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ENGLISH 3583: LITERATURE FOR ADOLESCENTS Fall 2008 ASU Dr. Robert Lamm Class meetings: MWF 1:00-1:50, Wilson 316B Office: Wilson 308 Office Hours: MWF 1:50-4:00, and by appointment Phone: 972-2176 Fax: 972-3045 Web URL: www.clt.astate.edu/rlamm email: rlamm@astate.edu Required Texts: Photocopies (TBA) and the following books: Cisneros, House on Mango Street Hansberry, A Raisin in the Sun Hinton, The Outsiders Lee, To Kill a Mockingbird Miller, The Crucible Peck, A Day No Pigs Would Die Reed, Reaching Adolescents Wiesel, Night Recommended text: Shakespeare, Romeo and Juliet (any copy will do). Packet materials: I will give you photocopies and email attachments. You probably will want to save some attachments on a jump drive or disk. Course Description: A seminar focusing on novels, poetry, short stories, and drama suitable for young adult (YA) students in the upper elementary grades, middle school, and high school. Goals and Objectives: Goals: To acquaint college students with literature suitable for young adults. To explore theories of and various approaches to teaching YA literature. Objectives: Reading and discussion of required selections. Microteaching a literary work that is appropriate for young adults. Researching and developing lesson plans and teaching strategies. Requirements: One microteaching lesson, one lesson portfolio, reading quizzes, one literary terms exam, one Sparks literary review, and one final exam. 1. Microteaching lesson or book talk: You are responsible for presenting an 8-minute lesson to your classmates. You may (1) teach a focused lesson on a literary work or concept or (2) conduct a book talk or “alternative book report” designed to interest potential readers in a particular work. a. Microteaching Lesson: a short complete lesson or excerpt of a longer lesson i. Choose a work of literature from your own source. ii. Prepare a short lesson teaching your classmates some aspect of a work of literature in a manner that leads to interpretation. You may choose to employ a "questioning" scheme as you develop your lesson. Even though your classmates are college students, you should role-play them to be any secondary or middle-level grade. If you wish, you may use supplemental materials (e.g., visual aids, audio- visual recordings, other printed materials), but these must be appropriate for adolescent education. The presentation may include a brief report on resources relevant to the lesson. iii. At least one class period before the presentation, announce the literary work as homework for the class (unless your lesson depends upon them not previously reading the work). Provide copies for the class, as needed. You may wish to base your lesson on the novel being studied in class that week. iv. In advance, present to the teacher a lesson plan. Provide copies of the lesson plan for students. Include the following: your name, the date, the name of the literary work and the author, the intended grade level for your lesson, the goals and objectives of your lesson, and the questions or activities you have prepared in advance. b. Book Talk or Alternative: Read a young adult ("adolescent") novel that isn’t already being studied in class. Prepare a book talk that is either a report or an “alternative”: i. Prepare a short oral report, including these features: (1) summarize, (2) discuss a significant character and/or key quotation, (3) discuss/quote/summarize at least one review of the book (from the ALA Book Bulletin, English Journal, or other reputable sources; include a brief report on internet sources), and (4) make recommendations (e.g., Appropriate for which grades? Objectionable content? Are resources--films, guides--available to enhance the teaching?) ii. Include supplemental materials or activities, such as costumed role playing or creating visuals such as a diorama, collage, book cover, or other artistic presentation. iii. In advance, present to the teacher a lesson plan for your book talk. This print version should be copied for distribution to your classmates, facilitating their note taking. (See packet for samples of lesson plans.) 2. Quizzes. Over literary works and textbook chapters. Chapter quizzes will be on a “variable interval schedule” (occasional; usually on Fridays) and will be based on the “Focus Questions” that appear on the first page of each chapter of our textbook Reaching Adolescents. Most quizzes over literary works will be on Mondays. 3. Mid-term exam. Prepared collaboratively by instructor and class; based on the textbook, novels, and packet materials. 4. Literary terms quiz. Based on literary terms studied in the course. 5. Sparks review. You will check out a YA novel through your course instructor and the ASU library. After reading it, you will write a short review to be published in Sparks, ASU’s online literary review journal. More information about Sparks is available in the course packet and its own page at ASU’s website: http://www.clt.astate.edu/sparks/ 6. Term Project: either a lesson-plan portfolio or a research paper a. Lesson plan portfolio. Create your own lesson plans for the novels you read for this course. For each novel, develop a plan to cover one 50-minute class period. The plans should be detailed, including a variety of activities that fulfill your objectives and how much time you devote to each part of the plan. Include also the lesson plan for your microteaching and one for your Sparks book. Sample lesson plans are in the course packet. Your plans and supplemental materials (e.g., anything you develop) should comprise at least 20 pages; materials from other sources (e.g., websites for teachers) can be added as appendices. The portfolio should be bound and should include a one-page introduction (rationale for the portfolio and contextual information about you and the course), table of contents, and works cited page (references, bibliography). Works cited should include a variety of sources, such as print, electronic, audio, and visual. Submission of portfolio: BSE students will submit the portfolio through College LiveText as a “project” and as a hard copy. Non-BSE students will submit it electronically as an email attachment. b. Research paper on YA literature: This 8-10 page essay can focus on a particular work, a YA author of several works, or a YA theme shared by several works. Follow MLA style and include at least eight documented sources. 7. Final. Prepared collaboratively by instructor and class, based on the textbook, novels and packet materials. Evaluation and due dates: 1. Microteaching lesson 15% individually scheduled 2. Chapter quizzes 15% usually Mondays (novels) & Fridays (textbook) 3. Mid-term exam 15% October 6 4. Literary terms quiz 10% October 13 5. Sparks review 10% November 3 6. Semester Project 20% December 5 7. Final 15%. December 10 Attendance: Each absence in excess of three class periods may reduce your grade 3%. Disability policy: ASU is committed to providing equal opportunities for all students. Students with disabilities who require special accommodations should contact Disability Services (Chickasaw Building 410; 972-3964) and discuss their needs (including emergency medical conditions) with their instructor early in the semester. Late Work: Quizzes cannot be made up, but each student's lowest quiz score will be dropped. A missed presentation is a serious problem because it can put the class behind schedule: if you cannot present on your scheduled day, you must either (1) arrange on your own for another student to take your time slot, or (2) write a four-page essay.
Plagiarism: Follow MLA guidelines for giving credit to your sources. Plagiarism could result in a failing grade for an assignment or the course, depending upon ACTELA and Arkansas Conference on Teaching: Students are encouraged to attend ACT. ACTELA (Arkansas Council of Teachers of English and Language Arts) will sponsor workshops, speakers, a luncheon, and other events. ACT/ACTELA holds its conference at the same time and location as the AEA Convention. Information: http://www.actela.org/ CLASS SCHEDULE ENG 3583 Fall 2008 Dr. Lamm AUGUST Monday 25 Introduction. Wednesday 27 Poetry. Reaching Adolescents Chapter 1. Friday 29 Poetry. RA chapter 2. SEPTEMBER Monday 1 Labor Day. (No class session.) Wednesday 3 The Outsiders. Friday 5 The Outsiders. RA chapter 3. Monday 8 The Outsiders. Wednesday 10 The Outsiders. Friday 12 The Outsiders. RA chapter 4. Monday 15 To Kill A Mockingbird Wednesday 17 To Kill A Mockingbird. Friday 19 To Kill A Mockingbird. RA chapter 5. Monday 22 To Kill A Mockingbird. Wednesday 24 To Kill A Mockingbird. Friday 26 To Kill A Mockingbird. RA chapter 6. Monday 29 Teaching drama: Romeo and Juliet. OCTOBER Wednesday 1 Teaching drama: A Raisin in the Sun. Friday 3 A Raisin in the Sun. RA chapter 7. Monday 6 A Raisin in the Sun. Mid-term exam. Wednesday 8 A Raisin in the Sun. Friday 10 A Raisin in the Sun. RA chapter 8. Monday 13 Night. Literary terms quiz. Wednesday 15 Night. Friday 17 Night. RA chapter 9. Monday 20 Night. Wednesday 22 Short stories. Friday 24 Short stories. RA Chapter 10. Monday 27 A Day No Pigs Would Die. Wednesday 30 A Day No Pigs Would Die. Friday 31 A Day No Pigs Would Die. RA Chapter 11. NOVEMBER Monday 3 House on Mango Street. Due: Sparks Review. Wednesday 5 House on Mango Street. Friday 7 House on Mango Street. RA chapter 12. Monday 10 House on Mango Street. Wednesday 12 Teaching Shakespeare: focus on Romeo and Juliet. RA chapter 13. Friday 14 AES/ACC/ACTELA NOV. 13 & 14: no class Monday 17 The Crucible. Wednesday 19 The Crucible. Friday 21 The Crucible. RA Chapter 14. NCTE Nov. 20-23, San Ant. Monday 24 No class. Wednesday 26 Fall Break/Thanksgiving Holiday. Friday 28 Fall Break/Thanksgiving Holiday. DECEMBER Monday 1 The Crucible. Wednesday 3 The Crucible. Friday 5 RA chapter 15. Due: Term Project. Last day of class. Review for final. Wednesday 10 Final exam, 12:30-2:30 p.m. |
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Website updated January 6, 2009 |