Syllabus
CI 445 – Literature for Young Adults
Summer 2014 M-F 8-10:50 WHAM 328 June 16 – July 3
Instructor: Louise Stearns
Wham 322F
Office Hours: e-mail [email protected]
Phone: 536-2441
web site:
http://web.coehs.siu.edu/units/ci/faculty/lstearns
“Of all passages, coming of age, or reaching adolescence is the purest, in that it is the loneliest.…” David Van Bierma.
COURSE DESCRIPTION
The purpose of this course is to introduce students to quality literature for young adults [grades 6 – 12]. The course will
include a variety of genres and authors of literature for the young adult reader. Students in this course will address the
role of young adult literature in the curriculum as well as create a student-centered literature course of study for use in a
middle or secondary school.
REQUIRED TEXTS and MATERIALS:
Literature for Today’s Young Adults 8th or 9th *edition.*9th edition is rentable at the SIU Bookstore
Donelson, Kenneth L. and Nilsen, Allleen Pace.
50 Literacy Strategies for Beginning Teachers 1-8 2nd or 3rd edition.
Norton, Terry and Land, Betty Lou Jackson.
Course Objectives
The purpose of this course is to provide students with the theoretical knowledge necessary to be able to select
appropriate literature for use in middle and secondary level classrooms. Literature is an authentic resource that can be
the foundation of literacy (reading/writing/speaking/listening) programs as well as a major resource for curriculum areas.
A wide variety of literature will be introduced in order to develop an understanding of what is available. Approaches one
might use in bringing young adults and literature together will be explored. These approaches might include responses
through such mediums as art, music and drama. Many opportunities will be made for students to develop skill in
analyzing books for their literary quality and making appropriate choices for classroom libraries. Lecture-discussions,
small group/workshop exercises, reflective writing and simulated teaching may comprise the class activity format.
(Includes the related Illinois Professional Teaching Standards. For a complete listing see the web site @
http://www.isbe.net/esd/htmls/emag.htm. Also included are the National Education Standards for Teachers. For a
complete listing see the web site @ http://cnets.iste.org/teachers/t_profile-pro.html)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Becomes aware of the value of quality literature to the total development of the middle level student.
Experiences a wide variety of literature for adolescents.
Recognizes a variety of authors and illustrators and their contributions to literature.
Becomes familiar with criteria for selecting and evaluating literature for the middle level student.
Becomes aware of the genres, styles and elements of literature texts.
Understands the relationship among literacy development, and acquisition of academic content and skills[2.H].
Explores approaches for sharing literature, including responding through art, music, movement, and drama.
Discovers ways of incorporating literature into the school curriculum.
Identifies the benefits of technology to maximize student learning and facilitate higher order thinking skills.
Designs learning experiences and utilizes assistive technology and digital tools to provide access to general
curricular content to individuals with disabilities.[2.O]
11. Applies and adapts an array of content area literacy strategies to make all subject matter accessible to each
student[2.Q].
12. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas; [3.L]
Requirements
1.
Attendance (3 points lost for each class HOUR of absence). Grade will drop one letter for every 2 classes
missed. A phone call or message to my office is appropriate when a class must be missed. Students are
expected to be in class on time. Tardiness sets a negative tone in the class by “tacitly sending a message that
the class is not important enough for you to be on time”.** Three tardies will be considered the same as one
absence. Professionalism includes being on time, prepared and engaged every day. Students will be
responsible for what occurred in class when they must be absent. Students are expected to participate in a
professional manner. Participation includes sharing with the class appropriate children’s literature; points will be
deducted from grade for lack of active participation in both small and large group activities.
Professionalism and class participation will constitute 5% of your course grade. See handout * Personal
absences _____ x –3 = _____*Regardless of grades on assignments, quizzes, and tests, absence from CI
445 is justification for FAILURE (F) or an Incomplete (INC) in the course.
** Thompson, Julia G.[2007] First Year Teacher's Survival Guide: Ready-To-Use Strategies, Tools & Activities For
Meeting The Challenges Of Each School Day.
2.
All assignments must be handed in on time. Late assignments will have points deducted.
3.
All assignments must be typed or printed in ink. Assignments should reflect professionalism. All written work must
exhibit professional standards for grammar, punctuation, fluency, and word choice. Work should be neat, legible
and well organized in content. NO assignments will be accepted in plastic sleeves or on lined paper.***NOTE: As
teachers you are expected to spell and write correctly. Points will be deducted from the total score for any
grammatical or spelling errors.
4.
Individual Novel Study Project: Select a young adult novel from those provided by the instructor. Develop a
project that includes: personal response, theme planning, quote collection, a review of resources, an author
study, a literary classic connection, an artistic connection, a picture book activity, a nonfiction connection, popular
culture links, historical or current event links, reading journal prompts, and two literary elements activities. Each
section of your project should be created to be useful for your classroom. There are 6 novels available for this
project. You may work in groups of two people on this project based on which novel you select. You may
request another title, but the instructor must approve the novel.
Novels Available:
Black Radishes by Susan Meyer HF [Holocaust] A fresh take on the WWII/Holocaust story, Black Radishes is the story of a boy
who learns what it means to be both Jewish and French during WWII.
Close to Famous by Joan Bauer Full of humor, unforgettable characters, surprises, and lots and lots of heart, Bauer has created
a memorable novel about a young girl’s struggle to learn to read.
Stargirl by Jerry Spinelli From the day she arrives at quiet Mica High, the hallways hum with the murmur of “Stargirl, Stargirl.”
She captures Leo Borlock’s heart with just one smile. She sparks a school-spirit revolution with just one cheer. The
students of Mica High are enchanted.
The Fourth Stall by Chris Rylander Do you need something? Mac can get it for you. It's what he does—he and his best friend and
business manager, Vince. Their methods might sometimes run afoul of the law, or at least the school code of conduct,
but if you have a problem, if no one else can help, and if you can pay him, Mac is on your side. His office is located in
the East Wing boys' bathroom, fourth stall from the high window.
The Strange Case of Origami Yoda by Tom Angleberger In this funny, uncannily wise portrait of the dynamics of a sixth-grade
class and of the greatness that sometimes comes in unlikely packages, Dwight, a loser, talks to his classmates via an
origami finger puppet of Yoda.
The Wednesday Wars by Gary D. Schmidt On Wednesday afternoons, while his Catholic and Jewish schoolmates attend
religious instruction, Holling Hoodhood, the only Presbyterian in his seventh grade, is alone in the classroom with his
teacher, Mrs. Baker, who Holling is convinced hates his guts. He feels more certain after Mrs. Baker assigns
Shakespeare's plays for Holling to discuss during their shared afternoons.
5. Learning about books for adolescents and the insight, comfort, pleasure, and potential for growth they offer (Jacobs
and Tunnel, 1993) is a major tool for helping children (and the adult) find their way into good reading. Your own personal
booklist is one of the best sources you can take with you into the classroom. You will create an annotated bibliography to
include at least 2 books from each of the following areas. Annotations should follow format given in class[and included
below].
You are required to read 2 books from each of the 6 categories below [12 total]. The titles listed within each
thematic category are suggestions; you are free to find your own credible YA titles that fit in the categories and
then seek instructor’s approval for titles not listed. Some titles will be required as part of daily assignments.
1. Historical Fiction
2. Ethnic and Racial Diversity
A Single Shard by Linda Sue Park
A Friendship for Today by Patricia McKissack
Between Shades of Gray by Ruta Sepetys
Broken Moon by Kim Antieau
Black Radishes by by Susan Meyer
Chu Ju's House by Gloria Whelan
Broken Song by Kathryn Lasky
Codetalker by Joseph Bruchac
Out of the Dust by Karen Hesse
Esperanza Rising by Pam Munoz Ryan
The Midwife’s Apprentice by Karen Cushman Faith, Faith, Hope, and Ivy June by Phyllis Reynolds
The Mostly True Adventures of Homer P. Figg by
Naylor
Rodman Philbrick
Saraswati’s Way by Monika Schroder
The True Confessions of Charlotte Doyle by Avi
Tasting the Sky:A Palestinian Childhood by
Witness by Karen Hesse
Ibtisam Barakat
A Year Down Yonder* by Richard Peck or prequel or
The Watsons Go to Birmingham by Christopher
sequel
Paul Curtis
3. Science Fiction/Fantasy
Any of the Harry Potter series by J.K. Rowling
Whittington by Alan Armstrong
The Lightning Thief (Percy Jackson and the
Olympians, Book 1) by Rick Riordan
The Giver by Lois Lowry
The Hunger Games by Suzanne Collins
The Lion, the Witch, and the Wardrobe by
C.S. Lewis(any of series)
The Tale of Despereaux by Kate DiCamillo
4. Non-Fiction
10 Explorers Who Changed the World by Clive Gifford
Birmingham Sunday by Larry Dane Brimmer
Claudette Clovin: Twice Toward Justice by Philip Hoose
Getting Away With Murder: The True Story of the
Emmett Till Case by Chris Crowe
Hungry Planet by Faith D’Aluisio and Peter Menzel
The Lincolns: A Scrapbook Look at Abraham and Mary
by Candace Fleming
Truce: The Day the Soldiers Stopped Fighting by
Jim Murphy
5. Isolation and Alienation
Bluefish by Pat Schmatz
Budda Boy by Kathe Koja
Close to Famous by Joan Bauer
Joey Pigza Loses Control by Jack Gantos
Holes by Louis Sachar
Hope was Here by Joan Bauer
Stargirl by Jerry Spinelli
The Strange Case of Origami Yoda by Tom
Angleberger
6. Personal Identity, Growth, and Self-Esteem
Hatchet by Gary Paulsen
Hoot by Carl Hiaasen
The Absolute Value of Mike by Kathryn Erskine
The Batboy by Mike Lupica
The Fourth Stall by Chris Rylander
Okay for Now by Gary d. Schmidt
Waiting for Normal by Leslie Connor
Wednesday Wars by Gary D. Schmidt
When Zachary Beaver Came to Town by Kimberly Willis
Holt
6. Daily Responses -Various types of reading responses will be required for daily reading assignments. Responses will
include on-line as well as in class demonstrations. Participation in discussions will be given a point value.
7. Response/cooking activity related to a YA novel. Each student will design and share a food related activity
connected to a YA novel. This activity should be posted on Pinterest. This activity should be designed as an example
which can be used in a middle school.
Grading Scale: 92% = A, 85 % = B, 70% = C, 60% = D, Below 60% = Failing
Class Calendar:
1. June 16 Introduction: What Is Literature for Young Adults? Read first 2 chapters of text.
2. June 17 Know the stages of Literary Appreciation from chapter one and be ready to discuss each.
Individuation and Differences. Read any book from the ‘Isolation and Alienation’ listed above. Some related
resources are listed here: Joey Pigza Loses Control by Jack Gantos for discussion questions go to
http://www.viterbo.edu/perspgs/faculty/GSmith/JoeyPigzaDiscussion.html
see [http://www.viterbo.edu/perspgs/faculty/GSmith/JoeyPigzaDiscussion.html] for Joey Pigza Loses Control ; for more
information related to ADHD go to http://www.add.org/for the Attention Deficit Disorder Association Web Page See also
http://www.guysread.com/ Read # 35 or # 36 in 50 Strategies – character map/sketch. Be ready to use this concept
with a book you have read. Bring 5 response questions/ comments from the readings to class.
3. June 18 From Romances to Tragedies to Magical Realism– read chapter 4 of text
Read: Stargirl by Jerry Spinelli or Hatchet by Gary Paulsen or any book listed above in the ‘Ethnic and Racial Diversity’
or ‘Personal Identity, Growth, and Self-Esteem’ sections– be ready to discuss in class.
See http://www.randomhouse.com/teens/catalog/display.pperl?isbn=9780375822339&view=rg for a Stargirl study guide
Go to http://comminfo.rutgers.edu/professional-development/childlit/paulsen.html for a web site on Gary Paulsen that has
several additional links http://www.mce.k12tn.net/survival/hatchet/hatchet.htm Read # 37 in 50 Strategies – “The
Setting” Bring 5 response questions/ comments to the readings to class.
4. June 19 - Guest speaker and
Using Classics
Bring a classic book to share[ a classic has been in print for more than 50 years]
Review chapter 2 of text
Read[or review] one of the following from the common core text exemplars:
Alcott, Louisa May. Little Women
Twain, Mark. The Adventures of Tom Sawyer
Henry, O. “The Gift of the Magi
Steinbeck, John. The Grapes of Wrath
Lee, Harper. To Kill A Mockingbird
5. June 20 MIDTERM and
How Do We Deal with Environmental Issues?
Read Hoot or Flush by Carl Hiassen.
See http://www.mce.k12tn.net/reading58/hoot.htm
Bring a picture book that deals with the environment, for example, some of Lynne Cherry’s books.
http://teachers.net/archive/envirobks.html has an annotated list…..
6. June 23 Food Project Presentations Begin.
Poetry Read Chapter 6 and # 6 – ‘Hinky Pinkies’ in 50 Literacy Strategies. See also:
Pass the Poetry Please by Lee Bennett Hopkins & Bookspeak! : poems about books by Laura Purdie Salas.
Read one of the following poems from the common core text exemplars:
Longfellow, Henry Wadsworth. “Paul Revere’s Ride
Whitman, Walt. “O Captain! My Captain
Carroll, Lewis. “Jabberwocky
Navajo tradition. “Twelfth Song of Thunder
Dickinson, Emily. “The Railway Train
Frost, Robert. “The Road Not Taken
Yeats, William Butler. “The Song of Wandering Aengus
Sandburg, Carl. “Chicago
Neruda, Pablo. “The Book of Questions
Hughes, Langston. “I, Too, Sing America
Giovanni, Nikki. “A Poem for My Librarian, Mrs. Long
Soto, Gary. “Oranges
Individual presentations -- Bring your favorite YA poem to class to share & be ready to share teaching ideas for one of
the poems listed above.
7. June 24 Historical Fiction – read chapter 8
Read one of the historical fiction novels listed above and read chapter 8 in text. Bring a HF picture book to use with
young adults.
8. June 25
Read When Zachary Beaver Came to Town by Kimberly Willis Holt or Hope Was Here by Joan Bauer or Waiting for
Normal by Leslie Connor or another novel that deals with similar issues. Review chapter 4 of text
Go to http://www.kimberlyholt.com/ for the official web site for Kimberly Willis Holt. Go to
http://www.kimberlywillisholt.com/zachguide.html for a comprehensive web site on Zachary Beaver.
Go to http://www.joanbauer.com/ for a web page on Joan Bauer with teaching guides for her books.
9. June 26 Non-fiction Read Chapter 9 and a non-fiction book from the list above or read a nonfiction book from the list
of common core text exemplars. Read # 11 – “Semantic Feature…” in 50 Strategies. Bring a book which has won or was
an honor book of the NCTE Orbis Pictus Award for Outstanding Nonfiction for Children, and be ready to share and
relate to use with middle level learners. http://www.ncte.org/awards/orbispictus/
10. June 27 Chapter 10 – Evaluating YA books & Literacy Strategies to use with YA – bring 50 Literacy Strategies for
Beginning Teachers 1-8 2nd edition, to class. Read Chapter 11 in text. Bring a picture book that can be used with YA
learners. Be prepared to share the book and show how you will use it.
11. June 30 Media and the YA learner. Read chapter 3 in text. Pick a recent movie appropriate for use with young
adults. Evaluate this movie based on the text. Be prepared to show or tell about a movie.
12. July 1 & 2 Presentations of Novel Projects
Resources: http://www.ala.org/yalsa/booklistsawards/booklistsbook
http://ozpk.tripod.com/0000000adol 13. – July 3 – final exam
14. Due Date for all projects (other than class presentations) is July 14- See the instructor if you need more
time.
wiki
http://9thgradereading.pbworks.com/w/page/55641107/CI445Fall2012
Plagiarism
Copying the work of web articles, other writers, or students, and turning it in as one’s own constitutes
plagiarism and will not be tolerated. Any student found guilty of plagiarism may be asked to leave the University.
See the SIU Handbook for a complete description.
Effective for courses taken Summer 2014 or later and assigned a grade of INC, the maximum time
period noted in the preceding paragraph for graduate students to complete the course (before the INC
is converted to an F) will be set at one year from the close of the term in which the course was taken.
For undergraduate students, the maximum time period to complete such a course will be reduced
from one year to one full semester from the close of the term in which the course was taken.
Visit http://registrar.siu.edu/grades/incomplete.html for more information.
Stearns CI 445 Summer 2014
CI 445 – Book Summary Criteria:
Include the following information for each novel:
Your name
Grade Level of intended use of novel
Author, publication date, title, publisher
Brief summary – nor more than one paragraph. Include personal comments, connections
where possible.
Theme:
Classroom theme:
Genre
Awards
Personal rating.
Instructional Uses: Include at least 2 detailed activities for classroom use. List common
core connections where possible.
Author: List other books by the author
Theme: List other books related to the theme. Be sure to include at least one non-fiction
for each fiction book and one fiction book for each non-fiction title.
Media: List related media where possible – movies, songs, etc.