University of New Haven ED 630S READING AND ADOLESCENT LITERATURE Winter Trimester 2012 Sections 01 and 02 Patricia G.

. Maiorino Office: Saw Mill Road, Room 123 203-479-4524 pmaiorino@newhaven.edu Dr. Ian OByrne Office: Saw Mill Road, Room 122 203-479-4272 wiobyrne@newhaven.edu Monday: 2:00-5:30 Tuesday: 2:00-5:30 Wednesday: 12:00-2:00 Additional times by appointment

Office Hours: Monday: 2:00-4:00 Office Hours: Tuesday: 2:00-5:00 Wednesday: 2:00-4:00 Additional times by appointment

COURSE DESCRIPTION: This course provides knowledge of young adults publications; introduces students to the wealth of literature available for young readers and its potential for enhancing classroom instruction. Selection of interesting and well-written materials based on knowledge of human development to motivate, expand, and diversity instruction. 3 credits COURSE OBJECTIVES: 1. Teacher candidates will become familiar with a wide variety of adolescent literature and related instructional resources. CCCT1: I.1,3; INTASC2: 1; UNH3: a ,b 2. Teacher candidates will learn the characteristics of various genre. CCCT: I. 4; INTASC: 1; UNH: a 3. Teacher candidates will be able to recognize and select well-written, well-illustrated, and developmentally appropriate literature for adolescents. CCCT: II. 1,2; INTASC: 1,2; UNH: a, b, c, h 4. Teacher candidates will identify appropriate sources for adolescent literature. CCCT: I. 1,2,4; INTASC: 1,2,6,9; UNH: a, b, j 5. Teacher candidates will explore classroom application for different types of literature. CCCT: II. 1,2,4,6; INTASC: 1,2,4,7; UNH: a, b, e 6. Teacher candidates will understand the value and diversity of student abilities, cultural backgrounds, and language as critical components in planning for instruction. CCCT: I. 1,2,5,6, II. 1,2,3,4,5,6; INTASC: 3,4; UNH: g, h 7. Teachers will understand the importance of helping adolescents become strategic readers, writers and learners. CCCT: I. 2,3; II. 1,2,3,4; INTASC: 1,2,3,4,5; UNH: b, c, d, e REQUIRED TEXTS:
1 CCCT: Connecticuts Common Core of Teaching 2 INTASC: Interstate New Teacher Assessment and Support Consortium 3 UNH: See the attached UNH Education Department Table of Candidate Proficiencies"

Beers, Kylene. (2003). When Kids Cant Read What Teachers Can Do. Portsmouth, NH: Heinemann. Burke, Jim. (2000). Reading Reminders. Portsmouth, NH: Heinemann. Philbrick, Rodman. (1993). Freak the Mighty. New York, NY: Scholastic. RELATED REFERENCES: Burke, Jim. (2001). Illuminating Texts. Portsmouth, NH: Heinemann. Burke, Jim (2002). Tools for Thought: Graphic Organizers for Your Classroom. Portsmouth, NH: Heinemann. Carter, James Bucky (ed). (2007). Building Literacy Connections with Graphic Novels. Urbana, IL: NCTE. McCloud, Scott. (1993). Understanding Comics The Invisible Art. New York, NY: HarperPerennial. Tovani, Chris. (2002). I Read It, But I Dont Get It. Portland, ME: Stenhouse Publishers. Wilhelm, Jeffrey D. (2008). You Gotta BE the Book. Urbana, IL: NCTE. WEBSITES: American Library Association: www.ala.org The International Reading Association, National Council of Teachers of English, and Marco Polo Education Foundation Standards, lesson plans, links to other resources: www.readwritethink.org State Reading and English Language Arts Standards: www.state.ct.us/sde choose curriculum then language arts for the following documents: Common Core State Standards, English Language Arts (ELA) 2006 Connecticut English Language Arts Curriculum Frameworks Connecticut Blueprint: Learning and Literacy in the Content Areas Beyond the Blueprint: Literacy in Grades 4-12 and Across the Content Areas

Wiki Address: unh-ed630.wikispaces.com

Tentative Schedule

Session

Topic

Assignment

Course Objectives

January 3

Course Expectations; Overview of Assignments (YA Author presentations) Info on Blogs and Wikis

CO # 1, 2

January 10

What is Adolescent Literature? Beers Ch 2, Young Adult Author Creating Independent Presentations Readers; English Language Learners Pairing YA and Classical Literature Explicit Instruction in Comprehension YA Literature types; Making an Inference YA Literature types; Pre-Reading Strategies Multicultural Literature; During Reading Strategies YA Literature types; After Reading Strategies Author presentations contd. Beers Ch 4 Beers Ch 5 Beers Ch 6 Beers Ch 7, Pre-reading lesson plan Beers Ch 8, Multicultural title During Reading Lesson Plan Beers Ch 14, Free Choice - After Reading Lesson Plan Beers Ch 9, Outline of YA and Classical Pairing Unit Plan Presentations Unit Plan Presentations contd. Annotated Book List Book Talk

CO # 6, 7

January 17 January 24 January 31 February 7 February 14

CO # 1, 2, 5, 6, 7 CO # 6, 7 CO # 1, 2, 5, 7 CO # 1, 2, 3, 5, 7 CO # 1, 2, 3, 6, 7

February 21

CO #1, 2, 5, 6, 7

February 28

Selecting Reading Materials; Evaluating YA Literature Creating Annotated Book Lists; Vocabulary Strategies Selling Books; Graphic Novel Nonfiction; CAPT Wrap up

CO # 3, 4

March 6

CO # 1, 2, 3, 4, 5, 6, 7 CO # 1, 3, 4, 5 CO # 1, 2, 3, 4, 5, 6, 7 All COs

March 13 March 20

March 27

COURSE REQUIREMENTS: A. Blogs: 10%

B. Unit Outline: Title to be determined (Group Project and Presentation) 20% (Hard copy of unit; 1 page handout on wiki) C. Lesson Plan*: Freak the Mighty - grades 6-8 (Pre-reading Strategy) 10% (email as Word document) D. Lesson Plan*: Adol. Lit. Multicultural Novel grades 9-10 (During Reading Strategy) 10% (email as Word document) E. Lesson Plan*: Free choice Young Adult Novel grades 11-12 (After Reading Strategy) - 10% (email as Word document) F. Outline of a Young Adult and Classical Pairing 15% (email as Word document) G. Annotated Book List 10% (email as Word document) H. Book Talk 5% (post on wiki) I. Author Presentation 5% (1 page handout on wiki)

* One of the 3 lesson plans will require a demonstration lesson of a reading strategy. This lesson plan and presentation will be worth 15% ** 5-10 points will be deducted from assignments as a penalty for spelling, sentence, and grammar errors. Students are allowed to rewrite lesson plans that earn a grade below B+. Rewrites must be accompanied by the original lesson plan and rubric. The rewritten plan is due 2 weeks following the class in which the plan was returned. Rewrites may earn a maximum grade of B+. University of New Haven Graduate Course Grade Scale: A: superior work AB+ B: above average work B-: average work students who fall below this grade are required to repeat the course as per UNH Graduate School policy C+ C CF

Attendance: On-time attendance is required for all class sessions. You cannot make up discussions and analyses for which you were not present. More than one missed class will result in a lower course grade. Missing more than three classes will result in a failing grade for the course. If you have serious extenuating circumstances, see me immediately.

Due Dates: Assignments are due at the beginning of the class. Late assignments will be accepted up to one class period after the due date with a 10 point penalty. No credit will be given to assignments after one class period. If you have a good reason for needing an extension, you must speak with me before the assignment is due. Student Code of Conduct: Students are expected to uphold the rules outlined in the UNH Student Code of Conduct http://newton.newhaven.edu/students/booklet.pdf. Students who attempt to cheat or turn in another person's work as their own will receive a zero on that assignment or test and may result in a failing grade in the course. University policy will be followed. Student Disability Statement: Students with documented disabilities are encouraged to share, in confidence, information about needed specific course accommodations. Students with documented disabilities are also encouraged to make individual appointments with the Director of Disability Services & Resources, Ms. Linda Copney-Okeke, who can be reached by phone 203.932.7331 or by email: lcopney-okeke@newhaven.edu so that you can be informed of the full range of student services available at the University.