1-23-14

As we begin, please respond (in writing) to the following question:

What does it mean to “read” a text?Consider: Did you “read” Divergent? How well did you read it? What were your purposes for reading? What did you “get” from reading? What strategies did you use for this novel that were different from reading, say, a textbook or newspaper?Major classroom question: How can you tell whether (or how well) someone has “read” a particular text, such as an assigned novel?

Preview for 1-23-14

CCSS and YA lit

Vocabulary for discussing lit

Readicide (overview)

Activities using YA books to meet CCSS

Why do we teach literatureto middle-school and high-school students?”

to educate young minds about a variety of subjects

to entertain them

because it’s just what teachers do to help them

understand life lessons

to teach them about themselves

to expose them to different cultures

so they’ll know how to read

to improve vocabulary

to give them problem-solving skills

because we find truth through fiction

to foster a love of readingto help them become better writers

to teach them how to analyze and comprehend

to give them experiences beyond their own community

because it’s in the curriculum

(responses from the previous ENGL 552 class)

Key Ideas and DetailsCCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and StructureCCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and IdeasCCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1

CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

What does it mean to “read” a text?Consider: Did you “read” Divergent? How well did you read it? What were your purposes for reading? What did you “get” from reading? What strategies did you use for this novel that were different from reading, say, a textbook or newspaper?

(Is Divergent a “complex literary … text”? Did you “comprehend [it] proficiently”?)

Which of these goals can weaccomplish with YA lit?

to educate young minds about a variety of subjects

to entertain them

because it’s just what teachers do to help them

understand life lessons

to teach them about themselves

to expose them to different cultures

so they’ll know how to read

to improve vocabulary

to give them problem-solving skills

to find truth through fiction

to foster a love of readingto help them become better writers

to teach them how to analyze and comprehend

to give them experiences beyond their own community

because it’s in the curriculum

Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.

Rather than simply "teaching to the middle" by providing a single avenue for learning for all students in a class, teachers using differentiated instruction match tasks, activities, and assessments with their students' interests, abilities, and learning preferences.

(http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml)

Connections:

Text to Self Text to Text Text to World“Hey, I’ve been there/done that!”

“This is like that other book I read.”

“I think I’ve heard of something like that…”

Premise: Teachers can use YA Lit along with canonical literary texts and a variety of informational texts to teach ELA standards.

So let’s start with a vocabulary for talking about literature…

LiteraryTerms

A shared vocabular

y for talking about books

CONFLICT

•vs. God (or Society)•vs. Nature•vs. Another Person•vs. Self

Initiating Incident

Rising Action

Climax

Falling Action

Denouement

PLOT

Possible points of view (of the narrator):

1. First person (“I”)2. Second person (“You”)3. Third person (“He,”

“She”)-omniscient-limited omniscient-observer

AllusionAssonanceCharacterClimaxConflictConnotationDenotationDenouementDidacticismDissonanceDynamic characterEuphemismExaggerationFalling action

Figurative languageFlashbackFlat characterForeshadowingGenreHyperboleImageryIn media resIronyMotifNarrative hookOmniscientOxymoronParadox

PersonificationPlotPoint of viewProtagonistPunRhythmRising actionRound characterSettingSimileStatic characterSymbolThemeTone

Some More Terms for Discussing Literature

Possible ways to “evaluate” YA books…

…Standard Literary QualitiesPlot ThemeCharacters Point of View Setting Style

…Use of Literary Elementsmetaphor imagery simile personification flashback symbolism foreshadowing hyperbole allusion effective beginningshumor main character as writer

…Choice/Handling of Topicappropriateness of topic for audienceaccuracy/depth of contentbalance of various perspectives

… Audience Appeal

Possible ways to “evaluate” YA books…

…Standard Literary QualitiesPlot ThemeCharacters Point of View Setting Style

…Use of Literary Elementsmetaphor imagery simile personification flashback symbolism foreshadowing hyperbole allusion effective beginningshumor main character as writer

…Choice/Handling of Topicappropriateness of topic for audienceaccuracy/depth of contentbalance of various perspectives

… Audience Appeal

In pairs, using criteria of your own choosing, evaluate Divergent. Be ready to explain your conclusion to us.

Course Description: In accordance with the catalog description, you will “study … literature for the adolescent, including methods of introducing the major literary genres to the secondary school student.”

Listen to several different recordings of “Somewhere Over the Rainbow” and identify the genre of each. Be ready to explain the reason for each identification.

Let’s talk about GENRES . . .

1.

2.

3.

4.

5.

6.

7.

8.

Maynard Ferguson jazz

Swiss Ballroom Orchestra ballroom

Willie Nelson country

Kings Brass big band

Ventures ???

Del Vikings doo-wop

Me First punk (metal?)

Izzy Kamakawiwo’ole Hawaiian

We might classify a piece in a genre based on…

Orchestration (classical, folk, jazz, big band)Tempo / rhythm (disco, reggae, bluegrass)Vocals/ harmonies (doo-wop, barbershop)Distinctive sounds (“Ventures music”)Identity of the performer (Willie does country, not disco)Cultural soundsOther…

A piece might fit within several genresor no identifiable genre,but genre can be a useful way to talk about the piece(especially as it meets or breaks the conventions of the genre).

Major Causes of Readicide:•Schools value development of test-takers more than they value the development of readers

•Schools are limiting authentic reading experiences

•Teachers are overteaching books

•Teachers are underteaching booksReadicide, p. 5

LearningTest Prep

Test Prep & Testing Time

Learning Time

LearningTest Prep

TestPrep Learning

LearningTest Prep

Test Prep

Learning

Schools value development of test-takers more than they value the development of readers.

Schools are limiting authentic reading experiences.

Who chooses your reading material?

To what extent do you use “study questions”?

How do you respond to what you read? (Do you write a paper? take a test?)

Do you ever read (and enjoy) “light reading”? (beach reading? trash reading?)

Why do you read?

What do you get from reading?

If your reading matched your students’ reading, how much would you read?

Reality Check:Reality Check:

What do YOU read, and how/when do you read it?

Schools are limiting authentic reading experiences.

“The reading and writing of our students [is] guided by teachers’ experiences and interests, not those of the learners.

Exemplary Program: Writing Workshop in High School (Clark and Mueller, 69)

Honors IV English Curriculum

Anglo-Saxons: Beowulf, “The Seafarer”

Middle Ages: Medieval ballads, Canterbury Tales, Sir Gawain, Morte’ D Arthur

Renaissance: Sonnets (Petrarchan, Shakespearian, Spenserian), Macbeth,Metaphysical Poetry, Cavalier Poets, King James Bible, Tales of Two Cities

Restoration & 18th Century: Swift, Pepys, Defoe, Johnson

Romantics: Wordsworth, Coleridge, Keats

Victorian Age: TennysonThey need

these works; there’s just no

time for pleasure reading!

Really?

Key Ideas and DetailsCCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Craft and StructureCCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and IdeasCCSS.ELA-Literacy.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)(RL.11-12.8 not applicable to literature)CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

If students don’t see YOU reading for pleasure, why should THEY do it?

Teachers are overteaching books.

Readicide Factor: The Overanalysis of Books Creates Instruction That Values the Trivial at the Expense of the Meaningful

Readicide Factor: The Overteaching of Academic Texts Is Spilling Over and Damaging Our Students’ Chances of Becoming Lifelong Readers

When was the last time you “slogged through to the end” of a book because you felt obligated to do so?

If you did so, what did you learn?

What “collateral damage” might occur to studentsin such situations?

Teachers are underteaching books.

Too muchis not good . . .

. . . but too little is also

not good.

So how much instruction do students need?

What’s the point of our instruction?

What’s the point of our instruction?

How can we accomplish these goals without “killing” the books?

Key Ideas and DetailsCCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and StructureCCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and IdeasCCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Let’s look at some ways to USE these books (rather than KILL them)…

CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

What’s the point of view?

What’s the verb tense, and what effect does it have?

What does the last sentence of the first paragraph do to us?

Considering that the speaker’s mother is “not so beaten-down,” what can we infer about her life?

What does the author tell us about the speaker?

What do we know (or what can we infer) about the speaker? How do we know?

Key Ideas and DetailsCCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and StructureCCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Integration of Knowledge and IdeasCCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Dauntless

(Brave)

Erudite(Smart)

Abnegation(Selfless)

Amity(F

riend

ly)Candor

(Truthful)

FACTIONS

How does each faction contribute to “the greater good” of society?Are the factions a good idea? Why or why not?

Key Ideas and DetailsCCSS.ELA-Literacy.CCRA.R.3  Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and StructureCCSS.ELA-Literacy.CCRA.R.6  Assess how point of view or purpose shapes the content and style of a text.

Range of Reading & Level of Text ComplexityCCSS.ELA-Literacy.CCRA.R.10  Read and comprehend complex literary and informational texts independently and proficiently.

Trace the development of Tris (or another character) throughout the novel. What specific events lead to some kind of change, and why?(paper, bullet points, discussion)

Describe each faction from the point of view of a member of that faction AND from the point of view of a member of another faction.(definition, vignette, drama, parody, poster)

What comment might Roth be making about society and how it works? (Or is she making a comment – rather than, say, just telling a good story?) Justify your answer.(paper, speech, debate)

How else might you address these standards – without making your students hate the book?

How does Divergent compare with 1984, Anthem, Fahrenheit 451 and other “traditional” dystopian novels?• What’s the point of teaching those novels?• Which of those goals could you meet with a YA dystopia?• What might you gain or lose with a YA novel?• How might you use YA and traditional dystopian novels?

…and your first “book club” selection.