Explores the underlying principles and practices of different approaches to the teaching of English in the areas of literature, reading, writing, and speaking. Provides support in constructing activities, assignments, assessments, and units that meet the differentiated needs of students given their diverse identities, lives, interests, and needs.
Additional Requirements for Graduate Students: Graduate students will complete a think-aloud assessment of the practices of multiple students in an instructional setting as they consider a shared literary text.
Athena Title
Methods Teaching English Ed I
Corequisite
LLED 4210/6210 or LLED 6210E
Semester Course Offered
Offered spring
Grading System
A - F (Traditional)
Student learning Outcomes
Students will recognize and support the unique needs, skills, and motivation of the adolescent reader and writer.
Students will study, read, problematize, and discuss writing process pedagogies and theories.
Students will select, read, evaluate, and interpret literature in support of secondary classroom instruction and foster self-discovery, inclusivity, social justice, and change.
Students will evaluate and experiment with multiple strategies and a range of content materials and texts, both traditional and alternative, in order to move toward the goal of reaching all students.
Students will use multimodal composition and communication technologies to facilitate reflection and instruction.
Topical Outline
1. Exploring different theoretical approaches to teaching English/Language Arts
2. Unique needs of secondary, adolescent readers and writers
3. Unique needs of differing instructional contexts. Purposes for and approaches of teaching ELA in each
4. Text selection and approaches for reader/text matching
5. Instructional planning at the scope and sequence and unit levels
6. Curation and evaluation of strategies, teaching ideas, exemplars, mentor texts, etc. for classroom use
