Teaching English by Design: How to Create and Carry Out Instructional Units available in Paperback
The Teaching English by Design Instructor's Guide presents a flexible framework for an English Methods course. Its week-by-week suggestions for in- and out-of-class activities support students as they learn to design units for use in their first classrooms.
Peter Smagorinsky, the leading scholar and researcher of his generation in the field of English education, shows English teachers how to turn every hour of classroom instruction into an authentic and powerful learning experience in his inspiring new book, Teaching English by Design. It's a wonderful book and represents a challenge to all of us to teach better than we usually do. Sheridan Blau Author of The Literature Workshop
Peter Smagorinsky, a highly respected figure in English Education, here offers new teachers principled and practical ways of authoring curriculum, even in traditional settings. Randy Bomer Author of Time for Meaning
Many books on English/language arts instruction describe the teaching of units, but how many of them actually show how to create the units, make them meaningful to students, and use them to support your curriculum from September to June? Teaching English by Design does it all. It helps avoid a fragmentary curriculum by providing the rationale and the process for not only teaching well but also for producing integrated units that encourage students to deepen their thinking across the school year.Teaching English by Design is two books in one: a primer for teaching secondary English and a comprehensive guide to creating and using four to six-week instructional units. Peter Smagorinsky shares important insight about students, how they learn, and what kinds of classrooms support their achievement in reading and writing. Then he uses those findings to open up the key ideas of unit design to every teacher. Smagorinsky's units are organized around key concepts in English, such as:
- reading strategies
- writing strategies
- periods, regions, and movements in literature
- the works of a significant author.
From original idea to construction, to implementation and beyond, Smagorinsky's practical advice supports teachers in extending, connecting, and integrating their units to increase the cohesion and power of the curriculum.
Incorporating curricular theory, educational psychology, and fourteen years of high school teaching experience, Peter Smagorinsky's advice is both theoretically sound and grounded in the daily realities of today's teacher. Complemented by a wealth of web-based illustrations, Teaching English by Design is the ideal resource for preservice teachers as well as those in the classroom who want to take charge of their curriculum and find new energy in it.
|Edition description:||New Edition|
|Product dimensions:||7.40(w) x 9.30(h) x 0.56(d)|
|Age Range:||14 - 17 Years|
About the Author
Peter Smagorinsky is the coauthor of The Dynamics of Writing Instruction (2010) and author of Teaching English by Design (2007). Peter taught high school English from 1976 to 1990 in public schools outside Chicago and now teaches in the program in English Education at The University of Georgia. In 2007 he was presented with the UGA Graduate School Outstanding Mentoring Award in Humanities and Fine and Applied Arts. Peter is the author or coauthor of numerous books and articles, including the Heinemann title Reflective Teaching, Reflective Learning, which he coedited in 2006.
Most Helpful Customer Reviews
Summary: Creating and teaching units doesn¿t have to be boring and Peter Smagorinsky shows just how to create teaching units that can be just as valuable to students as they can be for the teachers who create them. The units that teachers create following Smagorinsky¿s guidelines will turn out both comprehensive and interesting.Use and appropriateness in a HS classroom (teaching material): This is an invaluable resource to teachers who dread creating units with even more teacher-led discussions that have the potential of being uninteresting and without direction. The book is written with the idea that teachers will manipulate some or all of the information for their own needs in the classroom. It also has a chapter called `Responding to Student Writing¿ that I find especially important, as it outlines how to effectively make sure every student gets feedback on their writing without risking teacher burn-out via peer feedback, writing conferences, etc.
Smagorinsky’s book is the “ne plus ultra” of methods texts for preservice English Language Arts teachers. He advocates a constructivist approach to teaching language arts, and he deftly employs numerous illustrative examples to support and illustrate his ideas. Most importantly, this text is well written and accessible to teacher candidates. Smagorinsky uses pedagogical discourse fluently, and his conversational—yet always professional—tone helps readers to understand his ideas clearly. A staunch and unapologetic advocate of social justice education, Smagorinsky informs his teaching philosophy with empathy and equity. As my students have claimed, this text is their “bible”—they plan to keep this book dog-eared, highlighted, and annotated as they develop their teaching repertoires. They’ve let me know that they plan to rely heavily on the theory and strategies in this text throughout their student teaching experience and well into the remainder of their careers. What stronger endorsement could there be?