CALIFORNIA STATE UNIVERSITY, BAKERSFIELD

SCHOOL OF EDUCATION

 

“CARING AND REFLECTIVE PROFESSIONALS FOR A DEMOCRATIC SOCIETY”

 

EDSE 405 SPECIAL SECONDARY METHODS, ENGLISH

        fall, 2005

        tHURSDAY, 4:00-8:10, Ed. Bldg 128               

        JUNE pIXTON gAEDE

PH:393-2726    e-mail: eclectic@bak.rr.com   website: http://www.csub.edu/~jgaede

        Office Hours:  30 minutes before class or by special appointment

 

Syllabus

EDSE 405: Special Methods for Teaching English

This 5 unit course is required of any candidate for a Single Subject Credential in English instruction.  The course is designed to make candidates conversant with current practices in the field of English language arts in the secondary and middle school classroom.

School of Education Philosophy

The philosophy of the School of Education has as its basis confluent education which perceives learning as the merging of cognitive, affective, social, and psychomotor domains.  This belief underscores the premise that education nurtures and promotes intellectual growth and the emotional, social, and physical well-being of all students with a special emphasis on diversity and equity.

Policy on Academic Honesty at CSUB

ACADEMIC HONESTY

The principles of truth and honesty are recognized as fundamental to a community of teachers and scholars.  The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades.  Students are expected to do all work assigned to them without unauthorized assistance and not to give unauthorized assistance.  Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be positively encouraged.

Academic Dishonesty (cheating)

This is a broad category of actions that use fraud and deception to improve a grade or obtain course credit.  Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage. PLAGIARISM is the misuse of published or unpublished works of another by claiming them as one’s own.  It may consist of handing in someone else’s work, copying or purchasing a composition, using ideas, paragraphs, sentences, or phrases written by another, or by using data and/or statistics compiled by another without giving citation.  Another example of academic dishonesty (cheating) is the Submission of the same or essentially the same paper or other assignment for credit in two different courses without gaining prior approval.

 When a faculty member discovers a violation of the community’s principles, the faculty member is required to give a failing grade to the student for the course.  In addition to assigning the final grade, the faculty member also notifies in writing the Dean of Students and the relevant school dean that an act of academic dishonesty has occurred and a grade of F has been assigned. The student receives a copy of this letter which becomes a part of the student’s permanent file.  If a second act of dishonesty occurs, the student is administratively dismissed from CSUB.

Under the Student Academic Grievance Procedures, a student may appeal any sanction employed by faculty or the University based on an allegation of academic dishonesty.  The initiation of the grievance must occur within fifteen (15) school days after notification of the grade is mailed or personally given to the student Copies of these procedures are available in the Dean of Student’s Office

Course Objectives

In order to make explicit how this course attempts to address the education of the whole person, the following objectives are coded to which domains they pertain:  C=cognitive; A=affective; S=social; and p=psychomotor. This course also meets the California Standards for the Teaching Profession, a copy of which is appended to this syllabus.

With specific attention to the English Language Arts Framework and the listed standards, participants in EDSE 405 will develop not only understanding of the folowing topics, but the ability to plan for and deliver effective instruction to their students content in the following areas:

Appreciation of literary genres and principles of literary criticism (C,A)
Philosophical approaches to mechanics, grammar, and syntax of English (C,A,)
Development of writing skills (C,A,)
Techniques for expanding vocabulary acquisition (C,A,S)
Strategies for mastery of spelling principles (C,A,S,P)
Approaches to teaching listening, note-taking, and study skills (C,A,S,P)
Approaches to teaching the use of the media (C,A,S)
Approaches to speech activities (C,A,S,P)
Practices in developing collateral readings (C.A)
Adaptive strategies for students who: (C,A,S,P)
            Have limited English proficiency
            Have limited reading skills
            Have special cultural instructional needs.
Devising rubrics, evaluating student work and handling the paper flow (C,A,S)
Philosophical problems of censorship, abridging, simplifying materials (C,A,S)
Devising technology to enrich and enhance classroom presentations (C,A,S,P)

The above objects are specific to the content of this course.  However, inherent in the course are Secondary Education vision themes.  The graduates of the CSUB Secondary will be

This also includes a global perspective since the American education system is viewed and operates in the realm of international interdependence

COURSE CONTENT

The course will consider the following topics:

Philosophical bases of organizing curricular offerings in literature
                Thematic
                Generic
                Chronological
Approaches to teaching literary genres
                Poetry
                Drama
                Fiction
                Non-fiction
Philosophical bases for teaching language
               Grammar
               Syntax
               Mechanics
Approaches to teaching vocabulary
Approaches to teaching spelling
Collateral reading and “book reports”
Approaches to teaching research techniques
Approaches to speech activities
Adaptive strategies for students who
                Have limited English proficiency
                Have limited reading skills
                Have special cultural instructional needs
Introduction to teaching Shakespeare and his plays
Approaches to teaching listening, note-taking, and study skills 
Approaches to the use of the media 
                Television
                Film
                Newspaper  
Service-based learning
Nuts and Bolts
Grading Papers
Record Keeping
Controlling the paper flow
Malaysian tiger-pits  
                Care and handling of parents who object about curriculum or presentation matters
                Censoring  
                Abridging/simplifying  

Course Requirements

SOFTWARE:  Livetext ($89.00+ version, available in CSUB bookstore or online

READING

Students are to complete relevant collateral readings prior to the class meetings. These will primarily be drawn from the following sources:

RESOURCE BOX

You are required to submit a file collected in a portable file box.  (Although this material will represent a major portion of your grade, you will find that its greatest value will be as a resource when you are actually out in the field; therefore, the more “stuff” you collect, the more valuable it will become.)

The resources include each subject covered in the class meetings as well as any other appropriate heading, additional resource materials pertaining to the unit which were not specifically included in the unit as submitted (for example, maps, charts, puzzles, posters, etc.  (In short, any and all stuff regarding the unit subject which you encountered in the development of the unit which are not specifically required in the unit. These materials may well find their way into a later manifestation of the unit or onto bulletin boards at a later time.)The contents will be organized by each subject heading covered in the class meetings (as well as any other heading you see fit to include.) 

The MINIMUM materials in each section will include :

Each section will be prefaced with your reflections on the teaching of that particular subject. (This is the assigned work for many of the class sections.)

TEACHING UNIT:

You are required to design a teaching unit for a class to which you are assigned for the field experience.  You are required to present the indicated lessons from this  unit  to your assigned school class; you are to present the entire unit to your classmates in this course. The entire unit should be included in your resource box when you submit it.  In addition, you should provide a copy for each of your classmates

Utilizing the course of study/subject implementation for an English class you are assigned to for field experience, you are to do the following:

                           a complete calendar (graphic organizer) of the unit

                          All lesson plans with implementations and keys as necessary , including one each of the following : (The four asterisked items are required for presentation for the field experience:

                                       *One introductory lesson
                                         One short writing assignment (journal entry or reflection)
                                        *One full set of lessons for an essay assignment : 
                                                    a fully developed prompt
                                                    sample essay which you have written from that prompt 
                                                    a rubric that you would hand out to the students  the              
                                                    a peer evaluation sheet 
                                         One reading or lecture quiz
                                       *Unit test and an alternate assessment for special needs student
                                       * One Cooperative Learning Group lesson: may be part                                         "into"/ "through"  lessons  indicated above,)
                                       Sample adaptive strategy (one each) for students:
                                                     who have limited English proficiency
                                                     who have limited reading skills
                                                     who have special instructional needs

*Those to be presented as part of the field experience component

Grading and Attendance Policies

 Regular attendance will certainly be a major consideration for your grade in the course. (5 percent)

PARTICIPATION includes interaction with class activities and the distribution of a handout to the class.  (See course requirements.) (5 percent)

FIELD EXPERIENCE includes teaching the above required lessons to your class.* (30 percent)

PROJECTS will be judged on their scope, completeness, and practicality for an actual teaching situation.