ADOLESCENT LITERATURE IN THE MIDDLE AND SENIOR HIGH SCHOOL CURRICULUM AND INSTRUCTION

Transcription

1 1 COURSE NAME: ADOLESCENT LITERATURE IN THE MIDDLE AND SENIOR HIGH SCHOOL COURSE NUMBER: LAE 4464 DEPARTMENT: CURRICULUM AND INSTRUCTION CREDITS: 3 INSTRUCTOR: ADDRESS: OFFICE HOURS: MALOUF TMALOUF@DADESCHOOLS.NET BEFORE/AFTER CLASS TELEPHONE #: (305) TEXTS: VARIOUS NOVELS INCLUDING: Whale Talk, Crutcher Touching Spirit Bear, Mikaelsen Autobiography of My Dead Brother, Meyers Speak Halse Anderson One of students own choosing GRADING CRITERIA: In accordance with University and College of Education policy, the grading system in LAE 4335 and the assignment of letter grades are generally described as: A = Excellent, competency fully met with clearly superior work throughout the course. B = Good work, some improvement needed to achieve excellence. C = Average work, competencies minimally met. D = Below average work. F = Failed to meet requirements Breakdown = A = B = D = A = C = D = B = C = D = B C- Below 60 = F

2 2 CONCEPTUAL FRAMEWORK: Vision and Mission of the College of Education The desired future of the College of Education at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community. (Vision Statement of the Conceptual Framework of the College of Education Revised 2007, p.1). The mission of the College of Education includes a three-pronged approach. First, the College is charged to prepare professionals who have the knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings. Second, the College must promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning. The third part of the College s mission is to develop professional partnerships in the larger community that foster significant educational, social, economic and political change. Consistent with the institution s role of public, urban, multicultural research university, the unit s mission is to serve the population of Southeast Florida, the State, the Nation and the international community by imparting knowledge through excellent teaching, creating new knowledge through research, and fostering and nurturing creativity and its expression through service (Mission Statement of the College of Education Conceptual Framework, 2007). Student Learning Outcomes The three major outcomes become the lens through which each program organizes learning experiences and contributes to the vision and aim of the College of Education. o Unit Content Outcome: Stewards of the Discipline (Knowledge) o Unit Process Outcome: Reflective Inquirer (Skills) o Unit Dispositions Outcome: Mindful Educator (Dispositions)

3 3 PURPOSE/RATIONALE OF COURSE: An excerpt from the Shel Silverstein poem Where the Sidewalk Ends There is a place where the sidewalk ends And before the street begins And there the grass grows soft and white, And there the sun burns crimson bright, And there the moon-bird rests from his flight To cool in the peppermint wind. Adolescent literature exists in the place that is described above. It is a place that is not quite the idealistic fantasy world of children; nonetheless, it is not yet the harsh unforgiving world of adulthood. Adolescent literature takes place in the magical world of discovery: discovery of self and the connection to the environment, society, humanity, family, and culture. Adolescent literature allows the maturing reader to explore identities and situations that are written for the young adult, thus allowing them a bridge between their past and future. Formerly adolescent literature has been thought of as inferior to established adult literature (the canon); this is no longer true thanks to gifted writers. This course will explore various pieces (novels, short stories, poems, music and quite possibly film) and relate them specifically to the themes that are most commonly relevant to adolescent students. Through their established knowledge of adolescent development and literary insight, students will, at the completion of this course, be able to employ adolescent literature in the classroom as a vehicle to transport students to that place where the sidewalk ends. Two assumptions form the basis for this course: students who take this course are (1) unfamiliar with adolescent novels; and, (2) are unsure of how to incorporate their use in the classroom. Thus, the purpose of this course is to assist preservice and preprofessional students in gaining knowledge about adolescent literature and its use in order to meet the interests and needs of young people who are confronting a range of experiences in their physical, intellectual, moral and reading development. By providing multiple and varied opportunities to increase knowledge of adolescent reading audiences and adolescent fiction, this course will attempt to bridge the gap between adolescent and adult literature. This course will also afford the opportunity to develop skills and activities that will assist preservice and preprofessional students in infusing traditional canonical curriculums with adolescent voices and concerns. COURSE DESIGN: LAE 4464 is designed to develop and enhance students knowledge level and classroom instructional skills, techniques, strategies, and planning for teaching the genre of adolescent literature at the secondary level. The design of this course is one in which students will be exposed to a curriculum that reflects sound theory and best practice which will enable pre-service/beginning language arts teachers to understand and apply essential strategies for developing and integrating adolescent literature into their

4 4 secondary classrooms. Knowledge in this course will be gained in a variety of ways including reading and discussing material suitable for adolescents, reading and discussing professional articles relative to adolescent material, written assignments, completing inclass activities, oral presentations/teaches, and prepared lectures by the professor. This course will also assist pre-service and beginning language arts teachers in evaluating, designing, and employing instructional methods and techniques that will enhance critical thinking skills that are appropriate to the needs of adolescents. Using the Florida Educator Accomplished Practices, NCTE/IRA Standards for the English Language Arts, the State DOE Content Standards, ESOL Competencies, and INTASC Standards, knowledge of teaching theory relative to language arts and adolescent literature specifically, and examples of activities that language arts teachers have developed and found successful over the years, this course will also assist preservice and beginning language arts teachers in evaluating, designing, and employing instructional methods and techniques that will enhance critical thinking skills and learning appropriate to the socialization and communication needs of adolescents. Finally, this course will instill certain sets of attitudes essential for the success of pre-service and/or beginning language arts teachers. These sets of attitudes include: valuing adolescent literature as both an art form and as a means of understanding the human experience as a means to helping their adolescent students become familiar with themselves, other diverse peoples and cultures; a willingness to match student needs with materials and objectives; a commitment to continued professional growth; and, an enthusiasm for encouraging divergent responses to literature. CONTENT KNOWLEDGE/TOPICS COVERED IN COURSE: Although no longer required by the State of Florida for teacher certification, a course in adolescent literature is recommended by the National Council of Teachers of English in its guidelines for the preparation of secondary English teachers. Students who take this course will greatly benefit as they will acquire the knowledge necessary to recommend specific books to adolescent readers that will help build a bridge from childhood reading to the mature reading of an adult. This course will also enable students to see the value of this genre, especially for reluctant readers, as literature written for young adults allows adolescent readers to see themselves in a book, read a book with ease and interest, to respond to the book as an equal, and to gain new information that relates to the familiar world of young adulthood. Specific topics to be covered in this course will include: Human Development and the Adolescent Erickson s Hierarchy of Needs Havinghurst s Developmental Needs The Development of Adolescent Literature/Novel The Adolescent Novel as Transitional Literature Teaching the Adolescent Novel Strategies Activities

5 5 Assignments Assessment Themes in Adolescent Novels Cultural Diversity in Adolescent Novels Gender Issues in Adolescent Novels Censorship and the Adolescent Novel Performance Outcomes Upon completion of this course students will be able to demonstrate how to: 1. Effectively connect young adult literature to the cognitive and personal (social, moral, and gender) development of students. (FEAP 7) 2. Effectively pair canonical literature pieces with young adult literature resulting in a learning bridge for students comprehension of new concepts and themes. (FEAPs 7 & 8) 3. Successfully build a repertoire of strategies and materials that can be implemented in the secondary classroom. (FEAPs 7 & 8) 4. Work collaboratively to produce a teachable unit that encompasses the accomplished practices of human development and learning and a growing content knowledge. (FEAPs 7 & 8) 5. Critically examine literature for adolescents and to infuse adolescent literature into a traditional/canonical secondary curriculum. (FLDOE 4.7; NCTE/IRA 1&2) 6. Use a variety of pre-reading strategies to help secondary students gain entry into adolescent texts. (FLDOE 3.4) 7. Teach students to apply personal experiences to adolescent literature as a means of analyzing themes and character s portrayed in them. (FLDOE 3.4) 8. Demonstrate substantive knowledge of adolescent literature including a plethora of ideas for evoking an aesthetic stance towards reading and responding to adolescent literature. (NCTE/IRA 2) 9. Develop a variety of approaches to facilitate literary understanding among diverse students. (NCTE/IRA 3) 10. Use adolescent literature to teach composition, critical thinking, vocabulary, and reading. (FLDOE 2.1)

6 6 11. Conceptualize responses to adolescent literature in a developmental sequence from the personal (aesthetic) to the public (efferent) reading utilizing a comprehensive framework for instruction that moves from the reader s personal reaction to the text towards a public sharing and interpretation of meaning, and then progresses to formalistic study and critical understanding of the text. (FEAP #8; FLDOE 3.4; NCTE/IRA3)) 12. Use previously acquired knowledge as a link to new knowledge acquired from text to enhance comprehension. (FEAP #7; FLDOE 3.4) Performance Task/Artifact and Rubric Directions for Thematic Unit Plan: FEAPs 7, 8, 12. Through class instruction or literary discussion, students must choose one theme relevant to adolescent literature and create a grade level specific unit of instruction. The unit of instruction must contain three components: Annotated Bibliography Ten (10) minimum theme related materials including but not limited to canonical and adolescent novels, film, short stories, poetry, music, and drama. Justification An in-depth explanation of why the selected theme would be developmentally appropriate to the chosen grade level contextually incorporating either Erickson s Hierarchy of Needs Crisis 5 and/or 6 or Havinghurst s Developmental Tasks for adolescents. Effective Teaching Strategies Ten (10) activities/strategies that could be implemented in the secondary classroom for instruction of the selected theme. Plan should be typed (double spaced). Rubric for Artifact: Criteria Assesses FEAPs 7, 8, 12 TARGET VALUE: 3 the writer had a clear understanding of the developmental principles of Havinghurst and/or Erickson. that the writer ACCEPTABLE VALUE: 2 the writer some understanding of the developmental principles of Havinghurst and/or Erickson. that the writer UNACCEPTABLE VALUE: 3 Unit did not demonstrate the writer had a clear understanding of the developmental principles of Havinghurst and/or Erickson. SCORE

7 7 illustrated knowledge of developmentally appropriate literary and media selections. writer possesses awareness of instructional strategies pertaining to literary teaching. Unit responded to all parameters of the assignment. Unit followed all conventions of Standard American English and was well organized and free of spelling/typo errors. illustrated some knowledge of developmentally appropriate literary and media selections. writer possesses some awareness of instructional strategies pertaining to literary teaching. Unit responded to most of the parameters of the assignment. Unit followed most of the conventions of Standard American English and was organized and had few spelling/typo errors that the writer illustrated little or no knowledge of developmentally appropriate literary and media selections. writer possesses little or no awareness of instructional strategies pertaining to literary teaching. Unit did not respond to the parameters of the assignment. Unit did not demonstrate adherence to the conventions of Standard American English, was not organized and had many spelling/typo errors. Learning Experiences Students will complete the following assignments: 1. Adolescent literature: What I remember and its value (5 points) 2. Theme breakdown, explanation, and justification in two of the required novels. Themes covered in class are possibilities, but student should try to be original and each novel must have a minimum of three separate and complete themes that can be taught in a secondary classroom, their explanations, and the developmental justification for doing so. (20 points) (FEAP 7 & 8 Reflective Practitioner & Steward of the Discipline) 3. Book critique. Using two of the five required texts, students summarize and critique novels. Elaboration on the literary, developmental, and application to second language learner (ELL) benefits or determents of their incorporation in the secondary classroom is expected and required. (10 points) (FEAP 7 & 8 Reflective Practitioner & Steward of the Discipline) 4. Group Proposal. Working collaboratively with class members, group will submit a proposal theme/topic for presentation, making sure to adhere to the material, strategy (including ELL), and developmental requirements. (10 points) (FEAP 7 & 8 Reflective Practitioner & Steward of the Discipline)

8 8 5. Group Presentation. Working collaboratively with group members to produce a power point presented unit on proposed theme/topic. (20 points) (FEAP 7 & 8 - Reflective Practitioner & Steward of the Discipline) 6. Artifact Student working with one theme covered in class or within the literature discussion will plan a unit of instruction. Including: an annotated bibliography of ten (minimum) theme related materials (adolescent and canonical novels, film, short stories, poetry, music, etc.), justification (developmentally and literary based) for its inclusion in the classroom, and various effective teaching strategies. (30 points) (FEAP 7 & 8 Reflective Practitioner & Steward of the Discipline) 7. Participation (5 points) On-Going Course Procedures and Attendance Requirements 1. This is a six week course, attendance is mandatory. Excused absences must be arranged and approved by the instructor. Failure to attend class without the permission of the instructor could result in a failing grade for this class. In order to meet the requirements of your mandatory artifact, you will need the class interaction and content. 2. Again, due to the short term, all students must complete assignments on their given due dates. Late work will be accepted but will be penalized with a severe reduction in the final grade. Special Arrangements: If you need special consideration because of a disability, please let me know so that the necessary arrangements can be made. General Guidelines for Written and Oral Assignments: Since most of you have ambitions to become middle school and/or high school language arts teachers, it is expected that written assignments be of a high quality, i.e., correct spelling, correct use of sentence structure and punctuation, use of Standard American English, and clarity of thoughts and ideas. Your papers should also be typed using either MLA or APA style, double spaced and free from typographical errors. Assignments are due at the beginning of class on the date specified. Late papers will result in a minimum reduction of one letter grade for each day the paper is late. Oral presentations are expected to be conducted in a professional manner. Although you may speak from notes, you may not read your presentations. Proper usage of Standard American English, grammar, voice projection, enunciation, etc. will be expected. Where appropriate your presentations should also include use of technology, handouts for your classmates and professor, visuals including videos, etc. TaskStream Message to Students This course requires you to use a TaskStream account for uploading your critical assignment for the Florida Teacher Certification and other College of Education purposes. Your TaskStream account will be used in many FIU College of Education

9 9 courses. It also offers you storage space and web folio development for your professional use. College of Education website at provides detailed information and downloadable instructions about: How to purchase a new account How to enroll into the program/course How to upload your artifact How to document your field hours Frequently asked questions (FAQs including, pricing, technical related issues, help information, etc.) COE provided training workshop schedule Once you have a TaskStream account, you will need to self-enroll in an assessment program that houses this course. The program code to self-enroll for this course is. (see Program Code List Fall 2009 at Please sign up for an account in the first week of the class. For help, go to: TaskStream help@taskstream.com (Monday Thursday, 8:00 am 11:00 pm ET Friday, 8:00 am 7:00 pm ET) COE Taskstream Website COE IT Department, ZEB coesupport@fiu.edu COE Computer Lab, ZEB Assessment Panel Reviews: The artifacts you upload onto Taskstream may be reviewed by a Panel of Assessment Raters in the College to ensure fairness and consistency in the scoring of the critical assignments. These reviews are required for accreditation purposes. The students assignments reviewed will have no identifying information so the raters will not know whose students work they are reviewing. All data aggregated will contain no personal identifying information to ensure confidentiality of students work. University Requirements Academic Misconduct: Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and

10 10 honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Misconduct includes: Cheating The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism The use and appropriation of another s work without any indication of the source and the representation of such work as the student s own. Any student, who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is guilty of plagiarism. National Council of Teachers of English (NCTE) Standards Each standard embodies the goal for student achievement in the secondary language arts English classroom. The standards encourage the exploration of literature and nonfiction, the correlation between the philosophical and pragmatic in text and non text communication, aesthetic and academic appreciation, and an informed criterion applied to concepts in writing. The emboldened standards below will be addressed in this course. 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., soundletter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

11 11 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). The needs for English Language Learners (ELL) and Special Needs students will be addressed in the course. The following are a list of ELL accommodations that will be incorporated in assignments and discussions for this course. visual aides (graphic organizers, posters, drawings, labels ) print-rich environment repetition hands-on activities repeat, reiterate, restate, paraphrase, rephrase, reword, ) manipulatives record instruction and display on chart paper lower level book on topic advanced organizer/study guide written and oral instructions

12 study skills: scanning, outlining, underlining, highlighting ) language experience techniques small groups projects to reinforce vocabulary/concepts to encourage language development language centers (books on tape, language masters ) demonstrate/act out concepts peer and cross-age tutoring build new vocabulary resources such as creating a dictionary adapt projects to allow participation at some level reduce paper/pencil tasks adapt assignments reflect stage of language development/home setting modify tests (more time, oral, open book, shorter answers ) accepting correct answers that have grammatical/mechanical errors demonstration of comprehension in alternative ways (own words, illustrations, dramatizations ) 12