MTEL English (61) study plan

Map the major British and American literary periods from the Anglo-Saxon era through contemporary writing, naming for each period three representative authors and one defining stylistic or thematic feature.

Define and apply 40 core terms of literary analysis, including meter, enjambment, volta, synecdoche, dramatic monologue, free indirect discourse, and bildungsroman, by matching each term to a device you locate in a passage you have read.

Close-read eight poems spanning at least four centuries, writing for each a one-sentence interpretive claim supported by two quoted devices and two sentences of commentary explaining how the device produces meaning.

Distinguish the structural conventions of tragedy, comedy, and the modern problem play by outlining from memory the plot architecture, character types, and resolution patterns of three plays you know well.

Analyze prose fiction for point of view, narrative distance, characterization method, and setting, annotating three short stories with marginal notes that name the technique and its effect.

Evaluate how figurative language, imagery, and symbol operate across an entire work rather than in isolated lines, tracing one recurring image through a novel or play and stating what it accumulates by the final chapter.

Apply three critical lenses, formalist, feminist, and historicist, to a single short story and articulate how each lens produces a different defensible reading.

Compose two timed 25-minute analytical essays on literary texts, each with a clear thesis, quoted evidence integrated into your own syntax, and a conclusion that states why the reading matters.

Classify English phonemes by place and manner of articulation and explain how phonological awareness differs from phonics knowledge, using your own minimal-pair examples.

Segment words into morphemes and label them as free, bound, derivational, or inflectional, then explain how morphological analysis supports spelling and vocabulary instruction.

Diagram the phrase structure of ten sentences, identifying clause types (independent, subordinate, relative, noun) and distinguishing coordination from subordination.

Distinguish semantics from pragmatics by explaining implicature, presupposition, and speech acts with original examples, and describe three ways English has changed phonologically, lexically, or syntactically since Old English.

Compare regional and social dialects, including African American English and Appalachian English, and explain the difference between a dialect and a register without deficit framing.

Compare first-language acquisition and second-language acquisition theories, including behaviorist, innatist, and interactionist accounts, and state one classroom implication of each.

Diagnose five learner errors in writing samples, classifying each as phonological, morphological, syntactic, or pragmatic in origin, and propose an instructional response.

Explain how English orthography reflects morphology and etymology, and justify why word study outperforms rote spelling lists for older students.

Rehearse Domain 1 objectives by retaking the weakest items from your weeks 1 and 2 practice and writing a corrected rationale for each missed question.

Analyze the rhetorical situation of six published essays, identifying audience, exigence, persona, and the balance of ethos, pathos, and logos in each.

Identify and construct 25 tropes and schemes, including antithesis, chiasmus, anaphora, zeugma, metonymy, and litotes, writing an original sentence for each.

Map argument structure using Toulmin (claim, grounds, warrant, backing, qualifier, rebuttal) and contrast it with Rogerian argument, then outline one essay in each model.

Detect and name 15 logical fallacies in advertisements and op-eds, explaining why each is fallacious rather than merely persuasive.

Draft, revise, and edit a timed 30-minute persuasive essay that states a qualified thesis, anticipates a counterargument, and cites evidence in a consistent citation style.

Sequence the writing process, prewriting through publication, and describe three revision strategies that target organization, evidence, and sentence variety rather than surface errors.

Evaluate a student draft using a six-traits or analytic rubric, writing feedback that names one strength and two prioritized revisions rather than correcting every error.

Distinguish phonemic awareness, phonics, fluency, vocabulary, and comprehension, and match each component to one evidence-based instructional routine and one assessment.

Explain the Simple View of Reading and Scarborough's Rope, and use either model to diagnose why a hypothetical reader decodes accurately but comprehends poorly.

Compare comprehension strategies, including predicting, questioning, summarizing, and monitoring, and explain how text structure knowledge supports expository reading in content areas.

Evaluate texts for qualitative and quantitative complexity, justifying placement of three passages on a grade-band ladder using cohesion, prior knowledge demands, and sentence complexity.

Design scaffolds for English learners and striving adolescent readers, specifying how to frontload vocabulary, build background knowledge, and use multimodal supports without reducing text rigor.

Interpret screening, diagnostic, and progress-monitoring data for a hypothetical class, and select tiered interventions matched to three distinct profiles.

Complete a full-length timed mock examination covering all four domains, simulating official timing and section conditions without notes or pauses.

Re-teach the three Domain 1 and Domain 2 objectives with the lowest cumulative accuracy, rebuilding each from primary texts or worked examples rather than re-reading summary notes.

Recite from memory the literary-period timeline, the 45-term linguistics sheet, and the trope and scheme list, checking each against your own written records.

Write a final error analysis that names each remaining weak objective, its root cause, and the single action you will take if a retake is needed.