ENGL 481: Classroom Methods and Management of Teaching English

Instructor: Dr. Shana V. Hartman

Email: svhartman@gardner-webb.edu
Office: Craig 106-C
Office Hours: M 8:30-10, 12-1, 5-6; T/R 8:30-10:15, 11:45-1:10; or by appointment
Phone: 704-406-4482
Skype: dr.svw
Twitter: shanavh

(Statement of University policy required) NOTE: All Gardner-Webb University students and
faculty must use their Gardner-Webb University email addresses for conducting academic
business.
Course Description: Instruction in the techniques of teaching English in grades 9-12 in order to establish the
types of classroom conditions and student behavior that provide optimal learning environments. Supervised field
experience required. (4 credit hours)
Objectives: This course is designed to help prospective
Assessments/Means for Meeting Objectives:
English teachers
Prospective teachers will engage in and
demonstrate learning through
1.
Understand the importance of GWU conceptual
Daybook, English Education (EE) Ning
framework and North Carolina regulations of
Network participation, classroom
educators responsibilities as theorist and
demonstrations, field experience observations
practitioner, focusing on four areas: learner and
and reflections
learning, methodology, social context, and
professional development.
2.
Understand the demands of teaching all the English
Daybook, field experience, course readings and
language artslistening, speaking, reading, and
EE Ning postings, classroom demonstrations,
writingand how effective English teachers meet
and conceptual unit design
those demands in an integrated fashion;
3.
Establish a philosophical framework that integrates
Daybook, EE Ning postings, conceptual unit
classroom management and interpersonal skills to
design, and classroom management plan
create organized and cooperative learning
environment for teaching English;
4.
Understand basic models for motivating students
Daybook, conceptual unit design, classroom
through planning, organizing, and assessing teaching management plan, classroom demonstrations,
and learning and apply that information in
field experience observations and reflections
developing an integrated unit plan for a particular
class of high school English (includes developing
appropriate objectives; selecting topics and materials
that are both worthwhile and meaningful to
adolescents; deciding on promising teaching methods
and learning activities, including scope and
sequence; developing appropriate means of
assessment);
5.
Understand current theory, research, and practice
Daybook, EE Ning participation, joining
about the different aspects of language instruction
English Companion Ning and NCTE (NCTE is

and managing the classroom, including meeting

needs of students with special needs, and apply that
knowledge in planning and presenting a lesson
focusing on some aspect of language (includes most
elements of unit planning);
Understand current theory, research, and practice
about the different aspects of language instruction
and apply that knowledge in planning and presenting
a lesson focusing on literature (again, includes most
elements of unit planning);
Learn to anticipate and recognize a wide range of
cognitive and affective needs among students and to
provide for them by means of such current
methodologies as collaborative learning, computerassisted instruction, digital literacy methods,
workshop approaches, independent reading
experiences, and appealing to various styles of
learning and kinds of intelligence.
Become familiar with expectations for and materials
and resources for research in the areas of English
methods, management, and assessment, which are
available to professionals who teach the English
language arts.

6.

7.

8.

optional), classroom management plan,

conceptual unit, classroom demonstrations

Daybook, course readings and EE Ning

postings, conceptual unit design, classroom
management plan, classroom demonstrations,
field experience observations and reflections
Daybook, course readings and EE Ning
postings, conceptual unit design, classroom
management plan, classroom demonstrations,
field experience observations and reflections

Daybook, conceptual unit design, classroom

management plan, classroom demonstrations,
field experience observations and reflections

Materials: Note the required* materials versus optional materials. Optional materials are resources that are
helpful as you begin your career as an English teacher and/or help you join the English Education community
beyond GWU
Main course text:
*(TED) Smagorinsky, P. Teaching English by Design: How to create and carry out
instructional units. Portsmouth, NH: Heinemann. 2008.
*(TSYM) Gill, V. The Ten Students Youll Meet in High School: Classroom Management Tips
for Middle and High School Teachers. Thousand Oaks, CA: Corwin Press, 2007.
Optional text (good for future courses and teacher resources):
Beers, Kylene, Probst, Robert, and Linda Rief. Adolescent Literacy: Turning promise into
practice. Portsmouth, NH: Heinemann. 2007.
Brannon, Lil et. al., Thinking Out Loud on Paper: Student Daybooks as a Tool to Foster
Learning. Heinemann. 2008.
Gallagher, Chris and Lee, Amy, Teaching Writing that Matters: Tools and Projects that
Motivate Adolescent Writers, Scholastic Teaching Resource. 2008.
Murray, Donald. Writing to Learn. Harcourt. 2002.
Noden, Harry. Image Grammar: Using Grammatical Structure to Teach Grammar. Heinemann.
1999.
Sam M. Intrator and Megan Scribner (Editors), Parker J. Palmer and Tom Vander Ark
(Authors). Teaching with Fire: Poetry That Sustains the Courage to Teach. JosseyBass. 2003.
Urbanski, Cynthia. Using the Workshop Approach in the High School English
Classroom: Modeling Effective Writing, Reading, and Thinking Strategies for Student
Success. Corwin. 2006.
Weaver, Constance. Teaching Grammar in Context. (1996)

*Daily access to English Education Ning Network course group:

http://thinkwrite.ning.com/group/engl-481-f14-methods-and-management

*Join English Companion Ning by Jim Burke: http://englishcompanion.ning.com

(Optional) Join NCTE, student rate, $25 for one year: https://secure.ncte.org/store/student-membership
*Daybook: a sturdy composition notebook; glue stick
*Handouts provided by instructor
*North Carolina Standard Course of Study (Common Core English/Language Arts Standards, 9-12)
Self-study online at http://elaccss.ncdpi.wikispaces.net/LiveBinders

Course Rationale: What are we trying to do?*

*adapted from Leslie Cook (2008) and Lil Brannon and John Staunton (2004)

Learning to teach is a process that combines methods for teaching content and methods for providing an
effective learning environment for students. Most of you have not yet taught in your own classroom, so you will
leave this course having increased your conceptual understanding of what it means to be an English/Language
Arts Teacher (ELA). This course addresses the questions, "What do we do when we teach English? Why? And
How?" Initiating our inquiries through our own stories and experiences, we will attempt to identify and locate
key issues in the teaching and learning of ELA. This approach is designed to build your pedagogical knowledge
base by combining it with your education and other language/literature courses (i.e. content knowledge). It is
essential that you be reflective and take leadership in this course. It is my intention to give you hands-on
experiences with some of the tools you will need to become a knowledgeable and effective practitioner,
responsive to the needs of all students. Throughout the semester, I expect you to read, write, observe,
participate, respond, think, and feel. Above all, I expect you to share with the class whatever insights and/or
problems this class provokes in you.
Our emphasis will be on designing integrated approaches that develop and enhance students' abilities to
write, speak, listen, interpret print and non-print texts, think critically, and explore new technologies. Among the
issues we will discuss are: developing rationales for integrated, conceptually designed teaching; developing
effective means of creating order and motivating students in the classroom; standards-based unit and lesson
planning; multi-genre writing and literary approaches; multiple and appropriate modes of assessment;
implementing writing and reading workshops; community literacy; language diversity; multimodal literacies;
and reader response theory.
Course Requirements: How are we going to do it?
(unless otherwise noted, all work will be submitted in electronic form)
Grading: Becoming an effective English teacher is an ongoing, reflective process and does not occur through
one particular assignment. This class is not about figuring out how to plug in all the right activities in a lesson
plan and become an A teacher, but rather about embracing the space you will be given to think critically about
what you will teach and how you want to teach. If find yourself asking questions about how to get an A on an
assignment, then you will become frustrated quickly when no direct answer is given. Your path to success will
not be directly dictated. However, your success in the class is very important. This class is designed to allow you
to demonstrate your success as a developing teacher, writer, and thinker. It is also designed to assess your
knowledge gained during this development process and based on the objectives for the course as well as the NC
Professional Teacher Standards (we will learn about these in class). Therefore, your work will be assessed in a
manner that addresses your progress as well as your growing abilities (see further explanations below). It is
imperative that you understand the ways in which your progress is assessed in this class and that you keep a
record of your progress. To respect your privacy and our class and personal time, please schedule a meeting with
me to discuss any questions about your progress. Grades will not be discussed during class or in the hall, etc.
Your grade for this class will be based on an average of four components of the course: 1) a final conceptually
designed unit plan*, 2) the process work required to complete the unit*, 3) classroom management project that
will include field experience, case study research, and a management plan, and 4) classroom practice
demonstrations that will draw from and be used in your unit lesson planning. Each assessment is intended to
build and connect to the other, but you ultimately are responsible for seeing and making the most out of these
connections.
*Adapted from Smagorinsky, P. (2009). ELAN 7408 Capstone in English Education Syllabus.
http://www.coe.uga.edu/~smago/ELAN7408/ELAN7408_syllabus.htm

Chromatic Grading Scale (English Department)

Conceptualized Unit Plan

25%
1. *A whole and integrated conceptual unit of instruction, which is due at the end of the course and will be
submitted as an ongoing component of your professional preservice teacher portfolio website, is worth 25% of
your grade, and will be evaluated according to this rubric. Either individually or in collaboration with one or two
other students, you will prepare a teaching unit encompassing roughly 4-6 weeks of instruction that ideally you
will use in student teaching or another anticipated teaching assignment. The unit will stem from NCSCoS
(Common Core is now the NC Standard Course of StudyNCSCoS). The unit will organize literature and other
texts around a concept, such as one of the following:
a theme, that is, a series of texts that treat a recurring motif, such as the outcast, gender roles, war and
peace, or prejudice; see, for example, http://en.wikipedia.org/wiki/Theme_(literature)
a reading strategy, that is, an approach to reading that enables better understanding of a literary
technique, such as learning how to understand narrative perspective, learning how to read ironic texts, or
learning how to read poetry
a literary period that is both significant and thematically unified, such as Victorian literature or PostColonial literature
a literary movement, that is, literature produced by people with a shared philosophical or social
perspective, such as realism, transcendentalism, metaphysical poets, or surrealism (see, e.g.,
http://en.wikipedia.org/wiki/Literary_movement)
a literary region in which the authors share some kind of common vision, obstacle, stimulus, or other
governing perspective, such as the British Lake poets, Southern fiction, frontier literature, or the Harlem
Renaissance
the literary output of a significant author, often Shakespeare but including any author who merits
intensive study
a literary genre, that is, a set of texts with a shared structure and accompanying tropes and themes, such
as the epic journey, the fantasy novel, the picaresque novel, the memoir, science fiction (genres in this
sense do not include the short story, the poem, or other highly differentiated forms with no thematic
continuity); see, e.g., http://en.wikipedia.org/wiki/Literary_genre .

The unit will include the following components (links go to rubrics for those components, scroll down page to
find appropriate rubric):
Inventory
Rationale
Goals/Rubrics
Materials
Introductory Activity
Specific lessons and activities

You will use Livebinders to organize and store your work. You will need to submit the link for your Livebinder
for this unit via your portfolio. English Education majors should develop or continue to use their digital portfolio
from other classes for this work.
Process for Instructional Planning and Reflective Practice

20%
2. *In order to demonstrate an ability to design effective instruction and to develop a reflective practice, you will
be responsible for the production of different segments of the above unit during the process of the course. These
include the rationale, goals/rubrics, introductory activity, and a one-week sample lesson (links go to resources
for these aspects of unit, which are the same as the rubrics on our course group pages) as well as periodically
leading weekly online discussions of TED and TSYM. Each of the components of the unit, not including online
discussion, may be revised and averaged in with the grade provided for the total of these segments. With the
four different segments, each is eligible for revision work with your writing partners and instructor, you might
have between 4-8 items included in this portion of your grade. Regardless of how many drafts, the averaged
total of these assignments will be worth 20% of your grade. You will earn credit for this average by bringing
draft work to online discussions and/or class as well as meeting the requirements for the work based on each
rubric. You will find model units available at the Virtual Library of Conceptual Units. You should download
units listed in red for models of good unit design. In addition, these units will serve as instructional tools when
we go over how to produce various components (rationale, goals/rubrics, etc.) of your own units. Specific
information on how to develop each of these components will be provided during the semester.
*Adapted from Smagorinsky, P. (2009). ELAN 7408 Capstone in English Education Syllabus.
http://www.coe.uga.edu/~smago/ELAN7408/ELAN7408_syllabus.htm
Classroom Management Project
25%

3. The Classroom Management Project will include three major components: field experience, an informal case
study, and a classroom management plan. Below are descriptions of each:
Field Experience: Observe on some aspect of English at an approved location for a total of nine hours during the
semester and turn in reflective reports on this experience. Field experience is required by the NCDPI for all
courses involving teaching methodology; therefore, this requirement must be completed for course credit. In
addition, you will complete one lesson demonstration from your conceptual unit with a teacher and receive
feedback from them. Share teacher contact with Dr. Hartman. You will represent your completion of this
requirement through field observation notes (also used for case study), lesson plan, and critical reflection in
daybook (you will submit these pages electronically in your portfolio)
Informal Case Study: In order to better understand what motivates students, you will use your field experience
time to develop an informal case study on one particular student in the class you observe. Case study research is
an effective teacher research method for understanding the workings of ones classroom, and case studies allow
for close examination of a particular phenomenon, like student behavior in a high school classroom. Field notes,
teacher research reflection, and a brief write-up will be required for this work. All references to student(s) must
use pseudonyms to protect identity.

Classroom Management Plan: Using your own educational philosophy, you are to develop a classroom
management plan for your classroom that includes the following components:
Classroom Floor Plan
Discipline Plan
Procedures (To include, at a minimum, the
following)
o Absences
o Homework (if applicable)
o Missing Work
o Bathroom
o Collecting Papers
o Passing Out Papers
o Fire Drills
o Tornado Drills
o Food/Drink/Gum
o Hall/Locker/Office Visits

o Tardies
o Supplies (paper, pencil, etc.)
Substitute Plans
Parent Communication Plans
Bulletin Boards for beginning of year (ideas)
First Two Days of Lessons
Class Schedule (to establish routine)
Motivation Plan
Grading Plan (including response time)
Attendance Plan
Student Relationship Plan
Diversity Plan
Conflict Mediation Plan

You will address all of these components using what you have learned in class and your own research during
field experiences and your informal case study. All of your plans should reflect your philosophy and will be
scored with a rubric (provided by instructor). You will use Livebinders to organize and store your work. You
will need to submit the link for your Livebinder for this plan via your portfolio. English Education majors
should develop or continue to use their digital portfolio from other classes for this work.

Classroom Practice Demonstrations

25%
4. You will conduct 4 classroom demonstrations (3 in our class and 1 in a classroom setting) in order to
demonstrate Objectives 2, 4, 6, 7, and 8 and to put into practice the various content and strategies we learn in
this course. To build up to teaching a full class, you will prepare one of each of the following: a 15, a 30, and a
60 to 90 minute lesson derived from your conceptual unit. In our class, you will present a 15 and 30 minute
demo and then a longer demo of at least 60 but no more than 90 minute demo. This assignment will also help
you complete your field experience, as you will practice one of these lessons in an actual classroom setting and
receive feedback from an in-service teacher. You will coordinate with the in-service teacher which length of
lesson and focus is most appropriate for the live classroom. For each demo you are required to submit a preobservation form and the lesson material via Teachscape Reflect. The materials will be submitted published on
our Ning site and via your professional preservice teacher portfolio website. You will need to complete a postobservation form on Teachscape Reflect, and one or more of these demonstrations will be video recorded and
you will then view the recording and critique yourself in a one-on-one conference with the instructor. Evaluation
of your presentation will be done by peers in your audience, which may include an in-service teacher, as well as
by the instructor. Here are some general choices for you demonstration, knowing that your conceptual unit and
its focus should be the basis for which you construct your lesson demonstrations:
a. Language-Focused LessonOne of your lessons could focus on some aspect of the English
language (e.g., linguistics, grammar, vocabulary, spelling, style, rhetoric, listening, speaking). You
will turn the written plan in to the instructor for evaluation.
b. Literature-Focused LessonOne of your lessons could focus on teaching a literary text or texts
(probably short pieces like a short story or a poem or two). You will turn the written plan in to the
instructor for evaluation.
c. Writing-Focused LessonOne of your lessons could focus on some aspect of teaching writing,
process, revision, genres, etc. You will turn the written plan in to the instructor for evaluation.

d. Focus of choiceOne of your lessons could be a focus of your choice or could combine multiple
focuses. You may wish to think about integrating multimodal learning tools, technology, or other
ideas that you can discuss with the instructor. You will turn the written plan in to the instructor for
evaluation.
A note about lesson plans: We will not prescribe to a certain lesson plan format in this course. Many school
districts require a particular format for lesson plans while some districts dont require more than an objective for
the day, if any lesson plan at all. For now, we will work together to explore and develop your own format and
approach that works for you, knowing that you may have to change that depending upon your student teaching
experience and your school settings. We will examine several examples, but I encourage you to search for
lesson plans templates as well or come up with your own! You will have specific requirements for content
regardless of format.
You will be assessed via Teachscape Reflect using the North Carolina Professional Teaching Standards
(NCPTS) as follows because that is what will be used to assess your performance in the classroom during
student teaching and in your first job:
I.
Teachers demonstrate leadership.
II.
Teachers establish a respectful environment for a diverse population of students.
III.
Teachers know the content they teach.
IV.
Teachers facilitate learning for their students.
V.
Teachers reflect on their practice.
Additional Expectations

1. In order to foster reading and writing to learn in our classroom, we must experience it ourselves. We
will explore reading and writing to learn in two ways:
a. Daybook: In addition to the main texts (TED and TSYM) and any other articles and texts
provided by the instructor, we will continue to explore the daybook as a tool for fostering
reading and writing, to help facilitate a reflective practice, and to store the thinking you do in
working to meet the objectives for the course. Therefore, throughout the course you are asked to
maintain a daybook to capture your thinking through writing (just as we hope to ask our
students to do). You will use the daybook for all your notes and in and out of class writing
moments. These are yours to keep and will be used heavily in class. Consider the daybook a
component in your process for your conceptual unit design and classroom practice
demonstrations. It will also store field notes for your field experience and case study work.
b. 21st Century Teacher: This course has a heavy online component, which means that you must
develop a highly interactive online presence. Through an online social networking site, Ning,
your personal page within our site, Skype, Livebinders, Teachscape, and your professional
website, we will explore what it means to communicate and connect in the 21st Century. We
will explore non-print means of thinking and communicating in a classroom setting. You will be
asked to visit, read, write/publish, contribute, etc. to our site every 2-3 days at a minimum. See
the schedule for specific assignments and. Participation will involve many things such as
leading/starting discussion threads (you will sign up for dates early on), responding to peers,
blogging, reading, viewing videos, and uploading sources.
2. Professional Website: As a part of your completion of the English Education program, you will
constantly work toward the creation of your professional portfolio website. If you havent created the
site that will house this work, then you will begin this now. All of your work for this course may be
included on the site; however, your main assignments, the conceptual unit design and classroom
management project, must be included. Please schedule an appointment to meet with me within the first
two weeks of class if you need help setting up a site.

3. Final Exam 5%Your final exam will be the final submission of your portfolio and all its content and
the presentation of your reflection on this portfolio content.
Other good things to know:
Emergency Plans: In case of an on-campus emergency that requires evacuation of the building, please
assemble as quickly as possible at the following location to check in with your professor: Sidewalk outside of
Craig, parking lot side.
Manners and Attire: Be an inviting person! You must dress professionally every day you are in a school. Your
attire for a high school should never be shorts, tight pants, ripped or worn clothing, t-shirts, and/or tight shirts
with part of your stomach or back showing. You will be asked to leave if you are not properly attired. You must
look professional each day no matter what others at the school may wear.
When you have opportunity to be in a classroom, be pleasant, have initiative, and offer, offer, offer to assist.
Greet the teacher and other people in the school. Introduce yourself to people with a handshake and smile.
Articulate clearly.
Professionalism
Due to the nature of this course the ethics and standards of a professional teacher will be expected of each
student, and especially as it pertains to the confidentiality of information regarding students. Do not discuss
students with anyone other than the classroom teacher, the school principals, and those in this course (during
class only). Do not discuss your case study in line at the grocery store or in any public place.
Dispositions:
All Gardner-Webb University students in the School of Education are assessed with regard to particular
dispositions. In general, candidates will be assessed along the following dimensions:
Demonstrated belief that all students can learn
Demonstrated belief that all students deserve the most appropriate instruction
Demonstrated belief that teachers and educational leaders must collaborate with colleagues, parents,
and the community to provide the best educational experiences for all students
Demonstrated belief that the teaching-learning process is continuous and that teachers and
educational leaders must be professional students
The complete rubric will be shared via Ning.
Assignments as public documents: All work in this class will be public. In other words, other people may be
allowed to read it.
Due Dates and Late Assignments: Unless otherwise noted, all work for this course must be submitted
electronically via our class website and/or Turnitin.com and on time. See schedule for all due dates, but know
that these are subject to change according to our class needs. After the stated due date, your work is considered
late and will result in either a grade of 0 or lowered grade. Failure to complete any major assignment will result
in an automatic F for the course. Please inform me of any problems you are having concerning assignments,
due dates, etc. All pieces submitted to Turnitin.com must follow proper documentation and formatting.
University Writing Center at the center of the Center
Location: Tucker Student Center Rm 237
The Writing Center is a resource for all students, regardless of major or level of study. Writing Center
consultants are fellow students who have a solid grasp of the English language and writing who also enjoy
assisting others. They will help you with developing and revising your ideas as well as polishing your final draft.
You can make an appointment for a consultation in Webb Connect or walk in to see if there's an available
appointment. Visit gardner-webb.edu/writingcenter for important information like semester hours of operation.

The Learning Enrichment and Assistance Program (LEAP) provides peer tutoring for Gardner-Webb
students. Peer tutors will work with students to refine study skills and clarify course content. Our tutoring is
offered on campus in the Tucker Student Center, room 336, next to the Student Success Center. While we try to
meet the needs of our students, we do not have resources available to offer tutoring in every course/subject.
Should tutoring for certain course/subjects not be available, the student may contact the LEAP program to
determine if other campus resources are available. Students can make an appointment with a peer tutor in
WebbConnect by clicking on Academic Support and Peer Tutoring Appointment Scheduler. Prior to
requesting a tutor, LEAP recommends that an interested student speak first with his/her professor about
concerns in a particular class; professors can provide insight into which areas need attention or which strategies
might be helpful in specific courses. Please contact LEAP by emailing leap@gardner-webb.edu or visit our
website at gardner-webb.edu/leap. Feel free to visit our office on the third floor of the Tucker Student Center.
Academic Dishonesty: Using someone else's words or ideas without giving credit with documentation and
quotation marks when appropriate is plagiarism. Plagiarism will be prosecuted enthusiastically. It is the English
Departments policy that a grade of F for the course will be assigned any time a student submits any draft of a
major assignment of which a substantial portion has been falsely represented as the students own. Minor
assignments that are plagiarized will also be prosecuted according to University Academic Dishonesty Policy,
which may result in a Warning Report. Resubmitting work you have done for another class without getting prior
permission from your professor will be considered academic dishonesty. Written pieces will be submitted to turn
it in.com as part of the English department policy.
Your Attendance: You are an active and crucial member of this classroom, so you are expected to attend class
each time it meets. Excessive lateness, early departures, or more than 2 absences will adversely affect your
grade. Without permission from the instructor, the use of electronic devices will also result in an absence for the
day. It is the student's responsibility to see, call, or e-mail me within 48 hours of returning to class to make up
his/her work. However, if you know you are going to be absent, then it is your responsibility to let me know in
advance and make arrangements to complete whatever work is assigned or due in class that day. If you miss
class without notice, then you are responsible for finding out what you missed from another class member, not
me! Remember that excused absences still count toward the total number of absences considered excessive.
Unconstructive or distracting behavior will negatively affect your grade. Unless approved by the instructor, use
of all electronic devices (computers, cell phones, iPods, and so on) is not allowed and will result in a 0 for
class participation and an absence for that day (see absence policy). 3 or more absences (which equates to
missing 25% of class or more) will result in an automatic F for the course, no matter how early or late in the
semester this occurs. To put it simply, come to class!
Noel Program: If your learning or participation in this class might be affected in any way by a disability
recognized under the Americans with Disabilities Act (ADA), you will need to do the following: (1) register
with the Noel Program for the Disabled at Gardner-Webb University--(704) 406-4270; and (2) educate me about
your disability so that I can work with you and the Noel Program to arrange necessary accommodations. It is
important that you take both of these steps no later than the first week of the semester.
The Final Exam: The final exam will be on December 8 at 6pm. The final exam schedule is set in stone and
cannot be changed unless you have a truly serious (and, generally, unexpected) emergency such as a death in the
family, a serious illness requiring hospitalization, or an obligation to be away on University business (e.g., you
are an athlete and have a scheduled game). You must fill out the appropriate paperwork and receive permission
well in advance in order to make any changes regarding the exam.

Schedule
TED = Teaching English by Design text
TSYM = Ten Students Youll Meet
*Note: this is an initial schedule and will change according to the needs of our class. Become comfortable
with flexibility and ambiguity!
Youll notice placeholders for guest speakers throughout the schedule. Detailed topics and due dates will
be shared on the Daily Agenda pages on Ning
Date
August
M 25

Class topic

Work Due

Intro to class, each other, and course

tools

Hartman TED Read and post on Ch. 1

and 2
Hartman TSYM Read and post on Ch.
1
*Last day to drop/add courses is
August 28

September
M1

Philosophical Framework; Common

Core and NCSCoS; Developing an
environment for learning; Planning
topic for unit and 15 minute demo

Courtney TED Read and post on Ch. 3

and 4 and Activities that Promote
Discussion Links Page
Emily TSYM Read and post on Ch. 2

M8

M 15

M 22

Secondary Classroom Management

(Teachscape)

Carol TED: Read and post on Ch. 5

and 6

Preparing 15 minute demo

Courtney TSYM: Read and post on Ch.

3

Goals for assignments/assessments;

Review Ch. 9 the basics of unit design

Taylor TED: Read and post on Ch. 7

and 8

Writing group prep/mini conf. for

lesson demos
*Guest Speaker

Carol TSYM: Read and post on Ch. 4

15 Minute Lesson Demos

Emily TED: Read and post on Ch. 9

and 10

Writing group of Rationale, Materials,

Goals, and Assessment Rubrics

M 29

Responding to Student Writing

*Guest SpeakerCarmen Davis

Prepare for 15 min. demo

Taylor TSYM: Read and post on Ch. 5

Draft 1 of Unit Due: Rationale and
Goals/Rubrics due by midnight
Monday 9/29; submit reflective memo
w/in doc to Turnitin.com
TED: Read and post on Ch. 11
TSYM: Read and post on Ch. 6

October
M6

Discuss intro activities; Classroom

TED: Read and post on Ch. 12 and 13

M 13

management project work

TSYM: Read and post on Ch. 6

*Guest SpeakerRhonda Dixon

*Guest Speaker TBA

Submit current classroom management

plan w/ reflective memo to
Turnitin.com; due by midnight 10/6
TED: Read and post on Ch. 14

30 min Demo (2)

TSYM: Read and post on Ch. 7

Complete midterm reflection on

dispositions

M 20

Fall Break

Draft 2 of Unit Due: Rationale and

Goals/Rubrics revision and Intro
activities due by midnight Monday
10/13; submit reflective memo w/in
doc to Turnitin.com
TSYM: Read and post on Ch. 8

M 27

30 min Demo (2)

TSYM: Read and post on Ch. 9

Report out on field experience and case

study; Fleshing out details of unit, daily
assessment tools

Draft 3 of Unit Due: Intro activities

revision and One-week lessons due by
midnight Monday 10/27; submit
reflective memo w/in doc to
Turnitin.com

Writing group work with current unit

drafts

TSYM: Read and post on Ch. 10

60 minute demos (2)

Post evidence of field experience, case

study notes, and brief write up to
professional website

November
M3

M 10

Continue working on all projects

M 17

60 minute demos (2)

M 24

Writing group work with classroom

management plan
Thanksgiving Break Nov. 26-28

December
M1

M8

Last Day of Class

*ENGL 481 Final Exam

Final Unit and Portfolio Presentations

Final classroom management plan due

on Livebinder (link posted on
Professional Website) due by
midnight 11/30