Professional Development

Presentation
Olivia Dougherty
LIST 5354
Multicultural Childrens Literature
University of Texas in Arlington
Academic Honor Statement
I have read and understand the UTA Academic Honesty clause as
follows. Academic dishonesty is a completely unacceptable mode of
conduct and will not be tolerated in any form at The University of
Texas at Arlington. All persons involved in academic dishonesty will
be disciplined in accordance with University regulations and
procedures. Discipline may include suspension or expulsion from the
University. Academic dishonesty includes, but is not limited to,
cheating, plagiarism, collusion, the submission for credit of any work
or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed
to give unfair advantage to a student or the attempt to commit such
acts.

(Regents

Rules and Regulations, Part One, Chapter VI, Section
3, Subsection 3.2., Subdivision 3.22).
Further, I declare that the work being submitted for this assignment is
my original work (e.g., not copied from another student or copied
from another source) and has not been submitted for another class.
Olivia Dougherty
May 4, 2014
Introduction

Topic: Self-Discovery and Self-Acceptance
The metaphors of mirrors, windows, and doors permeate
the scholarly dialogue of multicultural childrens
literature

because literature can authentically mirror or
reflect ones life; look through a window to view someone
elses world; and open doors offering access both into and
out of ones everyday condition

(Botelho

& Rudman)

Objectives:
TWBAT list multicultural books for adolescents that fall
under the thematic focus of self-discovery and self-

acceptance
TWBAT describe effective implementation strategies for
this kind of literature in the classroom

Evaluation:
Classroom visits and observations

Method of Analysis:
Short answer questions on GoogleDrive
Objective #1
TWBAT list multicultural books for
adolescents that fall under the
thematic focus of self-discovery and
self-acceptance
Sreenivas

writes, Childrens literature
carries the historical burden to teach
appropriate bourgeois values to children,
combing delight with instruction

(p. 321).
Paired with canonical literature
Pam Muoz

Ryans Esperanza
Rising
Self Discovery in
Times of Hardship
Quote Analysis:
Miguel
Changes in
perspective of Miguel
Paired with: To Kill
a Mockingbird
Sherman Alexies

The Absolutely
True Diary of a Part-Time Indian
Challenges in Self-

Acceptance from
Outside Forces
If you let people
into your life a little
bit, they can be
pretty damn
amazing
Paired with: Romeo
and Juliet
Grace Lins The Year of the Dog: A
Novel
Addressing the Basic
Questions of Self-

Acceptance
What is the culture of
my community?
What is my culture?
Can I merge the two?
Paired with: Fish
Cheeks
Marina Budhoss

Ask Me No
Questions
Addressing Ones
Community in Self-

Discovery
What is home?
Where do I belong?
Paired with:
Informational Texts
Objective #2
TWBAT describe effective
implementation strategies for this
kind of literature in the classroom
Botelho

and Rudman (2009) write,
Resistance is active questioning; it is the
quintessential power construct of
poststructuralism

(p. 118).
Potential Projects
Multi-genre writing
http://writing.colostate.edu/gallery/multigenre/i

ntroduction.htm
http://writing.colostate.edu/gallery/multigenre/t

oc.htm
Instagram
Power of hashtags!
@englishatcano
iMovie
http://m.youtube.com/watch?feature=em-

upload_owner&v=Io0EOkH-

Ius&desktop_uri=%2Fwatch%3Fv%3DIo0EOkH-

Ius%26feature%3Dem-upload_owner
Conclusion
Reflection
Think-Pair-Share: What novel do you plan on
using in your classroom? Why?
Major Take-Aways
Share Out: What products can you anticipate your
students could create based on the novel you
chose?
Why is multicultural literature important for our
students

path toward self-discovery?
Evaluation
GoogleDoc
Bibliography

Alexie, Sherman. (2007). The absolutely true diary of a part-

time Indian.

Illus. Ellen Forney. NY: Little, Brown and
Company.

Botelho, Maria Jose, and Mash Kabakow

Rudman. (2009).
Critical multicultural analysis of childrens literature. NY:
Routledge.

Budhos, Marina. (2006). Ask me no questions. NY: Atheneum

Books for Young Readers.

Collier, Bryan. (2000). Uptown. NY: Henry Holt and Company.

Deedy, Carmen Agra. (2007). Martina the beautiful cockroach.
Illus. Michael Austin. Atlanta: Peachtree.

Lin, Grace. (2006). The year of the dog: a novel. NY: Little,
Brown and Company.

Ryan, Pam Muoz. (2000). Esperanza rising. NY: Scholastic.

Say, Allen. (1999). Tea with milk. Boston: Houghton Mifflin.

Sreenivas, Deepa

(2013). Telling different tales: possible
childhoods in childrens literature.
Webliography

http://writing.colostate.edu/gallery/multigenre/introduction

.htm

Multi-genre writing is a great alternative to the typical literary
analysis papers. This link is certainly worth checking out!

http://www.readwritethink.org/classroom-resources/

Read Write Think is filled with numerous documents that can
aid those who need a variety of support. Not only does the site
boast lesson plans, videos, and activities, it also allows one to
see the clear connection from theory to practice. Socratic
Seminars can be benficial

in discussion texts that are so
personal such as theses

https://my.avid.org/login.aspx?ReturnUrl=%2fdefault.aspx

The MY AVID portal provides useful resources to print and
implement in the classroom immediately. Resources include, but
are not limited to, rubrics, presentation, packets, videos, etc.

Though the site requires registration, the education program
addresses college readiness from elementary to high school.

http://www.pinterest.com

Pinterest

is always great to scope out interesting trends in
education as well as pedagogical strategies.