Iowa State University

(H) 515-292-4622

Office Hours: 11:00-12:30; 2:00-3:30 T, TH

dniday@iastate.edu

If books could be more, could show more, could own more, this book would have smells . . . . If books could be more and own more and give more, this book would have sound . . . . And finally if books could be more, give more, show more, this book wou ld have light . . . If books could have more, give more, be more, show more, they would still need readers, who bring to them sound and smell and light and all the rest that can't be in books. The book needs you.

Paulsen, Gary. The Winter Room. New York: Dell Publishing, 1989.

Literature for and about the young adult. Critical study and evaluation of the genre; examination of modes and themes found in the literature; study of the relationship of the genre to literature for children and adult s. Selection of literature for use in school programs.

In taking this course, you will become more competent and confident in understanding the theory underlying the teaching of literature to young adults, in assessing reading materials for young adults, and in implemen ting the use of literature with young adults. We will make critical evaluations of the literature, explore a broad range of young adult literature, investigate strategies for encouraging student reading, and consider how young adult literature can be use d to promote both life-long reading and critical thinking.

The course is taught using John Dewey’s theoretical concept of experiential learning. We will experience a reading strategy and then analyze it. For instance, we will participate in whole class readings, small group readings (literature c ircles), and individualized reading (student choice) and then compare and contrast the various forms. I would encourage you to set a goal for yourself of reading as much and as widely as possible.

The Young Adult Service Division of the American Library Association defines the age range of an adolescent or young adult as ages 10-19.

Early adolescence (Elementary or Middle School or grades 5, 6, 7)

Middle adolescence (Junior High or grades 8, 9, 10)

Later adolescence (High school or grades 11, 12)

Definition of a Young Adult Literature: Literature written for and marketed to young adults. Young adult literature is usually given the birth date of 1968 with the advent of S.E. Hinton's The Outsiders. Other forms of l iterature prior to this date may have had young adult protagonists (such as Huck Finn), but it was usually intended for an adult audience. Characteristics of a young adult novel usually include several of the following:

(1) a teenage (or young adult) protagonist

(2) first-person perspective

(3) adult characters in the background

(4) a limited number of characters

(5) a compressed time span and familiar setting

(6) current slang

(7) detailed descriptions of appearance and dress

(8) positive resolution

(9) few, if any, subplots

(10) an approximate length of 125 to 250 pages

"While young adults . . . will read 'classics' with teen protagonists--such as Mark Twain's Huckleberry Finn . . . or Louisa May Alcott's Little Women or even William Golding's Lord of the Flies--such novels are not str ictly considered YA literature. Similarly, contemporary novels popular with adults and young people, such as those written by Danielle Steel, Tom Clancy, and Stephen King, are also not in the category of YA literature." (Christenbury, Leila. Making t he Journey: Being and Becoming a Teacher of English Language Arts. Portsmouth, New Hampshire: Heinemann, 1994.)

(The following books can be purchased at the University Book Store in the Memorial Union or at Campus Book Store.)

Your literature circle will be reading the same novel as a group of eighth graders in Keota, Iowa. During the days that your literature circle meets, you may share and discuss the literature, talk about your e-mail correspondence and its succe sses/problems, compose book reviews to be published in the Iowa Language News, and determine how you will present this book to the class members of English 394.

You will also be expected to read a large and wide variety of young adult novels; the expectation is approximately one to two books per week. An annotated bibliography for your individualized reading can be purchased at Copyworks. The reading log sheets and circle graph at the back of the bibliography are to be completed as you read and are to be included in your final course portfolio.

1. Attendance and active participation. Because each class period carries a different theme and because many class projects are completed as a group, it is vitally important that you are an active participant every class period. I take attend ance during every class meeting, and I expect that only emergencies would require that you be absent and then only for a maximum of TWO class periods. If you absolutely cannot be present, you are to call me in advance of the class meeting. Office phone: 294-9981

2. Student-teacher conferences. You are required to attend the first conference with me in order for us to discuss your reading interests. You are invited to have a second conference to discuss final projects; this conference is optional but highly recommended.

3. Assignment due dates. It is advisable to maintain a reading schedule and compile the portfolio pages during the course. The attached schedule can aid you in meeting the requirements.

1. Book Talks and Read-Alouds. For one day during the course, you and a partner are asked to give a book talk and read aloud a section of a book. Your book choice is to accompany that day's theme. You will have a time allotment of five minutes . Help us visually see the book title, author, and characters by writing information on the board or overhead transparency and by showing the actual book itself (one visual required). Work on using eye contact and voice inflection so that you r book talk will receive the audience's attention. Think about a creative way to introduce your book--lights off, background music, posters, inviting audience members to perform parts, etc. The purposes of the book talks are to give you ideas of books you may wish to read and to broaden your concept of young adult literature.
2. E-mail exchange with eighth grader. We will have an e-mail exchange with eighth graders at Keota Middle School in Keota, Iowa (southeastern Iowa) taught by Bonnie Romine. The purposes of this project are for you to (a) extend your literature conversations to a different audience, (b) learn about adolescent interests, needs, and values, and (c) encourage more reading and deeper reading (critical thinking). We will especially examine your use of (1) questioning, (2) modeling how to talk about literature, and (3) assessing student performance. We will correspond at first about the reading interests of the eighth grader (and discover hobbies, etc.) and then discuss particular books that the student is reading. Bonnie's eighth graders are requi red this semester to read one book shared in a group and at least one book of choice. To share the reading experience, you are to read the same literature circle book as your e-mail partner and you may read other books that your e-mail partner rea ds. You are to carbon copy (cc) to me and print your e-mail exchanges (both the ones you send and the ones you receive) and include them in your final portfolio. A minimum of 3 exchanges is required; Bonnie’s students have a similar requirement< /B>.
3. Reader Sketch (approximately 5 double-spaced pages–there is no maximum length so it can be longer). You are asked to describe your history as a reader from early childhood to today, noting your attitude and experience in reading. Descri be the people who encouraged or discouraged your reading. Tell your reading goals for the future. You are required also to attach a one-page reflection of writing the reader sketch. One or more examples of reader sketches will be shared in class. We will prewrite ideas for the reader sketch during class time, and then you are asked to bring a rough draft of the reader sketch and reflection to class for a PQP (praise, question, polish) workshop time with a small group of class members. A rubric will be provided. See the course pack for the following items: (1) Explanation of reflective writing, (2) Reader Sketch Rubric, (3) PQP Sheets.
4. Philosophy. Using either a current or future perspective of a parent, teacher, or community member, state your beliefs (and supporting reasons) about young adult literature. You may either write in list form ("I believe that . . . .") or in paragraph form. For instance, you might include how literature is chosen or the guidelines adults might use to encourage young adults to read YA literature. Example: "I believe that young adults should read a variety of young adult literatur e." (We will spend part of a class period brainstorming ideas for your philosophy.) Approximate length: 2/3 page to 1 page
5. Group panel. Six group panel books are listed on the syllabus. On the Student Choice Sheet, please select your preferences for a book that sounds interesting to you. Your choice of a novel will determine your panel group. We will devote 45-60 minutes from six class periods to these panels, and you will have flexibility in determining how your group would like to present your novel. Possibilities might correspond to methods for teaching this work in the classroom, censorship issues, gendered r eadings, textbook acquisitions, creating activities around the text, or other areas. You are required to involve your audience in the presentation, use at least one visual, and include interesting and learning-filled (critical thinking) activities. You may wish to use handouts, a poster, or overhead transparencies for the visual. See the course pack for instructions on the accompanying reflective piece. (You will be given class time to meet with your group to plan your presentation.)
6. Literature circle presentation. Your literature circle will read a commonly shared novel, compose a book review together as a group, and give a brief presentation. You will individually write a reflection on the literature circle experience (to be included in your portfolio). You will have class time to meet with your circle.
7. Book Cards. A book card is required for each book read (required books and individualized reading) and should be helpful to you as a reference.