SINGLE SUBJECT TEACHER CREDENTIAL PROGRAM

EDSS 543: Teaching English Language Arts in High School

California State University, Channel Islands

Spring Semester, 2018 COURSE SYLLABUS

Instructor: Lorna Gonzalez Class Time: MW 4:30-7:20pm

Office Hours: by appointment (please make one!) Classroom: Bell Tower 1716
Phone (Cell): 805.443.7183
Email: lorna.gonzalez442@csuci.edu

Prerequisite:
Must be officially admitted to the Single Subject Credential Program.
Co-Requisites:
EDSS 570, EDSS 580, EDSS 575, EDSS 585

Information contained in this syllabus, other than that mandated by the University, may be subject to change with advance
notice, as deemed appropriate by the instructor.

Required Course Materials:

• Burke, J. (2012). The English Teacher’s Companion (4th Ed.). Portsmouth, NH: Heinemann. ISBN: 978-
0325028408. You must bring this with you to each class.
• Common Core State Standards for English Language Arts, adopted by California on August 2, 2010.
http://www.vcoe.org/Portals/7/Curriculum-
Instruction/Documents/ELA/ela_ccs_recommendations.pdf - Please print pp. 27 (Reading
Standards) to 49 (text complexity) double-sided –OR—save to your computer/electronic
device—AND—bring them to class regularly.
• California State ELA/ELD Framework, adopted July, 2014.
https://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwintro.pdf - Please download and save this
document.
• EngageNY Common Core Curricular Units. https://www.engageny.org/common-core-curriculum
• Access to a computer or tablet with an Internet connection.
• Access to CILearn/Canvas – many of our class readings and activities will be posted online.

Recommended Materials & Resources:

• Hicks, T. Crafting Digital Writing: Composing Texts Across Media and Genres. / ISBN: 978-0325046969.
• Marzano, Pickering & Pollock. Classroom Instruction that Works. Alexandria, VA: Association for
Supervision and Curriculum Development / ISBN: 0-87120-504-1.
• Allen, Janet. Words, Words, Words: Teaching Vocabulary in Grades 4-12. York, ME: Steinhouse / ISBN:
1571100857.
• Recommended Literature, Grades K-12. (Searchable database:
http://www.cde.ca.gov/ci/rl/ll/ap/litsearch.asp).
• Virtual Library: www.coe.uga.edu/~smago/virtuallibrary/index.html.

Course Description:
A study of the content, methodology, materials and current research in teaching high school English courses. Focuses
on English and literacy methods, curriculum design and planning, differentiation, and technology use that are
specific to teaching English courses in grades 9-12. Emphasizes reflective practice based on Teacher
Performance Expectations and the use and alignment of curricula to the academic content standards
(including Common Core Standards) for California public schools. Includes an emphasis on teaching in
multicultural, multilingual and inclusive classrooms.
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Expectations and Goals:
This class is a workshop -- a cooperative venture that I'll guide, but which will require your full mental and
physical participation at every meeting. For your part, be ready to be fully prepared, attentive, and committed
in mind and body each day of the course. You can expect me to be supportive, helpful, understanding, and
(most importantly) encouraging. The goal is to help you become a teacher who will:
• Think about the specific and diverse learning needs of 7-12th grade students (including those with diverse
linguistic, socioeconomic, cultural, and educational backgrounds and experiences), and plan learning
activities that address those needs.
• Understand how to plan and deliver instruction of increasing complexity in reading, writing, speaking,
listening, and language to assure that students meet or exceed the state-adopted academic content
standards.
• Use technology effectively for teaching, learning, assessment, and collaboration.
• Create and use a variety of assessment strategies in order to evaluate students and plan instruction.
• Discuss and apply effective techniques for teaching the skills for expository reading and writing, as well as
reading and comprehending complex informational texts, interpreting meaning, analyzing structure of
texts, and evaluating perspective.
• Develop lessons that integrate expository texts and engender larger, thematic conversations across texts
and disciplines.
• Determine the skill level of students through the use of meaningful indicators of reading and language
arts proficiency prior to instruction, how to determine whether students are making adequate progress in
skills and concepts taught, and how to determine effectiveness of instructions and students’ proficiency
after instruction.
• Teach vocabulary acquisition and use, standard English conventions, and functions of language in various
contexts
• Grow professionally through reflective practice, and also locate and evaluate additional resources for
teaching ELA.

University Mission Statement

Placing students at the center of the educational experience, California State University Channel Islands
provides undergraduate and graduate education that facilitates learning within and across disciplines through
integrative approaches, emphasizes experiential and service learning, and graduates students with multicultural
and international perspectives.

STANDARDS FOR EDUCATOR DEVELOPMENT TO FOSTER STUDENT LEARNING

In our preparation of professional educators, the CSUCI School of Education has given extensive
consideration to the alignment of professional standards and assessments as articulated by professional
associations, certification agencies, and learning societies. This course aligns with standards established by the
National Council for the Accreditation of Teacher Education (NCATE) and the California Commission on
Teacher Credentialing (CCTC).

CCTC Standards and Teacher Performance Expectation (TPE) Competencies (adopted June 2016)
This course is designed to help teachers seeking the Single Subject Credential in English Language Arts to
develop the skills, knowledge, and attitudes necessary to assist schools and districts in implementing an
effective program for all students. The successful candidate will be able to merge theory and practice in order
to realize a comprehensive and extensive educational program for all students. TPEs introduced (I), practiced
(P), and/or assessed (A) in this course are:

TPE1: Engaging and Supporting All Students in Learning, 1.1, 1.3, 1.4, 1.5, 1.7, 1.8; TPE 2: Creating and
Maintaining Effective Environments for Student Learning, 2.2, 2.3, 2.5, 2.6; TPE 3: Understanding and
Organizing Subject Matter for Student Learning Content Specific Pedagogy, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8;
TPE 4: Planning Instruction and Designing Learning Experiences for All Students, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8;
TPE 5: Assessing Student Learning, 5.1, 5.3, 5.7, 5.8; TPE 6: Developing as a Professional Educator, 6.1, 6.2,
6.3.
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Commitment to Infusion of Competencies to Address the Needs of All Children

The Teacher Education Program faculty is committed to infusing language, culture, special
education/exceptionality, and technology and gender competencies across the curriculum. These
competencies are drawn from the Standards of Quality and Effectiveness for Professional Teacher
Preparation Programs and are highlighted in this syllabus.

Course Policies
These policies are intended to make our lives together in this class as easy as possible. They will apply
consistently to everyone, and thus take care of any unusual situations that might arise.

Participation and Attendance

We’ll do things that require you to be here, mentally and physically present, every day. In keeping with the
SOE credential program policy, you are expected to attend all classes from start to finish. At a minimum, you
must attend more than 90% of class time, or it will impact your course grade. Any combination of two tardies
or early departures will count as an absence. Please notify me ahead of time if you will be absent. If you miss
more than three classes (or have the equivalent of three absences), you may be unable to pass the
class.

Late & Revised Work

Part of being a professional educator is meeting deadlines, so please submit work on time. All major assignments
(Lesson Plans, Unit Plans, etc.) must be turned in on time. Thanks to the speedy pace of the eight-week credential
course system, neither you nor I can afford to fall behind on work. If an untoward emergency arises that
absolutely prohibits you from turning in work, contact me and we’ll talk. Late work will receive consideration
for partial credit—a reduction of 20% of the assignment grade for core assignments. Assignments
scoring a C or below may be revised for a replacement grade within two weeks unless other arrangements
are made. Repeatedly turning in late work or having to redo work due to poor effort cancels this
policy.

Academic Honesty
Per SOE policy: Students are expected to maintain the highest professional standards of academic honesty
and integrity. Academic dishonesty (cheating, fabrications, plagiarism, forgery, etc.) will result in a grade of
“F” for the assignment, project, or test. In cases where the cheating or plagiarism was purposeful,
premeditated or planned, students may receive an “F” for the course. This also applies to assignments
that are your own work, but that were done for a different class and submitted again without prior
permission. Therefore, submit your own original work and cite your sources when referencing the work of
others. Please see the instructor if you have questions or concerns.

Respect
This is a class where we’re going to be working a lot with one another on ideas, language, and thinking. This
will happen more happily if we treat one another with respect. This includes making sure that your full
attention is devoted to class. Please refrain from cell phone/messaging/social media use during class.
No texting, no talking, no reading…think of it as a period of contemplation with others.

Grading
As a high school teacher myself, I know that the more teachers plan, teach, reflect, revise, and teach again, the
better each lesson becomes. For this reason, the assignments for this class are designed for you to: 1) study
your teaching context and reflect on your preferred teaching approaches; 2) practice strategic, thoughtful
lesson planning and reflection; 3) design an instructional unit reflecting current standards and practices; and
4) conduct a case study analysis of student writing. Much of the feedback will be targeted to provide support for
revision, teaching performance assessment preparation, and reflective practice in the profession. The bulk of your grade in this
course will be based on your unit plan, which demonstrates other competencies as well, such as lesson,
material, and assessment design, adjustments for special needs, etc.

Course Requirements
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Class Participation (20%)

Attendance alone does not equate to active participation. An A in participation includes your presence in
mind and body in full class sessions, Canvas discussions, reading responses in preparation for class, class
discussions, and all other work for this course. Maintain professionalism by being constructive and supportive
of your peers and instructor and by speaking up when something concerns or conflicts your thinking.
Likewise, be prepared: have the reading and any assignments done before class. Smaller assignments included
in the Class Participation category include:
• Statement of Teaching Philosophy – This informal writing for the class may serve as a starting place
for future job applications.
• Biographical Sketch – Introduce an assigned colleague to the rest of the class prior to his or her
demonstration lesson.

Reading Preparation (10%)

This course is part of an intense 8-week schedule designed to prepare you for your student-teaching take-
overs in the second half of the semester. Although I carefully select each course reading with consideration of
its pedagogical value, relevance to the work of our class, and the paucity of time we all share, it has been my
experience that reading preparation for class begins to suffer as the term gets underway and we all get busy.
To ease this burden, we are utilizing reading and writing groups in this course, the result of which is less
individual reading on a weekly basis but more responsibility to your colleagues in class.

As preparation for each class, you should prepare a page of typed or handwritten notes that include
particular areas for group/class discussion. You must be prepared to discuss issues, questions,
applications to teaching, challenges to concepts, and/or related lesson ideas with both those in your
reading group and those outside of it (who did another reading). In the event of an absence, you should email
your notes to the class via Canvas.

Demonstration Lesson & Reflection (15%)

Demonstration lessons let you try out a lesson before taking it into a real secondary classroom.
• You will plan and execute 20 minutes of a lesson. Second semester students are asked to go first as
models.
• Prior to your session, contact me with any questions. Also email the class through Canvas if you
expect any prior preparation (reading, etc.) on our part. If you wish to use a text for your lesson,
please provide the class with any advance information they may need to actively participate in the
lesson.
• Before your session begins, please provide me with a copy of an overview lesson plan format plus a list
of any questions you plan to use within a guided discussion (if not included in the lesson plan). You
may also hand this out to the class if you wish.
Protocol for timing of the demo lessons:
• 2 minutes: Teacher’s Context for the Lesson. First give us the context for the lesson (grade
level, curriculum context, purpose).
• 15 minutes: Teacher Demonstration Lesson. We will be your students.
• 7 minutes: Class Discussion of Demonstration Lesson. After your session, you will step out
while the class discussed the lesson. Use that time to take notes and reflect on your lesson.
• 5-10 minutes: Group Share: Observations. When you return, you will receive feedback.
• 3-5 minutes: Demo Teacher Comments and Wrap-Up. Give us your thoughts.
• By the class meeting following your demo lesson, please submit a 1-2 page reflection paper describing
what you learned from your actual teaching experience—what worked, what surprised you, what you
would do differently next time, what kinds of learning you observed, etc. The essay is integral to your
grade on the demo lesson and is due to the Demo Reflections forum on Canvas.

Original Lesson Plans (20%)

Two lesson plans are required. You’ll bring in a draft and have some class time to discuss your ideas and
receive feedback. See the syllabus for due dates.
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• Note: If you do not bring a draft to class, but turn in a final, it will be treated as late.
• Lesson Plan #1 should be based on a short piece of non-fiction – short enough to do in one or
two class periods. It should focus on a maximum of 2 content standards.
• Lesson Plan #2 should be based on expository writing and focus on a maximum of 2 content
standards.
• Lesson plans should be based on one of up to two class sessions (it is preferable to indicate “Day 2”
and continue with the lesson, rather than jamming everything into too short a time period.
Remember that both days will need an anticipatory set and closure.)
• Original lesson plans may be used as part of your unit plan and/or in your student teaching
experiences.
• Students are encouraged to share successful final lessons on BB to help the class develop a repertoire
of possible lessons.
• You are encouraged to revise your graded lesson plans for a higher grade if you receive a C+ or below. All rewrites
must include the original, graded lesson plan, with highlighted marks on the rewrite showing areas of
improvement.

Unit Plan (35%)

Students will develop a 3-4 week unit plan centered on at least three non-fiction texts centered on a common
topic, big idea, inquiry question, etc.
• You will turn in a rationale, a 3-4 week scope & sequence/unit calendar, a set of lesson plans that
demonstrate “into/during/through” unit instruction, at least one guide for discussion, and a
summative assessment student handout and scoring rubric.
• We will develop the unit and the rubric over the course of the 8-week term, reserving week 8 for unit
development.
• Individuals will submit a reflection on the unit development process, as well as peer evaluation(s).
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ASSIGNMENT SUMMARY
TPE = Teacher Performance Expectation; I/P/A = Introduced/Practiced/Assessed
% of
Course
TPE IPA TPE IPA
Assignment Grade Objectives Addressed
Class 20% • Potential to demonstrate any objective in writing
participation and discussion.
Reading 10% • Demonstrate and understanding of language 1.3 I 4.1 I
preparation 1.4 I 4.3 I
functions and acquisition, reading development, 2.5 I 4.4 I
and the theory and practice of teaching writing. 3.3 I 4.7 I
• Think about the specific and diverse learning 3.4 I 4.8 I
needs of 7-12th grade students and plan learning 3.5 I 5.1 I
3.6 I 5.7 I
activities that address those needs. 5.8 I
• Discuss and apply effective techniques for 6.1 I/P
teaching the skills for expository reading and 6.2 I/P
writing, as well as reading and comprehending 6.3 I/P
complex informational texts, interpreting
meaning, analyzing structure of texts, and
evaluating perspective.
• Other objectives as appropriate.
Demonstration 15% • Develop teaching strategies for expository reading 1.3 A 4.4 P
Lesson 1.5 P/A 4.6 I/P
and writing 1.7 P 5.1 P
• Consider the diversity of learners and 1.8 P 6.1 P
environments when planning and implementing 2.5 P
instruction. 3.1 P/A
3.3 P/A
• Grow professionally through reflective practice,
and also locate and evaluate additional resources
for teaching ELA.
Original Lesson 20% • Understand how to plan and deliver instruction of 1.3 A 4.1 P
Plans 1.5 P/A 4.4 P/A
increasing complexity in reading, writing, 1.7 P 4.6 P/A
speaking, listening, and language to assure that 1.8 P 4.8 P/A
students meet or exceed the state-adopted 2.5 A 5.1 P/A
academic content standards. 3.1 P/A
3.2 P/A
• Consider the diversity of learners. 3.3 P/A
• Use a variety of assessment techniques 3.4 P
3.5 P/A
3.6 P
Unit Plan 35% • Demonstrate ability to plan standards-based, 1.3 A 4.1 P
1.4 P/A 4.3 P
theory-driven instruction that addresses the varied 1.5 A 4.4 P/A
learning needs of students. 1.7 P 4.6 P/A
• Use technology effectively for teaching, learning, 1.8 P 4.7 P/A
assessment, and collaboration. 2.5 A 4.8 P/A
2.6 P 5.1 A
• Create and use a variety of assessment strategies 3.1 A 5.3 I/P
in order to evaluate students and plan instruction. 3.2 P/A 5.7 P
• Discuss and apply effective techniques for 3.3 P/A 5.8 P
3.4 P/A 6.1 P/A
teaching the skills for expository reading and 3.5 P/A 6.2 P
writing, as well as reading and comprehending 3.6 P 6.3 P
complex informational texts, interpreting 3.7 P
meaning, analyzing structure of texts, and 3.8 P
evaluating perspective.
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Writing/Learning Support
In education, we write in many different genres and for many different audiences. I am available to help you
with your writing—for the credential program, lesson plans, job applications, etc. Please... e-mail me, call me
and leave a message, etc. -- I am happy to work with you in whatever way facilitates your work in this class.
The Graduate Studies Center includes a fabulous Writing Studio that can support you in the writing you will
do for this course and beyond, as well. https://www.csuci.edu/gsc/writing-studio.htm

Students Requiring Support for Disabilities

If you have a documented disability that affects your work in this (or any other) class, the Disability
Accommodation Services (located at East Bell Tower, 1796; 805-437-8528) can help you. I can help you get
in touch with them, or feel free to do so yourself. Please let me know if you do have a disability.

Counseling Services
We all have stress and meet with crisis from time to time. CSUCI has fantastic counseling services available
for personal, relationship, and academic issues. Again, I can help you get in touch with the right people, or
you can visit their web site (http://www.csuci.edu/studentlife-old/personalcounsel.htm).

Please note that I reserve the right to alter policies (other than those that are mandated by the University) to respond to
extraordinary circumstances.
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Course Schedule
Note that this schedule is tentative and subject to change. Changes will be posted to the course Canvas site
and/or announced in class. Due to the accelerated pace of an eight-week course schedule, some assignments
may overlap, and we may begin the next project before finishing the previous one.

SCHEDULE OF READINGS AND ASSIGNMENTS

ETC = English Teacher’s Companion; TAW = Teaching Adolescent Writers || “RG1” = Reading Group 1; “RG2” = Reading Group 2

“TPE” = Teacher Performance Expectation; “I/P/A” = Introduced/Practiced/Assessed

TPE notations apply to reading prep and classroom activities. Please refer to Assignment Breakdown (p.6) for TPEs assessed
through course assignments due throughout this academic term.
Session Assignment due for class Topics/Activities in Class TPE I/P/
A
1 Writing due: Philosophy statement • Course overview; Set reading/writing/unit 1.1 I
2.2 I
Reading due: ETC, pp. 12-20, “Revising groups; shifts in Common Core; Dialogic 2.3 I
Our Discipline” classrooms 2.6 I
6.1-3 I/P
2 RG1: Dirk, “Navigating Genres” • Integration of NF into ELA; initiating cross- 1.3 I/P
1.7 I
RG2: What is Nonfiction? text conversations; Reading like a writer 3.2 I
All: “The big list of classroom discussion • Model demonstration lesson 3.3 I
4.3 I
strategies” (website)
3 RG1: EngageNY unit • Unit Planning I: Question-Driven Units 1.3 I/P
1.5 I/P
RG2: Virtual Library of Conceptual Units • Apply EQuiP rubric to unit examples 2.5 I
All: Burke, “Why do questions matter in • Meet in unit groups to plan 3.4 I/P
4.3 I
curriculum?” (online) 4.6-8 I
4 Read: ERWC materials; ELA/ELD • Unit Planning II: Selecting a range of texts in 2.5 P
3.1 P
Framework Ch. 7 different genres 3.4 P
• Apply ERWC text complexity rubric to unit 3.8 I/P
4.6-8 I/P
Unit groups: bring a list of tentative unit texts
text selections (at least 3 different genres) • Demo #1
5 Read: ELA/ELD Framework on • Unit Planning III: Outcomes-based 3.2 P
3.3 P
Assessment AND ETC, p. 194 (chart) planning/alternative assessments 3.4 P
RG1: Hicks, “Crafting Presentations” • Demo #2 3.5-7 I/P
3.8 I
RG2: Burke, “EQs as a way into required • Unit groups draft summative assessment 4.1 I/P
texts” 5.1-3 I

6 Unit groups: draft of final assessment & • Lesson planning activity 2.5 P
2.6 P
rubric due • Strategies for critical analysis of non-fiction 3.4 P
RG1: Informative/Explanatory Texts & texts 3.5-7 P
4.3 I/P
CCSS (online) • Bring the text you plan to use for your first 4.4 I
RG2: ETC, pp. 163-191 “Effective Reading lesson plan; have a lesson in mind.
Instruction”
*groups will produce handouts on this
reading
7 LP#1 draft due – writing groups • Demo #3 & #4 3.1 P
4.7 P
4.8 P
3.5-7 P
8 LP#1 submission draft due (on Canvas) • Unit Planning: IV: Scaffolding within/across 4.3 P
lessons; scope & sequence 4.7-8 P
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9 Reading groups: TAW Ch. 4-6 • Rhetorical reading & writing: recognizing the 3.2 P
3.3 P
Revision of unit text selections &/or unit rhetorical situation 3.4 P
plan assessment & rubric due • Demo #5 (genre translation) 4.4 P

10 Reading groups: TAW Ch. 1-3 • Writing 3.2 P

3.3 P
Unit groups: 1-2 weeks of scope & • Demo #6 3.4 P
sequence due 4.4 P
5.8 I/P
11 All: CC Appendix C (jigsaw grades 9-12) • Grading & responding to student writing 2.5 P
4.4 P
Burke: Grading writing, not writers • Student writing case study 5.1-3 P
Unit groups: Next 1-2 weeks of scope & • Demo #7
sequence due
3.1 P
12 Role of grammar instruction; understanding • Grammar - jigsaw 3.4 P
language development and writing • Oral presentation of in-progress unit; peer 4.3 P
Reading groups: Grammar jigsaw feedback on scope & sequence
LP#2 Draft • Workshop LP#2
13 LP #2 Submission draft • Unit plan rationale See assignment
summary (p.6)

6.1-3 practiced
14 RG1: Wiley, “The popularity of formulaic • Issues in teaching: formulaic writing throughout
writing”
RG2: TBA
15 Draft of unit plan • Reflective analysis & peer scoring
• Finalize unit plan scoring rubric
Unit plan due (on Canvas)