ED+481+Methods+of+Teaching+Literature

Hi all. Here's the book list from the Fargo North librarians! Enjoy!!...Dave

Here is the list generated by Discovery's librarian and the list she compiled from the BER workshop....Nancy



Above is a book list that I have used with sophomores--they are high-interest reads that relate well to a variety of teens.

I have a similar modified list that I have used when developing a research paper topic with developmental students. When I actually locate that file, I will attach it! :)



I created this rubric in a hurry, so PLEASE make changes! --Mary

I couldn't honestly think of anything to add, Mary! If I do I will go back, but first run through looks good. Hopefully, others may have suggestions! :) ~Kaylie

Nancy and I were looking at the rubric for this class and for 482. They are both formatted very differently. Mary, yours is more checklist based and Kellie's takes that checklist and grades each part. Are we trying to make them similar at all? I don't know if this is something we need to have some more discussion about.

I looked over the rubric yesterday and was really impressed with the checklist idea. I feel it is more user friendly for not only the instructor, but also for the students. I asked my current student teacher to give me feedback about both the 481 style and the 482 style of rubric. Without prompting her, she said she would rather work with the 481 style because she understands exactly what is expected of her. She did mention that the instructor might need to explain what is meant by "1-3 lesson plans..." in the minimal column. Does that mean all the bullets or some of the bullets. That would be up to the instructor. One other suggestion I have is to change Exceptional to Advanced as the final catagory. It would then have the same terminolgy that the students will later see on their portfolio rubrics. I think the rubric is comprehensive enough to cover all the areas required without being so overwhelming or cumbersome as to not be user friendly. Nice job team! - Deb



This is a professional education course for English majors who plan to teach secondary English. Students will plan and present units and lessons on various aspects of literature, participate in a field experience, reflect on course assignments, and add to their professional portfolios.
 * __Course Description__ **

EDUC 481 Purpose Statement: The purpose of EDUC 481 is to prepare pre-service English education students to implement best practices for teaching the genres of literature as well as the language arts of reading, writing, speaking, and listening. Students will create units containing daily lesson plans, authentic assessments, and rubrics. Students will also participate in a field experience, engage in reflective practice, and explore techniques to differentiate instruction for secondary school students.

Critical Assessments: --create at least 2 unit plans for different literature genres and grade levels, including differentiated lessons, at least one of which should be based on MAP scores; post a unit as an artifact for INTASC standard 1 --conduct two micro-teachings in the classroom and post one lesson plan and RAM reflection for INTASC standard 9 --draft or revise philosophy of education --teach at least one lesson to secondary students during a field experience --read NCTE resource for professional development and present findings to class

Possible Assessments:
 * 2 unit plans for different genres and grade levels, including at least one differentiated lesson or assignment
 * 2 micro-teaching experiences in the classroom
 * Reasoned Action Model (RAM) reflection after micro-teachings
 * Written Philosophy of Education
 * Reflection and artifact for INTASC Standards 1 and 9
 * Written report and oral presentation of one NCTE resource/book
 * Create targeted instructional practices based on MAP (Measures of Academic Progress) scores for at least one hypothetical student
 * Participate in AVID tutoring program
 * Reflection paper about attending a professional organization meeting
 * Create a parent letter to avoid conflict over a potentially controversial book
 * Participate in mock school board meeting
 * Complete 14-hour practicum interacting with students and teaching lessons planned with a cooperating teacher (not just observing).

EDUC 481 Purpose Statement: The purpose of EDUC 481 is to prepare pre-service teachers to implement best practices for planning lessons and units, for creating authentic assessments, for evaluating student work, and for teaching the language arts of reading, writing, speaking, and listening and the genres of literature including fiction, non-fiction, drama, and poetry.

EDUC 481 Objectives: Pre-service teachers will
 * learn to choose literature that students will like to read
 * learn how to teach a variety of genres
 * learn how to inspire students to read
 * know a variety of Young Adult literature
 * learn how to transform the content from their English courses into appropriate and engaging lessons for adolescents and young adults
 * know current assessment acronyms and resources (e.g., MAP, Lexile, NDSA assessment)
 * create a lesson based on a currently used literature textbook
 * create at least one collaborative unit
 * know best practices for teaching a variety of genres, including short stories, novels, poetry, drama, and non-fiction INTASC 1, 7
 * understand the importance of teaching literature written by a variety of authors, including minorities and women INTASC 3,7
 * know the importance of teaching literature in the context of history and culture INTASC 3
 * know and apply strategies to teach formal aspects of literature (e.g. alliteration, assonance, plot, etc.) INTASC 7
 * know and apply a variety of formative and summative assessment strategies INTASC 6,8
 * know and apply how to motivate/inspire students to read INTASC 2
 * know and apply how to integrate elements of rhetorical studies into a literature unit INTASC 4
 * know current research, resources, and professional organizations in literature studies INTASC 9
 * understand the need and strategies for differentiation based on various learning styles INTASC 2
 * understand the need and strategies for intervention for at-risk students INTASC 3,7
 * know and apply North Dakota state standards in lesson plans and units INTASC 7
 * attend Fargo area professional organization meeting to foster professional growth in the profession INTASC 9
 * understand censorship issues
 * know and apply best practices to foster reading skills INTASC 3
 * know how to integrate speaking, listening, reading, and writing activities into literature lessons and units INTASC 2,4,6,7
 * Know how to incorporate interdisciplinary lessons INTASC 1,3
 * Know how to implement collaborative and cooperative student learning INTASC 5
 * Understand the need and alllow for student choice in learning and product INTASC 5
 * Know and incorporate media tools in lesson planning INTASC 6
 * Maintain useful records and communicate studnet progress to a variety of parties INTASC 8
 * Know how to adjust to unanticipated sources of imput and adjust to meet student needs INTASC 7,8
 * Understand their role in advocating for students INTASC 10