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University of St. Francis logo · College of Education · COE

Methods of Teaching Adolescent English/Language Arts

  • Template 2018
  • Section TMPL
  • 3 Credits
  • 08/14/2018 to 07/29/2100
  • Modified 07/19/2020

Mission Statement

As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 


This course presents methods for teaching English/language arts to adolescents. Focus will be upon reading, including close reading; text-dependent and guiding questions; academic and argumentative writing; evaluation of student performance; lecture and small group techniques; discipline and classroom management; classroom organization in high school settings; and the Common Core ELA standards. Professional growth will also be discussed.


College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

  • Candidates will implement and evaluate meaningful classroom experiences incorporating the complex skills needed to produce authentic verbal and literate written communications.
  • Candidates will create, select, and utilize a range of instructional resources and technologies used to teach grammar, composition, and literature that are inclusive to all learners’ needs.
  • Candidates will simulate educational teaching experiences by adhering to the standards of learning set by the Illinois State Board of Education and the goals of the University of St. Francis Teacher Education Program.

Serving the Community

  • Candidates will learn how to create a learning environment engaging students, parents, and community in recognizing the importance of the communication process (speaker/writer; listener/reader) in authentic life experiences within and outside the classroom.
  • Candidates will recognize and respond appropriately to cultural and social differences when delivering and critiquing oral and written communications.

Finding Our Professional Selves

  • Candidates will evaluate appropriate teaching strategies and methodologies through in-class presentations and self-observations of speaking, listening, reading, and writing lessons in order to determine aspects of instruction in need of refining or growth.
  • Candidates will learn to utilize various types of communication skills needed to work cooperatively in educational settings with other professionals.


Access to standards referenced in this section can be found HERE

By the conclusion of the course, candidates will be able to:

Prepare appropriate and adequately constructed lesson plans (daily, weekly, yearly, unit)

  • Include behavioral/instructional objectives in lesson plans.
  • Include appropriate curriculum content and materials in lesson plans.
  • Include teaching strategies to meet the needs of large groups, small groups, and individual students in lesson plans.
  • Include measurements to meet the needs of large groups, small groups, and individual students in lesson plans.

Consider the role of pairing text in creating balanced literacy experiences.

  • Realize the impact of paired text on creating higher or lower readabilities.
  • Understand the role of essential questions in pairing texts.
  • Consider the importance of visual and auditory texts (new media) in text pairing for the 21st Century Learner.

Utilize learnings to create classroom “units” centered around essential questions that appropriately pair texts across readabilities, text, types, and genres.

Develop, modify, and evaluate educational materials and teaching strategies for appropriateness regarding cultural, linguistic, ethnic, and developmental diversities.

Through the analysis and evaluation of literary techniques and structures, organize and establish a learning environment where students read and respond to a variety of literary genres and media.

Model and teach the writing process, addressing a variety of rhetorical situations and audiences through written and electronic communication, including writing from sources, evaluating appropriate evidence; argument writing; and narrative writing, including narrative nonfiction.

Using research from a variety of resources, demonstrate instructional strategies, providing support and structure to differentiate learning.

Demonstrate an understanding of the written and verbal communication process and literacy development in school, home, and life experiences that aid in communication within a global society.

Utilize assessment information to plan and implement instruction to increase comprehension and proper use of the four language arts (reading, writing, speaking, and listening).

Develop and evaluate various types of educational assessments used to monitor and determine acquisition of learning outcomes.

  • Design and use formative assessment to monitor, re-assess, and determine acquisition of learning outcomes.
  • Design and use summative assessment to determine mastery of learning outcomes.

Understand “close reading” in relation to other reading practices.

  • Understand the purpose of different strategies of reading.
  • Consider the importance of close reading in building stronger readers.
  • Evaluate the complexity of a text and recognize the importance of using sufficiently complex text with close reading.

Devise questions that facilitate student learning, including guided and text-dependent questions.

Develop lessons that model and teach research skills in all academic areas.

  • Show an understanding of the changing nature of research in the 21st Century environment.
  • Model and teach the process of establishing the credibility of sources.
  • Utilize online sources to cite information.

Participate in micro-teaching experiences and opportunities for self-evaluation of teaching strategies.

Illinois Professional Teaching Standards Addressed:





2H, 2O, 3F, 5G, 5H, 5L, 5P, 5Q, 6J, 6K, 7N, 8G


1A, 1B, 1C, 1D, 1E, 1F, 1G, 1H, 1I, 1J, 1K, 1L, 2A, 2B, 2C, 2D, 2E, 2F, 2G, 2I, 2J, 2L, 2M, 2N, 2P, 2Q, 3A, 3B, 3C, 3D, 3E, 3G, 3H, 3I, 3J, 3K, 3L, 3M, 3O, 3P, 3Q, 4A, 4B, 4C, 4D, 4E, 4I, 4J, 4K, 4L, 4N, 4P, 5A, 5B, 5C, 5D, 5E, 5F, 5I, 5J, 5K, 5M, 5N, 5O, 5S, 6A, 6B, 6C, 6D, 6E, 6F, 6G, 6H, 6I, 6L, 6M, 6N, 6O, 6P, 6Q, 6S, 7A, 7B, 7C, 7D, 7E, 7F, 7G, 7H, 7I, 7J, 7K, 7L, 7M, 7O, 7P, 7Q, 7R, 8A, 8B, 8C, 8D, 8E, 8F, 8I, 8J, 8K, 9A, 9B, 9C, 9D, 9E, 9F, 9G, 9H, 9I, 9J, 9K, 9L, 9M, 9N, 9O, 9P, 9Q, 9R, 9S, 9T

National Council of Teachers of English Standards Addressed:

2.1, 2.2, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10


Discussion Boards

Candidates will respond online to discussion prompts and engage in online discourse with their classmates and instructor.

  • Course Outcomes 5, 6, 9
  • Standards – IPTS 1A, B, C, D, E, F, G, H, I, J, K, L; 2A, B, C, D, E, F, G, H, I, J, L, M, N, O, P, Q; 3A, B, C, D, E, F, G, H, I, J, K, L, M, O, P, Q; 4A, B, C, D, E, I, J, K, L, N, P; 5A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, S; 6A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, S; 7A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R;, 8A, B, C, D, E, F, G, I, J, K; 9A, B

 Nearpod Lessons

Candidates will complete instructional modules on foundations of teaching English, including the Common Core ELA Standards for grades 9-12.

  • Course Outcomes 5, 6, 8, 7
  • Standards – IPTS 2A, B, C, D, E, F, G, H, I, J, L, M, N, O, P, Q; 6A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, S; 8A, B, C, D, E, F, G, I, J, K

ELA Lesson Plans

Candidates will create two lesson plans linked to Common Core Standards for reading and writing.

  • Course Outcomes 1, 1.1, 1.2, 1.3, 4, 5, 6, 7, 11, 12
  • Standards – IPTS 2A, B, C, D, E, F, G, H, I, J, L, M, N, O, P, Q; 6A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, S; 8A, B, C, D, E, F, G, I, J, K

Professional Journal Review

Candidates will review a reputable educational journal and lead a Socratic discussion (ENGL 390B candidates) or write an essay (EEND 695Z, MEDU 692A candidates) about how this article or essay has enhanced your learning experience or how it will impact your approach to teaching.

  • Course Outcomes 1, 1.1, 1.2, 1.3
  • Standards – IPTS 2A, B, C, D, E, F, G, H, I, J, L, M, N, O, P, Q; 6A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, S; 8A, B, C, D, E, F, G, I, J, K

Entrance Plan

Candidates will draft an entrance plan for teaching that will illustrate their professional identities, including instructional and organizational approaches. EEND 695Z and MEDU 692A candidates will include a discussion of empirical research in their entrance plans (see Graduate Credit and Research).

  • Course Outcomes 4, 14
  • Standards – IPTS 1A, B, C, D, E, F, G, H, I, J, K, L; 3A, B, C, D, E, F, G, H, I, J, K, L, M, O, P, Q; 4A, B, C, D, E, I, J, K, L, N, P; 9A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T

Unit Platform Project

Candidates will create a unit that implements the various elements studied to create an authentic, appropriate learning environment that is framed by a credible unit of study. This unit should enhance the learning process and address relevant skills, and link specific objectives to appropriate Common Core Standards.

  • Course Outcomes 1, 1.1, 1.2, 1.3, 1.4, 2, 2.1, 2.2, 2.3, 3, 4, 9, 10
  • Standards – IPTS 1A, B, C, D, E, F, G, H, I, J, K, L; 2A, B, C, D, E, F, G, H, I, J, L, M, N, O, P, Q; 3A, B, C, D, E, F, G, H, I, J, K, L, M, O, P, Q; 4A, B, C, D, E, I, J, K, L, N, P; 5A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, S; 6A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, S; 7A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R; 9A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T

Graduate Credit and Research 

All graduate courses in the College of Education are required to have an empirical action or applied research component.  Empirical research is quantitative or qualitative research that involves the firsthand collection of data.  Some examples of empirical research include case studies, surveys, single-subject experiments, documentary research, systematic observations and analysis, ethnography (including interviews), or correlation studies.  A traditional term paper consisting of description and comparison of existing research is not considered empirical research.

Access to standards referenced in this section can be found at:

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:


The syllabus for this course is an outline of the requirements for this course. 

  • Dates, projects, and activities may be changed or altered as needed. 
  • Due dates will be reflected in Canvas (with limited exception in instances where Canvas may not be used for a specific course section). 
  • The purpose of projects and assignments are 1) to allow candidates the opportunity to apply theory and synthesize course material, 2) to facilitate the assessment of individual student progress towards desired outcomes, and 3) to help the instructor determine whether adjustments are needed to ensure that course outcomes are met.
Course calendar and related activities
When Topic Notes
Module 1
Theoretical and Pedagogical Foundations of Teaching English
  1. Complete the Introductions discussion board.
  2. Watch the Course Overview screencast.
  3. Read Chapters 1, 2, and 3.
  4. Complete the Nearpod lesson.
Module 2
Teaching Writing
  1. Watch Module 2 Overview screencast.
  2. Read Chapter 4.
  3. Complete the Chapter 4 discussion board and respond to one classmate.
Module 3
Teaching Writing - The Standards
  1. Watch Module 3 Overview screencast.
  2. Complete the Teaching Writing Nearpod lesson.
  3. Writing-based lesson plan due
Module 4
Teaching Reading
  1. Watch Module 4 Overview screencast.
  2. Read Chapter 5.
  3. Complete the Chapter 5 discussion board and respond to one classmate.
Module 5
Teaching Reading - The Standards
  1. Watch Module 5 Overview screencast.
  2. Complete the Teaching Reading Nearpod lesson.
  3. Reading-based lesson plan due
Module 6
  1. Watch Module 6 Overview screencast.
  2. Read Chapter 8.
  3. Unit proposal due
  4. Professional Journal assignment due
Module 7
Speaking and Listening; Language Study
  1. Read Chapters 6 and 7.
  2. Review the CCSS document.
  3. Entrance Plan due
Module 8
Unit Design and Platform Project
  1. Review unit design resources
  2. Unit Platform Project due
  3. Course evaluation