RLA 528: Literature for Middle and Secondary StudentsEastern Connecticut State UniversityFall 2008, 3 CreditsWednesdays, 4-6:45 p.m.Webb 113

Dr. Susannah RichardsECSU Phone: (860) 465-5210

richardss@easternct.eduOffice Hours: M 1-3 p.m., T 2-4 p.m., W 12-2 p.m., and by appointment

Course Description

Provides participants with the opportunity to become familiar with and recognize quality in the wide range of literature for middle and secondary students, as well as to incorporate the literature into the classroom.

Course Purpose

This course will develop your knowledge of the diverse body of classic and contemporary literature for middle grade and high school students. It will also provide you with strategies to identify the reading behaviors of middle grade and adolescent students and develop a repertoire of strategies to support students to effectively choose, read and analyze the books they read.

Learning Outcomes/Course Objectives

Students will: Describe and read the diverse types of literary works and their creators for middle and

secondary students across all genres and topics from classic to contemporary texts. Understand the cognitive, physical and emotional characteristics of young people

between 8-17. Implement strategies to connect texts across genre and content areas. Model and guide students to develop meaningful literary discussions about and across

text Utilize strategies to use technology (e-books, webquests, blogs, wikis, etc.) to support

students to engage in thought provoking discussions about what they read Identify resources and strategies to learn about and teach students, parents, and

colleagues about books for 8-17 year olds

CT Position on Language Arts Relevant Standards(Source: http://www.state.ct.us/sde/board/language_arts.pdf)

A quality language arts education should therefore be part of the core curriculum for all Connecticut

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students. PreK-12 language arts education program should enable students to achieve the goals and standards outlined in Connecticut’s Common Core of Learning and the Connecticut Language Arts Framework.

By the end of high school, all graduates should be able to:

Develop and communicate informed opinions through reading, interpreting and evaluating various texts;

Read and respond to a variety of authors, texts and genres, and share responses to extend understanding and enjoyment;

Communicate with others to create interpretations and evaluations of written, oral and visual text; and

appreciate the influence that contemporary and classical artists and authors have on human thought.

Teachers and schools play an essential role in ensuring quality language arts education by:

providing a quality language arts program which includes reading, writing, speaking, listening and viewing;

setting high expectations for all students to ensure earlier and more equitable opportunities to

learn to read and write; providing a rigorous study of language arts skills and concepts and their

applications to reading and writing in real-world contexts; creating classrooms that are rich learning environments that foster literacy in

all students; providing more active student involvement with language arts, including:

reading and writing that relate to students’ current world and their future career needs and

demands; and using a variety of skills to foster effective communication and lifelong love of reading and writing;

fostering more systematic and appropriate use of technological tools to enhance instruction in

language arts; providing students with evaluations that are continuous and based on many

sources of evidence; using a variety of teaching strategies to guide students in developing literacy,

critical thinking, and problem-solving abilities; serving as role models in speaking and writing.

Standards Alignment For a comprehensive description of each standard please visit:

Connecticut Common Core of Teaching (CCTE) http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320862

NCATEhttp://www.ncate.org/public/standards.asp

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NCATE IRA and NCTE Standardshttp://www.ncate.org/public/programStandards.asp?ch=4

INTASC Principleshttp://cte.jhu.edu/pds/Resources/INTASC_Principles.htm

ECSU Education Unithttp://www.easternct.edu/depts/edu/edu.html

IRA NCTE NCATE INTASC CCTEECSU

Education Unit

2.3.1-2.3.4 3.1: 3.5-3.5.4; 4.1-4.8

Standard 4b

Principles 1-10

ELA I, II, III, IV, V, VI, VII, VIII

Content Knowledge; Diversity

Required Professional Texts

Blasingame, J, (2007). Books that don't bore 'em. New York: Scholastic

Herz, S., & Gallo, D. (2005). From Hinton to Hamlet. Westport, CT: Greenwood.

Required Literature Readings

Speak by Laurie Halse Anderson, Penguin/Speak 0-14-131088-X, $8.99

Because of Winn Dixie, Kate DiCamillo, Candlewick, 0763616052, $5.99

Joyful Noise, Paul Fleischman, HarperTrophy, 0064460932, $5.99

The Outsiders, S.E. Hinton, Puffin 0-14-038572-X, $5.99

Supplemental Readings

Professional Readings

You will be expected to read articles from The Reading Teacher, The Journal of Adolescent Literacy, Educational Leadership, Language Arts, and Voices from the Middle.

Book Review Sources

The Horn Book, Kirkus Reviews, Book List, School Library Journal, and the database, Books in Print are potential sources for reviews on books. The Journal of Adolescent Literacy publishes Young Adults’ Choices annually in the November issue.

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Backes, L. (NA). The difference between middle grade and young adult. Available at http://www.write4kids.com/feature6.html.

Stallworth, B. (1998). The Young adult literature course: Facilitating the integration of young adult literature into the high school English classroom. The ALAN Review, 26(1). Available at http://scholar.lib.vt.edu/ejournals/ALAN/fall98/stallworth.html

Donelson, K. L., & Nilsen, A. P. (2005). Literature for today's young adults. Boston: Pearson, 14-38.

Salvner, G. M. (2001). Lessons and Lives: Why Young Adult Literature Matters. The ALAN Review, 28(3), 9. Available at http://scholar.lib.vt.edu/ejournals/ALAN/v28n3/salvner.html

Responding to literature in the middle gradeshttp://www.ncte.org/profdev/online/rwt/topics/118595.htm

Science fiction as a genre in adolescent literature by Ken Keeseehttp://falcon.jmu.edu/~ramseyil/sciencefiction.htm

So you think you know young adult literaturehttp://scholar.lib.vt.edu/ejournals/ALAN/spring96/questions.html#B

Young adult books: What attitude? http://www.cynthialeitichsmith.com/youngadult.htm

Comic books for young adultshttp://ublib.buffalo.edu/libraries/units/lml/comics/pages/index.html

Internet Resources

Organization/Title URLInternational Reading

Associationhttp://www.reading.org

National Council of Teachers of English

www.ncte.org

Association of Supervision and

Curriculum Development

www.ascd.org

Read, Write, Think www.readwritethink.org

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Reading Rockets http://www.readingrockets.orgTeachingBooks http://www.teachingbooks.netChildren's Book

Councilhttp://www.cbcbooks.org

Connecticut’s Blueprint for Reading Achievement

http://www.state.ct.us/sde/dtl/curriculum/currcbra.htm

New Literacies http://www.literacy.uconn.eduVandergrift’s Reader Response Criticism

http://www.scils.rutgers.edu/~kvander/readerresponse.html

Bookplates and More http://www.myhomelibrary.orgPicturing Picture Books http://picturingbooks.imaginarylands.org/

The Alan Review http://scholar.lib.vt.edu/ejournals/ALAN/alan-review.htmlYALSA (ALA) http://www.ala.org/ala/yalsa/yalsa.htmRichie's Picks http://www.richiespicks.com

ALAN (NCTE) http://www.alan-ya.org/Teen Reads http://www.teanreads.comTeensPoint http://www.teenspoint.org/

Best Books for Young Adults (2008)

http://www.ala.org/ala/yalsa/booklistsawards/bestbooksya/08bbya.cfm

Blogs Related to Middle and Young Adult Literature

Midwestern Lodestar http://midwesternlodestar.blogspot.com/Finding Wonderland http://writingya.blogspot.com/

Adventures of a Librarian http://madelinefan.wordpress.com/Biblio File http://tushuguan.blogspot.com/

Delicious Clean Reads http://cleanreads.blogspot.com/YA Authors Cafe http://yaauthorscafe.blogspot.com/

The following is a list of middle grade and young adult novels that you may want to read and explore throughout the semester. This is not a comprehensive list but a list of the authors and/or titles that students may WANT to read.

Middle Grade Novels

Chasing Vermeer, Blue Balliett (2004)

Pendericks: A Summer Tale of Four Sisters, Two Rabbits and a Very Interesting Boy, Jeanne

Birdsall, (2005)

Al Capone Does My Shirts, Gennifer Choldenko (2006)

Absolutely Normal Chaos, Sharon Creech (1996)

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Bud, Not Buddy, Christopher Paul Curtis, (1999)

Anything by Roald Dahl

The Tale of Despereaux, Kate DiCamillo (2003) 

City of Ember by Jeanne DuPrau (2004)

The Whipping Boy, Sid Fleischman (1986)

The Thief Lord, Cornelia Funke (2002)

Joey Pigza Loses Control, Jack Gantos (2000)

Hoot, Carl Hiaasen (2002)

Out of the Dust, Karen Hesse (1997)

Everything on a Waffle, Polly Horvath (2001)

Time Stops for No Mouse, Michael Hoeye (2002)

The Phantom Tollbooth, Norton Juster (1961)

Kira, Kira, Cynthia Kadohata (2004)

A View From Saturday, E.L. Konigsburg (1996)

Ben and Me, Robert Lawson (1939)

Rules, Cynthia Lord (2006)

Fablehaven, Brandon Mull (2007)

The Great Gilly Hopkins, Katherine Paterson (1996)

The Higher Power of Lucky, Susan Patron (2006)

A Long Way from Chicago, Richard Peck (1998)

Criss Cross, Lynne Rae Perkins (2005)

The Westing Game, Ellen Raskin (1978)

Summer of the Monkeys, Wilson Rawls (1976)

Holes, Louis Sachar (1998)

Harry Potter and the Sorcerer's Stone, J. K. Rowling (1998)

The Cricket in Times Square, George Selden (1960)

The Witch of Blackbird Pond, Elizabeth George Speare (1958)

Egypt Game, Zilpha Keatley Snyder (1972)

Dragon's Gate, Laurence Yep (1993)

Miracle's Boys, Jacqueline Woodson (2000)

Series

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Dear America (Scholastic)Diary of a Wimpy Kid, Jeff KinneyInkdeath series, Cornelia FunkeMy Name in Amerika (Scholastic) Percy Jackson books, Rick RiordanPeter and the Starcatchers, Dave Barry & Ridley PearsonRoyal Diaries (Scholastic)Septimus Heap (HarperCollins)Sisters Grimm, Michael BuckleySpiderwick Chronicles, Holly BlackUnderland Chronicles, Suzanne CollinsUnfortunate Events, Lemony SnicketWolves Chronicles, Joan Aiken

Young Adult Books

The Absolutely True Diary of a Part Time Indian, Sherman Alexie, (2007)

Feed, M.T. Anderson (2002)

The Astonishing Life of Octavian Nothing, M.T. Anderson (2006)

I Know Why the Cage Bird Sings, Maya Angelou (1969)

Go Ask Alice, Anonymous (1971)

Sounder, William Armstrong (1969)

Nothing But the Truth, Avi (1993)

Weetzie Bat, Francesca Lia Block (1989)

Tangerine, Edward Bloor (2001)

Forever, Judy Blume (1975)

A Great and Terrible Beauty, Libba Bray (2005)

Martyn Pig, Kevin Brooks (2002)

Artemis Foul, Eion Colfer (2001)

Chocolate War (1975), I am the Cheese (1978) Robert Cormier

King of the Mild Frontier, Chris Crutcher (2004)

Chinese Handcuffs, Chris Crutcher (1989)

Whale Talk, Chris Crutcher (2001)

Dreamland, Sarah Dessen, (2000)

The House of the Scorpion, Nancy Farmer (2002)

Shattering Glass, Gail Giles (2002)

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Hole in My Life, Jack Gantos (2002)

Lord of the Flies, William Golding (1965)

Looking for Alaska, John Green (2005)

Second Cousins, Virginia Hamilton (1998)

The Outsiders, S.E. Hinton (1967)

The First Part Last by Angela Johnson (2003)

Stoner and Spaz, Ron Koertge (2002)

Boy Meets Boy, David Levithan (2003)

The Giver, Lois Lowry (1993)

The Earth, My Butt, and Other Big Round Things, Carolyn Mackler (2003)

Sold, Patricia McCormick (2006)

Twilight, Stephenie Meyer (2006)

Monster, Walter Dean Myers (1999)

A Wreath for Emmett Till, Marilyn Nelson (2005)

What Happened to Lani Garver?, Carol Plum-Ucci (2002)

Amazing Maurice and his Educated Rodents, Terry Prachett (2001)

The Golden Compass (1996), The Subtle Knife (1997), The Amber Spyglass (2000) Philip

Pullman

The Catcher in the Rye, J. D. Salinger (1951)

A Tree Grows in Brooklyn, Betty Smith (1943)

Maus, Art Spiegelman (1986)

Stargirl, Jerry Spinelli (2000)

Roll of Thunder, Hear My Cry (1976); Let the Circle Be Unbroken (1981), The Land (2001)

Mildred Taylor

Stuck in Neutral, Terry Trueman (2000)

Izzy Willy Nilly, Cynthia Voigt (1986)

Double Helix, Nancy Werlin (2004)

Make Lemonade, Virginia Euwer Wolff (1993)

True Believer, Virginia Euwer Wolff (2001)

Miracle Boys, Jacqueline Woodson (2000)

American Born Chinese, Gene Luen Yang (2006)

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The Pigman, Paul Zindel (1968)

Fighting Ruben Wolfe, Markus Zusak (2001)

Series

The Artemis Fowl series by Eoin ColferYoung Wizard series, Diane DuaneAlice books, Phyllis Reynolds NaylorInheritance books, Christopher PaoliniOld Kingdom and other series, Garth NixDark Materials Trilogy, Philip Pullman

A Sampling of Non Fiction Authors for Young Adults

Marc Aronson Susan Bartoletti Candace Fleming Russell Freedman James Cross Giblin Philip Hoose Elizabeth Mann Jim Murphy Susan Rubin

Editors of Anthologies for Middle and Secondary Students

Avi Michael Cart Don Gallo Hazel Rochman

A Sampling of Authors with Diverse Backgrounds Who Often Address Diversity

Marion Dane Bauer Joseph Bruchac Sandra Cisneros Christopher Paul Curtis Sharon Draper Virginia Hamilton James Howe Frederick and Patricia McKissack Walter Dean Myers Marilyn Nelson Julie Peters Gary Soto Mildred Taylor

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Jacqueline Woodson Laurence Yep

Poetry and Poets for Preteens and Young Adults

John Grandits Marilyn Nelson

Technology: All writing should be completed on the computer, unless the instructor approves exceptions ahead of time. Papers should be double-spaced with one-inch margins and 12-point font. The ability to communicate by e-mail and send electronic documents by Word attachment will facilitate the dissemination of class specific information and conversation. The use of the Internet is an important resource for all writing and presentation projects. The Eastern library is a valuable source of electronically based information so you may wan to take advantage of the many electronic databases available through the library. You should check WebCT regularly, at least once a week between classes, and are accountable for engaging in learning through WebCT activities.

Global Perspective: Regular discussions will occur to place the learning of this course into a global perspective. As members of a multi-cultural and diverse nation, students will initiate and respond to conversations about the implications of course topics to the health and well being to the world community.

Attendance and Participation: Your regular attendance in class and on WebCT discussions is expected and contributes to the community of learning. You are expected to read the textbooks and trade books for this course and participate in both live and electronic discussions about the ideas presented in the text and your reaction and thoughts about using the books that you read with students. If you miss a class, you will be responsible for the material covered. I will use WebCT Vista as a way to support you and provide you with information you may need. If you miss more than one class, you may have to demonstrate your knowledge the information missed. The following rubric will be used as a guideline for evaluating your participation in class.

Target Acceptable UnacceptableAcceptable plus fully-engaged, offer insightful observations and contribute both answers and questions in live and WebCT discussions. (40-35)

Regular and active participation in small and large group discussions in class and on WebCT consistently prepared (30-25)

Absent, unengaged, distracted, daily assignments not completed (>25)

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Grading Scale

94-100 A90-93 A-86-89 B+83-85 B

80-82 B-77-79 C+74-76 C70-73 C-

67-69 D+60-66 D<60

Evaluation

Class participation (including WebCT) 40%(20 points for live class and 20 points for WebCT)This includes complete the two student responsibilities (participating in a literary event and registering for TeachingBooks.net).

You will have regular postings on WebCT and you need to post within the specified time periods to benefit from the combination of online and live discussions.

Assignments 60%

Assignments Percentage of Grade

The references to the standards, refer to the 12 Standards for English Language Arts (NCTE & IRA) available at www.ncte.org/about/over/standards/110846.htm

Assignment #1 10%From Interest to ReaderNCTE/IRA Standards # 7 & 11Due September 24, 2008

Create a list of questions (approximately 12-15) to ask a young person from 12-18 to

identify his or her interests. Interview two young people. Try to select different age level

students. Write approximately 2-4 page (typed, double spaced paper) in which you

discuss the interviews, including a summary of the interviews, your evaluation of the

interview response and suggest at least 4 books that each of these students might want to

read as result of his or her  interests. You may choose to include a table to help you make

a comparison of the responses. This assignment may be written in the first person. 

Assignment #2 20%

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Literary ApplicationNCTE/IRA Standards #2, 7, 8, & 11Due October 15, 2008

Choose one (1) of the following.

Develop an author center on a middle grades or young adult author that features information about the author and his or her books as well a at least 20 questions to use to assess understanding of the book and a list of five products that students might complete to show their understanding of the work.

Develop a genre interest development center with print and media materials that provide students with a chance to investigate the genre. Be sure to include a definition of the genre, book lists, lists of authors who write in that genre and a list of movies in the genre.

Develop a Webquest to extend the ideas of a novel to support students to engage with a novel or piece of nonfiction.

Identify a curriculum standard in a content area and develop a literature study plan to address the standard using at least 4 varied texts.

Read a text for middle and/or secondary students and identify 2 audio books that complement and extend the text. Develop strategies to use the audio books to support comprehension and engagement with the text.

Develop a blog about reading and books for a targeted audience.

Assignment #3 10%Book WebNCTE/IRA Standards # 1, 2, 5, & 7Due November 19, 2008

Choose a particular grade level and choose a big idea (change, patterns, systems, conflict, identity, relationships, etc) that students explore at that grade level and develop a web that connections at least 24 items (different types of books, authors, websites, movies, audiobooks, etc) to support the exploration of the big idea.

You may want to use the software, Inspiration, for this project.

Assignment #4 20%Book ExplosionNCTE/IRA Standards #1, 2, 6 Due December 10, 2008

Read 25 books to use with students in grades 4-12. Ten (10) books must be middle grade novels, seven (7) must be young adult novels, two (2) must be biographies, five (5) must be non-fiction texts, and three (3) must be picture books to use with middle and/or secondary students. The books should be representative of the nine (9) listed genres and each book annotation should include:

RLA 528, Fall 2008, page 12

Author, title, copyright, genre (use codes listed below), 3-5 sentence summary of the big ideas in the novel (not a plot summary), target audience, reading level and 5 ideas for how you might use the novel with students. Focus on activities that reflect synthesis, analysis, and evaluation.

Books that are not eligible for this assignment are books that you have already read or books that are featured for more than five minutes in class. However, if a book is on a list that is featured in class, it is still eligible for the assignment.

Genre Codes

B=biography MR=magical reality R=realistic fictionCF=contemporary fiction NF=nonfiction SF=science fictionF=fantasy PB=picture book V=verse novelG=graphic novel P=poetryH=historical fiction

Class Date Focus Assignments

One of your responsibilities for this course will be to read at least two middle grade and/or YA novels every week. You are welcome to borrow books from the cabinet, the ECSU library, or a local or school library.

September 3, 2008

Introductions; Course goals; Assessment of current knowledge; Assessment discussion, overview of the potential to connect books and support readers

Read Herz and Gallo chapters 1 & 2; Blasingame chapter 1; read Elijah of Buxton and a book of your choice

September 10, 2008

How literature supports the IRA/NCTE and CT standards; Characteristics of preadolescents and young adults What YA read?, Characteristics of the best books for young adult literature; History of adolescent literature; the role of interest assessment

Read Herz and Gallo chapter 3; Backes article; Novel reads

September 17, 2008

An overview of genres and matching texts with 8-12 year olds and YAs with introductions to all

Read Blasingame chapter 3; Novel Reads

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genres

September 24, 2008

Evaluating middle grade and YA texts; Awards; matching youth and text; what is comprehension for these readers?

Read Herz and Gallo chapter 4; Review the list of Michael Printz Award winners and read one of the winners and post a response to the Printz discussion board ; Novel readsAssignment 1 due

October 1, 2008

Genre Focus-Classics & Fantasy; What is the role of the classics; The spectrum of approaches to engage with literature

Read Herz and Gallo Chapter 5; Review a list of recent middle grade and YA novels and identify who might read them; Read the selections from Page One and use one selection with your class in a way that reflects your current thinking about engaging and supporting kids to understand text

October 8, 2008

Genre Focus-Realism, romance; talking about text and supporting text to text, text to self and text to world connections; Socratic Seminars; Escalating questioning techniques

Read Herz and Gallo chapter 6; Novel reads

October 15, 2008

Genre Focus-Poetry, drama and humor; Connecting picture books and longer texts to support engagement and understanding the text

Locate and read one poetry text and one drama

Assignment 2 due

October 22, 2008

Meet at 3:45 pm at the Konover Auditoriumm (University of Connecticut) to hear Leonard Marcus talk about the history of books for youth

Event details at http://uconncoop.booksense.com/NASApp/store/IndexJsp?s=storeevents&eventId=37851; Novel reads

October 28, 2008MT Anderson Presentation Meet at Konover Auditorium,

Univeristy of Connecticut at 7 pm.

October 29, 2008

Genre Focus-Nonfiction; Biographies for youth; Responding to literature-beyond the book report

Genre Focus-Science fiction; Focus on the authors of books for 8-17 year olds

Read Responding to literature in the middle gradesBring at least 6 different nonfiction texts to class that includes at least 2 biographies.

Read the Keesee article on science fiction and one science fiction text and post a response to the science fiction discussion board; Read at least 3 of the author interviews from chapter 4 and post a summary of information on those authors on the discussion board on WebCT

RLA 528, Fall 2008, page 14

November 5, 2008Genre Focus-Short stories, essays; Text format-graphic novels, cartoons, & comic books

Read the Stallworth article; Read Comic books for young adults; Novel reads

November 12, 2008Technology to support reading for YAs-Blogs, Webquests, Pod casts, Email, Instant Messaging, etc.

Read Herz and Gallo chapter 7; Novel reads

November 19, 2008

YA Literature to support the content areas; Embracing and integrating diversity through literature

Read Herz and Gallo chapter 8: Novel reads

Assignment 3 due

November 26, 2008NO Class-Thanksgiving Break Yes, it’s break but how about reading?

December 3, 2008Censorship and controversy: Strategies to keep up to date with the field of books

Locate 3-6 websites and/or blogs that would be helpful for keeping up with titles for youth; Novel reads

December 10, 2008Assignment 4 presentations that highlight at least 6 of the titles.

Assignment 4 due

Student Responsibilities

1.) As part of your participation in this class, you need to participate in at least one (1) children's

or young adult literature activity/event and share a brief description (2-3 minute presentation on

the highlights) of the event with the class before December 10, 2008.

Suggested activities include:

Attend a presentation on children's/young adult literature and or on strategies to support

students to connect with literature. For example, you might attend a BER presentation by

Walter Mayes, Katie Baxter, Judy Freeman or others.

Spent 1-1/2 hours in bookstore/library reading and reviewing children's and young adult

books published from 2004-2008. Talk to the children’s book buyer or librarian about

trends in children’s and young adult books.

Attend a presentation by a children's/young adult author/illustrator.

Participate in a web-based interview of a children's/young adult author/illustrator.

Attend an event sponsored by the Foundation for Children's Books, visit www.thefcb.org.

Interview an author/illustrator of children's/young adult books.

2.) Subscribe to TeachingBooks.net. This is free to ECSU students and you should set up your

subscription before October 1, 2008.

RLA 528, Fall 2008, page 15

Information on the TeachingBooks subscription(Be sure to enroll and make use of this wonderful resource.)

Eastern Connecticut State University has purchased a license to TeachingBooks.net for everyone associated with Eastern CT State Univ. to freely use TeachingBooks from school, home or library.

COMPLETE EDUCATOR ACCESS: Click on the following link and fill out the profile for unlimited access to customized and comprehensive K-12 book and author materials: http://teachingbooks.net/register.cgi?sponsor_code=tb_9111af32ba2e3387

Or, easily access thousands of author programs, book guides, book readings and author websites without registering by visiting: http://teachingbooks.net/home/ Password = ECSU

TeachingBooks.net is a diverse and constantly growing online collection of author programs and K-12 book-related materials.

Original movies revealing the book creation processes (filmed in the studios of award-winning authors and illustrators!), audio excerpts of professional book readings, and book guides and engaging resources, which span thousands of children's, YA and non-fiction titles.

Available online, anytime, all TeachingBooks materials facilitate the discussion and integration of books throughout the K-12 curriculum.

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