CSE 555/LS 522/EN 500

INTERIM TERM, 2006

COURSE SYLLABUS

Course Title:	Young Adult Literature
Course Number:	CSE 555/LS 522/EN 500
Credit Hours:	Three Semester Hours
Location & Time:	The Gadsden Center
	Interim Term
Instructors:	Dr. B. Joyce Stallworth
Office:	201 Carmichael Hall
Telephone Number:	(205)348-1415
Email & Web Site	jstallwo@bamaed.ua.edu http://www.bama.ua.edu/~jstallwo
Office Hours:	Thursday and Friday: 4-5 p.m. Saturday: 7-8 a.m.
Meeting Dates:	April 27; May 4-6; May 11; May 18-20; May 25

Course Description

CSE 555/LS 522/EN 500 is intended to be an exploration of the issues and themes prevalent in young adult literature and how this literature can affect young readers. Reading young adult literature in the classroom can make students more understanding of themselves, their peers, their parents and other adults, and their world. Therefore, the primary purposes of the course are 1) to provide an opportunity for us to study and reflect on the rationale, goals, objectives, and samples of good adolescent literature and 2) to engage us in developing instructional theories and practices that will help us integrate quality young adult literature into the middle and high school curriculum.

Conceptual Framework

Preparation of Professionals as Reflective Practitioners and Ethical Decision Makers: Experiences in academic programs are devoted to developing individuals' understanding of knowledge construction, learning, pedagogy, and responsible professional practice in the contexts of education. The University of Alabama's College of Education seeks to prepare professionals who value and demonstrate reflective practice and ethical decision making through respecting diversity, honoring difference, and promoting social justice.

Course Methods

The course will entail some lecture. However, most of the time, students will work cooperatively to explore topics, methods, and perspectives for teaching contemporary young adult literature in today's secondary classroom. Class discussions and demonstrations will occur often.

Course Texts and Readings

Donelson, K. & Nilsen, A. (2005). Literature for Today’s Young Adults, 7^th edition. NY: Allyn & Bacon, Inc.

Voigt, C. (1982). Dicey’s Song. NY: Fawcett Juniper.

Other Materials

Self-Selected Novels from Reading List

Various Articles

Videotapes (in class)

Audiotapes (in class)

Objectives

1.	Students will have the knowledge of current trends and issues in teaching young adult literature.
2.	Students will have the ability to design curricula that integrates young adult literature.
3.	Students will have the knowledge of classic and contemporary young adult literature and easy-reading fiction and non-fiction at levels appropriate to individual readers.
4.	Students will demonstrate the ability to create a print- and language-rich classroom that fosters all aspects of literacy.
5.	Students will demonstrate the ability to model reading and writing as valuable lifelong activities.
6.	Students will demonstrate the ability to use a variety of literary genres including culturally diverse literature.
7.	Students will demonstrate the ability to read to students and lead discussions about what was read.
8.	Students will demonstrate the ability to provide extensive practice in guiding students to choose and read appropriate texts in a variety of genres.

Attendance, Assignment Policy, and Make-up Policy
Class attendance is mandatory. I expect you to be on time and prepared for each class, participate in all class discussions, complete readings promptly, and complete all assignments correctly and promptly. Your class participation points are determined by your attendance and your participation in course activities. The responsibility of attending class belongs to each student, and each student is responsible for all information from each class session.

Because of the weekend format, you may not miss a single Saturday. After one Thursday or Friday absence, 10 points will be deducted from the final grade. Three tardies will be counted as one absence. There will be one makeup date scheduled for those who have a valid reason for missing a section of a class period.

Assignments are due at the beginning of the class period for which they are listed on this syllabus. As the general rule, there is no make-up policy for missed assignments. However, students may turn in late work for examination, but ten points will be deducted for each day beyond the due date that the assignment is late (including weekend days).

Quality of Written Assignments
All assignments require that students submit coherent, logical, and carefully edited prose. All work is to be word processed in the APA style. The newest edition is the 5^th edition, August 2001. Use spell check and proofread.

The University of Alabama Policy on Academic Conduct
"All acts of dishonesty in any work constitute academic misconduct. The Academic Disciplinary Policy will be followed in the event of academic misconduct."

Statement of Equal Treatment and Disabilities
The instructor and students in this course will act with integrity and strive to engage in equitable verbal and non-verbal behavior with respect to differences arising from age, gender, race, physical ability, and religious preferences.

If you are registered with the Office of Disability Services, please make an appointment with the instructor as soon as possible to discuss any course accommodations that may be necessary. If you have a disability but have not contacted the Office of Disability Services, please call 354-5175 or visit Osband Hall to register for services.

Evaluation of Objectives/Grade Determination

Students will meet the objectives stated above and demonstrate their competency by completing the following assignments:

Assignment Meaningful Participation Interview: YA Reader Personal Literacy Paper YA Author Study Poster Book Annotations Book Talks Major Project Presentation: Major Projects Final Reflections Total Possible Points	Due Date Continuously 5/4 5/6 5/18 & 19 5/25 As Scheduled 6/9 5/20 5/25	Points 25 25 20 30 30 40 20 25 20 235
Grading Scale (Total Points) A+ (227-235) A (218-226) A- (211-217)	B+ (204-210) B (195-203) B- (188-194)	C+ (180-187) C (171-179) C- (164-170)

Explanations of Assignments

Young Adult Author Study Poster

You should complete this in pairs. Your poster should be a tri-fold that details your author with information such as the following: author’s background, training as a writer, novels written, published reviews, awards the author has received, etc. Make your poster interesting, creative, and inviting. For examples, click Author Posters.

Personal Literacy History Paper
Because it is helpful to analyze your own literacy experiences as you influence your students’ development, you will write a personal literacy history in which they reflect on your own academic and personal literacy experiences, specifically those that pertain to reading and writing. Did your parents read to you? Do you remember a crucial moment when you suddenly became a reader? What book(s) most influenced you? What experiences most impacted your overall literacy development?

Book Annotations and Book Talks

1. We will all read (and/or listen to unabridged audiotapes) ten contemporary young adult novels from the reading list below that you have NOT previously read. You must compose annotations for FIVE of these novels that would inform other teachers/librarians looking for books to use in their classrooms/libraries. Include a list of the other five that you read with a one or two sentence annotation (similar to the New York Times booklist annotations):

THE FIVE PEOPLE YOU MEET IN HEAVEN by Mitch Albom. An old man who died while trying to rescue a little girl from danger discovers that all will be explained to him in the afterlife.

Note additional guidelines for some of the choices on the list.

2. Discuss possible uses, list awards the novel has won, censorship issues, brief plot summary, genre, character list, personal reflection, etc. Turn in hard copies of your annotations. These annotations should be in the form of the sample included at the end of this syllabus.

3. You must choose two annotations to share with the class during scheduled booktalks. You will share one booktalk and two written annotations with the class (one of the written annotations will be the novel you booktalk). Make enough copies for the class when you present the one that you have chosen for the oral book talk (and the one additional written annotation for the class). Sign up for the oral booktalk on the first night of class.

4. Each book talk should be a three to five minute INTERESTING and CREATIVE presentation of the two books you present. You should discuss the book’s major themes, insights you gained from reading it, feasibility for teaching, your reaction, and other issues you deem important. DO NOT give us boring plot summaries. Consult the textbook for guidelines for presenting excellent book talks. Click Book Talk Picture to see an interesting and creative example.

Reading List

I. Read one title from any TWO of the following authors:

Gary Paulsen Robert Cormier Lois Duncan Lois Lowry Francisco Jimenez Walter Dean Myers Robert Lipsyte Elie Wiesel Rita Williams-Garcia Pam Munoz Ryan Jacqueline Woodson Caroline B. Cooney Karen Cushman

Annette Klause Mildred Taylor Gary Soto Julia Alvarez Chris Crutcher Cynthia Voigt (other than Homecoming & Dicey’s Song) M.E. Kerr Han Nolan Virginia Euwer Wolff Joyce Carol Oates Avi Virginia Hamilton Chris Crowe

II. Read any SIX from the following sources: (1) Newbery Award or Honor Book from the 2006 - 1996 lists (http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/newberymedal/newberyhonors/newberymedal.htm#00s)) or (2) the ALA 2006 - 1996 Top 10 Best Books for Young Adults. The lists can be accessed at (http://www.ala.org/ala/yalsa/booklistsawards/bestbooksya/bestbooksyoung.htm)

III. Choose TWO of the following:

A. Read a contemporary young adult novel that would appeal to the modern male teen. Discuss whether or not you agree with this statement from Robert Lipsyte: "I think boys don’t read as much as we’d like them to because (1) current books tend not to deal with the real problems and fears of boys, and (2) there is a tendency to treat boys as a group . . . which is where males are at their absolute worst. . . . instead of as individuals who have to be led into reading secretly and one at a time."

B. Read a contemporary YA novel with a female as a main character. How is the girl portrayed? How will girls ages 12 - 18 react to it? Why or why would you not teach this book in a whole class setting?

C. Listen to an unabridged YA award-winning novel on tape. Would students enjoy books on tape? Why or why not? What are the benefits and challenges of using audio books with secondary students?

D. Read a graphic novel. What is the special appeal of this genre to teenagers? (You will hear about graphic novels in class.)

E. Read a biography or autobiography for young adults. Use the suggestions in our text.

F. Read a book from either the science fiction or fantasy genre. Use the suggestions in our text. What is the special appeal of the genre to some teenagers?

For a total of TEN novels read: FIVE complete annotations & five short annotations

Information for the Collaborative Project

This most important assignment is an opportunity for you to be engaged in an activity that will most benefit you as an in-service teacher or librarian. You will work with a partner(s) to create a YA project. Below are some ideas you might want to consider. They are only brief descriptions. After you and your partner(s) select one of them or design a comparable project, we can talk so that the details of the project can be developed. I only ask that you choose and develop a project which (1) reflects a high level of professionalism and (2) will be useful to you as a teacher of English/language arts or librarian. Do not repeat a project that you have previous completed.

Possibilities

1. unit plan 10-page overview using one or a combination of the following approaches and reflecting your understanding of approaches to using YA literature:

Multicultural	Historical period
Topical	Genre
Issue	Archetypal/mythic
Thematic	Regional

· The unit should cover about four weeks in duration

· You are only presenting an overview which should contain unit objectives (matched to the AL Course of Study); descriptions of content, learning activities, etc., description of assessment methods; and resources.

2. 10 additional annotations of YA literature: novels, short stories, or audiotapes (at least five must be novels or unabridged audiotapes) that are recognized (e.g., award-winning or appearing in recognized collections); preferably arranged around a theme or subject.

3. A manuscript introduction and outline (about 6-8 pages) focusing on an important problem/issue related to the teaching of YA literature for submission to a recognized journal; consult journals like the English Journal, the ALAN Review, and the Journal of Adolescent and Adult Literacy for manuscript guidelines.

4. Administration of a reading inventory for young adults; include a statement of purpose, findings, conclusions, and recommendations; administer to at least 30 students (I have several inventories).

Project Presentation

Your 15-minute presentation should illuminate what you did, why you did it, what you learned, etc. as appropriate to the nature of your project.

Guidelines for the Interview

1. Interview a young adult (between 12-18) about his/her reading habits.

2. Include such questions as the following: (these are in no particular order; adjust them as you deem appropriate)

a.	How often do you read for pleasure?
b.	What do you read for pleasure? (e.g., magazines, newspapers, etc.)
c.	Do you like to read in school? Why/why not?
d.	What activities do you enjoy during your leisure time?
e.	What are your favorite novels or short stories?
f.	Do you consider yourself a good reader? Why/why not?
g.	What kinds of reading materials do you have at home?
h.	What reading materials do your parents/guardians routinely read?
i.	What kinds of subjects or topics do you like to read about?
j.	Do you consider reading important? Why/why not?
k.	How often are you assigned reading tasks in school? In what courses?
l.	OTHERS

3. Limit your interview to no more than 20 minutes.

4. Use a young adult other than your own child.

5. Your word-processed summary (not a transcript of the interview) should be two to three pages. Include insights you gained from the interview.

Final Reflections

We will respond to group developed questions representative of issues we have considered throughout the course. This will be a writing activity on the final night of class. You may use notes, readings, texts, etc.

Course Content

(Chapters and articles are to be read by the date listed).

Date Topic

4/27	Introductions Explanations Project Selections (Tentative) Discussion: Chapter 1 (read in class) Why use YA literature? Robert Cormier on YA Literature (audiotape)
5/4	10-Minute Sustained Silent Reading (SSR) Discussion: Chapter 2 “YA Authors Insights About the Art of Writing” “It’s the THAT, Teacher” Interview Summary Due
5/5	10-Minute Sustained Silent Reading (SSR) Discussion: Chapters 10 & 12 “Using Graphic Novels” “Graphic Novels for (Really) Young Readers” “Filth and Pure Filth” Audiotape: “YA Literature: It’s Not Just Novels Anymore”
5/6	10-Minute Sustained Silent Reading (SSR) Discussion: Chapters 3 & 4 “A Character. . . . by Robert Cormier” “Priority Male” “Bold Books for Innovative Teaching” Watch Homecoming Brainstorming, Sharing, and Reading Preview Dicey’s Song (complete reading by 5/11) Video Clips: Censorship Using Multicultural Literature “It’s Not on the List…” Work on Assignments Personal Literacy Paper Due
5/11	Online Discussion Among Small Groups [no class meeting] Chapter 5 Teaching Ideas: Books Read Thus Far Teaching Ideas for Dicey’s Song Reflections: Choosing Quality YA Novels Censorship Using Audiotapes, Videotapes, Etc. Using Technology
5/18	10-Minute Sustained Silent Reading (SSR) Discussion: “Talking It Up” Chapters 6 & 7 “Black Women Writers and Science Fiction” “In Defense of Harry” “Teaching Fantasy” YA Author Study Poster Due
5/19	Discussion: Chapters 8 & 9 “Some Teens Prefer the Real Thing: The Case for Young Adult Nonfiction” “Sports Literature for Young Adults” “Question Authority” Book Talks Reflections: Valuing Diversity in YA Literature Justifying the Use of YA Literature Pairing YA and Traditional Literature Finding Resources YA Author Study Poster Due
5/20	Discussion: Chapter 11 “Reading to Kids Who Are Old Enough to Shave” Book Talks Presentations of Major Projects

5/25	Final Reflections Due by 10 p.m. [no class meeting] Book Annotations Due (all 5 stapled together [and the short annotated list of the other five] or emailed together)
6/9	Major Projects Due [no class meeting]

Sample Annotation

1. The novel cover is NOT required.

2. Do not misspell “Newbery.” There is only one “r.”

3. Follow the example so that the annotations will be uniform.

Title:	When Zachary Beaver Came to Town
Author:	Kimberly Willis Holt
Publisher and Date:	Dell Yearling, 1999
Reading Level:	5.3
Interest Level:	Grades 6 – 9
Genre:	Problem Novel
Awards:	National Book Award ALA 2000 Top 10 Best Books for Young Adults
Main Characters:	Toby, Cal, & Zachary
Setting:	Antler, Texas, 1971
Censorship Issues:	Responses to Obesity and Religion
Major Themes:	Friendship, Physical Challenges, Maturity

Brief Summary:

Zachary Beaver, “the fattest boy in world,” arrives in Antler as a side-show attraction during the summer of 1971. Toby, the 13 year old narrator, gives readers an inside glimpse into Zachary’s world, the eccentric characters in his small town, and his own struggles to cope with life’s difficulties including his mother’s decision to leave Antler to pursue a singing career.

Toby had spent his summer working, hanging around with Cal, and chasing Scarlett, “the girl of his dreams.” This all changes when Zachary comes to town and develops a curious friendship with Toby and Cal. And, in the process of helping Zachary get baptized, Toby’s life is transformed. He states, “Zachary smiles, and I wonder if he’s feeling different. Because standing out here waist deep in Gossimer Lake, next to my best friend, I’m feeling different – light and good and maybe even holy.”

Classroom Uses:

Told in first person presence tense, this is a simple story on the surface; however, the plot is multi-layered and vacillates between tragedy and humor. The story ends optimistically, but the protagonist’s problems are far from being resolved. The novel would be good as a read aloud or individual reading in the language arts classroom and the social studies classroom.

Personal Reflection:

Toby and Cal’s friendship was tested and then slightly redefined after the death of Cal’s older brother Wayne in Vietnam. Young adults, especially boys, can learn from their catharsis as a result of many events including Wayne’s death, their friendship with Zachary Beaver, and Toby’s mother’s absence. The novel is good for several reasons, most specifically as an example of a young man maturing and gaining a greater appreciation for the complexities of life.

Reviewed By: B. Joyce Stallworth