Book Talk Selections

Robert--Frankenstein, Mary Shelley
Leah D--My Brother Sam is Dead, James Lincoln Collier and            Christopher Collier
Leah R--Cinder (The Lunar Chronicles Book 1), Marissa Meyer 
Cecilio--Gathering Blue, Lois Lowry
Sammy--Do Androids Dream of Electric Sheep, Philip K. Dick
Grace--Little Bee, Chris Cleave
Arik--The Boy in the Striped Pajamas, John Boyne
Makynzie--To Kill a Mockingbird, Harper Lee
Cydney--Lord of the Flies, William Golding
Justin--Fahrenheit 451, Ray Bradbury

Links to your Colleagues' Blogs

Robert--http://englightenedthroughreading.blogspot.com
Makynzie--http://makynziefrost.blogspot.com 
Cydney--http://cydneyelgin.blogspot.com
Leah D.--leahdach1.blogspot.com
Leah R.--https://lrowesharesit2016.blogspot.com 
Grace--http://knowlesgrace.blogspot.com/
Sammy--sammyroderick.blogspot.com
Cecilio--CecilioAldaco24.blogspot.com
Arik--http://areyesengl493fall2016.blogspot.com/
Justin--http://justincodymitchell.blogspot.com

Learning Letter

Each student is required to complete a course reflection in the form of a blog posting. This final blog posting should fulfill three major requirements:

1. Reflect on the work you’ve completed in the course (book talks, mini-lessons, unit plans)

2. Reflect on the theories and concepts we explored in readings and discussions

3. Reflect on how you think your participation in this course has influenced your thinking about yourself as a teacher

The process of continual reflection is essential to your growth as a teacher.

The learning letter is worth 5% of the final grade for the course, and it is due to your blog by Tuesday, 12/6, at noon. 

Three Week Unit Plan

Each student will prepare a three-week unit plan. Preparing this unit will help you in a variety of ways. You will get feedback on the feasibility of your lessons working in the classroom and on your methods of evaluation. You may be developing materials for a text/texts already used in the curriculum that you may/will encounter again in your own teaching. You may be developing materials for a text/texts that you can make the case for why it should be included in the curriculum. Or you may be developing materials that include English Language Arts instruction in a different content area. Whichever option you choose, you will gain experience in planning a meaningful unit for your future students. This will be a very detailed project. The literature unit plan is worth 40% of the final grade for the course. It is the culminating project for all of the work we will do this quarter.

Project Objective: To construct a well-researched and applicable instructional three-week unit that incorporates a novel, a play, poetry, a group of short stories, an author, or a specific period. This unit should integrate literature, language, composition, listening, speaking, and informational texts. You must incorporate the theoretical work that we’ve discussed in class during the quarter. Feel free to incorporate other theoretical lenses as well. Many of you are in practicum situations. This unit plan is a great opportunity to develop materials for content currently underway in your placements. Although it is not required, the work you develop for this assignment could be used by you or your master teacher so that you can see how what you have designed works in the classroom. Feedback from your master teacher will also be incredibly useful for you.

* This project can be completed individually or in pairs. If working in pairs, it is essential that the each aspect of the project is worked on collaboratively. Please don’t split the project up and complete it separately. Thinking through each aspect of this project is necessary to prepare yourself for teaching secondary ELA skills. For those working in pairs, both students will earn the same grade.

Requirements:

Introductory Overview (50pts): Write an introductory overview that captures the essence of your unit and what you plan for it to accomplish (three to five pages double-space typed). Introduce each section of your unit plan. In your introductory paragraph, tell the title of your text(s), the grade level for which you intend the unit, and what you plan for your project focus. Include your rationale for using your selected text(s) in the classroom. Then, write a narrative describing the unit so that any reader will understand what the focus is and what the unit is generally trying to accomplish. Throughout your overview, the focus of the unit should always be clearly identifiable as you describe the intent of your individual lessons, as you show how you will integrate any extra resources (such as cultural items, texts, technology), and as you explain your unit assessment procedures. This introductory overview must be clear enough that anyone picking up your unit will know what you focused on and how you approached it from the beginning of the project to the end.

Calendar/Timeline (20 pts): Describe the objective/focus, the classroom activities, and the assignment for each day in the calendar or timeline. Include a brief timeline of the unit that shows the progression of instruction during 3 weeks. This timeline may be in calendar form or as a one to two page description of daily activities. Each day should include the main activities and events that will be covered as well as daily assignments and assessments.

Unit Objectives (20 pts): Develop an overall question or statement that will act as an “umbrella” for your goals and objectives for the unit. When you list your goals and objectives, prioritize them, starting with the most important. Keep your list short--a maximum of four or five. Remember that these are the main objectives for the unit as a whole. The objectives for your individual lessons will be much more varied. Explain clearly what it is you want the students to learn and/or accomplish by the end of the unit. Refer to CCSS in this section.

Assessment Plan (40 pts): Consider how you will assess student learning this unit, what assignments will work best for evaluating your selected objectives, and describe in detail your plan (point system, percentages, standards based grading, etc., including the rationale for using them). This section should be a very detailed explanation of both the ways in which you will assess your students as well as your rationale for why these methods are the most appropriate modes of assessment.

Daily Lesson Plans (150 pts): Follow the TPA lesson template to plan each day of your 3 week unit. In each lesson plan, provide details of activities and the timing of these activities as a narrative so that anyone could understand where your lesson is moving and how you will accomplish it (this includes outlines, handouts, and lecture notes, if used). In bibliographic form, be sure to list all materials used. Attach all supplementary material used in the lesson, including quizzes, worksheet, handouts, poems, stories, pictures, overheads, etc.

Annotated Bibliography (30 pts): Make an annotated bibliography for all the sources you used as well as those you might use later (10 minimum). The idea here is to show the theoretical, philosophical, methodological, and pedagogical underpinnings of your unit plan. Some of these should be from course material, but please use a minimum of 3 outside sources as well. Your annotation should be descriptive and evaluative and should run from three to four sentences.

Self-Evaluation of Final Project (20 pts): When you have completed your project and are ready to turn it in, write a self-evaluation of your entire final project, looking at the strengths and weaknesses of your unit. Include what you have learned from doing this unit. Looking ahead, consider what you might change based on what you’ve already learned from preparing this unit.

Draft pieces on time (50 pts): There are multiple due dates during the quarter for you to turn in drafts of particular pieces of your literature unit plan. You may choose to turn in a draft of whichever section you choose, but you must turn in a draft of a new section for due date listed on the course calendar.

Organization of Teaching Materials (20 pts):  Organize your information. Make it as easy as possible for you—and others that you are sharing your project with—to find items.

A few suggestions:

1. Use Section Dividers. Use subject dividers or tabs to identify each section. Consider breaking up large sections into smaller, more easily accessible sections. For example, lesson plans could be divided up week by week, or even day by day.

2. Add a Table of Contents and Paginate. List each individual section in the order presented.

3. Edit.  Also, have a friend/colleague edit. Edit for your friend/colleague.

4. Proofread.  Also, have a friend proofread. Proofread for your friend/colleague.

This assignment is worth 40% of your final grade in this course. Please feel free to consult with me throughout your process of putting this project together. I’m available for discussions of ideas, texts, assignments, etc. 

Mini-Lesson of a Literary Text

All students will have the opportunity to team teach a lesson using one of our course texts:

• Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown, 2007.
• Poe, Edgar Allan. Complete Tales and Poems. Castle Books, 2002.
• Kick, Russ. The Graphic Canon. Seven Stories Press, 2012.

• Wiesel, Elie. Night. Hill and Wang, 1958.

All students will have the opportunity to teach a 30 minute lesson using one of our course texts. Students will select which of the five texts to use. Each student will be responsible for teaching a mini-lesson focused on one aspect of the text. You will consider your 493 classmates as your students, and we’ll be respectful secondary students at your request. Each student will provide the class with a TPA lesson plan for his/her mini-lesson (we’ll review these requirements together in class). Following each lesson, the class will participate in a feedback session designed to help us all consider what worked well and what can be improved. Additionally, each student will complete a self-evaluation after reflecting on his/her teaching. Note: All students are responsible to know every text presented. The presenters need your participation to grow as teachers, and you will depend on their participation as well. Consequently, the class is not only responsible for reading the texts, but also for participating in the lesson and the discussion following the lesson. The mini-lesson on a literary text is worth 20% of the final grade for the course.

Specific requirements:

1.      Each student will provide the class with a TPA lesson plan for their mini-lesson. Prior to completing this project, we will discuss the requirements and the purpose of the TPA. This lesson plan will be a thorough explanation of what is planned and implemented.

2.      Each student will complete a 2 pg. self-evaluation after reflecting on his/her teaching. In this self-evaluation, each student will:

*reflect on what was successful about the lesson and teaching,

*reflect on what he/she might do differently next time, and

*address issues that are brought up during the feedback session

3.    Each lesson must include some aspect of popular culture, social justice, or informational text. 

It’s expected that you use the content of the course to guide your lesson preparation. This assignment is a great opportunity to take some risks and attempt things you haven’t tried before. As a class, we are here to support and help each other to become better teachers. My hope is that you take this opportunity to do that.

Evaluation Rubric

The mini-lesson teaching exercise is worth 20% of the final grade for the course. Students will be evaluated by the following.

___/10 Lesson Plan

___/10 Effectiveness of Lesson Activities

___/10 Teacher Effectiveness/Poise/Presence

___/10 Level of Class Engagement

___/10 Self-evaluation Paper

TPA Lesson Plan Guide

1.      Teacher Candidate:

2.      Subject:

3.      Lesson Title/ Central Focus:

4.      Grade Level(s):

5.      Length of Lesson:

·         Time Required

6.      Academic and Content Standards (Common Core/National):

7.      Learning  Objective(s):

·         WHAT do you want students to know and be able to do (must be measurable)? Be specific and use concrete terms.

·         Learning Objective(s) must align with the Content Standards listed in #6.

8.      Academic Language:

·         Consider Language Demands (vocabulary, discourse, syntax, function) that students will need to participate in learning tasks and demonstrate their learning?

·         What are the oral and written academic language (vocabulary and functions and forms of language associated with learning objective) that students will need to understand or produce in your learning segment?

9.      Assessment:

·         What type of assessment will you use to measure student learning?

·         Identify if this is formative or summative.

·         Attach all assessment tools for this lesson.

·         Specifically identify what this assessment will measure.

10.  Lesson Connections:

·         How is your lesson/instruction supported by research and theory? (Make sure you have actually connected the research/theory to your lesson.)

·         What examples of prior knowledge are you building on?

·         Upon what assessment data or previous lessons are you building?

·         WHAT requisite skills do students need in order to access the lesson & participate fully?

·         How does the content build on what the students already know and are able to do?

·         How does the lesson build on previous lessons or previous learning?

·         What examples of personal cultural or community assets are you building your lesson on?

11.  Instructional Strategies and Learning Tasks to Support Student Learning:

Introduction

·         How will you communicate the learning objectives to students?

·         How will you introduce this lesson (draw upon and engage students in examining their own strengths from prior learning and experience)?

Student Voice

Describe how you will gather information and data from students that inform you of:

·         Their knowledge of the learning targets and how they are progressing towards these targets (e.g., “I can…” or “I am learning…” statements)?

•     Their knowledge of the support and resources that can be accessed to help them achieve the learning targets

·         Their knowledge of the relationship between the assessment and learning objectives

Learning Tasks

·         What explicit learning instruction occurs: what specifically are the students learning in this lesson?

·         What are the procedural directions for students to follow?

·         What learning activities do you have planned for the students (Note: these describe what the students do during the lesson)

·         What instructional strategies will you use (Note: Instructional strategies describe what the teacher does during the lesson).

·         How will you incorporate guided practice?

·         Provide estimates of time.

·         What are the key teacher questions or prompts?

·         Will students be grouped and, if so, by what criteria?

Closure

·         Review and restate the learning objective(s).

·         Preview connection to future learning/lessons.

·         Attach all instructional materials (class handouts, PowerPoint or Smart Board slides, etc.)

12.  Differentiated Instruction:

·         In what ways will you ensure equitable learning opportunities for all students?

·         How will you differentiate instruction based on the needs of your students?

13.  Resources and Materials:

·         Where did I find the idea for the lesson? (reference)

·         What materials will you need in order to teach this lesson?

·         What materials will students need?

14.  Management and Safety Issues:

·         Are there management and safety issues that need to be considered when teaching this lesson? If so, list them.

·         What will you do to prepare your students for these issues?

15.  Parent and Community Connections:

·         How will you engage or involve parents and the community?

Book Talk of a Young Adult Text

Each student is required to choose a young adult text and prepare a short talk to introduce the text to the class. As a teacher of adolescents, you will want to familiarize yourself with as much literature as possible that speaks to a younger reading audience. These book talks will assist you in becoming familiar with the text that you choose, as well as the variety of texts that your classmates choose. Each student will be asked to provide a handout detailing the text for his/her classmates. The book talk of a young adult text is worth 10% of the final grade for the course.

What to include in your presentation and handout:

1.      Please include a detailed description of the text. Take into consideration that your colleagues might not be familiar with the text that you have chosen. A detailed description will include everything necessary for your classmates to gain an understanding of the text without reading it. Your job is to introduce the text in a complete way so that it is possible for others to decide when, where, and how this text might be appropriate.

2.      Please explain why you chose this text. What was your rationale? For whom is this text appropriate? Please consider age, ability, and any other factor you find important. Why is it appropriate for this group of students?

3.      Please include some teaching ideas. How do you envision this text being used in a secondary classroom? Provide at least 3 specific ideas for what is possible with this text.

4.      Please consider some obstacles to using this text. What are the potential issues that may arise from using this text? Predict an administrator’s response to the use of this text. Predict parents’ responses. Predict students’ responses.

5.      Anything else you think is important for us to know and understand about this text and its use with students.

Book talks will be about 10 minutes each with an additional few minutes for questions and brief discussion about your text. When you have decided on a text, please email me (sagriss@ewu.edu) with your selection. This way we can avoid overlap of texts. One of the goals of this assignment is to increase your potential library of texts, so it is important that we each choose something different. I will OK texts based on the order in which I receive emails. If you choose a text that someone else has already chosen, I will ask you to choose a different text.

Book Talk of Young Adult Text

Evaluation Rubric

____ / 10 Detailed outline of text

____ / 10 Rationale for choosing the text

____ / 10 Teaching ideas

____ / 10 Obstacles

____ / 5 Handout

____ / 5 Presentation

Syllabus

English 493: Teaching Literature to Adolescents

Fall 2016--M/W 3:00pm-5:20pm       

Sean W. Agriss, PhD                                               Office Hours:  M/W 1-3pm or by appointment

Office: Patterson 211t                                                                

Phone: 509-359-6863                                              Email: sagriss@ewu.edu

Course Description:

The course involves the study and analysis of adolescent literature and of methods for teaching literature to various grade levels. It is designed primarily for those who will be teaching and dealing with adolescent responses to literature.

Course Competencies (from 2013 PESB E/LA Endorsement Competencies—please see http://program.pesb.wa.gov/standards/list/ela for additional detail):

1.0  Knowledge and Understanding of the English Language, Language Development, and its Diversity

2.0  Knowledge and Understanding of Reading Processes

3.0  Knowledge and Understanding of Writing Processes

4.0  Knowledge and Understanding of Literary Texts

5.0  Knowledge and Understanding of Informational and Persuasive Texts

6.0  Knowledge and Understanding of Speaking and Listening Communications

7.0  Instructional Methodology

Required Texts:

Gallagher, Kelly. "Readicide: How Schools are Killing Reading and What You Can Do About It." Stenhouse Publishers, 2009.

Tovani, Chris. I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers. Stenhouse Publishers, 2000.

The literary texts selected for class include literature written specifically for young adults, as well as classic and contemporary literature written for general audiences. As a teacher of adolescents, you will want to familiarize yourself with as much literature as possible that speaks to a younger reading audience.

Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. Little, Brown, and Company, 2007.

Kick, Russ. The Graphic Canon. Seven Stories Press, 2012.

Poe, Edgar Allan. Complete Tales and Poems. Castle Books, 2002.

Wiesel, Elie. Night. Hill and Wang, 1958.

An additional young adult text of your choice--As a teacher you need to know what your students' interests in reading are, and what their individual abilities are, when it comes to reading and analyzing a text. Then you can build on this knowledge, perhaps even helping to expand their interests as you assist in building their reading skills. Note that many literature texts address sensitive issues and that the authors expect the readers to be mature enough to handle them. Consider these texts carefully, avoiding dismissal just because they address an issue differently than you would. Consider, always, the merits of the text and the maturity of the students you are working with.

Course Requirements:

Blog Postings                                                                             25% of final grade

Mini-Lesson on Literary Text                                                    20% of final grade

Book Talk of Young Adult Text                                                10% of final grade

Literature Unit Plan                                                                    40% of final grade

Learning Letter                                                                            5% of final grade

Brief Description of Course Requirements (extensive instructions to follow):

Blog Postings: Throughout the course you will be asked to respond in writing to texts that we are reading in class. Each student will create a blog (we’ll look at this together in class). Completion of these blog postings is essential to your success, and your colleagues’ success, in this course. These responses are intended to give you an opportunity to think and reflect on the content and to prepare you for what will happen in class on the day that they are due. Also, you will be able to access your colleagues’ blog postings to read and comment on if you wish. Please be sure to title each of your blog posting with the title of the reading that you are responding to. Credit for blog postings will be earned on a complete or incomplete basis. Because the purpose of these assignments is to prepare for the day’s activities, no partial credit will be given for incomplete work and no late assignments will be accepted. Blog postings are to be a minimum of 300 words are worth 25% of the final grade for the course.

Mini-Lesson on Literary Text: All students will have the opportunity to teach a lesson using one of our course texts. Students will select which of the five texts to use. Each student will be responsible for teaching a mini-lesson focused on one aspect of the text. You will consider your 493 classmates as your students, and we’ll be respectful secondary students at your request. Each student will provide the class with a TPA lesson plan for his/her mini-lesson (we’ll review these requirements together in class). Following each lesson, the class will participate in a feedback session designed to help us all consider what worked well and what can be improved. Additionally, each student will complete a self-evaluation after reflecting on his/her teaching. Note: All students are responsible to know every text presented. The presenters need your participation to grow as teachers, and you will depend on their participation as well. Consequently, the class is not only responsible for reading the texts, but also for participating in the lesson and the discussion following the lesson. The mini-lesson on a literary text is worth 20% of the final grade for the course.

Book Talk of Young Adult Text: Each student is required to choose a young adult text and prepare a short talk to introduce the text to the class. As a teacher of adolescents, you will want to familiarize yourself with as much literature as possible that speaks to a younger reading audience. These book talks will assist you in becoming familiar with the text that you choose, as well as the variety of texts that your classmates choose. Each student will be asked to provide a detailed handout for his/her classmates. The book talk of a young adult text is worth 10% of the final grade for the course.

Literature Unit Plan: Each student will prepare a three-week unit plan. Preparing this unit will help you in a variety of ways. You will get feedback on the feasibility of your lessons working in the classroom and on your methods of evaluation. You may be developing materials for a text/texts already used in the curriculum that you may/will encounter again in your own teaching. You may be developing materials for a text/texts that you can make the case for why it should be included in the curriculum. Or you may be developing materials that include English Language Arts instruction in a different content area. Whichever option you choose, you will gain experience in planning a meaningful unit for your future students. This will be a very detailed project. I will provide you with much more detail early in the quarter. The literature unit plan is worth 40% of the final grade for the course.

Learning Letter: At the end of the course, each student will be required to complete a course reflection in the form of a learning letter to me. The process of reflecting on the work you’ve completed in the course and on the ideas discussed in the course is essential to your growth as a teacher. The learning letter is worth 5% of the final grade for the course.

Evaluation:

A Range           96-100%          4.0                 B Range           89%                 3.6

                          94-95               3.9                                          88                    3.5

92-93               3.8                                         87                    3.4

90-91               3.7                                         86                    3.3

                                                                                                 85                    3.2

                                                                                                 84                    3.1

                                                                                                 83                    3.0

                                                                                                 82                    2.9

                                                                                                 81                    2.8

                                                                                                 80                    2.7

                                                                                                                                                           

C Range           79%                 2.6                   D Range           69%                 1.6

                         78                    2.5                                            68                    1.5

                         77                    2.4                                            67                    1.4

                         76                    2.3                                            66                    1.3

            75                    2.2                                            65                    1.2

                         74                    2.1                                            64                    1.1

                         73                    2.0                                            63                    1.0

                         72                    1.9                                            62                    0.9

                         71                    1.8                                            61                    0.8

                          70                    1.7                                           60                    0.7

F                      0-59%              0.0

Please remember the 3.0 grade point average requirement for this class.

Attendance Policy:

If a student misses more than one day of a two-day-a-week course, the instructor has the option of reducing a student’s final grade by 0.5 for each subsequent absence.

Be aware that there is a point at which a student cannot satisfactorily complete the course assignments because of absences; should this occur, the instructor has the option of failing a student during the second half of the quarter. All holidays or special events observed by organized religions will be honored for those who show affiliation with that particular religion.

Class Conduct Policy:

All students are expected to conduct themselves in a manner that does not interfere with an instructor’s ability to teach or a student’s ability to learn, as outlined in the EWU Code of Student Conduct: http://www.ewu.edu/x4708.xml. Any violation of the Code of Student Conduct may result in the student being asked to leave for a single class session and/or the instructor pursuing disciplinary proceedings through the Dean of Students office and could result in sanctions such as suspension or dismissal from the University. Examples of disruptive behavior include

             disrespectful and/or hostile language, posturing, or gestures that interfere with the instructor’s ability to teach and/or a student’s ability to learn

             using cell phones, mp3 players, portable games, laptops, or other electronic devices for purposes unrelated to the class 

             talking while other students and/or the instructor is talking

             arriving late or leaving early

Academic Integrity Policy:

Eastern Washington University students are responsible for upholding the Code of Academic Integrity, available through the office of the Dean of Students’ office and online at http://www.ewu.edu/x4319.xml. Any question of Academic Integrity will be handled as stated in the EWU Academic Integrity policy.

Americans with Disabilities Act Accommodations Policy:

Students with Disabilities: Reasonable accommodations are available for students with documented disabilities. If you have a documented disability and need accommodations for this class, contact the Disabilities Support Services Office for assistance. The office is located in Tawanka 121; students are welcome to stop by or phone 509-359-6871.