EDSE 505 Class Schedule
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Week 1: Introduction to Course
Weekly Assignment: Bring copies of one handout to share with members of the class. (It may or may not pertain to your unit. )
A: Hierarchy of planning
State
Standards
District Courses of Study
Site Implementation Guides
B: Practical Applications
Discussion of possible topics for
unit projects
Discussion of kinds of units and
approaches
Review of a unit prototype
Discussion of format of unit and
lesson plans
Due before Week 2: Submit a prospectus of a topic for unit development; discuss the reasons for choosing the topic; and posit some sources for developing materials for the unit. This is to be a carefully written, fairly specific document .
Class time will be allotted to work on prospectus and/or calendar
Read (review) by Session 2: Reflections 1,2, & 3
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Week 2: Approaches to Literature
A: Methods of
getting INTO literature assignments
Methods of getting THROUGH literature assignments
Methods of getting BEYOND literature
assignments
Extended readings
B: Continue discussion of literature strategies presented.
Read: Reflections 4, 5, 6, & 7
(Due before Week 3):
Submit a graphic organizer for your unit. (Think a day by day calendar. This a draft plan and will change.)Read and review: Reflections 4, 5, 6, & 7
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Week 3: sTRATEGIES and ASSESSMENT techniques
A: Discussion of
cooperative/collaborative learning strategies
jigsaw
hot seat
learning pairs
B: Discussion of various adaptive techniques for
special populations
SDAIE techniques
peer tutoring/mentoring
learning groups
use of special texts
special assessment techniques
for special populations
C. Designing assessment instruments
These assignments are not to be submitted to me, unless you need specific input. They are scheduled merely to help you stay on track in the unit design project. No grade or penalty is attached.
* Assignment #3:
Design a lesson for your unit using one of the collaborative learning techniques discussed.* Assignment #4: Design an assessment instrument for use at the end of the unit. Include a rubric and an answer key for the test, as well as a reflection which discusses the memory (recollection/recognition) and the mode (objective/subjective) as well as the style of question you have chosen for any objective questions (true/false; short answer; unbalanced matching; multiple choice). You must also include a modified assessment instrument for special needs students. Be sure to include the rationale for each special design you include.
* Assignment #5 Design any single lesson plan for your unit. Consider the requirements for any special needs students in the class. (There may be only a single type represented or more than one. If there are none at all, you must fulfill the assignment for a specific type.) Write a specially modified lesson plan which meets the needs of the clientele. Be sure that you have included a well-reasoned rationale for your choices of modifications.
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Week 4:TEACHING FICTION AND NON-FICTION
A: Discussion of the teaching of literature:
why you teach; literature will determine how you teach literature.B: Discussion of techniques
emphasizing oral communication
Creating interesting
unit-related assignments
Creating peer driven
rubrics for evaluation of oral work
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Week 5: TEACHING DRAMA AND POETRY A: Approaches to teaching dramaB: Approaches to teaching
poetry
Human values
Critical skills
Creative impulse
Assignment #6: Using the "human values" approach, select one piece of literature you might include as a collateral piece of your unit of study. Provide a rationale which includes the values you would emphasize. (For purposes of this assignment, you may consider film, video and song as pieces of literature if appropriate. )
POETRY--------------------------------------------------------------------------------------------------------------
A: Approaches to teaching compositionspurposes for assignments (fluency, organizing one's thoughts, persuasion, writing to an examination)
types and frequency of assignments (journals, timed writings, examination topics, reflections)
USE DAILY
for brief communications
for prewrites for literature
for reflections as closure for period's work
for summaries of collaborative workUSE WEEKLY
for in-class timed essays
examinationsUSE PERIODICALLY
for multi-draft polished essay during a unit which may or may not require some outside research or input
discussion of Schaffer strategies for the teaching of
composition
pre-writing techniques
organizing strategies
paragraphing
B: Designing prompts
Rubric is a necessity
Controlling the paper flow
Peer editing
Effective marking
Use a voice-activated tape recorder
Work on most gross errors first
Mark only one or two types of errors per paper
Multiple grades
Give multiple grades for paper (perhaps one for content/organization, etc. and
one for mechanics)
Reserve one grade for the re-write
Tips on re-writes and
portfolios
Require students to keep
a personal error tally and a spelling list
Require students to save
all papers to select for a term-grade portfolio
Week 7: TEACHING VOCABULARY /spelling/ Grammar
A: Methods of vocabulary acquisition (pros and cons of each)
Root
study
Contextual study
Specialized lists (SAT, etc.)
Strategies for acquisition
Flash cards
Crossword puzzles
Generation of word families from a single root
Repetition
B: Discussion of "Grammar" (mechanics, syntax, usage)
Discussion of diagramming
pros and cons
means or an end
"specs" for sentence construction
techniques for syntactical analysis
basal parts
modifiers (words, phrases,
clauses)
C: Spelling
INTRODUCTION
Misconceptions about spelling
Inability to spell is hereditary
Anybody can spell; it’s a matter of concentration
If you’ve got a computer, spelling skills don’t matter
PRESENTATION
Discuss visual/auditory/kinesthetic learning
Discuss mnemonic devices and
"spelling rules"
Examine "spelling rules"
Examine
Spelling
Demons
Discuss personal
spelling
lists
Discuss rote learning devices
Assignment #8: Develop a vocabulary list from one of the literary selections in your unit. Create a lesson plan, utilizing choice of techniques presented. Create a crossword puzzle for the word list.
--------------------------------------------------------------------------------------------------------------Week 8: HOUSEKEEPING AND RECORD KEEPING
Units and files are due next week
A: Discussion of classroom environment physical
environment
seating charts
teacher work center
physical amenities
files
organizing instructional materials
school
forms
policies
parties
tardies
absences
make-up work
late
assignments
behavior,
attitudes, etc.
B
: Record Keeping/Grading Procedures
get a
philosophy
get
organized
keep lots
of data
Strategies
computer
software
grade
sheets
weighted
grades
tally
sheets
"Lucky
Bucks" instantaneous positive reinforcement
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A. Shakespeare
"Into" techniques
Discussion of what students think they know about Shakespeare and Elizabethan drama
Preliminary discussions of
Shakespeare
Renaissance
Elizbethan theatre
"Through" Strategies
Script crawl
Second script
Stop and go
Discussion of psychological realities
Building a psychological biography of a character
Rehearsed oral reading
Side by side editions for challenged readers
Video usage
Reading a scene
Use of guest readers
Creative checks for understanding
Composition activities
Write and perform interpretations of scenes
Newspaper articles
Letters of advice
Modern dialogue
"Beyond" activities
Field trips
Show filmed version in its entirety
Prepare and act a scene
Model of Globe
Renaissance dinner
Costume (real or paper dolls)
Fencing match
Write a rap
B. Present units to class members ( 10 minutes each)
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Week 10: Presentation of units to class. Distribution of the CD's to class members.