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.
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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)
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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%
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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.
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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:
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



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.
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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.
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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.
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