Course Outline

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STANFORD UNIVERSITY SCHOOL OF=20 EDUCATION
CURRICULUM & INSTRUCTION IN ENGLISH
EDUC 262B COURSE = SYLLABUS

Fall 2009

John Willinsky (220 Cubberley john.willinsky@stanford.edu)

Michelle Brown (209 Cubberley michelletbrown@gmail.com)

COURSE OVERVIEW

This course is the second in a three-part sequence on teaching = English in=20 middle and high school. This quarter, we will transition from our summer = focus=20 on writing to discuss teaching of reading and literature. We will = continue to=20 grapple with fundamental questions in the teaching of English and = Language Arts=20 including:

=E2=80=A2 What does it mean to =E2=80=9Cteach=E2=80=9D and = =E2=80=9Cunderstand=E2=80=9D literature?
=E2=80=A2 How can we=20 explore and support students=E2=80=99 understanding of literature? =
=E2=80=A2 How can we=20 teach reading skills and strategies, particularly to struggling = readers?
=E2=80=A2=20 How can we facilitate more productive discussions of = literature?
=E2=80=A2 How do we=20 decide what texts to include and what to teach through those = texts?
=E2=80=A2 How can=20 students and teacher "go public" within a literate and literary = cutlure?
=E2=80=A2=20 Given a particular text, how do we begin planning for language arts = instruction?=20

The course readings provide both a theoretical framework and = practical=20 strategies for teaching literature. In class, we will discuss the = principles=20 that inform our teaching and explore models of how these might play out = in=20 classrooms. For example, we will revisit the notion of instructional = scaffolding=20 both conceptually and in practice. Ultimately, we want to help you = develop=20 principled practice; that is, we hope your teaching will reflect deep = principles=20 about teaching and learning.

REQUIRED TEXTS
Course Reader (available at the Stanford=20 Bookstore)
Bruton, S. (Ed.). (2007). Reading/Language Arts = Framework for=20 California Public Schools: Kindergarten Through Grade Twelve. = Sacramento,=20 CA: California Department of Education. http://www.cde.ca.gov/CI/cr/cf/documents/rlafw.pdf =

OPTIONAL TEXTS
Schoenbach, R., Greenleaf, C., Cziko, C., & = Hurwitz, L.=20 Reading for Understanding. San Francisco, CA: = Jossey-Bass.
Scholes, R.=20 Textual Power. New Haven, CT: Yale University Press.
Wilhelm, = J.=20 (2001). Strategic Reading. New York, NY: Teachers College Press. =

ASSIGNMENT OVERVIEW
Teaching through Discussion: We will learn how = to use=20 discussion as a teaching tool by investigating how a teacher implements=20 discussion-based teaching. In this assignment, you will explore the work = of=20 English teacher Yvonne Divans Hutchinson and share your findings with = your=20 classmates (http://www.goingpublicwithteaching.org/yhutchinson/. = After=20 studying the website and video, you will reflect on (a) Yvonne=E2=80=99s = strategies and=20 the results, as well as discussions which you have been part of or led = in your=20 school. In this assignment, we unpack the behind-the-scenes work that = teachers=20 do in order to facilitate productive discussions. Due November 18 (20%) =

Exploring Student Reading and Teaching Reading Strategies: In this=20 assignment, you will work with a student to understand how he/she reads = and=20 understands a literary text. You will then identify a reading strategy = to=20 support your particular student and create a lesson designed to teach = that=20 strategy. As you work through this assignment, you=E2=80=99ll be = grappling with what it=20 means to understand literature and what makes literary texts difficult = for=20 students to read. Due October 20 (30%)

Workshop Lessons: The workshops provide a forum for working up = teaching=20 ideas, which will also be shared with the class through an online wiki = to enable=20 students in this class to share their work for use in their placement = and=20 afterwards. Students will do two lessons in different genres, in the = following=20 manner. (1) Students post an initial version of their lessons (see = Lesson=20 Format) on the Wiki the night before presenting it in the workshop. (2) = The=20 lesson and related materials on the Wiki (e.g., a poem) can be projected = during=20 workshop class. (3) After the workshop, all students will have the = opportunity=20 to contribute further ideas to the development of the lesson, using the = Wiki=20 =E2=80=9Ccomment=E2=80=9D function. (4) One of the two posted lesson = should be tried out with a=20 class and revised, with reflections on the teaching process. Model:=20 EnglishTeaching Wiki http://wiki.elearning.ubc.ca/tela/EnglishTeaching Due = December=20 8 (50%).

CALENDAR

SEPTEMBER 22
What do we teach when we teach = literature?
Readings:=20 Prose; Gladwell

SEPTEMBER 29
Principles of reading: Context and motivation =
Readings:=20 Langer & Applebee; Schoenbach et al.
Potluck

OCTOBER 6
Discussion Skills: Yvonne Hutchinson=E2=80=99s = classroom
Readings:=20 Gray; Palmer; Ruff
Student Workshops: (4) Names of four students = presenting=20 to go here.

OCTOBER 13
Poetry I: Working with reader response.
Readings: = Hull &=20 Rose
Student Workshops: (4)

OCTOBER 20
Poetry II: Writing from models
Readings: Willinsky;=20 Koch
Student Workshops: (4)
Assignment Due: Discussion: = Observation=20 Reflection

OCTOBER 27
Short story: The literary turns of symbolism, imagery, = metaphors, similes.
Readings: Lee; Gilman
Student Workshops: (4) =

NOVEMBER 3
Novel I: Selection and connection
Readings: Morell,=20 Rich
Student Workshops: (4)

NOVEMBER 10
Novel II: Participating in a review culture =
Readings:=20 Kajder; Reviews, reviews, reviews
Student Workshops: = (4)
Assignment Due:=20 Exploring Student Reading Reflection

NOVEMBER 17
Drama and Shakespeare: The scene=E2=80=99s the thing =
Readings:=20 Rothenberg & Watts, student assembled/annotated Shakespeare=20 resources
Student Workshops: (4)

NOVEMBER 24 Happy Thanksgiving!

DECEMBER 1
Shakespeare and media: The film festival
Student = Workshops:=20 (8)

DECEMBER 8
*Assignment Due: Final Draft of Workshop Lessons, with=20 reflection.

REFERENCES

Athanases, S.Z., Christiano, D., & = Drexler, S.=20 (1992). Family gumbo: Urban students respond to contemporary poets of = color.=20 English Journal, September 1992, 45-54.

Chopin, K. = (1894). The=20 story of an hour. http://www.vcu.edu/engweb/webtexts/hour/ =

Dole, J.,=20 Duffy, G., Roehler, L. & Pearson, P.D. (1991). Moving from the old = to the=20 new: Research on reading comprehension instruction. Review of = Educational=20 Research, 61:2, 239-264.

Gilman, C.P. (1898). The yellow = wallpaper.=20 http://www.library.csi.cuny.edu/dept/history/lavender/wall= paper.html=20

Gladwell, Malcolm. (2009). The Courthouse Ring: Atticus Finch = and the=20 limits of Southern liberalism. New Yorker, August 10, 2009, http://www.newyorker.com/reporting/2009/08/10/090810fa_fac= t_gladwell=20

Graff, G. (1992). How to save =E2=80=9CDover Beach.=E2=80=9D In = Beyond the Culture=20 Wars (37-63). New York: Norton.

Gray, D. Putting minds to = work: How=20 to use the seminar approach in the classroom. American Educator, = Fall=20 1989, 16-23. http://www.democracyforcuba.org/web/modules.php?name=3DNew= s&file=3Darticle&sid=3D443

Hull,=20 G. and Mike Rose (1990). "This Wooden Shack Place": The Logic of an=20 Unconventional Reading. College Composition and Communication,=20 41(3):287-298.

*Kajder, S. B. (2007). =E2=80=9CUnleashing = Potential with=20 Emerging Technologies=E2=80=9D in (Eds.) K. Beers, R Probst & L, = Reif, Adolescent=20 Literacy Turning Promise into Practice. Portsmouth, NH: Heinemann=20

Koch, K. (1990). Rose, Where Did You Get That Red?: Teaching = Great=20 Poetry to Children. New York: Vintage. http://www.poets.org/viewmedia.php/prmMID/17152 =

Langer,=20 J & Applebee, A. (1986). Reading and writing instruction: Toward a = theory of=20 teaching and learning. Review of Research in Education, vol. 13.=20 (171-194).

Lee, C. D. (1995). A culturally based cognitive=20 apprenticeship: Teaching African American high school students skills in = literary interpretation. Reading Research Quarterly, 30:4, = 608-630.=20

Mansilla, V. B., Miller, W. C., & Gardner, H. (2000). On=20 disciplinary lenses and interdisciplinary work. In S. Wineburg & P. = Grossman=20 (Eds.), Interdisciplinary Curriculum: Challenges to = interpretation (pp.=20 17-38). New York: Teachers College Press .

*Morell, E. (2008).=20 Critical literacy and urban youth: Pedagogies of access, dissent and=20 liberation. New York: Routledge, pp. 91-106.

*Palmer, P.J. = (1998).=20 Paradox and pedagogical design. In The Courage to Teach (73-83). = San=20 Francisco: Jossey-Bass.

*Prose, F. (1999). I know why the caged = bird=20 cannot read. Harper=E2=80=99s Magazine, 76-83. =

Rabinowitz, P. J. &=20 Smith, M. W. (1998). Authorizing readers: Resistance and respect in = the=20 teaching of literature. New York: Teachers College Press.=20

Rothenberg, S.S. & Watts, S.M. (1997). Students with = learning=20 difficulties meet Shakespeare. Journal of Adolescent & Adult=20 Literacy; 40(7), p. 532-.

*Ruff, W. (1991). Excerpt from = A Call=20 to Assembly: The Autobiography of a Musical Storyteller (59-66). New = York:=20 Viking.

*Schoenbach, R., Greenleaf, C., Cziko, C., & = Hurwitz, L.=20 Reading for Understanding. San Francisco, CA: Jossey-Bass.

Scholes, R. (1985). Textual power: Literary theory and the = teaching of=20 English. New Haven: Yale University Press.

Smith, M. W. = (1989).=20 Teaching the interpretation of irony in poetry. Research in the = Teaching of=20 English, 23: 3, 254-272.

*Willinsky, J. (2006). High school=20 postcolonial, and the students ran ahead. In Y. Kanu (Ed.), = Curriculum as=20 cultural practice: Postcolonial imaginations (pp. 95-115). Toronto:=20 University of Toronto Press.

Wineburg, S. & Grossman, P. = (2000).=20 Scenes from a courtship: Some theoretical and practical implications of=20 interdisciplinary humanities curricula in the comprehensive high school. = In S.=20 Wineburg & P. Grossman (Eds.), Interdisciplinary Curriculum: = Challenges=20 to interpretation (pp. 39-56). New York: Teachers College Press.=20

*Available in the Course Reader.

Lesson=20 Index | Resources=20

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EDUC=20 262B: English Language Arts

Course Outline

From EDUC 262B: English Language Arts

STANFORD UNIVERSITY SCHOOL OF=20 EDUCATION
CURRICULUM & INSTRUCTION IN ENGLISH
EDUC 262B COURSE = SYLLABUS

Fall 2009

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EDUC=20 262B: English Language Arts

Course Outline

From EDUC 262B: English Language Arts

STANFORD UNIVERSITY SCHOOL OF=20 EDUCATIONCURRICULUM & INSTRUCTION IN ENGLISHEDUC 262B COURSE = SYLLABUS

Fall 2009

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STANFORD UNIVERSITY SCHOOL OF=20 EDUCATION
CURRICULUM & INSTRUCTION IN ENGLISH
EDUC 262B COURSE = SYLLABUS