Instructor: Pat
Duff
Phone: Day:
496-7833, Ext. 130 Cell: 250-5353
Email:
pduff@csm.edu
Discussion
Office hours: By
arrangement. I am only on campus for this class, but will be happy to meet
with you outside of class time if you contact me for an appointment.
COURSE DESCRIPTION:
This course includes the study
of some traditional and contemporary works written for or about young
adults. The works studied will be evaluated for their artistic merit and
for their insights into the adolescent stage of human development.
STUDENT OUTCOMES:
Upon successful completion of
reading assignments, written assignments, in-class and independent
activities, and discussions and demonstrations, the student will be able
to: (Numbers after outcomes denote INTASC Standards supported by the
outcome.)
Discuss the nature of young
adult response to literature. 1.12
Identify the ways in which
adolescent developmental stages and tasks affect the young adult
literacy and reading practices. 2.12; 2.13
Explain the various
approaches to selecting literature for classroom use and methods for
developing literary response. 1.11; 1.33
Identify and locate tools and
resources available for teaching literature, including Internet based
activities. 1.11; 4.13
Use a variety of media to
enhance and encourage the study of literature, including music, art,
film and drama. 1.32; 4.13
Respond reflectively to young
adult literature using a variety of approaches and media. 1.32; 4.11
Describe the diverse nature
of young adult readers, and identify literature which reflects the
multicultural nature of a global society. 3.22; 3.15
Describe ways to utilize
young adult literature to enhance and support instruction in various
curriculum areas. 1.13
Identify a variety of
approaches to teaching young adult literature which provide
opportunities for differentiation of instruction based on individual
needs as well as differing classrooms contexts and settings. 1.32;
4.12
REQUIRED TEXT:
Bushman, John H. and Haas,
Kay Parks. Using Young Adult Literature in the English Classroom,
4th ed.
REQUIRED TRADE BOOKS:
A variety of trade books will
be chosen by student the first day of class for use in literature circles.
Multiple copies of these books are available for check-out from the
instructor.
COURSE
REQUIREMENTS/ASSIGNMENTS:
Active involvement with
readings, activities, discussions and lectures
Active
participation and
attendance at all classes.
Be in class, on time. Since
this class meets only three times for extended sessions, it is
imperative that you attend each class for the entire time assigned.
Actively participate by
taking part in class discussions, activities, demonstrations, and
preparing specific assignments in preparation for class group work.
Timely completion of all
assignments according to the terms of your individual contract.
Turn in all work on time. If
you need an extension, please discuss this with the instructor
before the due date. No work will be accepted if turned in
later than 1 week after the due date. In cases of serious illness,
this may be modified by the instructor.
CLASSROOM EXPECTATIONS:
Bring needed materials,
including text, & all notes and handouts for current topic (some will
need to be downloaded from Course Home Page--check this frequently.) Do
not assume the instructor will provide extra copies if you lose yours.
Demonstrate professional
characteristics when participating in discussions and collaboration
activities, giving & accepting feedback and interacting with others,
especially in the school setting.
Respect the rights and
opinions of others.
Respect the right of all to attend to class
activities by NOT using cell phones or bringing young children to
class.
GRADING:
Grades will be earned through
an individual contracting process. The requirements for each grade (A, B,
C) will be explained the first day of class and students will be asked to
email the instructor no later than midnight on March 20 committing to one
of these 3 grade plans.
The requirements for a grade
of C are:
Completion of a personal
"Literary Autobiography"
Completion of one Thematic
Unit
Completing a personal Reading
Response Journal (1 entry weekly)
Reading 4 (four) trade
books of different genres completing one project from project
menu for each title. (This includes the two required trade books.)
Posting of synopsis and
analysis of the 2 self-selected books above
One weekly contribution
to discussion page concerning the topic assigned for the week.
Completion of Portfolio
The requirements for a grade
of B are:
Completion of a personal
"Literary Autobiography"
Completion of one Thematic
Unit
Completing a personal Reading
Response Journal (2 entries weekly)
Reading 5 (five) trade
books of different genres completing one project from project
menu for each title. (This includes the two required trade books.)
Posting of synopsis and
analysis of the 3 self-selected books above
Two weekly contributions
to discussion page concerning the topic assigned for the week.
Completion of Author
Study.
Completion of Portfolio
The requirements for a grade
of A are:
Completion of a personal
"Literary Autobiography"
Completion of one Thematic
Unit
Completing a personal Reading
Response Journal (3 entries weekly)
Reading 6 (six) trade
books of different genres completing one project from project
menu for each title. (This includes the two required trade books.)
Posting of synopsis and
analysis of the 4 self-selected books above
Three weekly contributions
to discussion page concerning the topic assigned for the week.
Completion of Author
Study.
Critique of one article
from a professional journal covering a topic related to teaching
literature to young adults.
Completion of Portfolio
TOPICAL CALENDAR
March 17
Introduction to class;
requirements & expectations
Defining literacy
Getting them "hooked on
books"
Book Selection(s)
Development of personal
literary autobiography
Defining young adult
literature
Exploring YA literature on
the web
Adolescent development and
literacy
Responding to literature, vs.
reviewing
Literature Circle:
contemporary essays & speeches
March 24
Elements and Genres of
Literature
Multiple learning styles and
needs
Differentiation of
instruction based on learning styles/needs
Literature Circle
Introduction
Literature Circle I
Literature across the
curriculum
Thematic Units
Book Talks
Making sense of text
Literature Circle:
contemporary essays & speeches
Introduction to poetry
March 31
Evaluating YA literature
Awards in YA literature
Censorship issues
Stereotypes and Multicultural
literature
Literature Circle II
Understanding literary
techniques
Classic v. contemporary
literature
Using literature to address
behavioral and social/emotional issues
Involving parents in literacy
OTHER CONSIDERATIONS:
Academic Assistance: CSM
seeks to maintain a supportive academic environment for students with
disabilities. If you have a disability and need accommodations to succeed
in this course, please contact me to verify that the required
documentation is filed with the Academic Affairs Office and that an
accommodation plan is in place. Please remember that the law places the
responsibility on you, the student, to notify the College of your
disability and to request assistance.
Special Accommodations: If
you have a certifiable learning or physical disability and require special
accommodations, please call and make an appointment with Julie Taylor
Costello in the Academic Achievement Center’s office for ADA Student
Accommodations at 399-2366. The Academic Achievement Center is located in
the west wing of the Library. Considerable lead time is required for some
accommodations, so it is important that your request is received in the
ADA office as early in the semester as possible. Please note: YOU REQUEST
WILL BE HANDLED CONFIDENTIALLY.
Academic Honesty: All forms
of dishonesty and misconduct, including cheating, plagiarism, forgery,
knowingly furnishing false information to the instructor, and intentional
disruption or obstruction of learning or teaching will not be tolerated.
At the instructor’s discretion these acts will result in a failing grade
for the course and a letter regarding the behavior will be filed with the
Academic Affairs and Student Affairs offices. All work should be your own
and must represent new work prepared specifically for this class.
Quality of work: Assessment
of the quality of your written and oral communication skills will be
included in the evaluation of your work. An educator must be able to
communicate clearly, using standard English conventions. You will be
provided opportunities to practice and refine your skills in these areas
in this class. All written work must be clear and legible, and included
correct grammar, form, punctuation and spelling. Specified assignments
must be typed. In addition, you will be expected to learn and demonstrate
technology skills to support research and written expression.
Declaration on Open Discourse
In the spirit of intellectual
inquiry, College of Saint Mary is committed to the exchange of diverse
ideas and viewpoints. In this environment, honest discourse is valued;
demeaning remarks are not tolerated. Each member of the campus community
is encouraged to:
Recognize the basis of
his/her own assumptions and perspectives,
Acknowledge the
assumptions and perspectives of others,
Promote understanding
and respectful dissent.
Classroom use of laptop
computers: Laptop use in classrooms creates new and exciting
possibilities for teachers and students when used appropriately.
Please use your laptop ethically and for educational purposes and
activities permitted by the instructor. Unacceptable uses include:
instant messaging, e-mailing, unassigned Internet browsing, game-playing
and completing homework for other classes. Violations of this
request will result in withdrawal of permission to use the laptop in this
class and may affect your grade in the course.
I have received and read the
syllabus for ENG 262 Literature for Young Adults for Teachers (3), FAST
Track, Spring 2007. I understand its contents and the instructor’s
policies for this class.
____________________________
______________________
Student signature
Date
Student mailing address:
Student phone:
__________________________
_________________________
home cell
Student email:
Is there anything which you
want to tell me about yourself that would help me in teaching you more
effectively?
|
|
Contract
Grading Sheet |
|
|
Student
_________________________________ |
|
|
|
|
|
|
|
|
A |
B |
C |
|
Literary Autobiography (due
3/25) |
1 |
1 |
1 |
|
Thematic Unit (due 4/15) |
1 |
1 |
1 |
|
Reading Response Journal
Entries |
9 |
6 |
3 |
|
|
Entries week of 3/19 |
|
|
|
|
|
Entries week of 3/26 |
|
|
|
|
|
Entries week of 4/2 |
|
|
|
|
Trade Books & Projects |
6 |
5 |
4 |
|
|
Project on Caged Bird
(due 3/25) |
|
|
|
|
|
Project on ________________
(due 3/25) |
|
|
|
|
|
Project on Lion (due
4/1) |
|
|
|
|
|
Project on ________________
(due 4/1) |
|
|
|
|
|
Project on ________________
(due 4/15) |
|
|
x |
|
|
Project on ________________
(due 4/15) |
|
x |
x |
|
Synopsis & Analysis of
Trade Books |
4 |
3 |
2 |
|
|
Due 3/25 |
|
|
|
|
|
Due 4/1 |
|
|
|
|
|
Due 4/15 |
|
|
x |
|
|
Due 4/15 |
|
x |
x |
|
Contributions to Discussion
Board |
9 |
6 |
2 |
|
|
Postings week of 3/19 |
|
|
|
|
|
Entries week of 3/26 |
|
|
|
|
|
Entries week of 4/2 |
|
|
|
|
Author Study (due 4/15) |
1 |
1 |
x |
|
Journal Article Critique
(due 4/15) |
1 |
x |
x |
|
|
|
|
|
|
|
I have read the grading
requirements contained in the syllabus, and intend to complete the
activities and assignments required to receive a grade of
________________. |
|
Signature: |
Date: |
|
|
