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Teaching English Through Principled Practice
Peter Smagorinsky, University of Georgia

ISBN-10: 0130258407
ISBN-13: 9780130258403

Publisher: Allyn & Bacon
Copyright: 2002
Format: Paper; 459 pp
Published: 04/19/2001

Suggested retail price: $73.60
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For undergraduate or graduate courses in Methods of Teaching Secondary School English/Language Arts.

Written in a conversational style that easily engages readers, this topical text focuses on the design of integrated instructional units that include goals, materials, assessments, daily lessons, and activities. Unit designs are presented in the context of broader issues in which the settings of teaching affect the way people learn to think about teaching English. Unlike competing texts that only provide general coverage of unit design, the highlight of this text is its emphasis on procedures for designing instructional units in 4-6 weeks.

  • Teaching in terms of larger instructional purposes—Rather than separate lessons

    • Provides readers with the tools necessary to design coherent, purposeful, and meaningful units so students can achieve their goals. Ex.___

  • Unit ideas—Supplies ideas for a broad range of units including a set of possible texts.

    • Offers key ideas to help organize each unit. Ex.___

  • A focus on detailed understanding and illustration of unit design.

    • Demonstrates how to design a 4-6 week instruction design including daily lesson plans. Ex.___

  • Vignettes—Provides many vignettes in each chapter.

    • Illustrates the ideas emphasized in each chapter with real school experiences. Ex.___

  • Studies—Includes extensive illustrations of classroom processes using the principles outlined in the book.

    • Demonstrates the type of teaching and learning that are possible when instruction follows the principles. Ex.___

  • Field observations—Bridges the gap between theory and practice.

    • Includes ideas on how to relate the issues in the book to observations made in real classrooms. Ex.___

  • Model units—Links the book to Internet resources, including model instructional units written by other pre-service teachers in a Virtual Library of Instructional Units.

    • Gives students access to a number of models written by peers following the principles outlined in the book. Ex.___

  • Theoretical strength—Discusses teaching through the extended metaphor of construction.

    • Allows for a strong conceptualization of teaching without excessive theoretical jargon. Ex.___



 1. Principles of Practice.

I. PRINCIPLES OF PLANNING.

 2. Getting Started: Basics of Unit Design.

 3. What Students Know and What Schools Assess.

 4. Planning Backwards: How Endpoints Suggest Pathways.

 5. Setting and Assessing Unit Goals.

 6. Refining the Unit Focus.

 7. Introductory Activities: Gateway to the Unit Concepts.

 8. The Construction Zone: Building Toward Unit Goals.

II. LIFE IN CLASSROOMS.

 9. Setting Up Your Classroom.

10. How Ways of Talking Affect Ways of Learning.

11. Multimedia Composing with a Big Tool Kit.

12. Building Body Biographies.

III. RETHINKING THE CURRICULUM.

13. Rethinking the Curriculum from a Multicultural Perspective.

14. Rethinking Character Education.

15. Rethinking Standards for Teaching English.

Afterword: Theory in Practice.

References.

Appendix A: Texts for Thematic Units.

Appendix B: Courtroom Case Study.

Appendix C: Role-Playing Peer-Response Groups.

Index.

About the Author.

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