8-31-10
As we begin, please respond (in writing) to the
following question:
What is YA Lit?
You might define it by listing characteristics (in bullet
or paragraph form), then perhaps by giving examples
of books that do and that don’t quality as YA Lit, or
even by creating a Venn diagram with various kinds of
literature, one of which is YA Lit. Be ready to discuss
your response.
Agenda for 8-31
Define YA Lit
Discuss reasons to teach literature (in general)
Discuss reasons to teach YA Lit
Terms for discussing lit
Current issues in YA Lit (ECN review)
Break, catch up on housekeeping (photos, book check-out, etc)
Teaching The Hunger Games:
Groups: writer’s craft, literary techniques, themes, critical thinking
Share group ideas with whole class
Using HG with (or instead of) classic dystopian novels
Preview next week (syllabus adjustment)
Broaden their
experiences
Have fun!
Expose them to
other perspectives
Improve reading skills
Why teach lit?
Improve grammar
& vocabulary
Improve writing
skills
Teach
genres
Teach history
& culture
What is YA lit?
Why teach YA lit?
Challenge students to
think for themselves
Encourage a
love of reading
Expand
knowledge
base
Help students
learn to make
connections
Teach
critical
thinking
Broaden
emotional
horizons
Foster
creativity
Standard E4-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.
Students in English 4 read four major types of literary texts: fiction, literary nonfiction, poetry, and
drama. In the category of fiction, they read the following specific types of texts: adventure stories,
historical fiction, contemporary realistic fiction, myths, satires, parodies, allegories, and monologues.
In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and
biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical
poems, humorous poems, free verse, odes, songs/ballads, and epics.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Indicators
E4-1.1
Compare/contrast ideas within and across literary texts to make inferences.
E4-1.2
Evaluate the impact of point of view on literary texts.
E4-1.3
Evaluate devices of figurative language (including extended metaphor, oxymoron, pun,
and paradox).
E4-1.4
Evaluate the relationship among character, plot, conflict, and theme in a given literary text.
E4-1.5
Analyze the effect of the author’s craft (including tone and the use of imagery, flashback,
foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.
E4-1.6
Create responses to literary texts through a variety of methods, (for example, written works,
oral and auditory presentations, discussions, media productions, and the visual and performing
arts).
E4-1.7
Evaluate an author’s use of genre to convey theme.
E4-1.8
Read independently for extended periods of time for pleasure.
A shared
vocabulary
for talking
about
books
Literary
Terms
CONFLICT
•vs. God (or Society)
•vs. Nature
•vs. Another Person
•vs. Self
Climax
Falling Action
Rising Action
Denouement
Initiating
Incident
PLOT
Possible points of view (of the narrator):
1. First person (“I”)
2. Second person (“You”)
3. Third person (“He,” “She”)
-omniscient
-limited omniscient
-observer
Possible way to “evaluate” YA books…
…Standard Literary Qualities
Plot
Characters
Setting
Theme
Point of View
Style
…Use of Literary Elements
metaphor
simile
flashback
foreshadowing
allusion
humor
imagery
personification
symbolism
hyperbole
effective beginnings
main character as writer
…Choice/Handling of Topic
appropriateness of topic for audience
accuracy/depth of content
balance of various perspectives
… Audience Appeal
Some Potentially Useful Terms for Discussing Literature
Allusion
Assonance
Character
Climax
Conflict
Connotation
Denotation
Denouement
Didacticism
Dissonance
Dynamic character
Euphemism
Exaggeration
Falling action
Figurative language
Flashback
Flat character
Foreshadowing
Hyperbole
Imagery
In media res
Irony
Motif
Narrative hook
Omniscient
Oxymoron
Paradox
Personification
Plot
Point of view
Protagonist
Pun
Rhythm
Rising action
Round character
Setting
Simile
Static character
Symbol
Theme
Tone
Did you read/join any discussions you’d like to recommend or mention?
BREAK
If I don’t have your photo yet, please see me.
This is a good time to return or check out books.
If you aren’t yet in a group, this is a good time to join one.
What’s the point of view?
What’s the verb tense, and
what effect does it have?
What does the last sentence of
the first paragraph do to us?
Considering that the speaker’s
mother is “not so beatendown,” what can we infer
about her life?
What does the author tell
us about the speaker?
What do we know (or what
can we infer) about the
speaker? How do we know?
Teaching The Hunger Games
Possible approaches:
* Analyzing the Writer’s Craft
* Illustrating Literary Techniques/Devices
* Understanding Key Themes
* Develop Critical Thinking Skills
Small-group activity
How might you use The
Hunger Games with (or instead
of) classic dystopian novels
such as 1984, Fahrenheit 451,
or Brave New World?
Whole-class activity
Book Talks, anyone?
For next week…
Read & be ready to discuss
Chapters 1 & 2 of Readicide.
Deborah Wiles, author of Countdown,
will be our guest speaker on Sept 14.
Plan to bring refreshments for the
Sept 14 class.