ENGL 337: Adolescent Literature Spring 2012 Session II Foster Education Center T-Th 1645-1930 Bowie State Teacher Education Program University of Maryland University College, Asia Marian K. Matthews, Ph.D. mmatthews20@asia.umuc.edu 645-2559 or from off-base 970-2559 Rm. 18, Foster Education Building, Camp Foster Office hours, 8-5:00 and anytime by appointment COURSE PREREQUISITES: EDUC 101; EDUC 201 and acceptance into the education program. Non-education students will be accepted into the class without the education pre-requisites with approval from the instructor. COURSE DESCRIPTION: The history of adolescent literature; reading in major genres; determination of reading interests and needs of adolescents; sources of literary material for adolescents; standards for evaluating reading materials; emphasis on techniques for developing appreciation of various types of prose and poetry. Further, this course will explore several facets of teaching literature in high schools in order to prepare you for your job of creating and nurturing young readers: These facets include 1) reasons for including literature in the curriculum and how to select literature for classroom use; 2) suggestions for devising and carrying out a response-based literature program; 3) approaches to teaching young adult literature; 4) strategies for helping struggling readers, and 5) exploring professional resources on teaching literature in the secondary school. Contemporary American realism often finds its best expression in Adolescent Literature, a genre that has expanded in terms of quality, scope and them during the last ten years. In the novels of authors such as Naomi Shihab Nye, Walter Dean Myers, and Lois Ann Yamanaka, traditional Adolescent Literature motifs of identity formation and sexual awakening are linked to issues of race, nationality, and social justice, enabling young readers to acknowledge the complexity of the coming of age experience in the United States and abroad. 2 THEMES: 1. ACADEMIC SCHOLAR: Students will demonstrate competence in subject matter knowledge and design learning experiences that are coherent and meaningful for learners. 2. EFFECTIVE PRACTITIONER: Students will demonstrate knowledge of general and content-specific instructional strategies, and use knowledge to design instruction and effectively engage learners. 3. TECHNOLOGICAL APPLICATION: Students will know and use technological applications to enhance pupil learning and to meet professional needs. 4. MULTIPLE FORMS OF ASSESSMENT: Students will be able to show evidence of the use of valid, multiple forms of assessment. 5. MULTICULTURAL AND GLOBAL PERSPECTIVE: Students will demonstrate knowledge of the learner’s physical, cognitive, emotional and social, cultural development. They will incorporate multicultural and global perspective in the school and community. 6. SPECIAL POPULATIONS PERSPECTIVE: Students will demonstrate knowledge of the educational needs of physically, mentally, and emotionally handicapped learners and provide for their needs. 7. REFLECTIVE PRACTITIONER: Students will demonstrate competency in teaching, and effectively organize and manage the classroom using approaches supported by research, best practice, expert opinion and students’ learning needs. They will reflectively analyze research-based generalizations in school and community settings. 8. PERSONAL AND INTERPERSONAL PERSPECTIVE: Students will support the norms, standards and values of the educational community. They will show respect for the diversity of learners and serve the needs of all learners to achieve their maximum potential. They will demonstrate positive relationships with colleagues, parents, businesses, and social services agencies. They will present evidence of a commitment of lifelong learning. COURSE OBJECTIVES: 1. Examine the basic theories and resulting organizational patterns recommended by English Educators for teaching adolescent literature. (Theme 1,2) 2. Develop strategies for teaching the various literary genres. (Themes 1,2,4,5) 3. Define the reading preferences of today’s adolescents and assist in suitable selection of young adult reading material. (Themes 1,2,5,7) 3 4. Define and give the basic characteristics of young adult (YA) literature and develop a rationale for teaching YA literature. (Themes 1,2,5) 5. Identify the basic principles of values education and develop strategies to be used for values teaching in literature study. (Theme 1) 6. After becoming aware of the threats of censorship, develop a rationale for teaching controversial books and frame policy for dealing with censorship. (Themes 2,3,4,5,6,7) 7. Design strategies to teach critical thinking and develop effective questioning techniques through literature study. (2,4,5) 8. Become familiar with current research to identify problems and trends in literature instruction and improve the ability to conduct research. (2,4,7) 9. Improve teaching literature through employing a multimedia (technological) approach. (2,3) 10. Examine ways of incorporating multicultural issues in the literature curriculum. (2,5) COURSE INTRODUCTION: This course provides an introduction to and information about issues in teaching young adult literature. We will be reading and discussing a variety of young adult literature in order to familiarize ourselves with this specific category of literature. We will also analyze the research supporting the use of YA literature in the classroom in order to engage young people in reading. COURSE MATERIALS: Required Texts: Beach, R.; Appleman, D.; Hynds, S.; & Wilhelm, J. (2011). Teaching literature to Adolescents, 2nd ed. NY: Routledge. Lesesne, T. S. (2003). Making the match: The right book for the right reader at the right time, grades 4-12. Portland, ME: Stenhouse. A variety of YA Books ( For class discussion) GRADE INFORMATION AND CRITERIA: Determination of Final Grade: Book Discussions 20% Book Talk 5% Online Project (Oral Presentation) 10% 4 Research Project & Oral Presentation 25% Reader Response Journal 15% Annotated Bibliography 20% (Final Grades are lowered for 3 absences) All written work will be graded based on the following criteria: Clarity of purpose Critical thinking (ability to analyze assumptions; argue effectively) Depth and detail of development Originality of thought Control of mechanics and usage INSTRUCTIONAL MODES: ****This is a student-centered class; the instructor is the facilitator of learning. Students will present assigned chapters, lead discussions, give short reports and presentations, and conduct research. Performance Based Assessments: Written projects; Oral reports; Student-led discussions PROJECT & ASSIGNMENT DESCRIPTIONS: 1. Book Talks Each of you will be responsible for giving several short (no longer than 5-10 minutes) book-talks during the course of the semester. These should be prepared along the lines described in Chapter 9 of Making the Match. Due periodically; choose your date. 2. Book Discussions We will be conducting small group book discussions each class period. We will read YA novels in preparation for our Tuesday class meetings and will also read and discuss some shorter works, as well. Each of you should be prepared to lead at least half of these, based on a variety of discussion techniques. Due each class period. 3. Reader Response Journal In preparation for the book discussions, you will need to respond to the readings through journal entries. These will be done in a variety of ways (see Chapter 6 in the Teaching Literature text). At least one book and/or other reading will be analyzed through one of the critical lenses mentioned in our text (see pp. 186-189 in Teaching Literature). Due each class period. 5 4. Annotated Bibliography You will need to read and annotate five books, one each from the suggested genres described in our Making the Match text: poetry, drama, short stories, folktales & variants, contemporary realistic fiction, fantasy & science fiction, historical fiction, biography & autobiography, and informational books. At least three of these books should be clearly multicultural. These cannot be the same books that we read for our discussions. One of the books can be exchanged for a movie made from a YA book. Due May 10. 5. Short presentation analyzing on-line literature teaching resources. You will choose one of two types of on-line projects: (Due periodically, choose your date.) (A) Research 3-5 sites containing resources for teaching high school literature (I will provide a list of starting points in class, or you can simply engage in a web search from scratch). You should try to answer the following questions about the lessons and ideas you find there: 1) Are the lessons theoretically sound? 2) Do they seem developmentally suitable? 3) Are extensions and changes easily imagined, or do the lessons or ideas seem more prescriptive? 4) Do the lessons or ideas seem to be sensitive to needs of diverse students? 5) Would you use the lessons or ideas in your own classroom or recommend them to others? Finally, you will give a 10-minute creative presentation to the class summarizing your findings and showing examples whenever possible. Prepare a handout for us that summarizes what you found. (B) Research 3-5 young adult author websites that have potential (either in full or in part) for classroom use. Compare the information given on the sites and discuss what the site teaches about the author’s writing process, the author's works, and the author's thematic or conceptual emphases. You should answer the following questions about the sites in a creative way: (1) How does the site look? Are there visuals, images, pictures, text? Is it inviting? (2) Does the site teach anything about the writing process? (3) Does the site include the author's own words or selected passages from his or her works? (4) Did you find the site useful in learning about the author? (5) Would you show or use this site in your classroom? If so, how? You will give a 10-minute presentation to the class summarizing your findings and showing examples whenever possible. A handout should be prepared for us. 6. Research Project You will conduct research and make a presentation on your findings on one of the following topics: 6 Observation and surveys of middle school/high school teachers theories/philosophies on teaching literature/constraints they face in policy and practice Survey of middle school/high school students’ literature favorites (this should be done both on-line and with students in schools here) Survey of middle schools/high schools on texts/media taught at various grade levels. How are the decisions made on what is and can be taught? The Canon. How was it developed? Who decided it? Has it changed over time? If so, how? Due periodically: choose date. COURSE SCHEDULE: This schedule is tentative and can be changed based on the needs and interests of the students. Please note the following in reference to the required readings: Beach (B) refers to the Teaching Literature to Adolescents text; Lesesne (L) refers to the Making the Match book. Each class period, reader response journal entries are due on the readings for discussion (please see assignments to know the types that will be required); each Tuesday a YA book and shorter work will be discussed. We will hold an on-line discussion of the texts on Thursday. W Assign. Topics Due 1 3/20 Syllabus. Overview of course; developing a definition of YA literature; introducing read aloud, & reader response journals. 3/22 Beach: Teaching literature – why is it Reader response Ch. 1; important? How can we get journal entry. Lesesne: kids engaged? Literary Chs. 8-9. autobiography. 2 3/27 Lit. book Introducing discussion, Read: Seek & shorter booktalks, read aloud. work 3/29 B: 2; L: 1- “Knowing” students; how Reader response 4 do/should we know them and journal entry. why is it important? 3 4/3 Discussion; 1st on-line lit. Read: choice of 7 presentation autobiographies for discussion. 4/5 B: 3; L: 5- Deciding what to teach; Reader response 7 Knowing the books & genres. journal entry. 7 4 4/10 4/12 5 4/17 4/19 6 8 B: 7-8; L: 10 4/24 4/26 7 B: 4-6 B: 9-10 5/1 5/3 B: 11-12 5/8 B: 13 5/10 B: 14 Discussion and comparecontrast movie vs. book; 2nd online lit. presentation The Canon vs. YA Literature. Media in literature classes. 1st research presentation: The Canon Understanding reading; reading response Trying multiple ways to respond. 2nd research presentation. Multiple perspectives; using drama; using critical lenses Use critical lenses on The Hunger Games to bring differing perspectives Talking and writing about literature. How not to commit “readicide.” We will meet both days this week. Assessment & Evaluation Being a professional teacher Read: The Outsiders for disc. Watch movie in class. Reader response entry. Read: 1 of 3 choices Watch: Shakespeare in Love Reading response journal entry. Read: 1 of 3 choices Reading response journal entry. Read: The Hunger Games Reading response journal entry. Read: 1 of 3 choices Annotated Bib. SELECTED BIBLIOGRAPHY: Note: The major text has an extensive bibliography. Alvermann, Donna E.; Hinchman, Kathleen A.; Moore, David W.; Phelps, Stephen, F.; Waff, Diane R. (editors). Reconceptualizing the Literacies in Adolescents’ Lives, 2nd ed. Lawrence Erlbaum Associates. 2006. Appleman, Deborah. Critical Encounters in High School English: Teaching Literary theory to Adolescents. NCTE and Teachers College Press, 2000. Au, Kathryn H. Multicultural Issues and Literacy Achievement. Lawrence Erlbaum Associates. 2006. 8 Beaudoin, M., Daigneault, R., and Zbikowski, R. Motivating the Struggling Adolescent Reader: Connecting Literature, Literacy, and Life. ChristopherGordon Publishers, 2007 Burke, Jim. Tools for Thought: Graphic Organizers for Your Classroom. Heinemann, 2002. Carter, James B., Building Literacy Connections and Graphic Novels: Page by Page, Panel by Panel. National Council of Teachers of English, 2007 Fisher, Douglas and Nancy Frey. Improving Adolescent Literacy: Strategies at Work. Pearson/Merrill. Prentice Hall Publishers, 2004. Glasgow, Jacqueline, editor. Using Young Adult Literature: Thematic Activities Based on Gardner’s Multiple Intelligences. Christopher-Gordon Publishers, Inc. 2002. Glasgow, Jacqueline. Strategies for Engaging Young Adult Readers: A Social Themes Approach with CD-ROM. Christopher-Gordon Publishers, Inc. 2004. Hobbs, R. Reading the Media. Teachers College Press, 2006. Holden James and John S. Schmit (eds.). Inquiry and the Literary Text: Constructing Discussions in the English Classroom. Heinemann Publishers, 2002. Jago, Carol. With Rigor for All: Teaching the Classics to Contemporary Studies. Heinemann Publishers, 2000. Jago, Carol. Classics in the Classroom: Designing Accessible Literature Lessons. Heinemann Publishers, 2004. Kassenoff, Miriam Klein. Studying the Holocaust through Film and Literature: Human Rights and Social Responsibility. Christopher-Gordon Publishers, Inc. 2004. Mahoney, Jim and James Strickland. Power and Portfolios: Best Practice for High School Classrooms. Heinemann Publishers, 2002. 9 Meinbach, Anita Meyer. Memories of the Night: A Study of the Holocaust, 2nd ed. Christopher-Gordon Publishers, Inc. 2004. Morrell, Ernest. Linking Literacy and Popular Culture: Finding Connections for Lifelong Learning. Christopher-Gordon Publishers, Inc. 2004. Monseau, Virginia and Gary M. Salvner (eds.) A Complete Guide to Young Adult Literature: Over 1,000 Critiques and Synopses from “The Alan Review”. Boynton/Cook Publishers, 1997. Moore, John N. Interpreting Young Adult Literature: Literary Theory in the Secondary Classroom. Boynton/Cook Publishers, 1997. Oliver, Eileen Iscoff. Crossing the Mainstream: Multicultural Perspectives in Teaching Literature. Boynton/Cook Publishers, 1997. Probst, Robert E. Response & Analysis: Teaching Literature in Secondary School 2nd ed. Heinemann, 2004. Reid, Louann and Neufeld (eds.). Rationales for Teaching Young Adult Literature. Calendar Island Publishers, 2000. Soter, Anna O. Young Adult Literature and the New Literary Theories: Developing Critical Readers in Middle School. Teachers College Press, 1997. Stringer, Sharon A. Conflict and Connection: The Psychology of Young Adult Literature. Boynton/Cook Publishers, 1997. Sturtevant, Elizabeth G. (et.al.). Principled Practices for Adolescent Literacy: A Framework for Instruction and Policy. Lawrence Erlbaum Associates. 2006. 10