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Canyon College
Canyno College
COURSE SYLLABUS: ED582 - Advanced Methods in English Education

Course Title: ED582 - Advanced Methods in English Education
Department: Education
Instructor: Joseph W. Pasquerilla, M.S.Ed.; Ed.D. Candidate - - Vita


COURSE DESCRIPTION AND OVERVIEW

This course is intended to provide candidates with a theoretical grounding that will facilitate them in decision-making regarding the methods of how to teach literature, writing, grammar, and vocabulary at the elementary and secondary levels. The focus will be on reader response theory, alternatives to the five paragraph essay, and integrating skills-based and whole language instruction. Candidates will also be provided with several practical strategies and teaching techniques, including how to develop and design unit plans and cross-curricular themes.

TEXTBOOK  Online Bookstore

Christenbury, L. (2006). Making the journey: being and becoming a teacher of English language arts, third edition. Portsmouth, NH. Heinemann.
ISBN13: 9780325008172

CONTACT INFORMATION

The most effective means of contact is via email . With very few exceptions, I will respond to your inquiries and submitted assignments within 24 hours.

ASSIGNMENT SUBMISSION
  1. your name,
  2. your student identification (example: stu00000),
  3. the course number (example: ED582), and
  4. the assignment title (example: Assignment One) are included in the SUBJECT box of your email message.
EXAMPLE: Subject: Jane Doe; stu00000; ED582; Reflection and Reaction Paper #1

NOTE: Assignments that are attached to email must be Microsoft Office compatible!
If you are unsure if your document is compatible please save it in "Rich Text Format" to ensure Microsoft Word can open the file.

COURSE COMMENTARY

Each candidate enrolled in this course has up to eight weeks to complete the assignments indicated below. However, a candidate may elect to accelerate his/her course of study and finish the assignments at an earlier time without permission from the instructor.

After each assignment that is submitted, the candidate will receive an email within 24 hours indicating his/her score along with possible comments or feedback from the instructor.

Each assignment in this course, aligning with the chapters outlined in part 1 (chapters 1-5) of text and part 2 (chapters 6-11) of the text, is valuated at thirty (30) possible points. The final paper is valuated at forty (40) possible points. Therefore, the candidate’s grade is derived from the following framework.

ASSIGNMENTPOSSIBLE POINTS
Assignment One30
Assignment Two30
Final Paper40
Total100
GRADE DERIVATION

90 - 100= A
80 - 89= B
70 - 79= C
60 - 69= D


COURSE ASSIGNMENTS

Assignment One
Read the Text: Chapters 1-5
Provide brief responses to the following questions. Email your responses to the instructor.
  1. Describe the teacher and the student as effective learners in the English classroom.
  2. What does a teacher need to do, as outlined in this text?
  3. Discuss the effects of politics on schools.
  4. Describe the following: room arrangement, opening to the class, voice, body language, and attire.
  5. List and describe the five models of teaching English.
  6. What are some effective suggestions when creating tests and test items in the English classroom?
  7. How should academic standards be addressed in your planning preparations?
  8. Discuss briefly how to identify and deal with an alienated student.
  9. Discuss briefly how to identify and relate with an average student “lost in the middle” and a gifted students who is often burdened with additional responsibilities.
  10. How does one effectively choose and utilize literature in the classroom?
Assignment Two
Read Chapters 6 - 11
Provide brief responses to the following questions. Email your responses to the instructor.
  1. What is the difference between prescriptive and descriptive?
  2. List and describe the five grammars.
  3. Describe the traditional model of teaching writing and identify both its strengths and weaknesses.
  4. Why is it important to give students a choice when identifying writing topics?
  5. What is an effective method of writing conferencing with a student and why is it so important?
  6. What is the importance of utilizing effective writing rubrics? How does one create these effective writing rubrics?
  7. When questioning students, what are several appropriate questions that facilitate student thinking and learning? How does this promote learning?
  8. What are some examples of media literacy and how might they be effectively employed in the English classroom?
  9. Discuss some of the major ethical issues of the English teacher. How are these issues handled in a professional manner?
  10. What are the four contemporary challenges outlined in this text?
FINAL PAPER – LESSON PLAN

The final project asks the candidate to create a lesson plan that is based on one or all of the effective models of teaching. The project should use cooperative learning techniques and utilize the skills outlined from the text (some of literature tips from the text, for example). The lesson plan format can be informal, but it must include goals, objectives, instructional strategies, and assessment categories. The lesson’s content can address any period and or style of literature that the candidate would like. A sample of the assessment must also be provided. While the text should be consulted for your project, it is encouraged that it is personalized with your experience. A one (1) page reflection on how the lesson relates to meaningful learning to should be submitted as well.

COURSE ITINERARY
  1. Order the required texts for the course
  2. Complete each assignment and email to the instructor
  3. Complete your final paper and email to the instructor
  4. Your final grade for the course will be submitted to the Registrar within 24 hours of submitting your final paper.