LAE 4464.0001 Spring 2018 Syllabus
LAE 4464.0001 Spring 2018 Syllabus
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
“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."
Reading about…..
I believe that the best way to teach students about morality is....
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…
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
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.
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.
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.
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
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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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
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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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.
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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
6. Monday, February 12, 2018 Traditional and Scripted Lit for YA, Ch 4
12. Monday, March 19, 2018 Popular Culture & Young Adult Literature
13. Monday, March 26, 2018 Censorship and Young Adult Literature
16. Monday, April 16, 2018 Future Trends and Young Adult Literature
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.
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.
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)
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.
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
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?
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.
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Textbook Questions – Literature for the Young Adult Reader, Ernst & Boyd
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
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
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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.
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.
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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.
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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….
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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
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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
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Genre/Format Definitions
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.
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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Your Name:_____________________________________________________________
_______________________________________________________________________
Date:___________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date:___________________________________________________________________
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.
Sample Handout – Top Ten Teaching Ideas for The Outsiders by S. E. Hinton
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?
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.
Make a Bookmark
Make a bookmark illustrating the story. Make enough bookmarks for your class.
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“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.
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.
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
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
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Signature_____________________________________________Date____________
Genre/Format Definitions
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.
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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