English 396: Teaching the Reading of Young Adult Literature
Spring 2009
Iowa State University
Donna Niday
Office: Ross 431 (O) 515-294-9981
(H) 515-292-4622
Office Hours: 1:00-3:00 T; 11:00-1:00 TH; usually 2:00-3:30 Th; and by appointment
dniday@iastate.edu
If books could be more, could show more, could own more, this book would have smells . . . . If books could
be more and own more and give more, this book would have sound . . . . And finally if books could be more,
give more, show more, this book would have light . . . . If books could have more, give more, be more, show
more, they would still need readers, who bring to them sound and smell and light and all the rest that can't be in
books. The book needs you.
--Paulsen, Gary. The Winter Room
Objectives/Teaching Standards: The numbers and letters below correspond with the eleven ISU
teaching standards. English Education students will meet the other standards in English 397, 494, and 417
(student teaching). Elementary Education students and students in other secondary education areas will meet
the other standards in your methods course(s) and student teaching experiences.
2.
4.
5.
7.
8.
Content/subject matter specialization. The teacher education candidate
a. understands the central concepts, tools of inquiry, and structures of the
discipline(s) the candidate teaches.
Instructional planning. The candidate
a. plans instruction based upon knowledge of subject matter, students, the
community, curriculum goals, and state curriculum models.
Instructional strategies. The candidate
a. understands a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills.
(SA: 3, 4)
Foundations, reflective practice, and professional development. The
candidate
a. continually evaluates the effects of the candidate’s choices and actions on
students, parents, and other professionals in the learning community.
Collaboration, ethics, and relationships. The candidate
c. demonstrates knowledge and dispositions for cooperation with other
educators, especially in collaborative/co-teaching as well as in other
educational team situations.
Pedagogical Framework
The course is taught using John Dewey's theoretical concept of experiential learning. We will experience a
reading strategy and then analyze it. For instance, we will participate in whole class readings, small group
readings (literature circles), and individualized reading (student choice) and then compare and contrast the
various forms. I would encourage you to set a goal of reading as much and as widely as possible.
2
Course Recommendations
1. Attendance and active participation. Because each class period carries a different theme and because
many class projects are completed as a group, it is vitally important that you are an active participant every class
period. I take attendance during every class meeting, and I expect that only emergencies would require that you
be absent and then only absent for a maximum of TWO class periods. If you absolutely cannot be present,
you are to call or email me in advance of the class meeting.
Office phone: 294-9981
Email: dniday@iastate.edu
2. Student-teacher conferences. The first conference is for us to discuss your reading interests. The second
conference is to discuss your unit ideas. Both conferences are required.
3. Assignment due dates. It is advisable to maintain a reading schedule and compile the portfolio pages
during the course. The attached schedule (at the end of the syllabus) can aid you in meeting the requirements.
Definition of Young Adult (YA) Literature
Definition of Young Adult: The Young Adult Service Division of the American Library Association (ALA)
defines the age range of an adolescent or young adult as ages 10-19.
Early adolescence (elementary or middle school or grades 5, 6, 7)
Middle adolescence (junior high or grades 8, 9, 10)
Later adolescence (high school or grades 11, 12)
Definition of a Young Adult Literature: Literature written for and marketed to young adults.
Young adult literature is usually given the birth date of 1968 with the advent of S.E. Hinton's The Outsiders.
Other forms of literature prior to this date may have had young adult protagonists (such as The Adventures of
Huckleberry Finn), but they were usually intended for an adult audience. According to Beach and Marshall,
characteristics of a young adult novel usually include several of the following:
• a teenage (or young adult) protagonist
• first-person perspective
• adult characters in the background
• a limited number of characters
• a compressed time span and familiar setting
• current slang
• detailed descriptions of appearance and dress
• positive resolution
• few, if any, subplots
• an approximate length of 125 to 250 pages
What Is Not Young Adult (YA) Literature:
"While young adults . . . will read 'classics' with teen protagonists--such as Mark Twain's Huckleberry
Finn . . . or Louisa May Alcott's Little Women or even William Golding's Lord of the Flies--such novels are not
strictly considered YA literature. Similarly, contemporary novels popular with adults and young people, such
as those written by Danielle Steele, Tom Clancy, and Stephen King, are also not in the category of YA
literature." (Christenbury, Leila. Making the Journey: Being and Becoming a Teacher of English Language
Arts. Portsmouth, New Hampshire: Heinemann, 1994.)
The "classics" mentioned above do not fit into the young adult literature category because they were
intended for adult audiences. The popular fiction of Steele, Clancy, and King usually have adult characters.
Remember the two-part definition for young adult literature: "written for and marketed to young adults."
Books let us into their souls and lay open to us the secrets of our own.
~William Hazlitt
3
Required Texts
Books are available at the University Book Store in the Memorial Union and at Campus Book Store.
Theme: UNDERSTANDING THE HOLOCAUST: TWO PERSPECTIVES
Zusak, Markus. The Book Thief. New York: Knopf, 2007. Liesel, 9, becomes a book thief when she takes a
gravedigger’s instruction manual after her brother’s funeral. She continues taking books and stealing
reading time during her teens, but some of the book stealing lands her into trouble. During this Holocaust
time, Death narrates the story.
Spiegelman, Art. Maus: A Survivor's Tale. New York: Pantheon Books, 1989. In graphic cartoon form,
a Holocaust survivor shows his life at Auschwitz by retelling the story to his son. The
author/artist uses cats to portray the Nazis and mice for the Jews.
Theme: CHALLENGES OF PREJUDICE AND ACCEPTANCE
Crowe, Chris. Mississippi Trial, 1955. New York: Puffin Books, 2003. A 16-year-old boy visiting his
grandfather in Mississippi tells how Emmett Till, a 14-year-old boy from Chicago, was treated by
teens and adults in the community. This is a fictional account of the famous Emmett Till story of
1955, which helped spark the Civil Rights Movement.
Westerfeld, Scott. Uglies. New York: Simon Pulse, 2005. Tally anxiously awaits her sixteenth birthday
when she can choose how to alter her face and body to become a "pretty." However, her friend
Shay convinces her that there might be another world awaiting her. How can Tally decide which
world to choose?
4
Theme: COMING OF AGE: SEARCHING FOR IDENTITY
Sherman, Alexie. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown, and
Company, 2008. Junior decides to challenge himself by transferring from his reservation school to
a wealthy Caucasian school several miles away. He encounters antagonism both from his new
classmates and his reservation friends and discovers that he is living between two worlds but not
accepted by either. Junior’s drawings and humor enliven the book, and his perseverance provides
an inspiring message.
Green, John. Looking for Alaska. New York: St. Martin’s, 2002. Miles, 16, who thinks he has led a dull
life, moves into a boarding school in Alabama where he encounters Chip (his roommate) and
Chip’s best friend, Alaska Young. Chip and Alaska lead Miles on drinking, smoking, and prankplaying adventures. Underneath all of the humor, though, Miles and Chip recognize that Alaska is
suffering from deep unhappiness, and they wonder if they can help her.
Theme: MOVING FROM HELPLESSNESS TO RESILIENCE
Nazario, Sonia. Enrique’s Journey. New York: Random House, 2007. Enrique’s mother left him in
Honduras when he was five to go to the United States to earn money for their family. Now 17,
Enrique decides to join her, so he rides on top of freight trains in an attempt to evade officials.
This true story was first published as a series in the Los Angeles Times, where it received two
Pulitzer Prizes. Then Nazario turned it into a book, and now it’s being made into an HBO
dramatic series.
Whelan, Gloria. Homeless Bird. New York: Harper Trophy, 2001. A young girl in India discovers her
life dramatically changes following her arranged marriage, but hope abounds. (Recipient of
National Book Award and American Library Association Best Book Award)
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Course Requirements
Individualized Reading
You will be expected to read a large and wide variety of young adult novels; the expectation is approximately
one (for a “C”) to two (for an “A”) books per week. A course pack which includes an annotated
bibliography for your individualized reading can be purchased at Copyworks (at the end of this week).
The reading log sheets and circle graph at the back of the course pack are to be completed as you read and are to
be included in your final course portfolio. Because young adult books tend to be short and relatively easy
reading, I will expect students who want to have a solid background in this area to read a large variety of texts.
Therefore, to be considered for a(n):
A or A-, you will need to read at least 24 books
B+ or B, at least 22 books
B-, at least 21 books
C range, at least 15 books
(The above numbers include the eight required books, the literature circle book, and individually chosen books.)
Papers
1. Reader Sketch (approximately 5 double-spaced pages—there is no maximum length, so it can be
longer). You are asked to describe your history as a reader from early childhood to today, noting your attitude
and experiences in reading. Describe the people who encouraged or discouraged your reading. Tell your
reading goals for the future. You are required also to attach a one-page reflection about writing the reader
sketch (your writing process, the strengths of the paper, the weaknesses of the paper, what you learned from the
project, etc.). One or more examples of reader sketches will be shared in class. We will prewrite ideas for the
reader sketch during class time, and then you are asked to bring a rough draft of the reader sketch and reflection
to class for a PQP workshop time (praise, question, polish) with a small group of class members. A rubric will
be provided. See the course pack for the following items: (1) reader's sketch questions, (2) explanation of
reflective writing, (3) checklist for reader’s sketch, (4) reader’s sketch rubric.
2. Unit Plan. You are to find five books connected by theme, topic, or author. Be sure that your books have a
representation of the following: gender of protagonists, diverse reading levels (high, average, low),
multiculturalism, if possible. Choose one of the books for your whole class book; you will compose a ten-day
unit plan for this one book. You only need to list the other four books and explain why you chose them (we
assume that you will teach the whole class books and then follow it with a literature circle unit using these four
books). Look in the course pack for instructions describing each step of the unit plan.
Without books, history is silent, literature dumb, science crippled, thought and speculation
at a standstill. Without books, the development of civilization would have been impossible.
They are engines of change, windows on the world, and lighthouses erected in the sea of
time. They are companions, teachers, magicians, bankers of the treasures of the mind.
Barbara Tuchman, The Book
6
3. Book Sheets
A book sheet is required for each book you read for the course, including required books, literature circle books,
book talk books, and free choice books. Book sheets are one single-spaced page in a font no larger than 12-point
Times. (If you tend to write a lot, you can make the margins small and the font as small as 10-point, but don't go
over a page.) You will turn in book sheets on the day we begin talking about required books in class, and you
should plan on turning in other book sheets on a regular basis during the semester. You must turn in at least one
book sheet per week. When you have completed a book, write a book sheet and then either (a) submit it through
our class Moodle website or (b) print two copies, and place them in the book sheet folder. I will respond with my
reader's comments either online or in hard copy. The second hard copy will be filed in a cumulative file by
category; you may use the files to decide which books you would like to read. You may turn in no more than two
book sheets a class period (or four book sheets per week)—you MAY NOT turn in a whole sheaf of book sheets at
the end of the course.
Your book sheets should look like this:
Your Name at Right Side
ENG 396-Date Turned In
Book:
Author's Name. Title of the Book. City: Publisher, Copyright.
Genre:
Realistic Fiction, Fantasy, Historical Fiction, Biography, Memoir, Science Fiction, etc.
Audience:
Approximate age range of readers, for example, "7th or 8th grade." (Don't use the
amazon.com audience ages, which are often not accurate; use your own judgment.) The
grade level is usually two years younger than the protagonist's age—students like to read
about older characters to know what is ahead for them in life. If a protagonist is 14 years
old, the audience is usually 12-15 years old.
Read Alouds:
List a few page numbers containing interesting examples of style, humor, emotion, etc.
Summary:
In one paragraph, write a brief, five- to seven-line plot summary.
Themes:
Writing in two paragraphs, describe two to four themes that might be important for you
or another teacher using this book. Possible themes might be identity, friendship,
prejudice, diversity, family relationships, unity, overcoming adversity, journeys, "coming
of age," hope, etc. Each theme requires a separate paragraph. You must have at least
two paragraphs to represent at least two themes.
Connections:
How might this book be compared to other books you have read, or useful in connection
with other teaching materials or other subjects? In one paragraph, describe some of the
following connections: text-to-text (comparison to other books), text-to-self (connections
to your life); text-to-society (connection to world events).
Reader Response: In one paragraph, describe your own reader response to this book. Did you like it? If
not, what type of student might enjoy it? Give reasons for your response.
Others' Reaction: Look on amazon.com or barnesandnoble.com. What have critics and readers said
about this book? Paraphrase the general responses and give one or two quotes.
The most important sections of any book sheet are the summary, themes, and connections, so do your
best to do an excellent job.
7
Presentations
1.
Book Talk with read-aloud. For one day during the course, you (and usually a partner) are asked to give
a book talk and read aloud a section of a book. Your book choice is to accompany that day's theme (see
attached schedule) but cannot be a required class book. You will have a time allotment of five minutes.
Help us visually see the book title, author, and characters by writing information on the board or overhead
transparency and by showing the actual book itself. In addition, you must have a visual aid (poster,
PowerPoint, objects, costume, food, etc.). Work on using eye contact and voice inflection so that your
book talk will receive the audience's attention. Think about a creative way to introduce your book—lights
off, background music, posters, inviting audience members to perform parts, etc. The purposes of the book
talks are (1) to give you ideas of books you may wish to read, (2) to broaden your concept of young adult
literature, and (3) to give you experience talking and reading before an audience.
Literature Circle Books
2.
Literature circle presentation with e-mail project. Your literature circle will read one commonly shared
novel, give a brief presentation, and correspond with eighth grade email partners. You will individually
write a reflection on the literature circle experience (to be included in your portfolio). During the days that
your literature circle meets, you may share and discuss the literature, talk about your email correspondence
and its successes/problems, and determine how you will present this book to the class members of English
396 (videotaped for eighth grade partners). Book choices include Briar Rose, Deathwatch, Dunk, Ironman,
Hoops, Seventh Son, Speak, and Words by Heart (see cover designs above).
8
3.
Book group presentation. Six group presentation books are listed on the syllabus. On the Student Choice
Sheet, please select your preferences for a book that sounds interesting to you. Your choice of a novel will
determine your group. We will devote six class periods to these group presentations, and you will have
flexibility in determining how your group would like to present your novel. Possibilities include small
group discussions or art work (collage, etc.), large group discussions, individual work (journaling, etc.),
and/or brief presentations by group members. You are required to involve your audience in the
presentation, use at least one visual, and include interesting and learning-filled (critical thinking)
activities. You may wish to use handouts, a poster, overhead transparencies, maps, costumes, etc. for the
visual. See the course pack for instructions on the presentation and the accompanying reflective piece.
(You will be given class time to meet with your group to plan your presentation.)
4.
Unit plan presentation. At the end of the semester, we will devote four class periods to hearing a sevenminute presentation for each individual's unit plan. A visual aid is required (in addition to showing the
books used in your project). Make your presentation attention-getting, interesting, and interactive. Lead
the class members in one of the short activities. You must have a visual aid (handout, poster, PowerPoint,
etc.), in addition to showing the five books (either having the books themselves or showing them on a
PowerPoint or poster). Think of ways to make your presentation visual and exciting. This presentation is
a requirement to pass the course.
Portfolio
You will compile artifacts and arguments to show that you have met portions of five of
the eleven Iowa State teaching standards listed under the Objectives/Standards on page 1
of this syllabus. Specific, detailed, step-by-step directions will be provided midway
through the course.
Course Grading:
Overall reflection on the course
Book talk
Reader sketch and reflection
Midterm
Email correspondence and reflection
Literature circle presentation and reflection
Group presentation and reflection
Book sheets
Unit plan and reflection
Unit plan presentation
Standards Portfolio
Total Possible
10 points
20 points
50 points
20 points
20 points
20 points
20 points
72 points (3 points per book sheet)
50 points
20 points
50 points
352 points
Note: Remember that you must have the required number of book points to be considered for a
particular grade. Your attendance and turning in assignments on time (including book sheets) are also
essential elements of your grade.
"Read in order to live." --Gustave Flaubert
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English 396 Class Schedule (Spring 2009)
Note: Book sheets may be turned in on or prior to the due date listed. Maximum of two book sheets per class period
(four book sheets per week) may be turned in.
Day Date
Theme
(Book Talks/
Read-Alouds)
Due
Activities in Class
1
Tues., 1/13
—
—
2
Thurs., 1/15
—
3
Tues., 1/20
—
4
Thurs., 1/22
—
5
Tues., 1/27
—
Student Choice
Sheet (complete sheet
in class)
Have read The Book
Thief
Book sheet due—The
Book Thief
Begin teacher-student
"getting-to-know-you"
conferences (will
discuss course
requirements—bring
questions you might
have)
Keep reading
Introduction/Complete Student Card
Discuss syllabus and class requirements
Discuss book sheet requirements
Discuss literature circle choices
Pre-writing for reader sketch; view examples
Discuss book talks/meet with partner
Small group discussion of The Book Thief
6
Thurs., 1/29
—
7
Tues., 2/3
Humor
8
Thurs., 2/5
—
9
Tues., 2/10
Fantasy
10
Thurs., 2/12
Physical
Challenges
11
Tues., 2/17
Should have sent third
email to partner
12
Thurs., 2/19
13
Tues., 2/24
Adventure/
Survival
Middle Eastern
Literature
African American
Literature
14
Thurs., 2/26
Poetry
Book sheet—your
group presentation
book (see groups)
15
Tues., 3/3
Biography/
Autobiography/
Nonfiction
Book sheet—
Mississippi Trial,
1955
Turn in
proposed idea for unit
with list of five books
Book sheet due on
Maus
Should have sent first
email to partner
Lit. Circle book
sheet due
Bring photo ID and
proof of address
Should have sent
Second email to
partner
Rough draft of reader
sketch and reflection
READER'S
SKETCH DUE
Literature Circles meet (Day 1)—discuss
predictions for book; determine lit. circle roles;
discuss email project
Small group/large group discussion of
The Book Thief
Discuss reader’s sketch (examples, activities)
Begin discussing Maus
Discuss Maus
Literature Circles meet (Day 2)—use
literature circle roles
Field trip to Ames Public Library (tentative
date)
Lit. Circle groups meet (Day 3)—work on
presentations
PQP (small group peer response) of reader
sketch and reflection—share all or portions
of paper
Lit. Circle groups meet (Day 4)–work on
presentations (film in or out of class)
Lit. Circle Presentations (editing and viewing)
Discuss writing commentaries for standards
Discuss unit plan (general overview)
Discuss book group presentations
Book presentation groups meet
Midterm (in-class essay)
Reminder: By this point, you should have
turned in 12 book sheets if you are working
toward an "A" grade.
1st Group—Mississippi Trial, 1955
10
16
Thurs., 3/5
Historical Fiction
Literature
17
Tues., 3/10
Science Fiction
18
Thurs., 3/12
Romance,
Sexual Identity
Literature
Literature Circle
Reflection, Email
Reflection, and
Commentary for
standard due
Book sheet—Uglies
(Be reading books for
unit plan)
Due: Commentary
for standard
Discuss censorship issues
Discuss unit plan requirements (specifics)
2nd Group—Uglies
Meet in groups to discuss unit plans
Write lesson plan together in class
SPRING BREAK
MARCH 16-20
Book sheet— The
Absolutely True Diary
of a Part-Time Indian
(Be reading books for
unit plan)
Setting, rationale,
general objectives
due for unit plan
Calendar and Day 1
lesson plan due for
unit plan
Book sheet—
Looking for Alaska
(Be reading books for
unit plan)
Days 2-4 of lesson
plan due
3rd Group—The Absolutely True Diary
of a Part-Time Indian
Book sheet—
Enrique’s Journey
Days 5-7 of unit plan
due
Book sheet—
Homeless Bird
5th Group—Enrique’s Journey
Unit Plan DUE
Discuss portfolio project
19
Tues., 3/24
American Indian
20
Thurs., 3/29
Sports
21
Tues., 3/31
Banned Books
22
Thurs., 4/2
Latino/a American
Literature
23
Tues, 4/7
Family Literature
24
Thurs., 4/9
25
Tues., 4/14
International
Literature
Asian American
26
Thurs., 4/16
Short Stories
27
Tues., 4/21
—
28
29
Thurs., 4/23
Tues., 4/28
—
—
30
31
Thurs., 4/30 —
Finals Week —
Tentative date
for final
Thursday,
5/7 9:45
—
Last day to turn in
book sheets
PORTFOLIOS DUE
Attendance required
Discuss unit plan
4th Group—Looking for Alaska
Work in groups on
unit plan
Workshop (PQP) unit plans
6th Group—Homeless Bird
Discuss questions about portfolio project
Project presentations—Day 1 (5 min. each)
Project presentations—Day 2
Project presentations—Day 3
Project presentations—Day 4
Bring class to closure--essay in class
"Sometimes when I stand in a big library, I feel a sober, earnest delight which is hard to
convey: These are not books, lumps of lifeless paper, but minds alive on the shelves."
—Gilbert Highet
11
Note that of the ten Teacher Education Program standards, you will not include standards
3 and 6 and only a few of the substandards (the others will be included in either English
397, 494, or 417 (student teaching). Your student teaching portfolio will include all of
the TEP standards.
1. Content/subject matter specialization. The candidate
a. understands the central concepts, tools of inquiry, and structures of the
discipline(s) the candidate teaches. (SA: 2, 3, 4, 5, 7)
6. Instructional planning. The candidate
a. plans instruction based upon knowledge of subject matter, students, the
community, curriculum goals, and state curriculum models. (SA: 8)
7. Instructional strategies. The candidate
a. understands a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills.
(SA: 3, 4)
9.
Communication. The candidate
a. Uses knowledge of effective verbal, nonverbal, and media communication
techniques, and other forms of symbolic representation, to foster active
inquiry, collaboration, and support interaction in the classroom. (SA: 3, 7)
10. Foundations, reflective practice, and professional development. The
candidate
a. continually evaluates the effects of the candidate’s choices and actions on
students, parents, and other professionals in the learning community. (SA:
1, 6, 9)
11. Collaboration, ethics, and relationships. The candidate
c. demonstrates knowledge and dispositions for cooperation with other
educators, especially in collaborative/co-teaching as well as in other
educational team situations. (SA: 3, 7)