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Course Title: Survey of Adolescent Literature

Department: School of Teaching, Learning and Leadership

Description: This course is designed to explore adolescent/young adult

literature from an educational and historical
perspective.

Prerequisites: Admission into College of Education

Course Number: LAE 4464

Section: .0001
Credit Hours: 3.0

Semester: Spring 2018

Semester Dates: Mondays, January 8 – April 30, 2018

6:00 – 8:50 p.m.
Classroom: UCF Orlando, ED 174A

Instructor: Dr. Jeffrey S. Kaplan

Associate Professor Emeritus, English Education

Office Hours: Orlando: Mondays, 4- 6 PM, ED 220K

Phone: UCF Orlando: 407-484-1650

E-Mail: [email protected]

Required Texts:
 Ernst & Boyd (2010). Literature and the Young Adult Reader 9th, Pearson
Young Adult Novels
Frank, Anne. Anne Frank: The Diary of a Young Girl (1993 reissue)
Morrison, Toni. The Bluest Eye (2007 reprint)
Newman, Leslea. October Mourning: A Song for Matthew Shepard (2012)
Salinger, J.D. The Catcher in the Rye (1991 reprint)
Shusterman, Neal. Challenger Deep (2015)
Tamaki, Mariko. This One Summer (2014)
Taylor, Mildred. Roll of Thunder Hear My Cry (2016 Anniversary Edition)

CLASS MATERIALS:
 Art Supplies: Crayons, Markers, Colored Pencils,
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 Young Adult Novels – Fiction and/or Non fiction – each week \
Survey of Adolescent Literature

Some words to live by....

“Thoughtfulness, as I define it in these pages, is the guiding concept for this book, because
it unites the head and the heart, the thinking and the feeling, the cognitive and affective
dimensions of living in our world."

John Barrell, Introduction, Teaching for Thoughtfulness

Reading about…..

I believe that the best way to teach students about morality is....

To truly improve our students reading abilities, our nation must....

Good books should…..

As teachers, we should have the right to for our students to read....

Somewhere, deep inside the recesses of our minds - lies a little voice, whispering softly,
and repeatedly, “I believe, I believe, I believe.”.. and what this voice believes, what it holds to be
true, and good, is different for everyone.

Human beings are an amalgamation of their experiences, and what they believe is a
reflection of their experiences and inherent values. And only with persistent studying, probing,
questioning, and searching, do we arrive at answers that begin to satisfy our desire to know and
to understand. This journey towards self-knowledge and awareness begins with the questions:
“Who am I?” “And what do I believe?”

This course – LAE 4464 – Survey of Adolescent Literature - attempts to answer the
question, “What books should students read - in school and for pleasure – and why?”

This is a tough question. Everyone has an opinion, and this class seeks to elicit such
beliefs. Basically, what do you, as a citizen, parent and a future teacher, believe should be the
public school’s role in guiding students’ reading
Should adolescents read books that talk openly about…

Sex? Violence? Money? Drugs? Bullying?

Race? Homosexuality? Divorce? Alcoholism? Murder?
Gender? Religion? Abuse? AIDS? Addiction?
Diversity? The Occult? Rape? War? Death?
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Young Adult Literature is not an easy read. For truly great writers, tackle difficult
subjects with an honesty and vibrancy that only words alone can reveal in all its naked truth.
Survey of Adolescent Literature Course Description and Objectives
This course is designed to explore adolescent/young adult literature (henceforth, YA Lit)
from an educational and historical perspective. Students will develop in-depth
understandings in the following areas:

1. Defining young adult/adolescent literature: where did it come from and where is it now;
2. Determining how young adult/adolescent literature fits into the English/reading
curriculum;
3. Selecting appropriate young adult/adolescent literature;
4. Preparing to face censorship;
5. Teaching young adult/adolescent literature as a bridge to the literary classics;
6. Examining the developmental stages of adolescence;
7. Exploring social issues impacting adolescence;
8. Examining the literary genres, styles and prominent writers in Young Adult literature

KEY: ENGCS Florida Subject Area Competencies and Standards for English 6-12
NCTE National Council for Teachers of English
ESOL English for Speakers of Other Languages
FEAP Florida Educator Accomplished Practices
PEC Professional Educator Competencies

Students will develop in depth understandings in the following areas:

1. Defining the characteristics, genres, and styles of adolescent literature and determining
its place in the English Language Arts curriculum
ENGCS 3.1-3.5,4.1- 7; NCTE 2, 3, 5; 6; FEAP/PEC Human Development, Subject Matter,
Planning
2. Determining, selecting, and implementing appropriate adolescent literature according to
student needs, level of knowledge, diversity, and ethnicity.
ENGCS 4.1,4.2,4.3,4.8,4.9; NCTE 2, 3. 4, 5, 6, 10, 11, 12, 13; ESOL 4; PEC 14; FEAP/PEC
Diversity, Ethics, Human Development, Subject Matter, Learning Environment, Planning
3. Preparing for and planning to face censorship.
NCTE 2, 3; FEAP/PEC Communication, Ethics, Subject Matter, Planning, Role of the Teacher
4. Exploring, designing, and implementing reading, writing, listening, speaking, and
viewing and representing strategies that teach adolescent literature as a bridge to the
literary classics.
ENGCS 5.1-5.7,6.11-6.4; ESOL 11; PEC 14; FEAP/PEC Assessment, Critical Thinking,
Diversity, Human Development, Subject Matter, Learning Environments, Planning
5. Utilizing technology to discuss, analyze, and model the use of adolescent literature with
real world students.
ENGCS 4.7,4.8,4.9; NCTE 1, 2, 3, 4; FEAP/PEC Communication, Continuous Improvement,
Critical Thinking, Diversity, Ethics, Human Development, Subject Matter, Role of the Teacher,
Technology
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6. Develop a professional knowledge of the theories and research that underlie our current
practices in the teaching of English language arts in the secondary school. NCTE 2, 4;
CSENG 1, 2, 3; FEAP Professional Development, Knowledge of Subject Matter
Competencies and Standards for English 6-12
1 Knowledge of the English language and methods for effective teaching
1. Identify influences on language (e.g., social, cultural, ethnic, religious, historical,
regional, and gender).
2. Identify and apply various approaches to the study of language, usage, grammar, and
style.
3. Apply knowledge of standard written English.
4. Identify how audience and purpose affect language.
5. Identify methods of effectively assessing language skills.
6. Identify methods and strategies for teaching English for speakers of other languages.
2 Knowledge of writing and methods for effective teaching
1. Identify and apply techniques to develop a supportive classroom environment for
writing.
2. Identify techniques for teaching students to make effective organizational and stylistic
choices.
3. Identify and apply knowledge of the various writing processes (e.g., prewriting, drafting,
revising, editing, proofreading, publishing strategies).
4. Select individual, peer, and group activities that support writing processes.
5. Identify effective responses to student writing.
6. Identify a variety of methods to assess student writing.
3 Knowledge of the use of the reading process to construct meaning from a wide range of
selections
1. Identify techniques for teaching students to understand organizational structures of
literary and informational material.
2. Select effective strategies to analyze text (e.g., word structure, context clues).
3. Identify techniques for teaching students the uses of a wide variety of reference
materials.
4. Select appropriate strategies to develop and enhance reading comprehension.
5. Select appropriate methods of assessing student reading progress to determine strengths
and weaknesses.
4 Knowledge of literature and methods for effective teaching
1. Identify various literary devices in both fiction and nonfiction.
2. Identify the characteristics of various literary genres, movements, and critical
approaches.
3. Identify how allusions from a variety of sources (e.g., literary, mythological, religious,
historical) contribute to literature.
4. Identify major authors representative of the diversity of American culture.
5. Identify principal periods of British literature and American literature, major authors,
and representative works.
6. Identify representative works and major authors of world literature.
7. Identify a variety of appropriate materials, techniques, and methods for teaching
literature.
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8. Identify representative young adult literature and its contribution to personal, social, and
academic development.
9. Identify a variety of appropriate methods for assessing the understanding of literature.
Competencies and Standards for English 6-12

5 Knowledge of listening, viewing, and speaking as methods for acquiring critical literacy
1. Identify effective speaking skills for various occasions, audiences, and purposes.
2. Identify effective strategies and techniques for listening.
3. Determine appropriate methods and strategies to analyze persuasive techniques used to
convey messages in mass media.
4. Analyze media messages to interpret meaning, method, and intent.
5. Evaluate the elements, uses, and effects of media.
6. Identify a variety of methods for assessing listening, viewing, and speaking.
7. Select appropriate technological resources for instructional purposes.
6 Knowledge of the methods for integration of the language arts
1. Identify methods of integrating language arts.
2. Identify elements of cooperative learning, including grouping strategies, group
interactions, and collaboration.
3. Identify appropriate interdisciplinary activities.
4. Identify various elements of an integrated lesson.
7 Ability to write well on a selection from poetry or prose, including fiction or nonfiction
1. Analyze a given selection.
2. Demonstrate the ability to organize ideas around a focal point.
3. Exhibit conventions of standard written English.
4. Incorporate relevant content, using ample evidence.
5. Use elements of style that enhance the reader's interest and understanding.

This course is based on current recommendations by state and national groups, including
the Florida Sunshine State Standards, National Council of Teachers of English (NCTE),
International Reading Association (IRA), and National Board for Professional Teaching
Standards (NBPTS).

Methods of Instruction:
 Cooperative /Collaborative learning  Individual & Group Instruction
 Reflection  Discovery learning
 Reading / Writing Workshop  Information sharing
 Mini-lessons  Active engagement
 RWDR (Read-Write-Discuss-Reflect)  Demonstration
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Survey of Adolescent Literature

Assignment Expectations

You are expected to follow the directions as stated in each assignment. I am looking for accuracy
and attention to detail here. But, also, to receive the highest amount of points possible it is
important for you to be as thorough and detail-oriented in your answers/presentations/work. Be
sure to incorporate your experiences, practices, ideas along with textbook and article readings as
well as class discussion. Be deep, thoughtful, critical thinkers and then convey that in your work.

Academic Honesty

Plagiarism and cheating of any kind on an examination, quiz, or assignment will result at least in
an "F" for that assignment (and may, depending on the severity of the case, lead to an "F" for the
entire course) and may be subject to appropriate referral to the Office of Student Conduct for
further action. See the UCF Golden Rule for further information. I will assume for this course
that you will adhere to the academic creed of this University and will maintain the highest
standards of academic integrity. In other words, don't cheat by giving answers to others or taking
them from anyone else. I will also adhere to the highest standards of academic integrity, so
please do not ask me to change (or expect me to change) your grade illegitimately or to bend or
break rules for one person that will not apply to everyone.

Disability Statement

The University of Central Florida is committed to providing reasonable accommodations for all
persons with disabilities. This syllabus is available in alternate formats upon request. Students
with disabilities who need accommodations in this course must contact the professor at the
beginning of the semester to discuss needed accommodations. No accommodations will be
provided until the student has met with the professor to request accommodations. Students who
need accommodations must be registered with Student Accessibility Services, Student Resource
Center Room 132, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116, before
requesting accommodations from the professor.

Third-Party Software and FERPA

During this course you might have the opportunity to use public online services and/or software
applications sometimes called third-party software such as a blog or wiki. While some of these
could be required assignments, you need not make any personally identifying information on a
public site. Do not post or provide any private information about yourself or your classmates.
Where appropriate you may use a pseudonym or nickname. Some written assignments posted
publicly may require personal reflection/comments, but the assignments will not require you to
disclose any personally identity-sensitive information. If you have any concerns about this,
please contact your instructor.
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PORTFOLIO: BECOMING A ‘FACILITATING REFLECTIVE PRACTITIONER’

You will prepare a Survey of Adolescent Literature Portfolio that will cover
classroom lectures, activities, handouts, reflections, and textbook thinking questions,
journal reviews, personal glimpses, projects, and personal notes. Your final grade will be a
reflection of your attendance, participation and your good portfolio work.

Your Portfolio will include:

Cover:

Design a cover for your portfolio for the outside of your portfolio - which reflects
the theme of this course – Survey of Adolescent Literature. You may use any appropriate
design – computer or original. Place your name on the binder. It helps!

Title Page:

Design a Title Page for your portfolio. Your title page should include your name, name
of the course, dates, etc. There is no correct form, just make sure all information is there.

Table of Contents:

Include the Table of Contents of your portfolio. Include broad headings - no need for
each individual page - and follow in the order of the syllabus “Portfolio Contract” page.

Introduction:

Write an Introduction for your portfolio. You should write about your portfolio’s
contents; your best material, projects, etc., and your reaction to what you have learned together.

Course Syllabus:

Include your Syllabus. You may write all over this syllabus, and include it in your work.

“Confessions of an English Teacher: My Life as a Reader” Paper

Write a personal statement about your life as a reader. Do you read? Read a lot?
What? When? Why? Can’t stop Reading? Explain in detail your life as a reader – or not
Be sure to include
1. Your paper should be 1-2 pages single-spaced.
2. Define your experiences as a reader and/or non-reader
3. Tell how your reading experiences will shape you as a teacher
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Survey of Adolescent Literature Portfolio Assignments (continued)

Textbook Thinking Questions:

Using your text’s Ernst and Boyd’s Literature for The Young Adult Reader ,
answer the specified number of Textbook Thinking Questions.
The Textbook Thinking Questions are designed to focus your reading, and allow
you provide good feedback about what you are reading.

Be sure to include the following:

1. Include the question at the top of your answer.
2. Write a good, comprehensive answer.
3. Your answer should be at least 1 page, single-spaced.
4. Your answer should reference your textbook. Include page
number, author’s name, quotes, studies, etc.
5. Your answer should include how this topic impacts your
own learning about student motivation and instruction.

Journal Articles:
Using education journals and websites, read and review the specified number
of articles on the study and teaching of young adult literature. Include at least 1
article about teaching YA adult books to ESOL students. (ESOL Stand 15)
Your journal article reviews are designed for you to focus on some current
educational issues and to allow you provide sharp, well-written responses to your text.
Be sure to include the following:
1. Include the article’s title and author.
2. Include copy of first page of article
3. Write a smart, detailed review of the article.
4. Your review should be at least 1 page, single-spaced.
5. Your review should summarize what the article says,
including specific quotes, facts, and/or statistics.
6. Your review should conclude with your own reaction

Young Adult Book Reader Responses:

Using the young adult books required for this course, select a specified
number of quotes from your selected favorites and with a colleague, write responses
Be sure to include the following:
1. Include the passage, author, page number.
2. Include a colleagues’ single-spaced response to the passage.
3. Include your single-spaced response to their response.
4. Your combined responses should be at least a page in length.

Young Adult Book Personal Reflections:

These questions are to focus you on how your values will impact your teaching.
Again, your answers should include the following:
1. Include the question at the top of paper
2. Write a smart, detailed, honest answer.
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3. Your reflection should be at least 1 page, single-spaced.

4. Your reflection should be honest and fortright.
Survey of Adolescent Literature Portfolio Requirements (cont.)

Young Adult Book Interactive Creative Mini-Lesson

Prepare a brief mini-value lesson about a young adult book (5-10 min).
Demonstrate for us a good teaching idea that includes:
1. Prepare a 5-10 mini-lesson for the class.
2. Your lesson should be creative activity using a teen book
3. Complete lesson plan with ESOL adaptation (ESOL Std 6)
4. Complete self-evaluation of your teaching.

Young Adult Book Theme Mini-Presentation:

With a partner, prepare a brief mini-presentation (10-15 minutes) about
theme prevalent to young adults. Be sure to include books for ESOL (ESOL Std 7)
Be sure to include the following:
1. Select a theme relevant to all teens.
2. Prepare a 10-15 mini-presentation for the class.
3. Be sure to include at least 8-10 books about the theme.
4. Prepare 1-page handout about the social issue for class.
5. Prepare a Power Point or Digital Video presentation

Young Adult Book Ten Teaching Ideas

Using young adult books – fiction & non - prepare a list of ten teaching ideas.
Create a list of 10 good teaching ideas that will allow us to see the possibilities for
creating lessons using young adult books. Include ESOL adaptions (ESOL Std 15)
Be sure to include the following:
1. Follow the format in the sample Ten Ideas handout.
2. Prepare a handout for class distribution.
3. Describe and share the handout with the class.

English as Second Language Speakers (ESOL Students)

Complete the specified number of ESOL Activities attached to the syllabus.
Be sure to include the following:
1. Write Activity Name and Number.
2. Your answer should be single-spaced, one-page

Service Learning Academic Experience:

Select a service-learning academic experience where you can work with
kids – teaching, tutoring, mentoring, or observing. See instructor for approval.
Be sure to include the following:
1. Write 3-4 single-spaced paper about your observations.
2. Write a strong personal narrative about your experiences.
3. Include a verification of your classroom observation.
4. You should observe at least 15- 20 hours.
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Complete survey http://www.fctl.ucf.edu/studentexpectationsurvey

Real World Young Adult Literature Expert Profile

Select a real world young adult expert – an author, a teacher, a publisher, a
book reviewer, an editor - and then prepare a 2-3 page paper.
For example, you might want to interview a young adult author expert (teacher,
professor, author, book reviewer, publisher) about today’s young adults.
Be sure to include the following:
1. Write 2-3 page, single-spaced narrative.
2. Explain in-depth your interview subject and their beliefs
3. Write a strong narrative reaction to your interview.
4. Explain how your interview subject impacts your thinking.
5. Include a photograph of your interview.

Young Adult Literature Classroom Discussion Postings

Select assignments from our class – and post them to our discussion board.
You should select the number required (or more) for the grade you want to receive.
Assignments should be from different sections of our course syllabus.
Once posted, please comment on assignments posted by other classmates.
Be sure to include the following:
1. Post your assignment in proper discussion section.
2. Include your name.
3. Respond to another class posting.

Bring a Young Adult Book to Class

Select a different young adult book – fiction or non – and bring it each week.
All you have to do is bring the book to class – you do not have to read it.

Class Activities
Include class activities. Make sure you include your name and date on each page.

Class Reflections
Include your daily in-class reflections. Again, include name, date on each page.
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Survey of Adolescent Literature Portfolio Assignments (continued)

Autobiographical Action Research Project – The Young Adult Literature

Here is a chance to research an issue

With instructor approval, develop and complete a research project relevant

to the study of young adult literature

Your Autobiographical Action Research Young Adult Literature Project -

or “I-Search paper” - will be a blend of theory and practice, a blend of what you
believe and what you found out through your own personal research agenda.

Simply, select a YA book or topic - from the list of Young Adult Books or YA
Topics – and report on your teaching and/or findings with young adults

Select a young adult novel or a topic in young adult literature – mystery,

romance, science fiction, problem novels, etc,, - and find out as much about that n as you
can about the use of that novel or that theme in a school setting as you can.
Read literature, interview people, observes schools, conduct surveys - whatever
it takes to present a report where you blend theory and practice.
You are telling in story form the story of your research – what you learned,
observed, and discovered – about a social issue that concerns today’s public schools. This
is the personal story of your discovery – and what you believe to be valid and true.

Your Autobiographical Action Research Young Adult Literature Project

should be 5-6, singled-spaced pages in length, which includes the following:

1. Strong Narrative - the story of your learning about this YA book or topic
and one or more of the following:
2. My Teaching – what you did to teach the YA book
3. People Interviewed – the people you interviewed to learn about this issue
4. Survey Conducted – the results of a survey you might have conducted
and also
5. References – describe outside articles that you read about this issue
6. Analysis – a strong analysis of what you learned about your issue
7. Bibliography – a list of references used to complete your study

Please see me before you begin and as you complete your research project!

End Page

Design an End Page – something fun – that will close your portfolio. YEAH!
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Young Adult Literature – Class Rubric for Grading

For a grade of A:
1. Attend class regularly. One absence will be allowed.
2. Read the required material and participate in class activities.
3. Complete successfully Young Adult Literature Portfolio.
4. Complete successfully My Life as a Reader paper.
5. Complete successfully 10 Young Adult Literature Textbook Thinking Questions.
6. Complete successfully 6 Young Adult Literature Education Article Reviews
7. Complete successfully 6 Young Adult Novel Reader Responses
8. Complete successfully 6 Young Adult Book Personal Reflections
9. Complete successfully 1 Interactive Young Adult Novel Creative Mini-Lesson
10. Complete successfully 1 Themed Young Adult Novel Mini-Presentation
11. Complete successfully 1 Ten Teaching Ideas for Young Adult Novels Handout
12. Complete successfully 2 English to Speakers of Other Language YA Activities
13. Complete successfully 1 Academic Service Learning Experience (15-20 hrs)
14. Complete successfully 1 Real World Young Adult Literature Profile
15. Complete successfully 5 Classroom Discussion Postings
16. Complete successfully 15 Bring Young Adult Books to Class Each Week
17. Complete successfully Class Activities
18. Complete successfully In-Class Reflections
19. Complete successfully 1 Action Research Young Adult Book Project

For a grade of B:
1. Attend class regularly. Two absences will be allowed.
2. Read the required material and participate in class activities.
3. Complete successfully the English Instructional Analysis Portfolio.
4. Complete successfully My Life as a Reader paper.
5 Complete successfully 6 Young Adult Literature Textbook Thinking Questions.
6. Complete successfully 4 Young Adult Literature Education Article Reviews
7. Complete successfully 3 Young Adult Novel Reader Responses
8. Complete successfully 4 Personal Reflections
9. Complete successfully 1 Themed Young Adult Novel Creative Mini-Presentation
10. Complete successfully 1 Ten Teaching Ideas for Young Adult Novels Handout
11. Complete successfully 1 English to Speakers of Other Language YA Activities
12. Complete successfully 1 Academic Service Learning Experience (15-20 hrs)
13. Complete successfully 2 Classroom Discussion Postings
14. Complete successfully 15 Bring Young Adult Books to Class Each Week
15. Complete successfully Class Activities & In-Class Reflections.
16. Do not complete Mini-Lesson, Real World YA Profile, & Action Research
Course Assessment:

Your final grade reflects attendance, participation, and quality of your work. You
may turn in your assignments throughout the class semester.
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Remember, instructor reserves the right to lower final grade (and add plus or
minus to your grade) if your completed portfolio does not reflect quality work.
\
Literature for Adolescents
LAE 4464.0001, UCF Orlando, Spring 2018
Monday, January 8 – Monday, April 23, 2018
6:00 – 8:50 PM, ED 174A

Date Topic

1. Monday, January 8, 2018 Introduction

2. Monday, January 15, 2018 Martin Luther King/No School

3. Monday, January 22, 2018 Literature for Young Adults, Ch 1

4. Monday, January 29, 2018 History of YA Literature/Role of Classics, Ch 2

5. Monday, February 5, 2018 Illustrated Literature for Young Adults. Ch 3

6. Monday, February 12, 2018 Traditional and Scripted Lit for YA, Ch 4

7. Monday, February 19, 2018 Fantasy, Horror, Science Fiction, Ch 5

8. Monday, February 19, 2018 Contemporary Realistic YA Fiction, Ch 6

9. Monday, February 26, 2018 Historical Fiction, Nonfiction, Life Stories, Ch 7

10. Monday, March 5, 2018 Poetry for Young Adults, Ch 8

11. Monday, March 12, 2018 Spring Break

12. Monday, March 19, 2018 Popular Culture & Young Adult Literature

13. Monday, March 26, 2018 Censorship and Young Adult Literature

14. Monday, April 2, 2018 Internet and Young Adult Literature

15. Monday, April 9, 2018 Gender and Young Adult Literature

16. Monday, April 16, 2018 Future Trends and Young Adult Literature

17. Monday, April 23, 2018 Conclusion

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Textbook Questions – Literature for the Young Adult Reader, Ernst & Boyd

Using the text, Literature for the Young Adult Reader, (Ernst & Boyd), select the
questions you want to answer. Write the question at the top of your page. Write a
good, single-spaced answer. Use 12 font. Write at least a page. Use your textbook in
your answer. Use your own experiences to complete your answer.

Part One: Understanding Young Adults and Books

Chapter 1 – Literature for Young Adults

1. According to your text, what is young adult literature? What makes young adult
literature different from literature for adults? Do you – or did you – read much young
adult literature? Explain.

2. According to your textbook, what are the “characteristics of the best young adult
literature?” What makes young adult literature so special? Do you have favorite young
adult novels? Explain.

3. According to your textbook, what are the “stages of literary appreciation?” How can
teachers incorporate an understanding of these stages into their own teaching? Did you
ever have a teacher who inspired your love for literature? Explain.

4. According to your textbook, what are some questions that young adult literature asks
about “gender and literacy?” How does young adult literature help us confront issues
about “gender and literacy?” Do you think there is such a thing as “girls’ books” and
“boys’ books?” Explain.

Chapter 2 – History of Young Adult Literature/Role of the Classics

5. According to your textbook, what kind of literature was prevalent for young and old
people from 1800-1900? Is there a book during this time period that intrigues you? Why?

6. According to your textbook, what kind of literature was prevalent for young and old
people from 1900-1940? Is there a book during this time period that intrigues you? Why?

7. According to your textbook, how did literature changed for young people from 1940-
1966? What are some of your favorite books from this era? Why?
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Textbook Questions – Literature for the Young Adult Reader (Ernst & Boyd)

Chapter 3 – Illustrated Literature for Young Adults

8. According to your textbook, why is young adult literature big business? What makes
young adult literature so intriguing to young people and lucrative for its publishers? Have
you seen evidence of the popularity of young adult literature in your own lives? How?

9. According to your textbook, what is the relationship between young adults and popular
culture/media? Why is it helpful for teachers to know about “popular culture and media”
when planning lessons? Do you know teachers who use “popular culture and media”
when planning their lessons? Explain.

10. According to your textbook, what are some archetypes in literature and popular
culture? How do these archetypes in literature and popular culture influence adolescents
and their thinking about the world? Is there an archetype in literature and popular culture
that most resembles you? Explain.

11. According to your textbook, what is the relationship between young adult literature
and digital and other new literacies? Why is it helpful for teachers to know about ‘digital
and other new literacies’ when planning lessons? Do you know teachers who use ‘digital
and other new literacies’ when planning their lessons? Explain.

Chapter 4 – Traditional and Scripted Literature

12. According to your textbook, what are “principles of teaching English?” Do you
agree? Did you ever see these principles in practice in your schooling? Did you ever see
these principles violated? Are there other principles of teaching English that you would
like to add to this list? Explain.

13. According to your textbook, what are some basic elements teachers should know
about using young adult literature in the classroom?” Do you know teachers who are
particularly good at using young adult literature in the classroom? Do you know teachers
who do not use young adult literature? How will you? Explain.

14. According to your textbook, what are some basic elements teachers should know
about using short stories in the classroom? Do you have a favorite short story? Do you
know teachers who are particularly good at using short stories in the classroom? Do you
know teachers who do not use short stories? How will you? Explain.

15. According to your textbook, what are some basic elements teachers should know
about using novels in the classroom? Do you have a favorite novel – adult and/or young
adult? Do you know teachers who are particularly good at using novels in the classroom?
Do you know teachers who do not use short novels? How will you? Explain.
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Textbook Questions – Literature for the Young Adult Reader, Ernst & Boyd

Chapter 5 – Fantasy, Supernatural, Science Fiction, Utopias and Dystopias

16. According to your textbook, what is the literary genre “fantasy?” What are some
popular young adult novels using fantasy? Do you like reading novels about fantasy?
Should young adult novels about fantasy be read in school? Why?

17. According to your textbook, what are “stories of the supernatural?” What are some
popular stories of the supernatural for young people? Do you enjoy stories of the
supernatural? Should stories of the supernatural be used in school? If so, how? Explain

18. According to your textbook, what is “science fiction?” How does “science fiction”
differ from other popular forms of fiction? What are some popular science fiction novels
for young people? Do you like science fiction? How can they be taught in school? Did
you have a teacher who taught you science fiction? Explain

19. According to your textbook, what are “utopias” and “dystopias?” How do they
manifest or make themselves appear in young adult novels? Have you ever read a
“utopia” or “dystopia” young adult novel? Did you read one in school? Did you enjoy?

Chapter 6 – Contemporary Realistic Fiction:

20. According to your textbook, what is the meant by the term ‘contemporary realistic
fiction?’ What makes for a strong ‘contemporary realistic novel?’ What are some well-
known and highly regarded contemporary realistic novels for teens? What are some of
your favorites? Explain.

21. According to your textbook, what are some of the problems in ‘contemporary realistic
novels for teens? Can you relate to some of these problems? Explain.

22. According to your textbook, what are some of the “more optimistic novels?” How
does an “optimistic novel” differ from a “problem novel?” Are there “optimistic novels”
that you would either like to read or have read and enjoy? Explain.

23. According to your textbook, what are ‘teen romance novels? Why do teen romance
novels remain so popular among adolescents? What are some popular teen romance
novels? What are some of your favorite “modern problem novels?” Explain.

24. According to your textbook, what are ‘teen magical realism novels’? Why do teen
magical realism novels remain so popular among adolescents? What are some popular
magical realism novels? What are some of your favorite “magical realism novels?”
Explain.
 17

Textbook Questions – Literature for the Young Adult Reader, Ernst & Boyd

Chapter 7 – Historical Fiction, Nonfiction, & Life Stories

25. According to your textbook, what is “historical fiction?” What are some popular
historical fiction novels for young people? Do you enjoy historical fiction? How can they
be taught in school? Did you ever have a teacher who taught historical fiction? Explain.

26. According to your textbook, what are “western novels?” What are some popular
western novels for young people? Do you enjoy western novels? How can they be taught
in school? Did you ever have a teacher who taught western novels?

27. According to your textbook, what are the “books about war?” What are some popular
books about war for young people? Do you enjoy books about war? How can they be
taught in school? Did you ever have a teacher who taught books about war? Explain

28. According to your textbook, what is “literature about the holocaust?” What are some
popular books about literature of the holocaust? How can they be taught in school? Did
you ever have a teacher who taught about or literature of the holocaust? Explain

29. According to your textbook, what are “books about Vietnam?” What are some
popular books about Vietnam? How can they be taught in school? Did you ever have a
teacher who taught about the Vietnam war? Explain

Chapter 8 – Poetry for Young Adults

30. According to your textbook, why is it “a new day for poetry?” What makes poetry a
special literary genre to teach young people? Do you have a favorite poet? Or a teacher
who inspired and taught you about poetry? Explain.

31. According to your textbook, why is it important to teach young people drama? What
makes for good drama instruction? Did you have a good drama teacher? Explain

32. According to your textbook, why does “humor matter?” Do you know good funny
books for kids? What makes them funny? Did you ever have a “funny teacher? Explain.

33. According to your textbook, what is meant by the term ‘new media?’ Why is the
‘new media’ popular with young adults? Can the ‘new media’ be taught in school? Did
you have a grade school teacher who used the ‘new media’ in their teaching? Explain
 18

Additional Textbook Thinking Questions

Adventures, Westerns, Sports, and Mysteries

34. According to your textbook, what are ‘adventure stories’? What makes them popular
with teens? What are some popular adventures stories for teens? Do you enjoy adventure
stories? How can they be taught in school? Did you have a teacher who taught you sport
stories? Explain.

35. According to your textbook, what are 'westerns?’ What are some good westerns for
young people? Do you enjoy westerns? How can they be taught in school? Did you have
a teacher who taught you westerns? Explain.

36. According to your textbook, what are “sport stories” and “stories about the game of
life?” What makes them popular with teens? Do you enjoy “sports stories? How can they
be taught in school? Did you have a teacher who taught you sport stories? Explain.

37. According to your textbook, what are “mysteries?” What are some good mysteries for
young people? Do you enjoy mysteries? How can they be taught in school? Did you have
a teacher who taught you mysteries? Explain.

Nonfiction: Information, Literary Nonfiction, Biographies and Self-Help

38. According to your textbook, what are “information books?” What are some popular
information books for young people? Do you enjoy information books? How can they be
taught in school? Did you ever have a teacher who used information books? Explain.

39. According to your textbook, what can be said about “narrative or storytelling in
nonfiction books?” What are some popular narrative and/or storytelling nonfiction
books? How can they be taught in school? Were you taught historical fiction? Explain.

40. According to your textbook, what can be said about “narrative or storytelling in
nonfiction books?” What are some popular narrative and/or storytelling nonfiction
books? Do you enjoy narrative and/or storytelling nonfiction books? How can they be
taught in school? Explain.

41. According to your textbook, what are “memoirs and personal experiences books?”
How can teachers use their knowledge of “memoirs” in their own teaching? Have you
ever had teachers who used “memoirs” in their teaching? Do you have a favorite memoir
or personal experience book? Explain.
 19

Additional Textbook Thinking Questions

Evaluating, Promoting and Using Young Adult Books

42. According to your textbook, how should teachers evaluate young adult books? Do
you agree with their evaluation ideas? How do you evaluate young adult books? Can you
imagine a time when you would not use a young adult novel? Explain.

43. According to your textbook, what is the literary canon? Who decides on the literary
canon? Do you agree with their choices? How can teachers use the literary canon in their
own teaching? Is the literary canon compatible with young adult literature? Explain.

44. According to your textbook, what is ethnic literature? What are some popular ethnic
books for young people? How can teachers use ethnic literature in their own teaching?
Did you ever have a teacher who used ethnic literature in their own teaching? Explain.

45. According to your textbook, how can teachers and students use young adult literature
in the library? Did your high school library have many young adult novels? Explain.

46. According to your textbook, how can teachers use young adult literature in the
reading classroom? Did you have a reading class in school? Did you read YA books?

47. According to your textbook, how can teachers use young adult literature in the social
studies class? Did you ever have a social studies teacher who used young adult literature?
If not, which books would you recommend? Explain

48. According to your textbook, how can young adult novels help in clarifying human
relations and values? What should parents know? Did a YA book ever help you? Explain
49. According to your textbook, what are some court decisions worth knowing about
censors and censorship? What case intrigues you the most? What was this case about?
What side of this issue would you have been in this case? Explain.

50. According to your textbook, what is meant by the phrase “a new kind of censorship?”
How does a new kind of censorship appear in the public schools? What should teachers
know to recognize this new kind of censorship? Explain.

51. According to your textbook, what should teachers do before and after the censors
arrive? What steps would you suggest that teachers follow to avoid censorship? Is
censorship of material inevitable? Are there certain subjects and/or books that should just
not be taught in school? Or is everything legitimate for reading and discussion? Explain.
 20

Personal Reflections

Select the topics that you like. Write the topic at top of page. Write one-page,
single-spaced. Be neat. Be honest. Be detailed. Do your best job ever.

1. My reading
2. As a teenager, I read
3. My parents are/are not readers
4. The most difficult book(s) I have read is
5. A teacher who inspired me to read is….
6. An author(s) I really admire
7. My teenage passions
8. A really neat poem is
9. I am most creative when…
10. My favorite cartoon/comic is
11. Some of my best friends read…..
12. My favorite reading passage(s)
13. What I really read is….
14. How I would like to read...
15. A really good book is….
16. A book that I enjoyed as a child is…
17. I hated reading because….
18. The day I read a book from cover to cover ….
19. The day I met a famous author
20. A teacher who shared books with me…
21. In middle school, I read ….
22. I like books that….
23. What I really like to watch on television is…
24. If I were not a teacher, I would …
25. In schools, kids should definitely read…
26. The reason I love Harry Potter is…
27. My favorite children’s illustrator is
28. My favorite young adult novelist is…
29. Some really terrific young adult novels are….
30. A good nonfiction book is….
31. If I wrote a young adult novel….
32. A writer I really admire…
33. If I could meet any literary figure….
34. If I were principal….
35. Teaching is a performing art….
36. A young adult novel that I do not enjoy…
37. Something I would like to read
38. Every week, I read….
39. In the newspaper, I read…
40. A good sports book is….
 21

41. My favorite adult author is….

Theme Issues

Here are a list of themes – topics that young adults novel discuss – and are
waiting to be explored.
Select an issue – and explore the issue for our class projects. These ideas are
for Class Presentations, Themed Projects and Autobiographical Research Project.

Topics:

1. Bullying
2. Sex
3. Drugs
4. Violence
5. Race Relations
6. Health Issues
7. School Issues
8. Religion
9. Middle School
10. Child Abuse
11. Special Needs
12. Peer Pressure
13. School Sports
14. Gender Issues
15. Television, Movies and the Media
16. American Values
17. Teachers and Students
18. Censorship
19. Character Education
20. Politics
21. Teenage Parents
22. School Desegregation
23. Parent Abuse
24. Changing Nature of Families
25. Loneliness
26. Rich vs Poor
27. Teacher Power
28. Rock and Roll
29. War
30. Peace
31. Science Fiction
32. Fantasy
33. Sexual Orientation
34. Accommodating Cultural Differences
35. Gifted Kids
 22

Themes (continued)

36. Mysteries
37. Student Achievement
38. Biographies
39. Home Schooling
40. Autobiographies
41. Poetry
42. Dramas and Plays
43. School Violence
44. Humor
45. Teen Culture
46. Bilingual Kids
47. Multiethnic literature
48. Multicultural literature
49. Nonfiction
50. Supernatural
51. Interracial Dating
52. Utopias
53. Academic Freedom
54. Competition
55. Holocaust
56. Problem Novels
57. Censorship Issues
58. Youth Suicide
59. Adventures
60. Historical Fiction
61. School Clubs
62. School Violence
63. Teen Voices
64. Love and Friendship
65. Old Stories in New Dress
66. Physical Challenges
67. Mental Challenges
68. Alternative Schooling
69. Stories in Verse
70. Humor
71. Family Ties
72. Short Stories
73. Children at Risk
74. Sports Nonfiction
75. Romance
76. Teen Series
77. Popular Culture and Adolescence
78. Fun Facts
 23

Sample Ideas for Young Adult Novel Mini- Lesson

1. Write beginning to young adult novel

2. Write ending to young adult novel
3. Write dialogue for a young adult novel
4. Write introduction for a good book for teens about a celebrity or popular figure
5. Create a title and book cover for a young adult novel
6. Guess young adult novel by viewing cover
7. Write new ending for young adult novel
8. Design movie poster for young adult novel
9. Write newspaper headlines for young adult novel
10. Write newspaper story for young adult novel
11. Improvise a scene from a young adult novel
12. Write a commercial for a young adult novel
13. Create alternative titles for popular young adult novels
14. Read a passage from a young adult novel and discuss with class
15. Write a quick poem in reaction to a young adult novel passage
16. Create a new character for a young adult novel
17. Create a new plot twist for a young adult novel
18. Create a jingle for a popular young adult novel and/or character
19. Draw a picture of what a young adult novel character might look like
20. Draw the clothing that a young adult novel character might wear
21. Create a Facebook page for a young adult novel
22. Write text messages that might flow between two young adult characters
23. Write suggested titles for the sequel and/or prequel to a popular young adult novel
24. Write suggested opening paragraphs for the sequel to a young adult novel
25. Write a list of questions that you would like to ask a young adult book author
26. Write a list of questions that you would like to ask a young adult book character
27. Draw symbols to represent the themes and/or characters in a young adult book
28. Write suggested subtitles for a popular young adult novel
29. Write advice for a character in a young adult novel
30. Improvise an imaginary interview with a character from a young adult book
31. Give each character in a young adult book a theme song
32. Create a list of character traits for the main characters in a young adult book
33. For a biography about a popular figure, have students list questions to ask
34. For a book about travel or history, have students list questions they want to ask
35. Read the opening paragraph of a YA book and ask students to predict what’s next
36. Draw a graph to represent the events in a popular young adult novel
37. Imagine a popular young adult book in a different time period: Harry Potter 2090?
38. Ask students to respond to a key passage from a young adult book
39. Ask students to respond to a scene from a digital video of a young adult book
40. Create your own book trailer of a young adult book and ask students to respond
41. Conduct a quick class survey on an issue from a popular young adult book
42. Ask students to imagine they are responding as a parent in a young adult book
 24

Popular Young Adult Novelists

Joan Bauer Ann M. Martin

Judy Blume Paula Danziger
Sharon Creech Rodman Philbrick
Norma Klein Jacqueline Woodson
Robert Cormier Graham Salisbury
Sharon Draper Han Nolan
Sharon Creech Theodore Taylor
Gary Paulsen Mel Glenn
Karen Hesse Nikki Grimes
Laurie Halse Anderson Arnold Adoff
J. D. Salinger Gordon Korman
S. E. Hinton Todd Strasser
Caroline Cooney Gary Soto
Lois Lowry Jane Yolen
Madeline L’Engle Bruce Coville
E. L. Konigsberg J. K. Rowling
Chris Crutcher Neal Shusterman
Avi Chris Crowe
Paul Zindel Karen Cushman
Jack Gantos Ann Rinaldi
Walter Dean Myers Lawrence Yep
Richard Peck Donna Jo Napoli
Robert Newton Peck Nancy Farmer
Maya Angelou Vivian Van Velde
Jerry Spinelli Anne Mazer
M. E. Kerr Beverly Cleary
Cynthia Rylant Fran Arrick
Robert Lipsyte Nat Hentoff
Virginia Euwer Wolff Ursula K. Le Guin
Chris Lynch Bette Greene
Katherine Paterson Bill and Vera Cleaver
Cynthia Vogt Jack Bennett
Sue Ellen Bridgers Christopher Paul Curtis
Lois Duncan Carl Hiaasen
Harry Mazer Joyce Carol Oates
Robin Brancato An Na
Judith Guest Nikki Giovanni
Chaim Potok Jan Cheripko
Zibby ONeal Ellen Conford
Virgina Euwer Wolff Linda Lowery
David Klass Cara Lockwood
Francesca Lia Block Laurie King
Paul Fleischman Valerie Hobbs
Sarah Dessen Mary Pope Osbo
 25

Genre/Format Definitions

Contemporary Realism: involves characters in a real-world setting in a time-period that

is current and recognizable. Characters are dealing with everyday issues. Relationships
are recognizable even if not ideal. This genre can, and often does, include humor,
mysteries, adventure stories, etc.

Speculative Fiction: an overarching term that includes several sub-genres. Speculative

fiction is the fiction of the imagination that makes you ask, “what if?” Could this really
happen? And, even if it couldn’t, isn’t it great to think about? Sub-genres include High
Fantasy, Horror, Science Fiction, Magical Realism, etc. Books about vampires, ghosts,
other planets, Harry Potter, angels, etc., all fall into this category.

Historical Fiction: involves time, place, cultural practices, etc. that are set in a different
time than contemporary. Many scholars believe that for a work of fiction to be
considered historical, it must be set at least 30 years into the past. Some scholars believe
that it should be set at least two generations into the past. The time period and culture of
that period is recognizable. It is not enough to simply say that a book is set in the 1950s.
You have to think about what makes the 1950s recognizable to someone as they are
reading the work. The intention of the work is historical as well. For example,
Huckleberry Finn was written as a contemporary novel, not as a piece of historical
fiction. So, theoretically, Huckleberry Finn is not historical fiction.

Graphic Novel: A graphic novel is a format, not a genre. It uses illustrations/drawings

in sequential order to tell a story. The text may or may not be secondary to the story, but
the illustrations drive the movement. Graphic novels are formats because a graphic novel
can be any genre. There are graphic novels that are contemporary realism, historical
fiction, mystery, nonfiction, etc.

Picture Book: Picture books also use illustrations to tell a story. The narrative,
however, is the driving force in a picture book and the illustrations must help anchor and
tell the story. The story would exist without the pictures but not as well. We often
equate picture books with young children, but most every picture book is appropriate in
some form or fashion for use with older readers. Picture books are also a format and not
a genre. Picture books are formats because they can be any genre—historical, fantasy,
nonfiction, etc.

Nonfiction: Literary works that are comprised of facts and not intended to be fictional.
These works include reference materials (dictionaries, atlases, phone books, etc.),
biography, memoir, informational books (about subjects/topics)

Novel in Verse: a novel that is written in verse, often blank verse. This is a format and
can be any genre.
 26

LAE 4464.0001 Survey of Adolescent Literature

UCF Orlando Campus, Education 174A, 6:00-8:50PM
Monday, January 8 – Monday, April 30, 2018

Academic Service-Learning Verification Form

Your Name:_____________________________________________________________

Name of Service-Learning Experience:______________________________________

_______________________________________________________________________

Number of Hours and Dates of Service-Learning Experience:

_____Hours ____________________________________________ Dates

Brief Description of Service-Learning Experience:

Attach one paragraph description of your service-learning experience.
Include your signature and service-learning supervisor signature at end of paragraph.

This signed Service-Learning Experience Contract verifies my experience in

this setting.

UCF Student Signature:___________________________________________________

Date:___________________________________________________________________

Printed Name of Service-Learning Immediate Supervisor:

________________________________________________________________________

Signature Name of Service-Learning Immediate Supervisor:

________________________________________________________________________

Position of Service-Learning Immediate Supervisor:

________________________________________________________________________

Date:___________________________________________________________________

Service-Learning Immediate Supervisor Comments:

 27

Survey of Adolescent Literature – LAE 4464.0001

ESOL Activities for Young Adult Literature

Complete the specified number of following activities to meet ESOL Standards

1. List Ten Young Adult Novels with ESOL Themes – Standard 7

Find and list ten young adult books that would help teachers working with
students who are learning English as a second-language. List the book, author, publisher,
plot and why this book will help ESOL students.

2. My Experiences with ESOL Students and Reading – Standard 14

Write about your own personal experiences working with students who are
learning English as a second-language and reading. Describe the student(s), their
background(s) and your experiences – and if they are or are not reading YA books.

3. Adapting Lessons Using Young Adult Novels for ESOL Students – Standard 5
List ten ideas for adapting young adult novels for helping students who are
learning English as a second-language. Include the idea, its description, and how this idea
would help students who are learning English as a second-language read YA books

4. Young Adult Authors and Young Adult Books for ESOL Students – Standard 7
Write about an author who writes books that would be most suitable for ESOL
students. What books do they write and why do you think they are good for ESOL.

5. Young Adult Literature & ESOL Students – Article Review – Standard 7

Write a good review of an article that discusses teaching young adult books and
ESOL students. Write summary of the article, review of the article and how ideas will
help ESOL students. Include bibliographic information and copy of the article

6. English as a Second-Language Review of Lesson Plans – Standard 8

Find on the web (or elsewhere) 3 lesson plans that for teachers of students who
are learning English as second language. Download or Xerox a copy of the lesson plan,
write a summary of the plan and how the lesson helps ESOL students read YA books.

7. Reading, Writing, Speaking, Listening and Young Adult Books – Standard 11

List and describe at least 10 ideas for teaching Young Adult books using all
‘reading, writing, speaking and listening. What are some good teaching techniques to
help students learning English by ‘reading, writing, speaking and listening’ in class?

8. Using Nonfiction Books with ESOL Learners – Standard 7

List and describe in detail 10 good non-fiction, information books that can be
classified as multi-ethnic literature. They may be for children, teenagers, or adults.
Describe why these books can help teachers work with ESOL kids.
 28

Sample Handout – Top Ten Teaching Ideas for The Outsiders by S. E. Hinton

The Outsiders is a coming-of-age novel by S. E. Hinton, first published in 1967. Hinton

was 16 years old when the book was published. The novel follows two rival groups, the
Greasers and the Socs, (pronounced ‘soshes,’ short for Social), two different
neighborhood groups who are in constant conflict with one another. The novel tells the
moving tale of how these two rival gangs go at each other, only to destroy each other.

The Most Exciting Part

Write about the most exciting part of the story. What was it? What excited you?
What did you feel? What did you learn? Why did you select this section?

Imagine Yourself a Character

Imagine yourself a character in this story. What character would you be? What
would be your role in the story? How would you interact with the other characters? What
would you say and do? And how would your presence in the story change the story?

Create Another Character

If you were to create another character for the story, who would it be? What were
their role be? How would they change the story? What would they say and do? And what
would their impact be on changing the story?

Plan a Party
If you were to plan a party for the characters in this story, what would you plan
and why? Who would attend? What would the party be like? What would you serve?
What music would you play? Who would not attend? Why?

Write a Letter to the Author

Want to write a letter to the author to tell how you feel about this story? What
would you say? Would you ask the author to change something? Was their part that you
really liked? Or, didn’t like? What do you want to know about the characters?

Design the Cover for the Novel

Design and draw a cover for this novel. Include the title, author, blurbs about the
book, and artwork that you think is important for conveying the theme of the book.

Draw a Timeline
What are the important events of this book? Draw a timeline that highlights the
significant events of this story. For each event, draw a picture to represent the event.

Does this Story Remind you of Someone?

Does this story remind you of someone? Is there someone in your life – or
someone you know – that reminds you of a character from this story. If so, why?

Make a Bookmark
Make a bookmark illustrating the story. Make enough bookmarks for your class.
 29

Sample Handout – Young Adult Book Read Aloud - Fiction

“Looks alone would be enough to keep most guys with my particular body design as far
away from water as the Wicked Witch of the West, but swimming is a thinking man's
sport and Ms. Lemry is a thinking man's coach. Besides, it keeps me far from the clutches
of Coach Stone, who has been trying to get me to come out for wrestling since I was a
frosh because he fancies me unbeatable as a heavyweight, which I very well might be.
But the idea of a permanent gash across the bridge of my nose and mat bums on every
pointed appendage does not appeal to me no matter how many trophies I might walk
away with. I'm not a great swimmer, but I'm good--a lot better than you'd think looking at
me-and I like the challenge of the clock, as well as the people involved. I also like the
wake I create for the guy in the next lane.”
Eric Calhoune, lead character in Staying Fat for Sarah Byrnes by Chris Crutcher
(Ch 1, pg 2)

Eric Calhoune is a high school senior who is smart and well-read, but ‘beats’ to
his own drummer. Once overweight, he is now slightly slimmer due to his participation in
competitive swimming.

Yet, Eric is considered ‘different’ by his teachers and his friends because he does
not follow the normal path. Given his size, he is a swimmer and not a football player, a
reader but not a student, and a social outcast and not a follower.

After reading this passage, read the following questions:

1. Can you relate to Eric’s desire to excel at something? To be the best? What
do you like to do? Why? Do you face opposition?

2. Does Eric, the character speaking in this passage, remind you of someone?
If so, who and why? Explain.

3. Do you have someone who wants you to do something – and you don’t want
to do it? Are they pushing you to do it? If so, why?

4. Eric speaks about liking “the challenge of the clock.” Do you know what he
means? Do you enjoy challenges as well? If so, why? Or if not, why not?

5. Eric speaks about “not being a great swimmer, but I’m good – a lot better
than you’d think looking at me.” Does this remind you of someone?
Yourself? A friend? Someone you know? If so, explain.

6. Do you know someone (perhaps, yourself) who is picked on for being

different? If so, who and why?
 30

Sample Daily Lesson Plan

Title of the Lesson

Grade Level

Content Summary/Overview
- Provide a description of the content and activity that will be covered

Standards
- List National Council Teachers of English Standards that will be covered.
- List Florida Sunshine State Standards that will be covered.

Objectives
- List the objectives that will be covered in this unit

Materials
- List all the items required to complete the unit’s lessons
- Include handouts, artifacts, technology, software, etc.

Procedures
- List in chronological order the steps needed throughout the lesson
- Describe all activities and materials required to complete the lesson
- Design activities to motivate student interest
- Describe opportunities for students to think critically
- Include a technology component to enhance lesson activities

Unit Evaluation Assessment

- Explain how you plan on assessing and providing constructive feedback

ESOL Accommodations
- List how your lesson can be adapted or modified for ESOL students.

Resources
- Provide list of resources other than those listed in the lessons for extension.

Reflection
- How will this lesson help students learn? What are its benefits
-
-
 31

LAE 4464.0001 Survey of Adolescent Literature

UCF Orlando Campus, ED 174 A 6:00-8:50 PM
Monday, January 8 – Monday, April 30, 2018

I have completed for my Survey of Adolescent Literature Portfolio:

1. _______ Cover
2. _______ Title Page
3. _______ Table of Contents
4. _______ Introduction
5. _______ Course Syllabus
6. _______ “My Life as a Reader” Paper
7. _______ Literature for the Young Adult Reader Thinking Questions (specify #)
8. _______ Teaching Young Adults Novels Article Reviews (specify #)
9. _______ Young Adult Novel Reader Response (specify #)
10. _______ Personal Reflections (specify number)
11. _______ Young Adult Novel Interactive Creative Mini-Lesson
______Demonstration_____Lessson Plan______Self-Evaluation
12. _______ Young Adult Book Theme Book Mini-Presentation
_____ Presentation______Handout_______Powerpoint/Video
13._______ Young Adult Novel Ten Teaching Ideas Handout
______Presentation _______Handout
14. _______ ESOL Standard Activities
_______ Activity/Standard __________Activity/Standard
15. _______ Academic Service-Learning Experience
___________Narrative_______Photographs_______Verification
16 _______ Real World Young Adult Expert Profile
___________ Narrative________Photograph
17. _______ Classroom Discussion Postings
18________ 15 Young Adult Books Brought to Class Each Week
19._______ Class Activities
_________Writings________Drawings ________Quotes
20._______ Class Reflections
21. _______ Action Research Young Adult Book Project
___ My Research___Reference___Evidence____Conclusion
22._______ End Page (Your choice)

I contracted for a grade of _________________ and was absent ________________

Signature_____________________________________________Date____________

Phone Number__________________ E-mail_________________________________

 32

Genre/Format Definitions

Contemporary Realism: involves characters in a real-world setting in a time-period that

is current and recognizable. Characters are dealing with everyday issues. Relationships
are recognizable even if not ideal. This genre can, and often does, include humor,
mysteries, adventure stories, etc.

Speculative Fiction: an overarching term that includes several sub-genres. Speculative

fiction is the fiction of the imagination that makes you ask, “what if?” Could this really
happen? And, even if it couldn’t, isn’t it great to think about? Sub-genres include High
Fantasy, Horror, Science Fiction, Magical Realism, etc. Books about vampires, ghosts,
other planets, Harry Potter, angels, etc., all fall into this category.

Historical Fiction: involves time, place, cultural practices, etc. that are set in a different
time than contemporary. Many scholars believe that for a work of fiction to be
considered historical, it must be set at least 30 years into the past. Some scholars believe
that it should be set at least two generations into the past. The time period and culture of
that period is recognizable. It is not enough to simply say that a book is set in the 1950s.
You have to think about what makes the 1950s recognizable to someone as they are
reading the work. The intention of the work is historical as well. For example,
Huckleberry Finn was written as a contemporary novel, not as a piece of historical
fiction. So, theoretically, Huckleberry Finn is not historical fiction.

Graphic Novel: A graphic novel is a format, not a genre. It uses illustrations/drawings

in sequential order to tell a story. The text may or may not be secondary to the story, but
the illustrations drive the movement. Graphic novels are formats because a graphic novel
can be any genre. There are graphic novels that are contemporary realism, historical
fiction, mystery, nonfiction, etc.

Picture Book: Picture books also use illustrations to tell a story. The narrative,
however, is the driving force in a picture book and the illustrations must help anchor and
tell the story. The story would exist without the pictures but not as well. We often
equate picture books with young children, but most every picture book is appropriate in
some form or fashion for use with older readers. Picture books are also a format and not
a genre. Picture books are formats because they can be any genre—historical, fantasy,
nonfiction, etc.

Nonfiction: Literary works that are comprised of facts and not intended to be fictional.
These works include reference materials (dictionaries, atlases, phone books, etc.),
biography, memoir, informational books (about subjects/topics)

Novel in Verse: a novel that is written in verse, often blank verse. This is a format and
can be any genre.
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