Lake Superior State University

School of Education

Teacher Education Program


Spring 2005 TE 441             Language Arts Methods for Secondary Teachers       (3 lecture, 0 lab)



Paulette Z. Attie,  PhD




Office: 635-2028

Home: 635-3073 (in emergencies)


Office Hours


Mondays:  2:00 P.M.- 4:00P.M

Wednesdays: 2:00P.M.4:00 P.M. or by appointment.

Online through WEBCT.


South Hall R. 322



LSSU School of Education website: (   for information on meetings, certification, etc.


1. Course description: 

Curriculum, objectives, content, materials, organization, methods, and assessment of core subject matter to diverse learners.  Includes integrated technology component and field experience.  Students use national and state standards and benchmarks in planning instruction and assessment.


2. Course prerequisites:

Grade of B- or better in TE 150, TE 250, TE 301 and admission to the Teacher Education Program


3. Knowledge Base:

            The Understanding by Design “backward design” model of curriculum construction (Jay McTighe and Grant Wiggins 1999) will be explored in the development of unit and lesson plans that address the standards of the Michigan Curriculum Framework and that incorporate the main areas of secondary English language arts instruction: teaching reading, writing, speaking and listening, and thinking (NCTE standards).   New directions in the teaching of English will be examined: digital literacy, media literacy, English projects and exhibitions, and the place and purpose of service learning. Incorporating technology in the teaching and learning of English Language Arts will be a main focus through the incorporation of web quests and the graphic organizer software program, Inspiration 7.5.


4. Curricular relationship:

This course is required by Lake Superior State University for the teacher certification program.  Participants will utilize content knowledge in English in understanding and applying various teaching methodologies to meet the learning needs of all students.



STAGE I of Curriculum Design: Desired Results

5. Course objectives aligned with MELS (Michigan Entry Level Standards) standards:


Objective: By conclusion of the course, pre-service teachers will be able to:

Michigan Entry Level Standards


1.  understand a vision of literacy education that encompasses the use of print, oral, and visual language and addresses six interrelated English language arts: reading, writing, speaking, listening, viewing, and visually representing;



Standard 1: a, b, c, e, f, h,

Standard 2:  i

Standard 3:  a, b,

Standard 5: a

Standard 7: a, b, c, d

 2. design and implement detailed technology- enhanced unit and lesson plans  that    meet the Michigan Curriculum Framework and NCTE  Language Arts Standards  by using Unit Plan Template with the theoretical knowledge base of the Understanding by Design framework; collaborate with colleagues on an integrated unit in Service Learning and Core Democratic Values.

Standard 1: h

Standard 2: e, f, g,

Standard 3: e, f, g

Standard 4: a b, e

Standard 5: a, b, c, h

Standard 6: b

Standard 7: a, b, c, d, e

 3.  develop a classroom community that supports learners; engage in professional communities that address secondary English teaching methods;

Standard 4

Standard 6: a, b, c, d, e

 4.  assess, evaluate and support student growth in reading, writing, speaking, listening, viewing, and visually representing in the English secondary setting;

Standard 2: c

Standard 4: e

 5.  assess the nature, role, and function of the English Language arts studies at the secondary level;

Standard 1: b, c

 6.  demonstrate the ability to  use information age learning and technology operations and concepts to enhance student learning in the secondary English classroom;

Standard 7: a, b, c, d

 7. use technology to enhance professional development, practice, and productivity;

Standard 7: e

 8. understand the equity, ethical, legal, social, physical, and psychological issues surrounding the use of  technology in the secondary English classroom;

Standard 7 :f

 9. incorporate learning activities that involve representatives of volunteer groups, civic and social organizations, and public service agencies;

Standard 6: a, b

10. use a variety of teaching techniques and methodologies and  reflect on their effectiveness;

Standard 4: b

Standard 5: e

11. plan and  use different cognitive, affective, and psychomotor strategies to maximize student learning and to accommodate differences in the backgrounds, learning styles, disabilities, aptitudes, interests, levels of maturity, and achievement of students;

Standard 4 : a

12.  continue to develop an understanding of the Entry-Level Standards for Michigan Teachers, The Michigan Curriculum Framework for 6-12 Language Arts instruction, the IRA/NCTE Standards for the English Language Arts, and the NETS Standards for the use of Technology in Education.

Standard 5: a, e, f




The following standards will guide the content and the instructional strategies throughout the course:


  1. Michigan Entry Level Standards for Teachers – posted on WEBCT


  1. The National Board of Professional Teaching Standards – in Introduction to Burke text


  1. National Council of Teachers of English Standards:

            Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12



  1. Michigan Curriculum Framework



  1. Michigan Standards for Reading (Literacy) Instruction



  1. Educational Technology Standards (NETS)




STAGE 2 of Curriculum Design: Acceptable Evidence of having achieved the Desired Results:


7.  Course requirements and assessments:  What evidence will you present to demonstrate your mastery of the course objectives?


1.      Field experience requirements – 12-15 hours in a secondary language arts classroom

1.      Field experience log

1.      Professional dispositions evaluation

2.      Field experience questions

3.      Option: Northern Transitions Conference hours put toward the field experience requirement.

2.      Weekly reading assignments- texts, periodicals, and handouts – see outline of assignments


3.      Reader Response to professional literature – reflection in a journal format

Four weeks out of the semester you will write a more formal response to your professional reading. Each response will focus on applying the ideas in the texts to your future classroom. (How will what I have read affect my teaching?) In these responses you should include questions that are raised by your reading/observations, connections that you make, agreements/disagreements with the articles/assigned readings/observations.  These responses should be at least 300 words in length. These responses may be handwritten. Date each entry.


Less formal reader response journal entries are to be written each week.  Bring your journal to class each week for in-class entries and also because I will collect them for grading without previous announcement. These reader response journals will count for 10% of your grade. After class, after reading assignments, and after field experiences, you should record your thoughts and questions. Writing in your journal should prepare you well for class discussions.  You might consider the following questions if you are stuck in getting the creative juices flowing:


1.      What was the best/worst idea in this reading/class?

2.      How will what I have read/discussed/observed affect my teaching?

3.      What points need to be clarified?

4.      What more would I like to know about this?

5.      Did I enjoy this class/reading?  Why or why not?


           A journal is informal by definition.  Don’t worry about spelling or other mechanical concerns.   Just get your ideas down. What I am encouraging is a dialogue with you and the class and a record of your thoughts and feelings as they develop and change.  Feel free to ask me questions and /or direct comments my way.  Don’t feel that you have to say what I want to hear.  I’ll read and evaluate them for content only.  Honest. Grades will be based on effort and on the thinking revealed.


4.      Weekly attendance and participation/ late work   Please bring texts and response journal to each class.


You are expected to be on time and present in class.  Patterns of absenteeism and tardiness detract from your professional dispositions as a pre-service teacher candidate and your overall progress in this class.  We meet so infrequently that I really do expect you to be at each class session.  Your grade will be lowered if you are excessively absent primarily because if you are not in class, you cannot participate effectively in the learning community.


Active participation includes completing assigned readings, reader response journals, presentations, and actively discussing scheduled issues and topics.  Your field work is the ultimate means of participation; it is your opportunity to observe and practice some of the theory and ideas presented and discussed in class.


Late work will only be accepted with serious documentation for absences.  Please see or contact me before the due date of any assignment if a grave situation will cause you to know in advance that your work will be late. All late work will be subject to deduction of points.


5.      Four Unit Plans (over a 2-3 week time frame) using the UBD Unit Plan Template

1.      Integrated Unit (English and Social Studies) focusing on Service Learning created with the Social Studies Methods Class

2.      Integrated Unit (English and Social Studies) focusing on the Core Democratic Values/ Promoting Citizenship/ Persuasive Speaking and Writing created with the Social Studies Methods Class.

3.      Two other units in Secondary English and/or Language arts areas.


F.  Joint Collaboration and Presentation of an integrated Service Learning Unit- You will design an integrated unit on a service learning idea with students of the Social Studies Methods class on March 7 and then participate in a group Micro Peer Teaching presentation on March 21.


G. Joint Collaboration and Presentation of an integrated (English and Social Studies) unit focusing on Core Democratic Values/Promoting Citizenship/Persuasive Speaking and Writing created with students of the Social Studies Methods classes on April 4 and presented on April 18.


H. One micro peer teaching lesson (MPT Lesson) presentation should come with a detailed lesson plan, which will be handed in after your presentation of the lesson.  This lesson may be developed out of any of your unit plans. Turn in lesson plan at end of presentation.  See Micro Peer Teaching Guidelines attached to this syllabus.


I. Participation as a discussion moderator for the weekly readings.  Prepare for your role as discussion moderator during one class session as if it were a teaching exercise of leading a discussion in class.


       J. School of Education Assessments in Integrating Technology into Unit and Lesson Plans: 


1. Create a web quest (Module 3,    ( ) Preparing Teachers for Tomorrow

2. Create a rubric for a project-based learning activity using RUBISTAR ( and/or PBL checklists. (Module 4)

3. Create a webpage evaluation rubric for a primary or intermediate class. Use Loogootree Elementary West’s site for ideas. (Module 7)

4. Integrate technology in the creation of 2 forms of assessment for a K-12 unit.     (Module 5)

5. Use Inspiration 7.5 software in 2 of the 4 units.


8.  Assessment:

            Attendance/Participation/Professional Dispositions….……..15%

            Reader Response Journal (formal and informal)…………...10%

            Field Work ………………………………………………... 10%

            Written Work (4 Unit Plans, 1 Lesson plan, etc)………………….25%

            Presentations (MPT, unit presentations, and discussion moderator)……………..35%




98 – 100 A+                  88 – 89 B+                    78 – 79 C+

94 – 97 A                      84 – 87 B                      74 – 77 C

90 – 93 A -                   80 – 83 B-                    70 – 73 C-



Please Note

  1. Check WebCT often.
  2. All course work must be either word processed or typed (except for response journals).
  3. Written work should follow APA Publication Manual Guidelines.
  4. Changes may be made to this syllabus at the discretion of the instructor.




STAGE 3 of Curriculum Design: Planning Learning Experiences and Instruction


9. Required Texts:  Please bring both texts (Burke and Brandvik) and response journal to every class.


The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum, and the Profession. Jim Burke. Portsmouth, NH: Heinemann, 2003.


English Teacher’s Survival Guide: Ready to Use Techniques and Materials for Grades 7-12. Mary Lou Brandvik. West Nyack, NY: The Center for Applied Research in Education, 1994.


Intel’s Teach to the Future Curriculum materials: text and CD-Rom.


10.  Tentative Course Outline and Assignments


Please remember that the course outline reflects my thinking before the start of the semester.  Some of the  content is negotiable.  This outline is a plan that may be changed as contingencies and contexts change.  We’ll talk.


Week 1 /  January 10

Introduction, Syllabus:

Field  Experience

Reader Response Journaling

Unit  Plans


Student voices in poetry, essay.

Choose weekly discussion moderators (teachers) and MPT lesson presentation.


What do English Teachers do???

  1. Teaching Reading
  2. Vocabulary Instruction
  3. Grammar
  4. Teaching Writing
  5. Teaching Speaking and Listening
  6. Teaching Thinking

Week 2 /  January 17  Discussion moderator:

Surfing PTFT

Discussion of assigned articles

English Curricula: Local, state, national

Technology Standards for Students

Long-Range and Short-Range Planning

Daily Lesson Plans

Grading Systems and Assessments

Understanding By Design Curriculum Design

Unit Plan Template-Example


Assignment for January 17:

1.Brandvik, Chapters 1-3

2.Burke, Foreword, Introductions, Chapters 1-3, 10-11, 25, 27

3.Internet: PTFT ( orientation and Module 6

4.Reader Response journal: formal or informal

Week 3 /  January 24

Discuss WEBQUESTS and implications for classroom

Discuss rubrics

Practice writing enduring understandings and essential questions

Organizing yourself to teach and have a life!

Teaching Writing:

Diagnostics, journals, writing process, expository writing, rubrics, creative writing, evaluating writing, portfolios, computers and writing, student conferences

Discussion moderator:

MPT lesson presentation(1):

Assignment for January 24:

1. Brandvik, Chapter 5

2. Burke, Chapter 6, 7, 24

3. PTFT Module 3 Creating a WEBQUEST (

4.See Module 4 on rubrics (

5. Reader Response Journal -Weekly  







Week 4 /  January 31

Teaching Reading and Literature

Textbooks, reading lists, fiction, poetry, drama, non-fiction, vocabulary, SAT?ACT?MEAP, video, art, music. Oral reading

 Discussion moderator:

MPT lesson presentation(2):

Assignment for January 31:

1. Brandvik, Chapter 6

2. Burke, Chapters 4-5

3. Reader Response Journal-Weekly

Week 5 /  February 7

Cooperative learning

Teaching listening and speaking

Teaching thinking

Digital literacy

Media Literacy

Discussion moderator:

MPT lesson presentation(3):



Assignment for February 7:

1. Brandvik, Chapters 4,7

2. Burke, Chapters 8-9, 12-13

3. Reader Response Journal- Weekly


☺☺Long-range assignment: 2 unit plans.

Week 6 /  February 14

Project Based Learning

Projects and Exhibitions


Service learning

Discussion moderator:

MPT lesson presentation(4):

Assignment for February 14:

1. PTFT modules

2. Burke, Chapters 14-15

3. Weekly Reader Response Journal

Week 7 /  February 21

Guest Speaker: Intern

Issues in teaching English: students with special needs, gender, race, language, ethics, honors students

English Teachers and the law

Discussion moderator:

MPT lesson presentation(5)

Assignment for February 21:

1. Burke, Chapters 16-21

2. Work on First Language Arts Unit Plan due March 7

3. Reader Response journal - weekly



Week 8  /  March 7

We will be working with Dr. Freed’s secondary Social Studies methods class in the development of an integrated unit (English and Social Studies)  focusing on service learning (Review Burke’s CH. 15).  Group presentations on March 28.


Review of  elements of backward design: enduring understandings, essential questions, assessment evidence, learning activities


Collect completed Unit Plan template for first Unit Plan.


Assignment for March 7

1. Work on technology assessments due during finals week. Incorporate these tools in the 4 unit plans.

2. First Unit Plan due. Turn in hard copy March 7. Save electronic copies of all 4 unit plans . (to CD) for turn in at conclusion of course.

3. Reader response- weekly

Week 9   / March 14

The Courage to Teach

The new teacher in the building

Strategies for survival

Getting a job teaching English

Politics of education-parents, school boards, politicians, and the media

Joining the professional conversation

Discussion moderator:

Assignment for March 14

1. Brandvik, Chapters 8-9

2. Burke, 22-23, 26-27

3. Reader Response journal-weekly

4. Work on Service Learning Unit1. Continue working on Service Learning Unit and incorporating technology. (Web Quests, Inspiration 7.5)

2. Prepare for joint presentations with Social Studies Methods Class on March 21.

Week 10 / March 21

Group Presentations of Service Learning Units

Social Studies Methods and English Methods



Week 11 / March 28

Incorporating Web quests, PowerPoint, WebPages, Inspiration 7.5 in Unit Plans.  PTFT content Modules.

1. TBA Readings/ Web Research on Core Democratic Values

2 Work on second Unit Plan in English Language Arts due on April 25

Week 12 / April 4

Collaboration with Social Studies Methods Class on Unit Design:

        Lecture/Direct instruction/Discussion: Core Democratic Values, Promoting Citizenship, and Persuasive Speaking and Writing

Planning a Joint Presentation of an integrated  unit on Core Democratic Values/Promoting Citizenship/Persuasive Speaking and Writing created with SS Methods class on April 4 and presented on April 18



1. Work on developing Integrated Unit Plan on Core Democratic Values/ Promoting Citizenship/ Persuasive Speaking and Writing.


2. Prepare for joint presentations on April 18.Turn in hard copy of Unit Plan after presentation.


3. Work on Second Language Arts/English Unit due on April 25.

Week 13 / April 11

Guest Speakers/ New Teacher (Non-tenured)



1. Work on developing Integrated Unit Plan on Core Democratic Values/ Promoting Citizenship/ Persuasive Speaking and Writing.


2. Prepare for joint presentations on April 19. Turn in hard copy of Unit Plan after presentation.

3. Work on Second Language Arts/English Unit due on April 26.

4. Turn in Field Experience requirements on April 18.

Week 14/  April 18

Group Presentations of integrated unit plans on Core Democratic Values/Promoting Citizenship/Persuasive Speaking and Writing


Week 15 / April 25 Presentations/ Wrap Up

Due: April 25

1. CD of Web Quest, Unit Plans, Lesson plan, etc)

2. Second Unit Plan (English Language Arts)

4. Integrated Unit Plan /Core Democratic Values




Accommodations:   In compliance with Lake Superior State University policy and equal access laws, disability-related accommodations or services are available.  Students who desire such services are to meet with the professor in a timely manner, preferably the first week of class, to discuss their disability-related needs.  Students will not receive services until they register with the Resource Center for Students with Disabilities (RCSD).  Proper registration will enable the RCSD to verify the disability and determine reasonable academic accommodations.  RCSD is located in the Library. The telephone number is (906) 535-2454.