D838 is a methods course for secondary English teachers at Western Governors University. WGU's guidebook describes it as integrating secondary learners, methods and settings with the considerations specific to teaching literature.
The central skill is planning: choosing texts and activities that build critical analysis across genres, and assessing reading progress in ways that inform teaching. Candidates are also asked to reflect on their choices.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D838 |
| Program | MAT English Education (Secondary) |
| Size | 2 competency units |
| Subject area | Literature instruction for adolescents |
| Sequence | First of the English discipline methods courses in the standard path, with writing and ELA methods following |
What D838 Covers
| Competency (summarized) | In practice |
|---|---|
| Implement ELA instruction | Instruction that draws on knowledge of adolescent learners and literacy development |
| Plan research-based assessments | Monitoring reading skills and progress towards outcomes |
| Plan standards-based literature instruction | Evidence-based approaches to critical analysis across genres |
| Reflect on literature instruction choices | Using reflection to improve practice and learning |
The guidebook also mentions inclusive, equitable instruction that meets the needs of all learners.
Key Concepts Explained
Text Selection
Choose texts for a reason: relevance to students, complexity suited to the unit goal and a range of voices and genres. Name the reason in your plan.
Example: A grade 9 unit pairs a contemporary young adult novel with a short poem and an essay on the same theme. The planning note says the novel builds engagement, the poem supports close reading of figurative language, and the essay lets students compare how genres convey an argument.
Close Reading to Analysis
Move students from what the text says, to how it says it, to why it matters. Scaffold with annotation prompts and text-dependent questions that need evidence.
Assessing Reading
Use a mix of quick checks, such as annotation reviews or short responses, and larger tasks. Say what each tells you and how you would respond to the results.
Typical Assignments and How to Approach Them
The guidebook does not name assessments. These are the kinds of tasks the competencies suggest.
| Work type | What it tests | How to approach it |
|---|---|---|
| Literature lesson or unit plan | Standards-based design | State the standard, text, skill, activity and evidence of learning |
| Assessment plan | Monitoring reading progress | Match each assessment to one reading skill |
| Instruction demonstration | Implementing ELA strategies | Explain what you say, what students do and why |
| Reflection | Improving practice | Describe a choice, the evidence, and the change you would make |
A Competency-by-Competency Study Approach
- Adolescent learners. Write a short profile of the grade, reading range and motivators.
- Standards-based plan. Choose one standard and build a three-lesson sequence around it.
- Assessment. Add one quick check and one larger task, each aligned to the standard.
- Reflection. Write what the assessment data would tell you and how you would adjust.
A Three-Lesson Literature Sequence
A short sequence shows how a standard turns into instruction and assessment.
| Lesson | Focus | Assessment |
|---|---|---|
| 1 | Annotate an excerpt for theme clues | Check annotations for evidence |
| 2 | Compare how a poem and the novel treat the theme | Short written comparison |
| 3 | Discuss and write an argument about the theme | Rubric-scored paragraph |
Add a reflection note after the sequence: what the results showed, what you would reteach and how you would adjust the text choice or supports.
Matching Text, Skill and Assessment
- Every text has a stated reason for being chosen.
- Each lesson targets one analysis skill.
- Questions require textual evidence, not just opinion.
- At least one assessment is quick and formative.
- The reflection says what you would change and why.
Worked Example: Differentiating a Literature Lesson
In a grade 10 class reading a novel, some students read well below grade level and some are advanced. The core task is the same: write a paragraph explaining how the author develops a theme.
Support for struggling readers includes an audio version, a glossary and a paragraph frame. Advanced readers compare the novel with a poem on the same theme. Both groups use the same rubric trait, evidence, so the assessment remains consistent. The reflection notes whether each group met the standard and what to adjust next.
Where Students Get Stuck
- Plot summary in place of analysis. Plans must target analysis skills.
- Assessments that test recall. Test the stated skill, not only whether students read.
- One-size texts. Show how you support readers at different levels.
- Thin reflection. Reflection needs evidence and a concrete change.
Study Tips for D838
- Keep a bank of text-dependent questions grouped by skill.
- Annotate one short text yourself to see what support students need.
- Use the rubric's wording in your headings.
- Read exemplar unit plans from a state education department site.
How We Help with D838
Send the task, rubric, standards and your draft. A tutor with an English teaching background can give feedback on alignment, prepare a custom plan to study or edit your writing. For wider help, see our education assignment help guide.
GradeEssays is independent and not affiliated with Western Governors University. Use our help as a study aid, then complete your own work under WGU's academic integrity policy. We do not take assessments or access portals, and we cannot promise a competency decision. Free revisions; full refund if late.
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Frequently Asked Questions
Planning and assessing standards-based literature instruction for adolescents, per WGU's guidebook.
2 in the MAT English Education guidebook.
Implement ELA instruction, plan reading assessments, plan standards-based literature instruction, and reflect on literature instruction choices.
The course stresses evidence-based and research-based approaches, so support key choices with credible sources.
Name learner groups and the specific supports you would provide.
No. We provide tutoring, examples and feedback. The submission must be your own.