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Transcript
KEAN UNIVERSITY
Union, N.J.
April 2010
ENGLISH EDUCATION K-12
Course Number:
EMSE 5210
Semester Hours:
Three
Prerequisite:
Graduate Status
Education Option:
Mastery in Teaching
Limitations on enrollment:
18
Required: For all post baccalaureate English majors taking the program of instruction
in subject areas K-12 (English).
Catalog Description: A graduate level introduction to the teaching of English in grades K-12.
Topics include writing as a process approach; the processes of language arts and literature,
technology in writing and research; literary and literacy instruction; English methods and
curricula, and the influence of media with a concentration on film.
N.B. In order to insure full participation, any student with a condition requiring special
accommodations (e.g., tape recorder, special adaptive equipment, special note-taking or test
procedures) is encouraged to contact the professor at the beginning ofthe course.
ENGLISH EDUCATION K-12
I. COURSE OBJECTIVES
Students will achieve growth toward becoming Informed, Dynamic Professionals based on
the School of Education NCATE Spectrum Model as evidenced by proficiency in
Knowledge acquisition, Skill application, and Value development. The student will:
A. develop effective teaching strategies based on the philosophical backgrounds of the
English/language arts; the processes of listening, speaking, reading, writing, and thinking; and
current standards of NCTE. (Knowledge/Skills/Values)
B. learn to incorporate into the English curricula current topics in language development and
linguistics, creative and critical thinking, and literature for multicultural classrooms.
(Knowledge/Skills/Values)
C. formulate schema for concept development in elementary and secondary English based on
research findings in the English/language arts and in educational psychology. (Knowledge/
Skills/Values)
D. demonstrate a knowledge and understanding of teaching techniques applicable to all
of the language arts in an inclusive classroom. (Knowledge/Skills/Values)
E. plan and present sample teaching techniques/lessons in each area ofthe language arts for diverse
classes. Self, peer, and instructor analyses will be included, preferably with videotape. (Skills,
Values)
F. utilize media and technology in the teaching of English. (Knowledge/Skills)
G.se1ect, prepare, and use appropriate evaluation devices to measure achievement in the
varied English/language arts. (Knowledge, Skills)
II. COURSE CONTENT
A. The structures of the English/language arts (Knowledge/Skills/Values)
1. Philosophical and historical context of the teaching of English
2. Process skills of the language arts (listening, speaking, reading, writing, thinking)
3. NCTE standards and English Language Arts standards of the National Board for
Professional Teaching
B. Current issues in English/language arts (Knowledge/Skills/Values)
1. Language development and English learning K-12
2. Cultural differences and dialects that influence use of language
3. Questioning hierarchies as a path to critical thinking
4. Literature as a catalyst for all of the language arts and creative activity
3
5. Literature as a framework for social living and social issues
C. Concepts and generalizations of the English/language arts (Knowledge/SkillsNalues)
1. Major concepts in each of the interrelated language arts in relation to the
curriculum in grades K-12
2. Integration of the components in grades K-12 according to educational psychology
3. Theorists (Dewey,Piaget, Bruner, Rogers, Moffett, Rosenblatt, etc.)
D. Teaching techniques (Knowledge/Skills/Values)
1. Oracy: principles of individual, small group and large group activities -discussions, panels,
drama, reports, debates, choral reading -to develop language skills
2. Process writing: thinking, writing the first draft, revising, writing polished draft; teacher
mentored peer responses
3. Literature: genre, literary figures and periods, literary criticism, student responses sources
from many cultures; developing perceptive, critical, independent readers; integrating
literature-based fil.
E. Microteaching (Skills/Values)
1. Modeling of lessons by instructor in each area, integrating language arts
2. Lesson-planning and unit-planning
3. Videotaped lessons of students of selected grades and areas, with lesson plans
4. Analyses of lessons by students and instructor
F. Media and technology in English/language arts (Knowledge/Skills)
1. Computers -composition, tutorial, simulation, CD-Rom, laser disk, E-mail, intenet,etc.
2. Multimedia for literature, oracy, composition
3. News media for thinking skills, reading, social issues, writing
G. Evaluation and Measurement (Knowledge/Skills)
1. Identifying appropriate tools
2. Judging validity and reliability
3. Creating a wide variety of questions and instruments
4. Holistic scoring and portfolio assessment
III.METHODS OF INSTRUCTION
A. Lecture, demonstration, and modeling
B. Group discussion and cooperative groups
C. Audiovisual and multi-media
D. Student observations and reports
E. Lesson presentations, lesson plans, and unit plans
F. Research projects
4
IV.METHODS OF EVALUATION
A.
B.
C.
D.
E.
Class participation (Knowledge/Skills/Values)
Lesson evaluations, lesson plans and TWS plan (Knowledge/Skills)
Written/oral reports(Knowledge/Values)
Activities demonstrating each of the English/language arts(Knowledge/Skills)
Portfolio -philosophy of teaching English K-12, with footnotes and
bibliography (Values)
V. SUGGESTED TEXT(S)
A. Recommended texts
1
Burke, Jim. The English Teacher’s Companion. Heinemann, 2007.
2
The INBOX of the National Council of Teachers of English. All students are
required to subscribe to this free information service.
B. Additional reading
1. Lee, Harper. To Kill a Mockingbird. Signet, 2008.
2. Cahir, Linda Costanzo. Literature into Film. McFarland, 2006.
3. Paige Wilson and Teresa Ferster Glazier. The Least You Should
Know About English. Wiley, 2008
4. Cisneros, Sandra. The House on Mango Street. N.Y.: Vintage, 2006.