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Course Syllabus

ED3380-501
Curriculum and Instruction in English
2009 SPRING

Professor Contact Information

Lynne Weber,
hagarl@utdallas.edu
Classroom: CBW 1.104; Office: CBW 1.201, Cubicle C
Office Hours: by appointment
Daytime Phone: 214-346-8126 (my office and voice mail number)
Class Hours: TUESDAY/Thursday, 7-8:15 P.M

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Students must complete 20 hours of classroom observation in DISD


during the semester

Course Description

ED 3380 is a methods course designed to prepare English teachers to


become practiced in the knowledge and skills required of effective
professionals in English education on the secondary level. Students
in this course will research and practice strategies pertinent to
curriculum, methods of teaching, and classroom management.

Student Learning Objectives/Outcomes

1. Students will write skill-based lessons and curriculum units


that address all levels of Bloom’s Taxonomy, that strengthen
students’ composition, grammar, and reading skills, that
employ best teaching practices, and that are engaging, active,
and student-centered.

2. Student will use a variety of effective strategies and


techniques for classroom discussion, student projects, group
interaction, teacher-based modeling of skills, grammar
instruction, reading instruction, and composition instruction.

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3. Students will construct, administer, and interpret meaningful
developmental and summative assessments for language arts
classes, including rubrics, scoring guides, performance
assessments, and skill-based tests.

Required Textbooks and Materials

Maxwell and Meiser, Teaching English in Middle and Secondary


Schools
Grammar handbook of your choice
Photocopied handouts (keep these in a small ring binder or folder)
to be distributed in class
Suggested Course Materials

Barton and Hudson: A Contemporary Guide to Literary Terms


Hacker, Diana: A Writer’s Reference

Assignments & Academic Calendar

Required Papers, Projects, and Assignments:

All assignments should be submitted in typed, double-


spaced form using a standard 12-point font

Philosophy of Teaching Essay…


(3+ pages in length) in which you explore your own ideas about
what teaching is and how a teacher should “be.”

Purpose of Education Short Paper (2+ pages in length)

Two Lesson Plans

One thematic six-week unit…


This assignment must be done on a computer using Microsoft
Word so that you can e-mail copies of the unit to your fellow
students. You will also prepare a PowerPoint presentation
introducing the unit.

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Reading: The occasional unannounced quiz will assess completion of reading assignments, as
will discussions of the reading at the beginning of each class.

Reading reflections as assigned

Student-led reading discussions and website presentations:


each student must lead a discussion of one of the reading
assignments AND present an analysis of a website useful to
English teachers. Students may present more than one website
talk if they wish to do so.

Two field observation papers: papers analyzing the


instructional methods used by the teachers you observed and
the effect of these methods on their students.

You must also turn in the log of class hours signed by the
teachers you observe.

Students who are exempt from field observation because they


are full-time teachers or full-time teacher aides must observe
two other teachers in their building for at least one period
each and must write both of the two field observation papers.

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Grading
Tests and Major Papers: 70%
• Thematic unit (double weight)
• Grammar and literary terminology tests. Students must
achieve a grade of at least 80% on both tests to receive a
passing grade in the course.
• Lesson Plans
• “Philosophy of Teaching” essay and redraft
• Purpose of Education paper
• Field observation papers (2)
Discussion: 20%
• Discussion of reading assignments
• Reading reflections
Final examination: 10%

Grades of “A” are earned by students who do exemplary, distinguished work. The A+,A,and A- student
participates actively and thoughtfully in class, completes all required reading and related assignments in a
timely and professional way, completes well-written papers, makes oral presentations confidently and
effectively, and consistently demonstrates the ability to make connections between theory and practice.

Please note: grammar and punctuation errors will lower


grades on all assignments. Strive for elegance, accuracy, and

20 hours of field-based observation hours are required of you


as a condition of your certification. Failure to complete and
properly document such observation will result in failure of
the course.

University guidelines require a grade of “A” or “B” in ED 3380/ED


5300 before a student is permitted to enroll in student
teaching.

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Course & Instructor Policies

Regular attendance and punctuality are required in order for


students to receive a passing grade in the course. Missing more
than 4 classes, including the three “virtual” classes in which
attendance is documented by turning in a paper
electronically) will result in a failing grade for the course.
Late arrival counts as an absence If you must be absent please
Attendance Requirements

Late Assignments

Assignments that are turned in late without the instructor’s


permission carry a penalty of ten points per day.

Course Content by Week

January 13 Course orientation and introductions


Sign up for student-led discussions and website
presentations
Goal-setting: What do you need to learn from this
class?
Hand out Gatto article

Reading Assignment for August 26 : Harper’s


Magazine article (Gatto, John. “Against School:
How Public Education Cripples Our Kids, and Why.”
Harper’s Magazine, September 2003, pp. 33-38.)

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Before Next Class: Write a 1- page reaction to the
Gatto piece

January 15 Discussion of Harper’s article (small group activity)


Turn in reaction papers on Gatto article
Literary Terminology diagnostic test

Before Next Time: write a short paper (about 2


typed pages) titled: “My Metaphor for School: The
Purpose
of Universal Public Education.” Begin thinking
about the paper with a mental review of our
discussion of Gatto’s ideas.

January 20 Group Activity and Discussion:


“What Do English Teachers Do…and Why?”
Introduction to skill-based planning and thinking
skills

Reading Assignment for next time: “To Grammar or


Not to Grammar”(handout) by Constance Weaver

January 22 Grammar diagnostic test


Why Teach Grammar? Discussion of the Weaver
article
Grammar websites and resources

January 27 Planning and Brainstorming for Philosophy of


Education Paper
What does research tell us about best teaching
practices?
“Favorite Teacher” exercise
Requirements for the paper

Reading Assignment for next time: M&M pp. 1-9 and


30-33. (This reading assignment will help you do your
“Philosophy of Education” paper)

January 29 Out of Class Assignment


Write “Philosophy of Teaching” paper (3+ pages,
typed) outside of class. You must e-mail the paper

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to hagarl@utdallas.edu by 9 P.M. that evening.
Receipt of Your paper will document your
attendance at this “virtual” class meeting.

Reading Assignment for next time: Maxwell and


Meiser, pp. 33-70 (skim)

February 3 Lesson planning


Demonstration of lesson planning techniques
Class lesson planning/assessment activity
For next time: Find your grammar handbook and
bring it to class, along with some sticky notes.
.
February 5 Return and review of diagnostic grammar test
Review: “The Least You Should Know About
Grammar and Mechanics”

Reading Assignment for next time: M & M pp.102-107,


241-252, 260-266.
Write a one-page reflection on the reading
assignment.

February 10 Student-led discussion on reading assignment


Techniques for teaching grammar through
composition
Student paper line-editing simulation

For Next Time: Read M & M pp. 267-285

February 12 Student-led discussion of reading


Wordplay Activities
Syntax and Meaning in Reading and Writing

Reading Assignment for next time: M & M pp. 181-238

February 17 Grammar Test (It’s the Real Thing)


Discussion of reading assignment about composition
(student-led)
Return of Philosophy of Teaching paper

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Before Next Time: Revise your Philosophy of
Teaching paper

February 19 Teaching Composition/Assessing Composition


Collect revisions and edited drafts of Philosophy
of Teaching paper

Before Next Time: Read M & M pp. 348-391 and 135-143

February 24 Student-led discussion of reading


Close reading and literary analysis techniques
Choosing skills and texts for your lesson

Before Next Time: Decide on a text and a set of


skills for your first lesson

February 26 Seminar and questioning techniques


Explanation of lesson planning process
Distribution of guidelines and scoring rubric for
first lesson plan assignment

Before Next Time: Write your first skill-based


lesson. Make copies of the lesson for your
workshop group and the instructor (5 copies)

March 3 Skill-Based lesson due


Analyze, review, and assess lesson plans in
workshop groups
Literary terms review activity/ Literary terms test
Website Presentation

Before next time: revise your lesson and prepare


your revision for submission to the instructor
as a final draft; also, read M & M pp. 10-28.

March 5 Special topic: The Disengaged Student


Website presentation
Submit lessons for teacher review

March 6 Midterm Grades Posted

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March10 LIBRARY DAY: Read an entire current (2008-09) issue
of English Journal (available in the UTD library)
and write a bulleted list of techniques and ideas
that you found in it. At the end of the list,
document the issue’s date and publication
information in MLA format. We will not meet in the
classroom tonight—you will be working
independently in the library. By 9 PM, e-mail a copy
of the bulleted list to hagarl@utdallas.edu to
document your attendance in this “virtual” class
session. Bring a hard copy of the list to class next
week.

March 12 Explain to the class one of the ideas you found in


English Journal.
Website Presentation
Website Presentation
Website Presentation
Use of the Internet and other resources for lesson
planning

For Next Time: Read M & M pp. 393-423

March 16-21 spring Break

March 24 Discussion of reading assignment (student-led)


Focus on Assessment
Activity: Construct a rubric and score a set of
papers

For Next Time: Choose a short text that would be a


good
vehicle for learning about grammar and syntax;
bring a copy of the text to class next time
.
March 26 In-class writing of a lesson plan on grammar and
composition

For Next Time: Read M & M pp. 424-467

March 31 Website presentation


Introduction to the thematic unit.

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Construction of the preliminary skeleton unit
Return of Lesson 2 (with scored rubric)

Before Next Time: Write Field Observation #1

April 2 Discussion of field observation experiences


First two-page paper on field observation due; in-
class check of progress on field observation hours.
Bring your documentation sheet to class.
Check of ideas for thematic unit

Before Next Time: Gather the materials you will


need to create your thematic Unit. Bring these
materials and a laptop or notepad so that you can
work on your unit in class next
week.

April 7 Workshop session on creating the thematic unit.


Bring the resources you will need, including a
laptop if you have one.

Before Next Time: Complete your thematic unit.


Make copies of the unit for your workshop group
and the instructor (5 copies).

April 9 Peer analysis, review, and assessment of unit plans


Website Presentation

Before Next Time: Revise unit plan according to the


advice of your group
Make a PowerPoint for your classroom
presentation

April 14 At-home work on thematic units and PowerPoints


(no class meeting)
Post Unit on Web CT by 9 PM on April 14 to get credit
for this “virtual” class.
.
April 16 Showcase of units/PowerPoint presentations
Peer assessment of units using a rubric

No reading assignment for next time

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April 21 Showcase of units/PowerPoint presentations
Peer assessment of units using a rubric

Before Next Time: Read M & M pp. 287-312

April 23 Ideas for Teaching Research


Student-led discussion of reading
Complete any left-over unit presentations

Before Next Time: Write your second field


observation paper and make sure all of your
observation hours have been completed. Bring
documentation of your observation hours to
class.

April 28 Discussion of field observations


Student teaching: lesson planning and its link to
classroom management

April 30 Final Exam Review

May 5 Reading Day

May 7 no class—university exams begin

May 12 (7 PM) Final Examination/Course Evaluation

May 20 Grades posted

Field Trip Policies


Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities


are subject to state law and University policies and procedures
regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the
website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activitie

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s.htm. Additional information is available from the office of
the school dean. Below is a description of any travel and/or
risk-related activity associated with this course.

The only travel required for this course will be for the
purpose of classroom observation in a designated DISD school.

Student Conduct & Discipline

The University of Texas System and The University of Texas at


Dallas have rules and regulations for the orderly and
efficient conduct of their business. It is the responsibility of
each student and each student organization to be
knowledgeable about the rules and regulations which
govern student conduct and activities. General information
on student conduct and discipline is contained in the UTD
publication, A to Z Guide, which is provided to all registered
students each academic year.

The University of Texas at Dallas administers student


discipline within the procedures of recognized and
established due process. Procedures are defined and described
in the Rules and Regulations, Board of Regents, The University
of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules
on Student Services and Activities of the university’s Handbook
of Operating Procedures. Copies of these rules and
regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist
students in interpreting the rules and regulations (SU 1.602,
972/883-6391).

A student at the university neither loses the rights nor


escapes the responsibilities of citizenship. He or she is expected
to obey federal, state, and local laws as well as the Regents’
Rules, university regulations, and administrative rules.
Students are subject to discipline for violating the standards
of conduct whether such conduct takes place on or off campus,
or whether civil or criminal penalties are also imposed for
such conduct.

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Academic Integrity

The faculty expects from its students a high level of


responsibility and academic honesty. Because the value of an
academic degree depends upon the absolute integrity of the
work done by the student for that degree, it is imperative
that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to,


statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as
one’s own work or material that is not one’s own. As a general
rule, scholastic dishonesty involves one of the following acts:
cheating, plagiarism, collusion and/or falsifying academic
records. Students suspected of academic dishonesty are
subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers


for other classes, and from any other source is unacceptable
and will be dealt with under the university’s policy on
plagiarism (see general catalog for details). This course will
use the resources of turnitin.com, which searches the web for
possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and


efficiency of communication between faculty/staff and
students through electronic mail. At the same time, email
raises some issues concerning security and the identity of each
individual in an email exchange. The university encourages
all official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff
consider email from students official only if it originates
from a UTD student account. This allows the university to
maintain a high degree of confidence in the identity of all
individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email
account that is to be used in all communication with
university personnel. The Department of Information

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Resources at U.T. Dallas provides a method for students to
have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for


withdrawal of any college-level courses. These dates and
times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's
responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student.
You must do the proper paperwork to ensure that you will not
receive a final grade of "F" in a course if you choose not to
attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules


on Student Services and Activities, of the university’s
Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding


grades, evaluations, or other fulfillments of academic
responsibility, it is the obligation of the student first to make
a serious effort to resolve the matter with the instructor,
supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for
assigning grades and evaluations. If the matter cannot be
resolved at that level, the grievance must be submitted in
writing to the respondent with a copy of the respondent’s
School Dean. If the matter is not resolved by the written
response provided by the respondent, the student may submit a
written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a
written appeal to the Dean of Graduate or Undergraduate
Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is
final. The results of the academic appeals process will be
distributed to all involved parties.

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Copies of these rules and regulations are available to
students in the Office of the Dean of Students, where staff
members are available to assist students in interpreting the
rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted


only for work unavoidably missed at the semester’s end and
only if 70% of the course work has been completed. An
incomplete grade must be resolved within eight (8) weeks from
the first day of the subsequent long semester. If the required
work to complete the course and to remove the incomplete
grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with


disabilities educational opportunities equal to those of their
non-disabled peers. Disability Services is located in room 1.610
in the Student Union. Office hours are Monday and Thursday,
8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.;
and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:


The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities


make those reasonable adjustments necessary to eliminate
discrimination on the basis of disability. For example, it may be
necessary to remove classroom prohibitions against tape
recorders or animals (in the case of dog guides) for students
who are blind. Occasionally an assignment requirement may
be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be
rescheduled in accessible facilities. The college or university

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may need to provide special services such as registration, note-
taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors


of the need for such an accommodation. Disability Services
provides students with letters to present to faculty members
to verify that the student has a disability and needs
accommodations. Individuals requiring special accommodation
should contact the professor after class or during office
hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from


class or other required activities for the travel to and
observance of a religious holy day for a religion whose places
of worship are exempt from property tax under Section 11.20,
Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity


sponsor as soon as possible regarding the absence, preferably
in advance of the assignment. The student, so excused, will be
allowed to take the exam or complete the assignment within
a reasonable time after the absence: a period equal to the
length of the absence, up to a maximum of one week. A student
who notifies the instructor and completes any missed exam or
assignment may not be penalized for the absence. A student
who fails to complete the exam or assignment within the
prescribed period may receive a failing grade for that exam or
assignment.

If a student or an instructor disagrees about the nature of


the absence [i.e., for the purpose of observing a religious holy
day] or if there is similar disagreement about whether the
student has been given a reasonable time to complete any
missed assignments or examinations, either the student or the
instructor may request a ruling from the chief executive
officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the
legislative intent of TEC 51.911(b), and the student and
instructor will abide by the decision of the chief executive
officer or designee.

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These descriptions and timelines are subject to change at the
discretion of the Professor.

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