ENGL 493--Teaching Literature to Adolescents

Each student is required to complete a course reflection in the form of a learning letter blog posting. This final blog posting should fulfill three major requirements: 1. Reflect on the work you’ve completed in the course (book talks, mini-lessons, unit plans) 2. Reflect on the theories and concepts we explored in readings and discussions 3. Reflect on how you think your participation in this course has influenced your thinking about yourself as a teacher The process of continual reflection is essential to your growth as a teacher. The learning letter is worth 5% of the final grade for the course, and it is  due to your blog by Friday, 3/23, at noon .

https://www.edtpa.com/Content/Docs/edTPAMGC.pdf

Long Form Fillable Template Available at-- https://access.ewu.edu/education/officeoffieldexperience/candidates 1.         Teacher Candidate: 2.        Subject: 3.        Lesson Title/ Central Focus: 4.        Grade Level(s): 5.        Length of Lesson: ·           Time Required 6.        Academic and Content Standards (Common Core/National): 7.        Learning  Objective(s): ·           WHAT do you want students to know and be able to  do  (must be measurable ) ? Be specific and use concrete terms. ·           Learning Objective(s) must align with the Content Standards listed in #6. 8.  ...

(Last Updated 2/5) Week 1 1/8--Introductions, Syllabi, Assignments, Expectations, etc… 1/10-- Reading   and Blog Post #1-- Brookfield's “Discussion as a Way of Teaching” available at  http://webshare.northseattle.edu/Sustainability_in_Healthcare/Discussion_as_a_Way_of_Teaching%20INC-Learning%20Circles.pdf        Week 2 1/15 --No Class, Martin Luther King Jr. Day 1/17-- Reading   and Blog Post #2-- English Language Arts Common Core State Standards available at  www.corestandards.org  (Please focus on the Reading Standards for Literature and the Reading Standards for Informational Text) Beach, Thein, and Webb’s “The Common Core State Standards for English Language Arts Instruction in Grades 6-12: Origins, Goals, and Challenges” (Handout) Week 3 1/22-- Book Talks (Amber, Rachel) Reading and Blog Post #3-- California State Universities Expository Reading and Writing Course Assignment Template available a...

Sarah-- engl493smith.blogspot.com Justin-- https://thewisestbeard.blogspot.com/ Hannah L-- http://maythecoffeebewithyou.blogspot.com/ Laura P-- https://winter2018engl493laurap.blogspot.com/ Rachel-- https://pagebypagerjohnson.blogspot.com/ Laura H-- https://readandthinkholman.blogspot.com/ Macie-- https://musingsofmissg.blogspot.com/ Alyson-- https://alysonsengl493blog.blogspot.com/ Hannah M-- https://hmmpickle.blogspot.com/ Alex-- http://powerfullit.blogspot.com/ Andrew-- https://awatsonwinter2018engl493.blogspot.com/ A mber-- https://ambersblogwinter18engl493.blogspot.com/ Harlin-- https://horrerwinter2018-493.blogspot.com/ Kristi-- https://kristiscontemplations.blogspot.com/ Angela-- https://angelawinterquarter.blogspot.com/ Janise-- janisejwinter2018engl493.blogspot.com Gressa-- https://gressaeide.blogspot.com/ Alaina-- laineyandsuch.blogspot.com Katelyn-- https://katelynreedteachingliterature.blogspot.com/ Norma-- https://normawinter2018engl493.blogspot.com Ash...

Three-Week Literature Unit Plan Each student will prepare a three-week literature unit plan. Preparing this unit will help you in a variety of ways. You will get feedback on the feasibility of your lessons working in the classroom and on your methods of evaluation.  You may be developing materials for a text/texts already used in the curriculum that you may/will encounter again in your own teaching.  You may be developing materials for a text/texts that you can make the case for why it should be included in the curriculum.  Or you may be developing materials that include English Language Arts instruction in a different content area. Whichever option you choose, you will gain experience in planning an meaningful unit for your future students. This will be a very detailed project. The literature unit plan is worth 45% of the final grade for the course. It is the culminating project for all of the work we will do this quarter. Project Objective:  To...

Sarah      A Long Way Gone  by Ishmael Beah       American Born Chinese by Gene Luen Yang Laura P.       Farmer Boy  by Laura Ingalls Wilder       Cleo: The Cat who Mended a Family  by Helen Brown Rachel       The Thief Lord by Cornelia Funke       Sold  by Patricia McCormick Kristi       A Thousand Splendid Suns by Khaled Hosseini       The Secret Life of Bees by Sue Monk Kidd Alyson       Esperanza Rising by Pam Munoz Ryan       Turtles All the Way Down by John Green Alex       Cinder  by Melissa Meyer       Into the Forest by Jean Hegland Andrew       Ender's Game by Orson Scott Card       World War Z by Max Brooks Macie       I am Malala by Malala Yousafzai       Me Before You by Jojo Moyer Amber ...

Book Talks of a Young Adult Text Each student is required to choose two young adult texts and prepare a short talk to introduce each text to the class. As a teacher of adolescents, you will want to familiarize yourself with as much literature as possible that speaks to a younger reading audience. These book talks will assist you in becoming familiar with the texts that you choose, as well as the variety of texts that your classmates choose. Each student will be asked to provide a handout detailing each of the texts for his/her classmates. Each book talk of a young adult text is worth 10% of the final grade for the course. What to include in your presentations  and  handouts: 1.        Please include a detailed description of the text. Take into consideration that your colleagues might not be familiar with the text that you have chosen. A detailed description will include everything necessary for your classmates to gain an understa...