The Teacher as a Responsive, Reflective Professional: A Partner in Learning
EDL 313/513 Section 51: Literature-Based Reading Programs for Adolescents
Monday 5:00-7:50 pm
MC 325
Dr. Catherine Ross-Stroud
Office: RT 1323
Office Phone: 523-7424
Office Hours: 10:00-10:30 W;
11:00-11:45 W; 11:00-1:00 R; and by Appointment
Catalog Description
EDL 313 Literature-Based Reading Methods for Adolescents (three credits). Prerequisites: EDB 200, EDB 302. Focuses on techniques for using classic, contemporary, and multiethnic literature of all genres to support reading instruction in grades 4 through 12. Emphasizes the developmental nature of reading preferences and comprehension, the application of reader-response theory to the selection and design of teaching strategies and materials, the potential use of literature across the curriculum, and criteria for selecting and evaluating trade books for young adults.
EDL 513 Literature-based Reading Programs for Adolescents (three credits). Familiarizes language arts teachers and other school personnel with contemporary and multi-ethnic literature and nonfiction appropriate to the needs of middle and secondary school students. Emphasizes the developmental nature of reading preferences and comprehension, the application of reader-response theory to the selection and design of teaching strategies and materials, the potential use of adolescent literature across the curriculum, and criteria for selecting and evaluating trade books for young adults.
PERFORMANCE OBJECTIVES
Through active participation in a series of collaborative learning assignments and a planned program of supervised field experience, students will gain knowledge, skills, and dispositions as noted below. (The terms in the brackets refer to the COEHS Teacher Education Model on page 18.)
Knowledge
· Explore and extend their understanding of the content and organization of English language arts programs, as well as the role these programs play within the total curriculum. [Inquiry, Contextualism]
· Demonstrate an understanding of the educational implications of competing approaches to the teaching of literature, composition, grammar, and reading. [Inquiry]
· Extend and apply their knowledge of linguistics to the teaching of English language arts. [Inquiry, Diversity]
· Demonstrate knowledge and an appreciation of the interrelationships that exist among thinking, listening, speaking, reading, and writing. [Inquiry]
· Demonstrate a detailed understanding and appreciation of the writing process and the stages within that process. [Inquiry]
· Understand and value the development of the expressive, transactional, and poetic modes of discourse. [Inquiry]
· Demonstrate knowledge of the different levels of listening and appropriate techniques for promoting the development of each. [Inquiry]
· Gain knowledge of the principles of group discussion, group dynamics, panel discussions, creative dramatics, and debate. [Partnership]
· Gain familiarity with a variety of techniques for assessing student growth in language, literary appreciation, comprehension, composition, and oral communication. [Professionalism, Inquiry]
· Gain additional understanding of the roles and responsibilities of English language arts teachers. [Professionalism]
· Identify and describe instructional problems faced by English language arts teachers, analyze these problems, and propose solutions based on current research and theory. [Professionalism, Inquiry, Contextualism]
· Become acquainted with a variety of journals, newsletters, and reference texts that deal with the teaching of English language arts. [Professionalism]
Skills
· Examine and evaluate a variety of curricular materials for teaching language, composition, and literature. [Inquiry, Technology]
· Apply their knowledge of the developmental needs and tasks associated with adolescence to the selection and design of instructional materials. [Inquiry, Contextualism]
· Gain experience in analyzing and responding to student writing. [Inquiry, Professionalism]
· Gain skill in applying their knowledge of current reading research and theory to the teaching of literature. [Inquiry]
· Gain skill in designing sequential assignments that guide, stimulate, and challenge students in their study of language, composition, oral communication, and literature. [Inquiry]
· Value and gain skill in providing for adequate pupil participation in classroom activities. [Partnership]
· Gain experience in applying the principles of cooperative learning to the teaching of English language arts. [Partnership]
· Gain skill in assessing and reporting pupil progress. [Professionalism, Partnership]
· Gain experience in the application of effective strategies for classroom management. [Partnership]
Dispositions
· Explore personal attitudes and values as they relate to speaking, listening, reading, and writing. [Inquiry]
· Gain appreciation of writing as a means of discovering, clarifying, and expressing ideas. [Inquiry]
· Be able to express and defend a personal rationale for teaching English language arts that takes into account developmental, aesthetic, and cultural considerations. [Professionalism, Contextualism, Diversity]
· Actively seek and use constructive criticism and student feedback to improve instruction. [Professionalism, Partnership]
Required Texts
Various handouts and E-reserves
Response and Analysis: Teaching Literature in Secondary School, 2nd edition by Robert Probst
Novels: These texts can be purchased from the CSU bookstore or checked out from Ohiolink, CSU library, or any public library:
Forever, Blume
Keeping You a Secret
by Julie Anne Peters
Black Ice, Cary
Catcher in the Rye, Salinger
Their Eyes were Watching God, Hurston
Bastad Out of Carolina, Allison
Geography Club, Hartinger
Seventeenth Summer, Daly
COURSE EXPECTATIONS
PARTICIPATION
1. The four key elements in class participation are preparation, attendance (including prompt arrival), listening, and speaking. Effective preparation requires careful reading, thoughtful writing, and other activities prior to class. Attendance involves showing up every day, arriving on time, and staying with the day's work until class is dismissed (see the policy detailed in the next paragraph.) Listening can be made both active and visible by making notes on class discussions and activities and by referring to what others have said. Effective speaking requires sensitivity to the group; it is good to hear from every person at least once each day. That said it is also important that students understand the “nature” of adolescent literature and adolescent development. The texts we will encounter in the course can be exhilarating, fascinating, and relevant while at the same time unnerving, unconventional, and sometimes discomforting. Please be aware that we read these texts as adults and thus our schema alerts us to types of understandings that adolescent readers do not yet find relevant. To that end, merely deciding that a text is inappropriate because it does not meet your personal agenda is a starting point to intellectual engagement. Readings of texts must be taken further. This course seeks to problematize every reading of a text as we expand our understanding of adolescence and the lived experiences of our young adult students.
2. One of the excuses I often hear when a student’s participation/performance grade is in question is that the class discussions are boring, irrelevant, or uncomfortable. Be aware that university-level intellectual engagement requires us to “jump in” the discussion. “Education” is a verb. If you are bored, ask a thought provoking question so that you can put us on the “right” track. Shift the discussion by taking us to points in the readings that you find exciting. Merely sitting back and deciding that the session is not worth your time will only demonstrate how unprepared for class you are.
3. Merely attending class sessions does not equal participation. Participation equals physical presence and mental and intellectual engagement. That said, the use of cell phones, surfing the web on laptops, engaging in private conversations with your peers, and the working on other assignments during class time is noticed and documented. Students often maintain that they use laptops to take notes. I have documented that laptops merely distract students and that the students on laptops focus on their screen and tend to lose awareness that they are in class. Please do not be surprised that such actions do not count as participation in the course.
PREPARATION
4. I expect you to have read the assignments listed on the syllabus before you come to class. Each student should come to class prepared to discuss the readings for the day. Such preparedness must be demonstrated through active engagement in class discussion. Merely providing anecdotal information is not evidence of having read the texts. Direct reference to course texts and the subtleties of these texts indicates prior preparedness for a given class session. That said, here are a few suggestions for preparation strategies:
· Read with a pen – mark up your books, consider them your own – circle characters names when you first meet them, use the blank pages at the start and end of the book to write down ideas – if you notice an interesting idea, write the page number down in your notes
· Connect previous concepts with new readings – after we discuss a concept, look for it in the next book – when you see an example, write a note in the margin – for example, if you notice a moment in which an adult acts in a particularly caring way, you might write “child-centered” off to the side – flip back through the margins before class
· Come ready with questions about concepts – naturally you can never really understand new concepts the first time they are introduced – so think back over concepts that are still a little fuzzy to you and ask about them in regards to the current reading – remember that concepts build upon concepts
· Locate passages you especially admire – at the start of class, be ready to talk about a particular passage you like, whether it is a paragraph or a whole scene – think about why you like the passage, whether it is because it is well written or because it connects to something we were talking about
· Be critical – one of the most important steps to becoming a better reader is to go beyond simply whether you liked or disliked the book – think about why the author portrays children the way he or she does, think about how you can articulate what bothers you about the book, or what excites you – or think to yourself, “I may not like this book, but I can see why it is important to study it”
· Pay attention to everything you read or watch – look for concepts we talked about when you watch television or read magazines or talk to friends – see if those concepts make sense in everyday life – lend your experiences to the class
· Always be thinking of how to put concepts into your own words – concepts make the best sense when you can explain them to others, when you can phrase them in your own understanding – I am always looking for you to go beyond repeating definitions, and instead constructing reasonable definitions of your own
· Enjoy a challenge – difficult concepts will change the way you think – try to make sense of them by going by what you already know, but always be vulnerable enough, and open-minded enough, to have your ideas challenged
· Think of one thing you could say at the start of class – be ready to go at the start of class, be ready with something you can say about the book . . . what it made you think of, how it changed your mind, anything that will lead us into new directions
ATTENDANCE
5. I expect every student to attend every class. In recognition of the unpredictability of life, however, I grant every student one week's worth of absences, no questions asked. Two of any late arrivals and/or early departures count as one absence; however, adjustments will be made for inclement weather situations. Every absence beyond those granted lowers the class participation grade by one letter grade. Any student who misses more than three week's worth of classes should expect to fail the course.
6. Please note that this policy makes no distinction between "excused" and "unexcused" absences. Also, keep in mind that the course meets once per week. Missing a class session means missing three hours of engagement. Students are responsible for arranging to get any handouts, notes, and info. I do not re-teach class sessions. Also, I find that once a student misses a class session, it takes away a portion of their equilibrium for the course—they find themselves lost or confused upon returning. Keep these things in mind when contemplating and absence—especially if the absence can be avoided.
7. Merely coming to class sessions does not equal attendance. Attendance equals physical presence and mental and intellectual engagement. That said, the use of cell phones, surfing the web on laptops, engaging in private conversations with your peers, and the working on other assignments during class time is noticed and documented. Please do not be surprised that such actions do not count as having attended the course session.
Student/Professor Contact
I believe student/professor communication to be one of the key elements in helping students to be successful in their educational endeavors. Thus, please feel free to stop in to see me during my office hours or schedule an appointment to see me during other times if my posted office hours conflict with your class schedule. Similarly, email is a convenient tool through which we can communicate. However, I do not give grades or discuss pressing concerns over email; if you are going to be absent for a class session, do not email me to explain the circumstances. Instead, it is your responsibility to make contact with a classmate or to make contact with me during my office hours to get this information.
GRADING
· In order to do well in the seminar, you must complete all of the course requirements. This includes reading every text.
· Any assignment that is late will be penalized one letter grade increment for each day past the deadline/due date.
It is often assumed that graduate students automatically receive an “A” for the course; such is not the case. Graduate-level students, especially in mixed-level courses, are expected to show leadership. Evidence of leadership entails a demonstration of preparedness and a willingness to share their knowledge with their undergraduate and graduate peers. Graduate students should know how to lead a discussion, ask challenging questions, see material from varying standpoints, be able to challenge themselves as well as their peers’ own set of ideologies. Graduate students go beyond the position of “I do not like the text” or I would not use this text in a classroom because it is inappropriate.” Quality class participation is expected. Such participation includes being prepared for class and demonstrating your preparedness through reflective engagement in the course readings and assignments. Merely speaking in class does not equal active and engaged participation—no matter how much you perceive yourself to have spoken. Instead, engagement with the readings and contributing significant discussion equals active engagement. Please recognize that it is impossible to EARN an “A” for the course without a demonstration of active intellectual engagement with the course materials. Keep in mind that class participation is worth 20% of your course grade. Grades are earned, not negotiated. (See “preparation” section for more details).