ED 420
YOUNG ADOLESCENT LITERATURE AND STRATEGIES FOR TEACHING IT
UG/G 3
Instructor: Shelly Furuness, Ph.D.
Office: JH 182 D Office Hours: Daily by appointment
Phone: 940-6967
e-mail: sfurunes@bulter.edu
Required Texts:
35 Strategies for Developing Content Vocabulary, Brenda Spencer & Andrea Guillaume, Pearson, 2009.
50 Instructional Routines to Develop Content Literacy, 2nd ed. Fisher, Brozo, Fre& Ivey, Pearson, 2011.
Deeper Reading, Comprehending Challenging Text, 4-12, Kelly Gallagher, Stenhouse, 2004.
Teaching Adolescent Writers, Kelly Gallagher, Stenhouse, 2006.
The Lightning Thief, Rick Roordan, Disney Hyperion. 2005.
20 books developmentally appropriate for your classroom library. (DO NOT have to purchase)
Suggested Texts:
In the Middle, Nancy Atwell, Heinemann, 1998.
Chalk and Wire E-portfolio—Undergraduate (You will be required to purchase this prior to student
teaching. Purchasing it now is to your great benefit.)
Course Description:
This class will allow students to become familiar with the wide variety of fiction and non-fiction available
for young adolescents and young adults. The readings will include literature with themes that resonant
with YA readers and include multicultural and ethical considerations within an adolescent coming-of-age
context. At the same time, good teaching strategies for engaging middle school students in the reading of
these books and the writing that follows will be modeled. Students will be able to practice these
strategies within the class structure. The COE values of Teaching, Learning, and Mentoring as well as
Theory, Practice, and Collaboration are strongly embedded in this course. Students will learn much about
adolescent literature while at the same time preparing and teaching others within the class. At the same
time they will be using theory and practice to collaborate in development of units of study that use a
variety of adolescent literature and strategies to engage young readers.
Essential Questions:
What literature is appropriate for young adolescents in the classroom?
How can reading, writing, vocabulary, and grammar be contextually integrated in literature instruction?
What strategies can engage uninterested readers?
How can discussion be planned for and facilitated?
What does a constructivist classroom look like in the middle/high school classroom?
Course Objectives:
1. To provide an understanding of constructivist theory and why it is important at the middle school
level.
2. To provide an understanding of strategies designed to enhance students’ skills in reading, writing,
listening, and speaking.
3. To provide an understanding of ways to differentiate reading and writing tasks and instruction to meet
the needs of diverse learners.
4. To provide opportunities to plan, implement and reflect on a literature unit that includes literature in
thematic context designed to help students better comprehend text.
University Student Learning Outcomes for Middle Secondary Program:







SLO # 1: Develop developmentally appropriate, inquiry-based, and engaging instructional
lessons for students in middle school and high school.
SLO #3: Use both formative and summative assessments to inform instructional planning and
evaluate/facilitate student academic and cognitive development.
SLO #4: Assemble appropriate, inquiry-based, and engaging instructional experiences for
students in middle school and high school.
SLO#5: Adapt their instructional approaches and strategies to align with the academic,
cognitive and language developmental needs of their students.
SLO#6: Collaborate with students' families and community to promote student academic,
cognitive and social development.
SLO#7: Demonstrate responsibility for their interpersonal and instructional interactions with
students, parents, colleagues, and community partners.
SLO#8: Use critical reflection as a basis for improving their professional practices.
University Standards Student Learning Outcomes (SLO)
ASSIGNMENTS:
Attendance & Participation
Book Talks (with bookmarks)
Teaching Demonstration (with lesson plan)
 Post to Wiki
Reflections
Teacher Guide (Unit Plan) for Selected Book
 Post to Wiki
Annotated Bibliography (20 books)
 Post to Wiki
15 points
10 points each
10 points each
10 points each
30 points
40 points
Attendance Policy:
Since this is a professional education course and the assumption is that the student is
preparing to enter the Profession of Teaching, attendance is expected and required. If the absence is necessary, the
student should discuss the absence with the course instructor before the event (if possible) and definitely after the
event. An assignment will be given in order to “cover” the missed material. Additionally, lateness to class is not
acceptable. Due to the nature of the material and the course design, repeated absences will result in removal from
the course.
Disabilities Policy:If you are a student with a disability registered with the Student Disabilities Service, please
discuss this matter with me. Please give at least a two-week notice for a specific accommodation. If you have
additional questions or concerns, you may wish to contact Michele Atterson, coordinator of Student Disability
Services at 940-9308.
Academic Integrity:Students are expected to follow the principles of academic integrity as outlined in the Butler
University Student Handbook.
Date
8/30
Calendar, Ed 420:
Activity
Syllabus, Introductions, and Overview
Assignments
From now through December,
you should be reading your 20
books throughout the semester
9/6
9/13
Labor Day: No Class
Read and discuss “Constructivist Paradigm”
Assignment Details
Demonstration of Book Talk
Discuss resources for Framing the Text and
Building Background on the “Topic” for students.
9/20
Book Talks/Teaching Demonstrations 1
Read Gallagher 1-4 Deeper
Reading
Reflection #1: As you prepare
your teaching demonstration
what will you think about in
terms of framing the text using
“before” strategies in a
constructivist framework? Be
sure to show me how your
reflection is shaped by Gallagher
and in class reading.
Read Gallagher
In-class: Vocabulary Development
9/27
Book Talks/Teaching Demonstration 1
10/4
In-class: Recognizing Structures and Organization
of Text
Book Talks/Teaching Demonstration 1
In class: Developing Mini-lessons around Skills
Read Gallagher
Read Gallagher 5-7 in Deeper
Reading and 1-2 in Teaching
Adolescent Writers and Atwell
chapter posted to wiki
Reflection #1 due
10/11
Book Talks/Teaching Demonstrations 1
Reflection #2:
Discussions are synonymous
with English class. However,
discussions are often little more
than Q&A sessions between the
teacher and a few students. What
have you learned in the in-class,
Gallagher and Atwell texts that
will help you develop your own
discussions in the classroom?
Read Gallagher
In class: Fostering Discussion-based classrooms
10/18
Book Talks/Teaching Demonstrations 1
In class: Practice developing discussion questions
Read Gallagher
10/25
Book Talks/ Teaching Demonstrations 1& 2
Read Gallagher
In class: Developing Mini-lessons around Skills
11/1
Book Talks/Teaching Demonstrations 2
In class: Developing Mini-lessons around Skills
Read Gallagher 8-10 in Deeper
Reading along with 3 and 7 in
Teaching Adolescent Writers
Reflection #2 due
11/8
Book Talks and Teaching Demonstrations 2
Reflection #3
As we begin to think about
planning instruction for a whole
unit, how might you use Atwell’s
workshop approach, Gallagher’s
discussion on backward design,
and your own understanding of
assessment to inform your own
approach to teaching literature in
your classroom?
Read Gallagher
In class: Developing Mini-lessons around Skills
11/15
Book Talks and Teaching Demonstrations 2
Read Gallagher
In class: Developing Mini-lessons around Skills
11/22
11/29
Thanksgiving Break—No Class
Book Talks/Teaching Demonstrations 2
Work on your annotated
bibliography and resource guide:
Reflection #3 due
Authentic Assessments
12/6
Book Talks/Teaching Demonstrations 2
Authentic Assessments
Resource Guide Due
12/13
Book Talks/Teaching Demonstrations 2
Final Class Meeting: Formative Feedback
Annotated Bibliography Due
ED 420 Assignment Descriptions:
For the purposes of planning your demonstrations, please use Lightning Thief as the text, and
post finished products to the wiki.
Annotated Bibliography:
 20 books
 See example below:
Title: First Part Last
Author: Angela Johnson
Grade Level: 9-12
Description: Bobby is a normal teenage boy, who finds himself in the not so normal
position of raising his infant daughter, Feather. Switching back and forth between the
present and the past, you learn about Bobby’s relationship that led up to the pregnancy,
how he works to balancing being a teenager and also caring for his daughter, and the
fateful event that happened during Feather’s birth that leaves him to be a single parent,
with the support of just his family.
Classroom Notes and Uses: This text addresses a large issue for adolescent readers, and
I feel would open the doors for great discussion. It explores the topic of teen pregnancy,
while having underlying themes of family dynamics, interaction of people, relationships,
and overcoming the hand you are dealt. I feel this text is short enough to do a read
aloud in the classroom, just a few minutes each day to promote reading for pleasure, as
well as open your classroom to an atmosphere of free discussion and pressing issues;
which in turn I feel builds community and allows you to be a trusted confidant to the
student.
Book Talk:
Directions: Prepare a 3-5 minute “book trailer” with book marks for two books
 Provide community resources for the wiki
 Expand our exposure to YA books
Teaching Demonstration #1
Text Framing (PART I) and Teaching It (PART II):
Directions for part one: Prepare a 10-12 minute activity using a strategy that will:


Frame the text in a way that is enticing to your readers and helps create background in topic,
structure or vocabulary
Demonstrate good use of pre-reading strategies meant to build or assess background
knowledge.
Teaching Using During Reading Support
Directions for Part two: Prepare a 15-20 minute segment of instruction using a during-reading
strategy that will:



Demonstrate ability to select appropriate texts support.
Help readers engage and interact with text and support literacy in the language arts.
Deepen the understanding that there is a difference between assigning reading and teaching for
meaning.
Post a clean copy of your lesson plan for this teaching demonstration. The lesson plan will cover the
entire class period, but your demonstration will highlight 30-45 minutes within the lesson.
Name
Thanks for
spoonfeeding…I’m
not doing
anything!
I’ll work while
you’re watching,
but I’m just
playing school.
You’re doing a
good job of
making me
work.
I’m willingly
engaged and
WANT to read
today!
Your text framing “shows” the
book instead of telling about the
book
You gave away the
ending!
You summarized the
book jacket with a
slightly dramatic
reading of it.
You utilize
something visual to
peak our interest.
You utilize
something visual,
cool, and maybe
even interactive.
The text framing uses a studentcentered strategy that connects to
student schema and accesses prior
knowledge.
You’re “strategy”
was something
like: Ok, listen
up…We’re readin’
this book.
Your strategy was
little more than
asking if we had any
prior experience with
the topic.
Definitely
something that
we’ve seen work
successfully in the
field!
Something that
takes a little more
risk on your
part…trying
something unique!
Your classmates walk away with
a new tangible and unique
resource.
Basically, here
guys, write this
down on your own
paper.
Followed whatever
was modeled
before…here’s
another bookmark.
Nice, I’ll probably
use this in one of
the thousand lesson
plans I have to
make this semester.
Cool! This is going
right in the
resource file!
Name:
OK
Good
Impressive
You nailed it!
Preparation of a lesson plan.
Clarity of objectives is evident in
both oral and written form.
Support strategy is clearly tied to
the objective
Delivery of the lesson
Teaching Demonstration #2:
Teaching GRAMMAR/LITERARY Skill mini-lesson (Part I) in CONTEXT to
reading and discussion (Part II)
Directions: Prepare a 10-15 minute mini-lesson that will:


Provide practice on a selected grammatical or literary concept.
Integrate skills instruction with language art text.
Read Aloud and Guided Discussion Criteria (Part II)
Directions: Move from mini-lesson into a 20-25 minute segment of instruction which includes
planned pauses and questions for class discussion and a post–reading strategy assessment of
comprehension. Students do not need to finish the assessment within the 20-25 minute segment,
but they must receive the assignment.
Objectives:
To experience all eyes on you while you “perform” the read aloud.
To practice dramatic reading for the purpose of modeling good, active reading.
To practice planning for and developing good class discussion.
Turn in a clean copy your lesson plan for this demonstration and your post-reading assessment.
Name:
Set up of mini-lesson
OK
Good
Impressive
You nailed it!
OK
Good
Impressive
You nailed it!
Mini-lesson concept is clearly
tied to the text
Delivery of the lesson
Name:
Preparation of a lesson plan:
Evidence of discussion
preparation and assessment are
embedded in the plan.
Evidence of reading rehearsal and
preparation for natural pauses to
incorporate discussion.
Delivery—variety of tone, voice,
sense of drama.
Selection and length of Read
Aloud is appropriate to generating
a whole group discussion.
Mini-lesson Concept is evident in
this part of the lesson
Novel Resource Guide Requirements:
This assignment is asking you to pull all of the individual assignments we’ve done this semester
together to demonstrate how you may think about planning for and teaching an entire YA novel.
You are more than welcome to use what you have already created as your starting point and then
simply extend beyond that. So, if you were really pleased with one of your book talks and with
the teaching strategy you used for it, start there and then think about how you would extend into
your instruction during the reading and discussion time, and how you would assess students at
the end of the book.
Book Synopsis: “Book Talk” style summary and a contextual rationale for using this book.
Things students need to know: What background content would help students better
understand this text. For example, in Fallen Angels, what is necessary to know about the
Vietnam War in order to make kids understand the context of the main characters choices?
Writing, Grammar and Vocabulary Integration: How will you use the story as a provocation
for students in the writing process? How will you integrate grammar instruction into the reading
of the story? Most often, reading literature requires students to learn vocabulary in the context of
the story. What can you do to help students understand unfamiliar words in the context of the
story?
Discussion Generation: Themes/ ideas/ issues raised by the story: Create a list with a
MINIMUM of 5 themes, ideas, or issues raised that could be connected to student experience or
could become the focus of whole class discussion.
Related Books: Suggest a list of 5-7 books that could be related to the themes, ideas, or issues
you’ve pulled from you novel. Include the author, title and very brief summary. This books may
be from your annotated bibliography.
Pre-Reading Activities: (Introductory Hook) Create a MINIMUM of 2 activities that build
interest and background knowledge for students.
During Reading: (Gallagher suggestions) Decide how this book will be read…individual, small
group, partner, teacher read-aloud. Create a MINIMUM of 2 during-reading activities that you
would have students do individually to deepen their comprehension of the novel. THEN create 1
or 2 activities to facilitate whole-group discussion around a theme, idea, or issue relevant to the
book.
Post Reading (Gallagher suggestions)
Assessments:
Create 2 possible assessment activities for students that reflect the goals of the previous activities
and would demonstrate students’ comprehension of the reading.