final grade for that particular assignment will
be lowered one full letter grade.
Additionally, if you do not have enough copies of your paper for every person in your peer review
group, your final grade for that particular assignment will be lowered one full letter grade.
If you are absent on a peer review day, contact me immediately so that a suitable substitution
can be determined.
• Written Work and Due Dates:
Please use MLA style format for all papers. Since this is a senior and graduate level course, I
assume you have had practice with documentation and that you are able to quote, paraphrase, and
cite sources with skill. Nonetheless, just for good measure, we will be reviewing and practicing
MLA style format during mini writing workshops in class. If you are unfamiliar with MLA style
documentation, I encourage you to purchase Joseph Gibaldi’s MLA Handbook.
Unless specifically stated otherwise, please do not submit assignments to me via email. All
papers for this class should be single-sided, typed (using 12-point Times New Roman font), and
double-spaced evenly throughout. Set margins at one-inch on all sides, but do not justify the right
side margin. Details for paper format are in the Assessment Packet.
English 491/591: 11
Due dates are assigned so that I can provide timely feedback. If you submit assignments past a
given due date, my feedback will be delayed and your grade for that assignment will be lowered
one full grade for each day that it is late. If, for example, a paper is due on Wednesday at class
time, and it is turned in on Friday at the same time class would meet, it is two days late, which
means the grade for that paper will be lowered two full letter grades (from A to C, from B to D,
from C to F). You may submit written work before their due dates, if you would like. Please make
arrangements with me if this becomes a necessary option.
If you are absent on the day an assignment is due, the due date will not be extended. You or a friend
may deliver the assignment either directly to me or to the English Department Office. To avoid
penalty, be sure to tell the office worker to write the day and time it was dropped off. Do not slip
assignments under my office door, as the cleaning staff has been known to pick up and toss out
papers they find on the floor. Thank you.
• Plagiarism and Academic Misconduct:
Plagiarism results when a person uses the words or ideas of another author without giving credit to
the original source. Plagiarism may be purposeful or unintentional; either way, it is a problem that
can lead to serious consequences—including a failing grade for the course and/or expulsion from
the university. When in doubt, always give credit to the work you reference; it is better to be overly
cautious than to get yourself into trouble. Academic misconduct includes all acts of dishonesty in
academically related matters. This includes helping, attempting to help, or conspiring with another
student who commits an act of academic dishonesty (such as plagiarism, stealing a test, or other
forms of cheating).
• Technological Interferences:
If you have a cell phone, please turn it to vibrate before class starts (ringing phones disrupt the
entire class). If you are using a laptop computer, it is expected that you will limit its use to note
taking for this class. No text messaging, blogging, online browsing, tweeting, facebooking, listening
to headsets, or using ipods during class time, please. (Yes, I’ve actually encountered these in my
classes.)
• Special Accommodations:
Students with disabilities who believe they may need an accommodation in this class are
encouraged to contact Greg Toutges, Director of Disability Services at 477-4318 (Voice) or 1-800627-3529 (MRS/TTY), Frick Hall 154, as soon as possible to ensure that accommodations are
implemented in a timely fashion. Information regarding Disability Services is available at
http://web.mnstate.edu/disability
If you have questions, please ask.
English 491/591: 12
Schedule of Reading and Writing Assignments
Please complete the assignments by the date given, and come to class prepared to discuss the
material presented. Bring to class the book(s) from which required readings come. I strongly
encourage you to look ahead and plan according to your personal schedule and reading pace. Note:
MM&M = Milner, Milner, and Mitchell (not candy) J
Reminder: Unless otherwise indicated below, your blog entry is due no later than noon on
Wednesdays.
Jan 15
(Wk 1)
Introduction
In class:
Forming a Teacher Identity (Figured Worlds)
MM&M, Chapter 14: “Planning Lessons,” pg 426-452
Format for lesson plans
Keeping a Reading Log
MM&M, Chapter 1: “Envisioning English,” pg 1-14
Response to question #1, #3, or #4, on page 2 of MM&M
Selecting a short story for next week
No blog this week—but be sure to sign up!
Jan 22
(Wk 2)
Jan 29
(Wk 3)
Feb 5
(Wk 4)
MM&M, Chapter 2: “Designing Instruction,” pg 15-54
MM&M, Chapter 13, "Evaluating Learning," pg 390-425
Reading Log: Beers, “Introduction” (pg. ix-xvii); Beers, “The Measure of Our
Success” (pg 1-13) in Beers, Probst, and Rief
Short Story (to be determined)
Practice blog: Use the comment box to say hello and to share any current events or
news stories of interest to CA/L teachers.
Bring to class: an original lesson plan that grows from the reading in MM&M and is
related to the short story you read. Type it according to the format explained.
Check blog (due by noon today)
MM&M, part of Chapter 5: “Responding to Literature,” pg 117-143 top
Reading Log: Crutcher, “Flying Blind” (pg 15-18) AND Keene, “The Essence of
Understanding” (pg 27-38) in Beers, Probst, and Rief
Sold, all; Write 2 discussion questions
Peer Review: Statement of Beliefs about Learning
Official start of the blogging season J
MM&M, Chapter 5 continued, “Responding to Literature,” pg 143-166
Reading Log: Shagoury, “The Need to Write…” (pg 39-41) AND Probst, “Tom
Sawyer, Teaching, and Talking” (pg 43-59) in Beers, Probst, and Rief
Night, all; Write 2 discussion questions
Due: Final Draft of Statement of Beliefs About Learning
English 491/591: 13
Feb 12
(Wk 5)
Feb 19
(Wk 6)
Feb 26
(Wk 7)
March 5
(Wk 8)
March 12
(Wk 9)
March 19
March 26
(Wk 10)
April 2
(Wk 11)
MM&M, Chapter 8, “Engaging Drama,” pg 251-274
Reading Log: Lesesne, “Of Times, Teens, and Books” (pg 61-79) in Beers, Probst,
and Rief
Monster, all
MM&M, part of Chapter 7: “Unlocking Texts,” pg 208-250
Reading Log: Select One: Chapter 7 (by Janet Allen), Chapter 8 (by Aguilar, Fu, and
Jago), or Chapter 9 (by Daniels) AND Appleman, “Reading with
Adolescents” (pg 143-147) in Beers, Probst, and Rief
Twelve Years a Slave, chapters 1-11; Write 2-3 discussion questions
MM&M, Chapter 9, "Assaying Non-Fiction," pg 275-302
Reading Log: Burke, “Teaching English Language Arts…” (pg 149-165) AND either
Chapter 11 (by Romano), Chapter 12 (by Murray), or Chapter 13 (by Rief) in
Beers, Probst, and Rief
Twelve Years a Slave, chapters 12-end; Write 2-3 discussion questions
Peer Review: Short Story
MM&M, Chapter 6, "Celebrating Poetry," pg 167-207
Wilhelm and Smith, “Making it Matter…” (pg 231-242) AND Jackson and Cooper,
“Building Academic Success…” (pg 243-256) in Beers, Probst, and Rief
Crank, pg 1-268; Write 2-3 discussion questions
Grad Students: Book Review due
MM&M, Chapter 3, “Centering on Language,” pg 55-89
Allington, “Effective Teachers, Effective Instruction” (pg 273-288) AND
Christenbury, “Who IS the Good Teacher?” (pg 289-293) in Beers, Probst,
and Rief
Crank, pg 269-end; Write 2-3 discussion questions
(In class: Guest Speakers??)
Spring Break
MM&M, Chapter 11, "Inspiring Writing," pages 331-359
The Latehomecomer, chapters 1-5 (pg 1-90); Write 2-3 discussion questions
Peer Review: (Literacy Story and) Analysis
MM&M, Chapter 12, "Enabling Writing," pages 360-389
English 491/591: 14
The Latehomecomer, chapters 6-10 (pg 91-192); Write 2-3 discussion questions
Due: Final Draft of Literacy Story and Analysis
April 9
(Wk 12)
April 16
(Wk 13)
(Wk 14)
April 30
(Wk 15)
MM&M, Chapter 4, “Developing an Oral Foundation,” pages 90-116
Article on Identity (to be determined; perhaps Rodgers and Scott, “The Development
of the Personal Self and Professional Identity in Learning to Teach,” found at
http://www.academia.edu/1879050/The_development_of_the_personal_self_
and_professional_identity_in_learning_to_teach)
The Latehomecomer, chapters 11-end (pg 193-274); Write 2-3 discussion questions
MM&M, Chapter 10, "Making Media Matter," pg 303-330
Kajder, “Unleashing Potential…Technologies” (pg 213-229) in Beers, Probst, and
Rief
Alvermann, “Multiliterate Youth…” (pages 19-26) in Beers, Probst, and Rief
Read: My Friend Dahmer, Preface, Prologue, Part One, and Part Two (pg 9 – 107)
and write 2 to 3 discussion questions for this part of the graphic novel (memoir)
Due: Film for Unit (group project)
In class: Film PresentationsApril 23
My Friend Dahmer, Part 3 to end (pg 109 - 222); write 2 to 3 discussion questions
for this graphic novel (memoir)
Due: Unit (group project)
MM&M, chapter 15: “Becoming a Complete Teacher,” pages 453-469
Bring pictures of yourself—your constructed identity—in 4 or 5 different “figured
worlds.” One of these photos must be of your Teacher Identity in the figured world
of the classroom. Next to each picture, write a few lines about your identity in the
figured world that is represented. Who are you? How do you act in this figured
world? How and why is this identity separate from your teacher/professional
identity? How would you feel about your students knowing you in this figured
world?
In class: Figured Worlds/Representations of Self
Due: Reflection on Beliefs About Learning (individual)
May 7
Final
Note: Professor reserves the right to revise this syllabus. Students will be given adequate notice in class of any changes
that may occur.