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Teaching and Learning in Secondary English 2

Fall 2014 Instruction and Learning 2245 Section 1050 (CN 25563) 4 credits

Dr. Amanda Godley Classroom: 4300 Posvar Hall

[email protected] 412-648-7313 Office location: 5105 Posvar Hall Office hours by appointment

Course Description In this course, teacher candidates learn how to draw upon English Language Arts classroom research, learning theory, and knowledge of adolescent development to design and implement effective English Language Arts instruction. The course will emphasize the design and implementation of cognitively challenging reading and writing tasks as well as the appropriate instructional supports to help students succeed at those tasks.

The course is a required teaching methods course in the English Education MOSAIC and Masters of Arts and Teaching (MAT) programs.

Learning Goals After taking this course, you will be able to:  Appreciate and build upon the varied literacy practices that your students bring to class.  Assess students’ reading and writing, both formatively and summatively.  Assess and build upon school-supplied curricula and texts in order to meet the learning needs of your students.  Design and teach reading and writing tasks that are scaffolded, culturally-relevant, differentiated, and aligned with the PA Core Standards, NCTE Standards, and Common Core State Standards.  Employ reading and writing in your English classroom as a tool for intellectual inquiry into multiple perspectives and as a tool for social change.

NOTE: A chart that indicates which PDE-required teaching competencies are addressed by this course and other courses in the English Education MAT and MOSAIC programs can be found on our Courseweb site. Course Format and Pedagogy Our class will be guided by eight pedagogical (teaching) “tools” that are used across the English Education teacher education programs. These tools have been shown to be highly effective in secondary literacy instruction, so we urge you to begin using them in your own classroom:  Quickwrites: Often, class will begin with a quickwrite that asks you to spend 5-10 minutes writing on a question connected to the day’s topic. Sometimes the quickwrites will be collected so that your instructors can informally assess what you are learning and adjust our teaching to be more effective; other times, the quickwrites will serve as starting points for our discussions.  Shared Inquiry: All of our discussions will be based on the view that learning is a social process and that sharing multiple perspectives leads to better learning. As a whole class and in small groups, we will often discuss the readings and class activities through open-ended questions that have no “right” answer.  Charting: We will use Post-It wall charts regularly to display and revisit our thinking whether we are working as a whole group, in small groups (pairs or trios), or individually. Charting contributes to socializing intelligence by making thinking visible so that it can be studied and referenced.  Modeling: Throughout the course, we will model current “best practices” in the teaching of reading and writing. This will usually require that you position yourself as student readers and writers and engage in an active and interactive learning task.  Step Backs: Often after we have modeled an aspect of teaching reading and/or writing, we will reflect on that experience. You will be asked to “step back” and think about and reflect on the experience as a student, a teacher, and a curriculum designer. The goal is to make your instructors’ pedagogical logic, choices, and “moves” visible and to consider those choices through multiple perspectives.  Formative Assessment: We will use a variety of ways to informally assess your learning and our teaching. Often this will be done through quickwrites, but we will also use class/Courseweb discussions, anonymous feedback, and short activities to assess your learning informally, that is, without evaluating you (giving you a grade).  Connections to Out-of-Class Experiences/Placements: Most of the graded assignments for this course will ask that you make connections between the material you learn in this class and your experiences in your placements, just as research shows that secondary students are more engaged and productive in classroom literacy when connections are made to their out-of- school lives and topics that are immediately relevant to them.

Required Texts and Supplies 1. Appleman, D. (2009). Critical encounters in high school English: Teaching literary theory to adolescents, Second edition. New York: Teachers College Press. 2. Juswik, M. et al. (2013). Inspiring dialogue: talking to learn in the English classroom. New York: Teachers College Press. 3. Smagorinsky, P., Johannessen, L.R., Kahn, E.A., McCann, T.M. (2010). The dynamics of writing instruction: A structured process approach for middle and high school. Portsmouth, NH: Heinemann. 4. Other assigned readings available through our Courseweb site (courseweb.pitt.edu) or directly from the Internet. Annotated print or digital versions of the assigned readings must be brought to class on the day they will be discussed or your participation grade will be lowered. 5. A laptop, tablet or smartphone that you bring to every class. 6. A PollEverywhere account (and app if using on a smartphone or tablet). 7. An NCTE student membership ($22.50) and free subscription to the weekly NCTE email Inbox: News, Views, and Ideas you Can Use! (subscribe at: http://www.ncte.org/library/files/About_NCTE/Overview/inbox/current.html). Grading and Assignments Most assignments are described in more detail in separate documents available on our Courseweb site.

Attendance, Preparation, Participation, Disposition (20%) You must attend and participate in all required classes and activities (including Social Foundations lectures and any online discussions), to come to class on time with all required assignments and readings, and to be actively involved and on task in class discussions and activities. Any absences will decrease your final grade except religious holidays and documented emergencies. If you need to miss class due to religious observances, you must notify me in advance and arrange to make up the work you miss. A few times during the semester I may give unannounced reading quizzes, which will count toward your participation grade.

Class participation includes participation in SWoRD, an online peer review system for writing. We will use the SWoRD interface to give each other feedback on drafts of assignments and as a model for peer feedback. Directions on how to create an account and log into SWoRD will be distributed.

Student Questionnaire on Literacy Resources and Experiences (5%) For this project, each of you will distribute a questionnaire to assess secondary students about their out-of-school literacies and their views about in-school literacy. The goal of this assignment is to assess the literacy resources that students bring to school and anticipate their literacy learning needs. You will be asked to get at least 10 students to respond to the questionnaire (anonymously) and to aggregate the results. In groups, we will analyze our aggregated questionnaires.

Formative Assessment and Analysis: (15%) For this assignment, you will design and analyze a formative assessment of your students’ learning of one of your learning goals. Formative assessment is an analysis of student work that provides teachers with information about how students are understanding (or not understanding) our learning goals and how well our instruction is working. Formative assessment is often based on artifacts of student work that are NOT graded, such as class discussions, exit slips, and quickwrites. For this assignment, you will design a tool for formative assessment (such as an exit slip), give students this assessment, and analyze the results.

Text-Complexity Analysis and Sequenced Text-based Questions (15%) For this assignment, you will first assess a text that you consider complex from your placement’s curriculum, (preferably one that you will be responsible for teaching.) Using the Common Core State Standards Qualitative Criteria (CCSS), you will assess the texts’ complexity through a graphic organizer and a written explanation of 250 – 350 words. Then you will develop a set of sequenced, text-based questions for the same text. It is important that the text you selected and assessed is complex enough to warrant multiple perspectives and inquiry-based questions. Using your assessment of the text’s complexity and resources provided in class, you will develop a sequence of questions that move students deeper into the text.

Writing Task Analysis (20%) For this assignment, you will analyze a text-based writing task from your placement’s curriculum, preferably one you will be responsible for teaching. In your analysis, you will examine the cognitive demand of the task, the knowledge and skills required for your students to successfully complete the task, and what you (as the teacher) would need to teach students in order for them to successfully complete the task. You will submit the task itself as contained in the curriculum (i.e. as students would receive it) and your analysis of it. Placement-Based Inquiry Discussion – Plan, Teach, Reflect (25%) ADD STUDENT WORK done during lesson, next day, or for HW. Inquiry discussions are the single most effective teaching strategy in English Language Arts. They have been shown to lead to greater development in students’ reading and writing than any other strategy. Building on your work in TL1, Practicum 1, and (ideally) your text-complexity analysis assignment, you will plan, deliver, and reflect on an inquiry-based discussion in your placement. THE LESSON MUST BE OBSERVED BY YOUR SUPERVISOR. You will use your supervisor’s feedback to write a reflection on how you taught the lesson.

Competence Policy It is expected that all students receive at least a minimum level of competence on each assignment, defined by a grade of B-, in order to pass the course. Assignments that receive a grade below a B- must be revised and resubmitted within two weeks.

Grading Scale A+ = 99-100 points B+ = 88-89 points C+ = 78-79 points A = 94-98 points B = 84-87 points C = 74-77 points A- = 90-93 points B- = 80-83 points C- = 70-73 points Fail = below 70 points

Other Information

• Please see the English Education Handbook for program policies including those regarding attendance and late work. • All cell phones should be turned off during class. • You are encouraged to bring laptops or other devices to class, as we will frequently be looking for resources or creating projects and plans during class. However, they are to be kept closed in class unless in use. Please do not use laptops, phones, or other devices for personal or off-topic work during class. Stay engaged. • All readings other than course texts are available on our Courseweb page. To log onto the website, go to http :// courseweb . pitt . edu /. Type in your Pitt username (email ID) and password, then select the name of the course.  All assignments must be completed in order to pass the course. Assignments are due at or before the beginning of class or as specified for electronic submissions. • All of the writing you do for this seminar should be wordprocessed in 12 point font (yielding approximately 250-300 words/page) with one inch margins. Proficiency with the conventions of Academic Written English must be demonstrated as part of the professional competence of all prospective teachers of English. • At any point during the semester if you are not doing satisfactory work, I will let you know in writing immediately. • You can expect that I will respond to your emails within 24 hours Monday through Friday and 48 hours over the weekend. • You are expected to maintain your responsibility towards academic integrity as stated in the University of Pittsburgh academic policies and as stated on the English Education plagiarism guidelines. Any instances of plagiarism will be considered grounds for failing the class. See the academic integrity statement on our Courseweb site. • If you need to miss class for a religious observance, please notify me as early as possible in the term so that we can arrange make up work. • If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 140 William Pitt Union (412) 648-7890, [email protected], (412) 228-5347 for P3 ALS users, as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course. Helpful Resources

• PA Core Standards: http://static.pdesas.org/content/documents/PA%20Core%20Standards%20ELA%206-12%20March %202014.pdf • Common Core State Standards for English Language Arts: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf • National Council of Teachers of English Standards: http://www.ncte.org/standards/ncte-ira • National Council of Teachers of English website: http://www.ncte.org • International Reading Association– student membership strongly recommended! http://www.reading.org/ • Journal of Adolescent and Adult Literacy – the best literacy journal for teachers: http://www.reading.org/General/Publications/Journals/JAAL.aspx • Western PA Writing Project – check out their summer institute for teachers: www.wpawritingproject.org • NCTE Inbox (please be sure you are receiving this) • NCTE ReadWriteThink (lesson plans and ideas): http://www.readwritethink.org • The Principal’s Corner blog – a local blog about educational issues written by the founder of the highly-successful City Charter High School: http://k12success.blogspot.com •Yinzercation blog – another blog about local educational issues: http://yinzercation.wordpress.com Course Schedule Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Date Pitt week 3 Pitt week 4 Pitt week 5 Pitt week 6 Pitt week 7 Pitt week 8 Pitt week 9 Sept. 10 Sept. 17 Sept. 24 Oct. 1 Oct. 8 Oct. 15 Oct. 22 Time 3-4 pm 4:30 – 7:30 pm 3-4 pm 4:30 – 7:30 pm 3-4 pm 4:30 – 7:30 pm 3-4 pm 4:30 – 7:30 pm 4:30 – 7:30 pm 4:30 – 7:30 pm 4:30 – 7:30 pm Topics •What kinds of Reading • Discussion of Reading Reading Reading • Discussion of reading and writing do • Comprehension. Social •Inquiry. • Reading • Using critical Social Foundations secondary students • Text complexity. Foundations critically. lenses to analyze lecture. need to know and be • Struggling lecture. race, class, and able to do in the 21st readers. gender. Reading century? Reading • Linking text and • Standards for ELA. • Inquiry. lived worlds. • Design literacy • Formative questionnaire. Assessment. •Course overview.

DUE: READ: READ: READ: READ: READ: READ: Readings • Shaw, •Juzwik, Ch. 1- • Juzwik, Ch. 4 and •Appleman, •Appleman, Ch. •Appleman, Ch. 6, marked “Reaching and 3. Coda. Introduction, Ch. 3 – 5. 8, & Appendix. with an Teaching Readers • Pappageorge, 1-2. asterisk Who Struggle* “Checking in”* •Draft of formative •MANDATORY are on • Shanahan, “The assessment tool and • Formative social foundations •Text-Complexity Courseweb Challenge of learning goal(s) due in Assessment and lecture Thursday, Analysis and Challenging class. Bring 4 copies. Analysis 10/16, 7-8:30 pm, Sequenced Text- Text.” assignment due. CL G-8. based Questions Due. •Bring to class aggregated results • Logistics of your of 10 students’ inquiry discussion literacy with your mentor questionnaires. and supervisor due. •MANDATORY Your supervisor social foundations MUST observe your lecture Thursday, discussion. 9/18, 7-8:30 pm, CL G-8. Session 8 Session 9 Session 10 Session 11 Session 12 Session 13 Date Pitt week 10 Pitt week 11 Pitt week 12 Pitt week 13 NO CLASS Pitt week 14 Pitt week 15 Oct. 29 Nov. 5 Nov. 12 Nov. 19 Nov. 26 Dec. 3 Dec. 10 Time 4:30 – 7:30 pm 3-4 pm 4:30 – 7:30 pm 3-4 pm ONLINE 3-4 pm 4:30 – 7:30 pm 4:30 – 7:30 pm CLASS – 4:30 – 7:30 pm instructor out of town Topics Writing Writing Writing • Discussion of Social NO CLASS Writing Writing • The structured • Teaching narrative • Effective ways to Foundations lecture. • Teaching • Responding to process approach. writing. teach argument- multimodal student writing that • What do good driven writing. Writing composing. raises a red flag. writing assignments • Preparing students • Research and other • Helping students use look like? for timed writing. forms of writing. writing for personal • Should you teach • Giving effective growth and social the five paragraph feedback on writing. justice. essay format? •Grading and evaluating writing.

DUE READ: READ: READ: READ: READ: READ: Smagorinsky, Ch. 1- •Smagorinsky, Ch •Smagorinsky, Ch. •Smagorinsky, Ch. 6- Bomer, • Wiggins, “Real 2. 3-4. 5. 8. “Teaching World Writing”* •Applebee and • Juzwik, Ch. 5 Toward • Chapman, “Social Langer, “A • Draft of inquiry •Rex, “Applying Participation Justice Approach to snapshot of writing lesson plan due in Toulmin: Teaching •Submit draft of Text- in Digital Writing.” * instruction in class. Bring 4 Logical Reasoning based Writing Analysis Culture.”* middle schools and copies. and Argumentative Assignment to SWoRD • Spires et al. • Placement-based high schools”* Writing” * by midnight, Nov. 20th. “Energizing inquiry discussion • Wesley “the Ill • Peer reviews on Text- Project-Based lesson plan, Effects of the five based Writing Analysis Inquiry”* supervisor’s Paragraph Theme”* Assignment due to observation, and SWoRD by midnight • Final draft of reflection due via MANDATORY Nov. 26th. Text-based email by midnight, social foundations Writing December 11. lecture Thursday, Analysis 11/13, 7-8:30 pm, CL Assignment due G-8. via email by midnight. •SWoRD backevaluations due Dec. 5.