Using Contemporary Literature to Support Higher Level Thinking
Secondary Reading League: 34th Day of Reading
November, 2010
Jennifer Carlson, Ph.D., Hamline University
Janice J. Strop, Ph.D., Cardinal Stritch University
Focus: Introduce contemporary, thought-provoking young adult literature and methods that support
comprehension, inquiry and learning.
Comprehension: Reading comprehension is the process of simultaneously extracting and constructing
meaning through interaction and involvement with written language (RAND Reading Study Group, 2002.
pp. 11).
Comprehension goes beyond the surface level by
 moving beyond explicit text messages
 to understanding the text as a whole
 to then inferring the larger message or theme
(Graesser, McNamara, & Louwerse, 2003 & Smith & Wilhelm, 2010 )
Inquiry: Inquiry is the process of addressing problems expressed by guiding questions (Wilhelm, 2002.
pp. 10).
Higher Level Thinking: Exercising sound reasoning in understanding and making complex choices,
understanding the interconnectedness among systems. (Burke, J. 2007. pp. 151).
Themes:
1. Gender
2. Survival
3. Identity
Strategies:
Theme 1: Gender
Ranking

Directions: Develop a chart with character names listed. Ask students to independently rank the
characters based on a specific question or statement that is related to the book. Move students
into small group and ask them to convince each other to assume their ranking. Bring to whole
group for discussion.
Semantic Feature Analysis Gender Chart (SFA)

Directions: List characters from the novels down the left hand column and descriptors related to
the theme, gender, in the top rows of the chart. Students will place a “+” in the chart when the
descriptor aligns with the character and answers the inquiry question. Place a “-“ in the chart if
the character does not possess the descriptor. Use the chart to compare and contrast characters
and attempt to answer/debate the inquiry question driving the unit.
Where do I belong?
What does it mean to be a man/woman?
How does society think men and women should act?
Is it harder being male or female?
Gender
Place
Home/
School
-
Risa
Conner
Lev
Lia
Physical
Appearance
X
Inner
sense of
self
X
Strength
Aggressive
Passive
Intelligent
Independent
Others’
views
Others’
responses
X+
X+
-
X
X
X
X
Nick
Caitlyn
Charles
Emma
Ophelia
Melinda
Katniss
Peeta
Grace
Charles
Robin
Miguel
Helmuth
Reese
Jenna
Junior
Jin
Wang
Theme 2: Survival
Strategies:
Semantic Differential Scale
 Directions: Semantic differential scales are pairs of words that are opposites. Students mark the
scale where they think the character should be placed. Discuss students’ decisions.
Visual Response
 Directions: Find a visual that represents your response to how the characters in Lockdown are
struggling with survival. Explain the connections between the visual and the book.
Semantic Feature Analysis Survival Chart (SFA)

Directions: List characters from the novels down the left hand column and descriptors related to
the theme, survival, in the top rows of the chart. Students will place a “+” in the chart when the
descriptor aligns with the character and answers the inquiry question. Place a “-“ in the chart if
the character does not possess the descriptor. Use the chart to compare and contrast characters
and attempt to answer/debate the inquiry question driving the unit.
Who will survive?
What is the cost?
Who?
Cost?
Persistence
Physical
Strength
Mental
Strength
Team
Player
Adaptability
Source of Food
Available
Habitat
Independence
Creativity
Quick
Thinking
X+
X
X+
--
X
NA
X
X+
X
X
Risa
Conner
Lev
Lia
Nick
Caitlyn
Charles
Emma
Ophelia
Melinda
Katniss
Peeta
Grace
Charles
Robin
Miguel
Helmuth
Reese
Jenna
Junior
Jin Wang
Theme 3: Identity
Strategies:
Split Drawing
 Directions: Think about the visual with Junior split in two—what does this have to do with
identity? Sketch your own version of this drawing thinking about your identity.
Semantic Feature Analysis/Cultural Eye Chart (SFA)

Directions: List characters from the novels down the left hand column and descriptors related to
the theme, identity, in the top rows of the chart. Students will place a “+” in the chart when the
descriptor aligns with the character and answers the inquiry question. Place a “-“ in the chart if
the character does not possess the descriptor. Use the chart to compare and contrast characters
and attempt to answer/debate the inquiry question driving the unit.
Where do I belong?
What do I think is worth fighting for?
Lenses
Age
Gender
Race
Social
Class
Home
Language
Relationships
Friends & Family
Sexual
Orientation
Social
Groups
Education Goals
Other
X
X
X
X+
X+
X
X
X
X
X
Grace
Risa
Conner
Lev
Lia
Nick
Caitlyn
Charles
Emma
Ophelia
Melinda
Katniss
Peeta
Grace
Charles
Robin
Miguel
Helmuth
Reese
Jenna
Junior
Jin Wang
References
Alexie, S., & Forney, E. (2007). The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown.
Anderson, L. H. (2001; 1999). Speak. New York: Puffin Books.
Anderson, L. H. (2009). Wintergirls. New York, NY: Viking.
Bartoletti, S. C. (2005). Hitler Youth : Growing up in Hitler's Shadow. New York: Scholastic Nonfiction.
Bartoletti, S. C. (2008). The Boy who Dared. New York: Scholastic Press.
Collins, S. (2010). Mockingjay. New York: Scholastic Press.
Flinn, A. (2002). Breathing Underwater . New York: HarperTempest.
Heiligman, D. (2009). Charles and Emma: The Darwin’s' Leap of Faith. New York: Henry Holt and Co.
Jaramillo, A. (2006). La Línea. New Milford, Conn.: Roaring Brook Press
Kim, D. K., Hamm, J., & Fletcher, J. K. (2007). Good as Lily. New York: Minx.
Marsden, J., & Shakespeare, W. (2009). Hamlet : A Novel. Somerville, MA: Candlewick Press.
Myers, W. D. (2010). Lockdown. New York: HarperTeen/Amistad.
Myers, W.D. (2008). Sunrise over Fallujah. New York: Scholastic.
Pearson, M. (2008). The Adoration of Jenna Fox. New York: Henry Holt.
Shusterman, N. (2007). Unwind. New York: Simon & Schuster Books for Young Readers.
Yang, G. L., & Pien, L. (2006). American born Chinese. New York: First Second.
Burke, J. (2007). Teaching English in a flat world. In Adolescent Literacy: Turning Promise into Practice. Eds Beers, K. et al. Portsmouth, NH:
Heinemann. Pp. 151.
Graesser, A.C., McNamara, D.S. & M.M Louwerse (2003). What do readers need to learn in order to process coherence relations in narrative
and expository text? In Rethinking reading comprehension. Eds Sweet, A.P. & Snow, C.E. New York: Guilford Press.
RAND Reading Study Group (2002). Reading Next: A vision for action and research in middle and high school literacy. Alliance for Excellent
Education. pp. 11.
Smith, M.E. & Wilhelm, J.D. (2010). Fresh rakes on Teaching literary elements: How to teach what really matters about character, setting, point
of view, and theme. New York: Scholastic.
Wilhelm, J.D ( 2002). Action strategies for deepening comprehension. New York: Scholastic. pp. 10.