EN 320 Literature for Young Adults
SP 2009 HO
Greene, Judy Ann
Assistant Professor of Education
M.A. Special EducationB.S. Language ArtsB.G.S. Psychology, B.G.S. English
rm. 317 Copley Hall
T/R noon-3:00, or by appointment
Jan. 20 – May 8
4:00 - 6:30 PM
Adler, Mortimer J., Van Doren, Charles. (1972). How to Read a Book. Touchstone Publishers.
ISBN: 10: 0671212095
Donelson, Kenneth L., Nilsen, Alleen Pace. (2009). Literature for Today’s Young Adults, 8e.
Boston: Pearson Allyn & Bacon. ISBN-10: 0205593232; ISBN-13: 978-0205593231
Reynolds, Marilyn. (2004). I Won’t Read and You Can’t Make Me: Reaching Reluctant Teen Readers. Portsmouth, NJ: Heinemann. ISBN 10: 0325006059
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Herz, Sarah K., Gallow, Donald R. (2005). From Hinton to Hamlet: Building Bridges between
Young Adult Literature and the Classics Second Edition, Revised and Expanded .
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Students in this course will survey literature appropriate for school children grades six through twelve. Students will also determine criteria for selecting and evaluating literature for adolescents, and will develop lesson plans for teaching literature at various grade levels. 3:0:3
Learning Outcomes: Core Learning Outcomes
All Park University courses will include a Core Assessment with rubric. This will include ¾ of the Core Learning Outcomes listed above. The Core Assessment in this course will be a major critical paper of no fewer than 5 pages, which will include research and MLA documentation. The project will be completed in the final quarter of the term.
The rubric for this assignment is published so the student can see the expectations.
1. Young adult Literature Resource File (all students)
Each student must complete a resource file of young adult (YA) literature from various genre that will supplement his or her content area. In addition, each student will give an oral presentation on his or her resource file to support and expand fellow students’ resource files.
FThe Young Adult Literature Resource File consists of brief but focused annotations for 25 YA books, preferably, those you have read before or during this semester. Each annotation should include the following:
a. Full bibliography for each book
b. Genre it may be categorized under (note: not all libraries or bookstores correctly categorize their books, so ask the instructor or use your own judgement instead of depending on theirs)
c. Age level(s) for which the book is relevant & meaningful
d. Awards it has received
e. A one-sentence synopsis of the book
f. Description of what you think are the 3 main strengths of the book
g. Description, if any, of a potential problem or challenge the book may present to teachers, parents, children, administrators
h. A minimum of 3 uses for the book
FYou may keep your file on the note cards and store them in a file or on paper and keep them in a notebook. You may use technology. Keep in mind, though, that you will most likely this file as an artifact for the required teaching portfolio. You will want your resource file to be either directly uploaded onto a website, be scannable, or be easily inserted into a hard copy notebook. It is important that each annotation is done carefully, neatly, and in order as described above.
NOTE: Since many people use their YA Resource File in their classrooms, it should be easy to use and logically organized. A table of contents is required.
FThe Resource File must be clearly labeled on the top and all sides and include your name. You will notice on the schedule that there are dates for “progress checks” on the Resource Files. This is to help you avoid procrastination, to give you feedback as to your progress, and to insure fairness and consistency in evaluating them.
Book Genres & Distribution of Annotations for Children’s Literature Resource File To insure that your file represents a wide range of genres to meet a wide range of learners’ interests, needs, and skills, use the list below to gather your annotations.
Traditional literature 5
Modern Fantasy/Science fiction 5
Realistic/Historical Fiction 5
Nonfiction Biography 5
FYou do not need to organize the genres in a given order; however, it should be a system that allows you to find a text in less than 1 minute. It should also be easy to add to and maintain as you discover new titles during your teaching career. Some students choose to go genre by genre. Others prefer to alphabetize by title or genre.
FYou may count a book only once in your annotations toward 25 entries, even if it fits more than one category.
FLook for examples of good YA literature. Be careful with series books such as manga and comic books/graphic novels. Some are fine, but others are the equivalent of “pulp” romances (i.e., titles with little or no literary value, and which are primarily used to promote merchandise, movies, and/or video games. If in doubt, consult a librarian, a classroom teacher, or the instructor for this course. However, even in libraries you will sometimes see this kind of substandard material shelved under YA LIterature. The text has an excellent bibliography if you need help. The instructor can also provide you with other sources for quality bibliographies. It is imperative that you select quality literature. You are not putting this together merely for the instructor and a grade; it is a resource for you to use in your own classroom. You will want literature to inspire, delight, provoke thought, etc., in your learners. The instructor, therefore, strongly encourages you to choose titles listed in the Young Adult Library Services Association (YALSA) in the ALA (American Library Association) website. Do not worry that the titles will be dull, quaint, and uninteresting! YALSA titles include current, popular graphic novels, manga, and various audio & digital books
FThe YA Literature Resource File will be scored by a rubric provided in eCompanion.
2. LITERATURE CIRCLE (all students)
Each student will choose a YA book from a list provided the first class session and read it during the course of the semester. You will share your reading on a regular basis during Literature Circle activities. The book you read for Literature Circle may (and should) be used in your YA Literature Resource File.
3. LESSON PLAN PACKAGE (Education majors only)
Each student will complete a teaching package containing 3 lesson plans for the content area you plan to teach. The 3 lessons may be independent of each other, or they may be connected thematically into a unit. Each lesson must:
e.g., reading, speaking, drawing used in a story-telling activity
· Use the provided lesson plan format
FStudents present 1 lesson in class, demonstrating Anticipatory Set & Input; 15 minute limit.
FLesson plans will be scored by a rubric which is available in eCompanion.
5. WEBQUEST (all students) Each student will complete an Internet project using the materials given in class and resources in eCompanion. You will present your WebQuest to the class.
FWebQuests will be scored according to full completion of all components.
6. Text Reflections (All students)
Prepare for class lecture and discussion activities, and build a repertoire of strategies for future use with your classroom learners. Students will use each of the following strategies at least once to share what they learn from assigned readings: semantic maps, pictures, rhyme/song/rap, flashcard, “think like a teacher,” text-to-self connections, FRAME. You will bring your text reflection to each class and share it with the class as a learning activity. You will use computer technology and other materials for some of the strategies. Text Reflections are due at the beginning of each class on the date listed in "Course Topics and Assignments."
7. MoSTEP 1.2.7 PORTFOLIO ENTRIES (Education majors only)
Prepare for your teaching portfolio by completing entries for 1.2.7. You will address the Quality and Performance Indicators by writing at least 3 drafts using materials provided by the instructor. Each student will write a total of 3 drafts. The first 2 drafts will be exchanged among education major members of the class for feedback using Peer Review Sheets and the SFE Portfolio Rubric. A 3rd draft based on feedback from peer reviews will be submitted to the instructor. All drafts, including all peer review sheets, are due on the day listed in the schedule of topics and activities at the end of this syllabus. Although this assignment does not earn points, it is required for education majors by the Park University SFE.
8. FINAL EXAM (All students): Each student must complete a final examination over the terms, essential knowledge, and concepts learned from the texts and class sessions.
F WHAT YOU NEED TO KNOW ABOUT FINAL GRADES E
NOTE: final grades are calculated by points only, AND not BY THE percentage POSTED IN eCOMPANION.
YA Literature Resource File 45
Literature Circle (5 @ 10 pts) 50
Lesson Plan Package/YA Threesies (3 @ 25) 75
Text Reflections (12 @ 15 pts) 180
MoSTEP 1.2.7 entries (2 peer-reviewed drafts + 3rd revision) Required for ed majors
Final Examination 20
TOTAL POINTS 450
A = 450 – 425 points
B = 424 - 400
C = 399 - 375
D = 374 – 350
F = 349 points or less
Late Submission of Course Materials:
F WHAT YOU NEED TO KNOW ABOUT ASSIGNMENTS IN GENERAL E
o Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.
o Late assignments will result in loss of 1 point per day late.
o Assignments submitted before or on their due dates listed in the Schedule of Sessions at the end of this syllabus may be revised for more points until midnight of the last scheduled class session before finals week.
§ Any assignment submitted after the due date will not be eligible for revision unless it is, due to circumstances that meet criteria for excused absence, including documentation.
§ Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.
§ If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.
§ Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback.
o Students are responsible for reading and understanding this syllabus, rubrics and other course materials in eCompanion to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information. Points have been deducted because failed to follow syllabus directions and/or study the rubrics in eCompanion.
o Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion. (NOTE: before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!)
o Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email. If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email. Ideas for improvement are most welcome! A significant portion of this course is the result of previous students' creative and helpful ideas.
Classroom Rules of Conduct:
1. Demonstrate respect for yourself, your fellow class members, and your instructor.
2. Be honest with yourself and others.
3. Keep your sense of humor.
4. Participate in discussions and activities, and invite others to participate as well.
5. Respect the ideas and opinions of others, even when you believe they are wrong.
6. Contribute to focused, productive learning. This means eliminating distractions such as all electronic devices, off-topic conversations, homework for other courses, writing in planners, etc.
TENTATIVE COURSE ACTIVITY SCHEDULE OF ATES/TOPICS/ASSIGNMENTS
? TOPIC: Introduction to course, class members; syllabus, library resources
? ACTIVITIES: ? Random drawing to select genre to read for Literature Circle (each student reads from
different genre; go to library & select award-winning YA book in selected genre)
? Choose dates for WebQuest
? Go over Text Reflections Journal materials
? FOR 1/23: read ch. 1 in Elliott + ch. 1 + pgs. 43-48 in Adler, do Text Reflections #1
? TOPIC: Active Literacy—the Art and Action of Reading & Writing
? ACTIVITIES: ? Use Text Reflections to discuss assigned readings
? Overview of Lesson Plan Format
? DUE: Text Reflections #1
? FOR 1/30: ? Read ch. 2 in Elliott + ch. 7 in Adler, do Text Reflections #2
? Students MUST have YA genre book for Literature Circle
? TOPIC: What’s in a Book?
? ACTIVITIES: ? Use Text Reflections to discuss readings
? Literacy Strategy—video, Literature Circles
? begin sharing books in “Literature Circle 320”
? DUE: Text Reflections #2
? FOR 2/6: .Read ch. 3 in Elliott + ch. 10 in Adler; do Text Reflections #3
? TOPIC: Different Voices, Different Responses
? ACTIVITIES: ? Use Text Reflections to discuss reading
? Literacy Strategies—Kelly Gallagher video
? DUE: Text Reflections #3
? FOR 2/13: Read ch. 4 in Elliott + ch. 16 in Adler, do Text Reflections #4
? TOPIC: Resurrecting History (and keeping democracy alive?)
? Share books in “Literature Circle 320”
? DUE: Text Reflections #4
? FOR 2/20: Read ch. 5 in Elliott + ch. 12 in Adler; do Text Reflections #5
? TOPIC: True Adventures Featuring Indiana Jones & the Dictionary of Discoveries
? ACTIVITIES: ? Use Text Reflections to discuss reading
? DUE: Text Reflections #5
? FOR 2/27: Read chs. 7 + 11 in Elliott, do Text Reflections #6
? TOPIC: There are Real People Behind the Books You Read in School
? DUE: Text Reflections #6
? DUE: YA Literature Resource File, Progress check #1
? FOR 3/5: Read ch. 8 in Elliott + ch. 15 in Adler, do Text Reflections #7
? TOPIC: Truth Is Beauty, But the World Is Just a Stage
? DUE Text Reflections #7
? FOR 3/19: Read ch. 14 in Adler, do Text Reflections #8
MARCH 9 – 13 SPRING BREAK
? TOPIC: Oh, the Places You Will Go!
? DUE: Text Reflections #8
? FOR 3/26: Read chs. 2, 3, 4 in Reynolds, do Text Reflections #9
? TOPIC: Bright Lights, Big Tunnels
? DUE: YA Literature Resource File, Progress check #2
? DUE: Text Reflections #9
? FOR 4/2: Read chs. 5 + 7+ 8 in Reynolds; do Text Reflections #10
? TOPIC: With Some Power Comes Great Responsibility
? DUE: Student Presentations—WebQuest __________________________
? DUE: Text Reflections #10
? FOR 4/9: Read pgs. 113 + 121-122 + 125-126 in Reynolds; do Text Reflections #11
? TOPIC: Things to Ponder As You Drive to & from School
? ACTIVITIES: Use Text Reflections to discuss readings
? DUE: Student Presentations—WebQuest _______________________, __________________________
? FOR 4/16: ch. 21 in Adler; do Text Reflections #12
? TOPIC: Providing Equal Education Opportunity
? DUE: Text Reflections #12
? TOPIC: The History of YA Literature (Instructor Lecture)
? ACTIVITIES: ? Student Presentations—YA Resource File (all students)
? DUE: YA LITERACY RESOURCE FILE
? DUE: Lesson Plan Demonstrations _______________________, __________________________
? DUE: MoSTEP Standard 1.2.7 entries
? FINAL EXAM
? DUE: Lesson Plan Demonstration _______________________,
? DUE: LAST DAY FOR ALL REVISED ASSIGNMENTS
NO ASSIGNMENT SUBMITTED AFTER MIDNIGHT WILL EARN POINTS
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
? IMPORTANT INFORMATION YOU NEED TO KNOW ABOUT THE ATTENDANCE POLICY ?
• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).
• In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence. Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.
• The following will be unconditionally excused and require documentation: medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
• The following will not be considered for excused status in excess of the two absences allowed: job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning. If students are in doubt, ask the instructor first. The instructor will uphold the policies set out in this syllabus.
• Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
F WHAT YOU NEED TO KNOW ABOUT WRITTEN ASSIGNMENTS E
Writing skills are an essential part of all typewritten assignments. Errors in basic writing skills, and failure to proofread and/or correctly use the model for formal written assignments result in loss of points. Your future administrators expect their teachers to have the basic writing skills they will be teaching to children; teachers need the respect and cooperation from both administrators and parents that clear communication helps create. Therefore, all written and spoken communication will be subject to correction. (This includes the instructor!)
To avoid point loss, as well as save time and energy, students are expected to:
(1) Use the “Model for Formal Writing” provided in eCompanion. It will show you how typewritten assignments are to be formatted. It will also provide you with examples of proper technical writing skills, including examples of the most common errors that are responsible for the highest loss of points.
(2) Use “Proofreading Tips” provided in eCompanion. carefully for technical skills errors, missing words, missing letters, making all necessary revisions; and
(3) Make certain terms and phrases are used correctly for meaning, and that what is written can be easily understood by a parent, another teacher, and/or administrator. All assignments receiving rubric points include a score for correct basic writing skills.
F WHAT YOU NEED TO KNOW ABOUT CONDUCT & PROCEDURES E
CLASSROOM RULES OF CONDUCT: The following always apply to class sessions.
· Email is essential to this course. All students are to check their PirateMail at least twice a week. Typically, several days may pass when no email is sent, only to be followed by several emails in one day. Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts. Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.
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Beers, Kylene. (2003) When Kids Can’t Read. Heinemann Publishers. ISBN: 0-86709-519-9
Bennett, Barrie, Rolheiser, Carol. (2001). Beyond Monet. Toronto, Ontario: Bookation, Inc.
Birsh, Judith R. (2005). Multisensory Teaching of Basic Language Skills, 2e. Baltimore, MD:
Paul H. Brookes Publishing Co. ISBN: 1-55766-676-8
Copeland, Matt. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle
and High School. Portland, ME: Stenhouse Publishers. ISBN: 1-57110394-5
Duffy, Gerald G. (2003) Explaining Reading A Resource for Teaching Concepts, Skills, and
Strategies. New York: Guilford Press. ISBN: 1-57230-877-X
Faltis, Christian J., Coulter, Cathy A. (2008). Teaching English Learners and Immigrant
Students in Secondary School. Upper Saddle, NJ: Pearson Merrill Prentice-Hall.
Fountas, Irene C., Pinnell, Gay Su. (2006) Teaching for Comprehension and Fluency: Thinking,
Talking, and Writing About Reading, K-8. Heinemann Publishers.
Gallagher, Kelly. (2003) Reading Reasons: Motivational Mini-Lessons for Middle and High
School. Stenhouse Publishers. ISBN: 1-57110-356-2
Johnston, Peter H. (2004) Choice Words: How Our Language Affects Children’s Learning.
Portland, ME: Stenhouse Publishers. ISBN: 1-57110-3899
Keene, Ellin Oliver. Zimmerman, Susan. (1997). Mosaic of Thought: Teaching Comprehension I in a Reader’s Workshop. Portsmouth, NH: Heinemann. ISBN: 0-435-07237-4
Kohn, Alfie. (1999). Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s,
Praise, and Other Bribes. Mariner Books; New Ed edition. ISBN: 0618001816
Manzo, Anthony, Manzo, Ula, and Thomas, Matthew. (2005) Content Area Literacy: Strategic
Teaching for Strategic Learning. Wiley Jossey-Bass Education. ISBN: 047115167X
Mueller, Pamela N. (2001). Lifers: Learning from At-Risk Adolescent Readers. Boston, MA:
Pearson Merrill Prentice-Hall. ISBN: 0-13-191360-3
Palmer, Parker J. (1997). Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life.
Jossey-Bass, Publishers. ISBN: 0787910589
Pinker, Steven. (1994). The Language Instinct. New York: Harper Collins.
Sousa, David A. (2001). How the Brain Learns, 2e. Thousand Oaks, CA: Corwin Press.
Tovani, Chris. (2004) Do I Really Have to Teach Reading? Stenhouse Publishers.
Last Updated:1/11/2009 6:00:26 PM