Simon Fraser University
Engaging the World

Course Outlines

Summer 2026 - EDUC 412W E100

Designs for Learning: Secondary Language Arts (4)

Class Number: 3393

Delivery Method: In Person

Overview

  • Course Times + Location:

    May 11 – Aug 10, 2026: Wed, 4:30–8:20 p.m.
    Surrey

  • Prerequisites:

    EDUC 401/402 or corequisite EDUC 403.

Description

CALENDAR DESCRIPTION:

Focuses on teaching secondary school language arts and addresses aspects of the theory and practice of language arts education. Students examine their own thinking about language arts education through critical reflection, work with the prescribed curriculum, and explore various ways to develop engaging learning experiences for young adults within a consistent framework using appropriate instructional materials and methods. Writing.

COURSE DETAILS:

Being an English language arts teacher has changed markedly over the last decade. Courses such as Spoken Language and New Media, which were created in the most recent curriculum revision (2016-2018), broadened curricular focus beyond print-based texts. The English First Peoples courses have come to constitute the primary means of addressing the newly revised graduation requirements (2022/2023) for Indigenous-focused coursework. The accessibility of Gen AI has fundamentally altered approaches to teaching English Language Arts, as texts can be summarized quickly and easily, and essays, stories, and journal entries can be created in moments. Each of these recent changes in the English language arts classroom has created curricular and pedagogical opportunities as well as significant unknowns for pre-service and in-service teachers alike.

This course will focus on developing understandings and dispositions to construct an engaging and engaged secondary language arts program aligned with the revised curriculum and evolving technologies. Critical issues in language arts education will be examined with a strong emphasis on writing.

COURSE-LEVEL EDUCATIONAL GOALS:

  • Demonstrate an understanding of critical issues in designing learning experiences with English Language Arts curriculum
  • Demonstrate an understanding of assessment practices in the context of English Language Arts with a strong focus on writing
  • Demonstrate an understanding and effective application of the current 8-12 English Language Arts Curriculum
  • Use writing to share ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking in a respectful manner
  • Transform and synthesize ideas and information to create original texts
  • Use writing to develop engaging and meaningful texts that demonstrate an understanding of course content and goals

Grading

  • Writing Portfolio 15%
  • Analytic Response Paper 25%
  • Annotated Unit Plan & Interview 25%
  • In-Class Activities 20%
  • Short Writing Assignments 15%

NOTES:

There is no final exam for this course, but there will be in-class writing assignments to be completed without the use of electronic devices. Note: This does not include assistive technology required for registered accommodations.

Materials

MATERIALS + SUPPLIES:

Students will be asked to purchase or borrow selected texts from bookstores or local libraries. Students will also be asked to bring a writing journal of their choice and a pen to each class with them.

REQUIRED READING:

Beach, R., Appleman, D., Fecho, B., & Simon, R. (2021). Teaching Literature to Adolescents (Fourth ed.). Routledge.

 


ISBN: 9780367366209

REQUIRED READING NOTES:

Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

At SFU, you are expected to act honestly and responsibly in all your academic work. Cheating, plagiarism, or any other form of academic dishonesty harms your own learning, undermines the efforts of your classmates who pursue their studies honestly, and goes against the core values of the university.

To learn more about the academic disciplinary process and relevant academic supports, visit: 


RELIGIOUS ACCOMMODATION

Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.