Course Name and Number: LSLS3021 Reading Instruction Using Literature in Middle Grades
Description: This survey course addresses the major literary genres read by students in grades
4-9 and the methods used to increase middle school students' reading skills and strategies
with special attention to reader response theory. Participants will engage in curricular
planning that focuses on cross-cultural knowledge and appreciation.
Credit Hours: 3
Required or elective: Required
Faculty members who teach the course: Holly Johnson
Prerequisites: None
Textbooks: Various pieces of literature and informational texts appropriate for middle school
students.
Other resource materials: Internet; articles
Learning Outcome:
1. List and articulate examplars of the major literary genres used in middle grades classrooms.
(Thematic Unit)
2. Explain how literature is an historical and sociocultural tool and artifact. (Culturally situated
response analysis)
3. Articulate reading response theory and culturally situated response theory and their impact
on student reading and learning. (Culturally situated response analysis)
4. Select and evaluate literary texts based on middle grade students' developmental needs.
(Annotated Bibliography)
5. Describe methods for utilizing literary texts to improve middle grade students' cross-cultural
knowledge. (Thematic Unit)
6. Describe the ways using cross-cultural literature can positively impact middle grades
students. (Culturally situated Response Analysis)
7. Develop instructional unit plans using literary texts for increasing middle grade students'
reading skills and strategies. (Thematic Unit)
Alignment with Transformation Initiative:
In view of this conceptual framework and our urban mission, the goal for our
Transformation Initiative is to improve the performance of students in high needs
schools by preparing educators who recognize the moral imperative to meet the needs
of each student. We will prepare educators who are committed to each student, caring
about each individual, and competent in evidence-based and data driven instruction.
Alignment with Conceptual Framework:
This course addresses these institutional standards: Preparing candidates who recognize
the moral imperative to meet the needs of each student and are committed to each
student, caring about each individual, and competent in evidence-based and data driven
instruction.
Alignment with Specialized Program Association: NMSA requires candidates seeking
middle level licensure (for grades 4-9) to have sufficient number of hours in two core
disciplines. This course addresses one of the disciplines of English/Language Arts.
Alignment with Ohio Standards for the Teaching Profession:
Alignment with State Requirements: Alignment with State Requirements: The Ohio Reading
Mandate requires candidates seeking licensure at the middle level (for grades 4-9) to take 12
semester hours of literacy development, including phonics. This course fulfills part of the Ohio
Reading Mandate in respect to disciplinary literacy. The course is developed around the
following Ohio State Mandated Reading Core Objectives:
Knowledge base and beliefs about reading (Annotated Bibliography)
2.4
Demonstrates an understanding of the influence of development (physical, perceptual,
emotional, social, cultural, environmental, cognitive) and background experiences on
what the reader brings to the reading/literacy situation.
Individual differences (Reading Responses)
4.1
Understands and is sensitive to differences among learners and how these differences
4.3
influence reading.
Creates and implements programs designed to address the strengths and needs of
individual learners.
Curriculum development (Thematic Units)
7.1
Creates individualized and group instructional interventions based on a range of
authentic literacy tasks using a variety of texts.
7.4
Aligns curriculum and instruction with state and local standards.
Professionalism, professional development, and research
10.2 Models ethical professional behavior. (Field Placement)
10.3 Reflects on practice to improve instruction and other services to students.
Attendance Policies: Students are expected to attend all required class sessions, to actively
participate in class and in the Blackboard learning environment, and to complete all assignments
in a timely manner. Infrequent and inconsistent attendance, participation, and work completion
will negatively influence the benefits that may be obtained from the course as well as lead to a
lower grade. If it is necessary for you to miss class due to extenuating circumstances, it is your
responsibility to obtain class notes, assignments, and/or handouts from Blackboard and/or from
a classmate as well as to become aware of any announcements that were made in class. You do
not need to report your absence to the instructor; it is your responsibility to determine what was
addressed in the class.
Academic Integrity Policy The University Rules, including the Student Code of Conduct, and
other policies of the department, college, and university related to academic integrity will be
enforced. Any violation of these regulations, including acts of plagiarism, cheating, or falsifying
field work will be dealt with according to the severity of the misconduct. Dishonesty in any form
may result in a failing grade in a course and/or suspension or dismissal from a program (e.g.,
graduate or undergraduate).
Electronic Communication Policy:
Grading:
Term Schedule (This is tentative, and would only change to benefit students)
Date
Topic
Reading Assignment
Written Assignment
Due
Week One
Introduction: What is
appropriate literature
for middle level
students?
The Roots of Literature
Your favorite book as a
child.
Literature Memory
Week Two
The Importance of
Responding to
Literature
Connecting Adolescents
to Literature
The Hate List (Brown,
2010) or 13 Reasons
Why (Asher, 2011)
Literary Analysis
“Save the Last Word for
Me”
Week Three
Multicultural Literature:
What is it?
Absolutely True Diary of
Why is it important?
a Part-time Indian
What are the issues?
(Alexie, 2009) or The
Perks of Being a
Culturally Situated
Wallflower (
Response
Story Maps/Key Events
Week Four
Middle Level Students
and picture books?
Cultural Token
Paper Due
Bring 5 picture books
to use at middle level.
Award winning Books
“Say Something”
Strategy
Week Five
Creating Thematic
Units/ The Importance
of Literature Clusters
No and Me (deVigan,
2010) or Stolen
(Christopher, 2010)
Realistic Fiction
Rhetorical Criticism
Literature Circles
Week Six
Informational Texts &
Trade Books across the
Curriculum
Interviews Due
Bring in 4 informational
texts to use in your
content areas
Content Area Lit. Circles
Week Seven
Science Fiction and
Fantasy.
Book Bags
Hunger Games (Collins,
2010) or The Graveyard
Book (Gaiman, 2010)
Building Reading
Stamina through
Sequencing
Comparison Contrast
Chart
Week Eight
Including poetry at the
middle level
Bring 3 poetry books in
picture book format
Annotated Bib Due
Motivating Readers
“Sketch to Stretch”
Week Nine
Historical Fiction
New Historicism
Reading Aloud at the
Middle Level
Week Ten
Week Eleven
Week Twelve
Week Thirteen
Week
Fourteen
Final
Mysteries, Horror,
Adventure
Feminist Criticism
Venn Diagrams
Graphic Novels for
Middle School
Strategies for using
literature across the
content. Unit Share
What’s on the Web?
What has technology
done for literature?
Once (Gleitzman, 2010)
or Mare’s War (Davis,
2009)
Revolver (Sedgewick,
2010); Shine (Myracle,
2011); or Half Minute
Horrors (Anderson et al,
2009)
How I Made it to 18
(White, 2010)
Thematic Units Due
Technology Project
Due
Reflective Response
to Literature