1. If you haven’t started a reading log yet, please do so…
If you haven’t started a reading log yet, please do so…

2. Understanding Your Students as Readers
ONE SIZE FITS ALL
Understanding Your Students as Readers

3. Different Mental Processes; Different Kinds of Readers
(based on Carl Jung’s personality theory)
Sensing perception
Intuitive perception
Attends primarily to sensory data; collects data systematically; relies on rules and experience for collecting data
Attends more to patterns & impressions than to “facts”; data collection method may seem haphazard; follows hunches

4. Different Mental Processes; Different Kinds of Readers
(based on Carl Jung’s personality theory)
Thinking judgment
Feeling judgment
Bases decisions on “objective” criteria
Bases decisions on personal values

5. Mental File Systems (Sensing/Thinking)
Model-Makers (Intuitive/Thinking)
The mind works as a computer with an elaborate filing system. They want clean data, retrieved exactly as it was filed. They work best with unambiguous facts that fit into neat categories, and might sometimes oversimplify data to force it into neat categories.
They approach things globally and objectively, using mental models or blueprints to organize ideas and stay oriented in daily life. Experiencing life before conceptualizing it might seem awkward to them.
Relying on Experience (Sensing/Feeling)
Oceanic Minds (Intuitive/Feeling)
Everything is validated in personal, practical, daily life experience. They develop rules based on their experiences, then are guided by those rules—rules they know work, because they have been proven to work.
They view everything as connected to everything else. The mind is like an ocean, with important data swimming near the surface; when no longer needed, they swim away. Recall works through association, sometimes retrieving the desired thing, but sometimes retrieving something else that works about as well.
adapted from Gordon Lawrence, People Types & Tiger Stripes (CAPT, 1993)

6. For Intuitive Students: For Thinking Students:
For Sensing Students:
For Intuitive Students:
Hands-on materials
Careful, thorough coverage, with no skipping
Knowing exactly what is expected
Immediately using their skills
Using memory for details
Starting with the big picture
Options to choose & to jump around according to insights/associations
Tackling new skills
Using language skills to learn
For Thinking Students:
For Feeling Students:
Logical materials & activities
Logically organized classrooms
Interesting problems to analyze
Freedom from emotional distractions
Subject matter to care about
Appreciation for the person, not just for the work produced
Friendly classroom
adapted from Gordon Lawrence, People Types & Tiger Stripes (CAPT, 1993)

7. Test it on your own pulses…
Describe—in writing—the way you read a book. (Do you read the same way for work as for pleasure? Difficult material and easy material?) Be prepared to read your description aloud.

8. Genre: Contemporary Realistic Fiction / Problem Novel
Character: “regular” people, often lower class
Setting: difficult living situation
Language: colloquial (often with profanity & bad grammar)
Content: problems/challenges faced by teens
Attitude: goal is to allow vicarious experience (rather than, say, to provide instruction in manners and morals)
What place to these novels have in the classroom?

9. Genre: Contemporary Realistic Fiction / Problem Novel

10. Genre: Romanticism counterbalance to realism (happy endings)
generally involves a quest/leaving home
protagonist undergoes trials, but prevails
extreme sufferings (nightmare quality)
unlikely successes (happy daydream quality)

14. What is our responsibility with respect to what students read
from the class or school library?
How to we choose
which books to TEACH
to the whole class or to small groups?

15. Reality check: works you might be told to use…
FDHS, 9th grade
- Card: Ender’s Game
- Dickens: Great Expectations
- Dramer: Romiette and Julio
- Finn: Breaking Point
- Gibson: The Miracle Worker
- Grimes: Bronx Masquerade
- Hamilton: Mythology
- Hickam: October Sky
- Homer: The Odyssey
- Lee: To Kill a Mockingbird
- Lipsyte: The Contender
- Philbrick Last Book in the Universe
- Shakespear Romeo and Juliet
- Spinelli: Stargirl
- Steinbeck The Pearl
- Townsend: Secret Diary of Adrian Mole
FDHS, 10th grade
- Anaya: Bless Me Ultima
- Bradbury: Fahrenheit 451
- DuBois: The Souls of Black Folk
- Frank: Alas Babylon
- Gaines: Autobiography of Miss Jane Pittman
- Guy: Friends
- Hesse: Out of the Dust
- Knowles: A Separate Peace
- Lowry: The Giver
- Myers: Monster
- Potok: The Chosen
- Rand: Anthem
- Remarque: All Quiet on the western Front
- Rose: Twelve Angry Men
- Salinger: Catcher in the Rye
- Shakespeare: Julius Caesar
- Weisel: Night

16. Reality check: works you might be told to use…
FDHS, 11th grade
- Conroy: The Water is wide
- Fitzgerald: The Great Gatsby
- Gaines: A Gathering of Old Men
- Hansberry A Raisin in the Sun
- Hawthrone: The Scarlet Letter
- Hemingway: The Old Man and the Sea
- Lawrence/Lee: Inherit the Wind
- Miller: The Crucible
- Myers: Fallen Angels
- Steinbeck Of Mice and Men
- Twain: The Adventures
- Cather: My Antonia
- Crane: The Red Badge Of Courage
- O’ Brien: The Things They Carried
- Wharton: Ethan Frome
- Williams: The Glass Menagerie
FDHS, 12th grade
- Benitez: A Place Where the Sea Remembers
- Bronte: Wuthering Heights
- Christie: And The There Were None
- Doyle: The Hounds of the Baskerviles
- Golding: Lord of the Flies
- Orwell: 1984
- Shakespeare: Macbeth
- Shelley: Frankenstein
- Swift: Gulliver’s Travels
- Uchida: The Picture Bride
- Wilde: The Picture of Dorian Gray

17. Reality check: works you might be told to use…
WAHS, 9th grade
Animal Farm
Cold Sassy Tree
Cry, the Beloved Country
Everyman (Honors Eng. I)
Fahrenheit 451
The Good Earth (Honors Eng. I)
Great Expectations
Hard Times
The Hobbit
House on Mango Street
Hunger of Memory (excerpts)
I Know Why the Caged Bird Sings
The Illiad (Honors Eng. I)
Much Ado About Nothing
Narrative of Frederick Douglass
Old Man and the Sea
The Power and the Glory
Pygmalion
Romeo and Juliet
Siddhartha (Honors Eng. I)
The Tempest (Honors Eng. I)
Utopia (Honors Eng. I)
The Virginian
The Water is Wide
WAHS, 10th grade
All Quiet on the Western Front
Candide (Honors Eng. II)
Cyrano De Bergiac
Ethan Frome
Fast Food Nation (excerpts)
The Glass Menagerie
Julius Caesar
Long Walk to Freedom
Lord of the Flies (Honors Eng. I)
Midsummer Night’s Dream
1984 (Honors Eng. II)
Night
Of Mice and Men
Portrait of a Lady
Pride and Prejudice (Honors Eng. II)
Return of the Native
A Separate Peace
Silas Marner
The Stranger (Honors Eng. II)
A Tale of Two Cities
Things Fall Apart
12 Angry Men

18. Reality check: works you might be told to use…
WAHS, 11th grade)
Absalom, Absalom!
The Adventures of Huck Finn
The Crucible
Death of a Salesman (AP Lit. also)
For Whom the Bell Tolls
The Fountainhead
The Great Gatsby
The House of Mirth
O'Neill Plays
A Raisin in the Sun
The Red Badge of Courage
The Scarlet Letter
Sketchbook
A Streetcar Named Desire
The Sun Also Rises
Their Eyes are Watching God
Three Plays - Wilder
Trifles in A Book of Plays
WAHS, 12th grade
Beowulf
Canterbury Tales
Don Quixote
Dr. Faustus
Dr. Jekyll and Mr. Hyde
Epic of Gilgamesh (Honors Eng. I)
Frankenstein (Honors Eng. II)
Hamlet
Heart of Darkness (Honors Eng. II)
Hedda Gabler
Ibsen Plays (Honors Eng. II)
The Importance of Being Earnest
Jane Eyre (Honors Eng. II)
King Lear
Les Miserables
Macbeth
Moll Flanders
Murder in the Cathedral
Oliver Twist
One Day in the Life of Ivan Denisovich

19. Dystopian Novels

20. Dystopian Novels Spisak’s four necessary elements:
“a setting so vividly and clearly described that it becomes almost a character in itself”
“individuals or forces in charge who have a legitimate reason for being as they are”
“protagonists who are shaped by their environment and situations”
“a conclusion that reflects the almost always dire circumstances”
(These characteristics could be useful measures by which to evaluate the quality of a work.)

21. Dystopian Novels Why do we teach “classic” dystopian novels?
What standards do we meet?
What goals do we have?
How do we teach those novels?
What activities do we do?
What paper topics do we assign?
How might YA novels compare, in terms of accomplishing the same goals or eliciting the same kinds of thinking and writing?

22. Teaching Unit Could be for… …whole-class novel …book club novel
(due Nov 27)
Could be for…
…whole-class novel
…book club novel
…individual novel
“Unit” simply refers to a coherent collection of lesson plans, generally over several days (or sometimes even weeks).

23. Last time, I asked, “Why do we teach literature
to middle-school and high-school students?”
Here’s what you said:
to educate young minds about a variety of subjects
to expose them to different cultures
so they’ll know how to read
to teach them about themselves
to help them become better writers
to foster a love of reading
to give them experiences beyond their own community
to teach them how to analyze and comprehend
to entertain them
to give them problem-solving skills
to help them understand life lessons
to improve vocabulary
because we find truth through fiction

24. (What do I want students to “get”?) Unit Strategies/Activities
Unit Goals
(What do I want students to “get”?)
Unit Strategies/Activities
(What activities will help students reach the goals?)
Unit Assessments
(How can I tell how well students “get”
the goals?)
Goals: 1-to appreciate the beauty of Shakespeare’s language
2-to understand how literature can hold a mirror to life’s big issues
3-to evaluate current teenage decision-making processes
Assessments: 1-translate passages from R&J into current language;
write a conversation in iambic pentameter
2-identify various points of conflict in R&J;
identify parallel conflicts in current times
3-identify, explain & analyze decision-making processes of various characters (R, J, Mercutio, Tybalt);
evaluate those processes (in light of their outcomes);
identify processes available to today’s teens
Strategies: watch clips from various film/stage productions
practice “translating” (& maybe paraphrasing) lines
explain meter in general & iambic pentameter in particular
storyboard the plot; two-minute R&J (for YouTube)
lecture on decision-making processes; do some role playing
and lots more…

27. 1. Uses knowledge of students' language acquisition and development as a basis for designing appropriate learning activities that promote student learning
2. Uses knowledge of English grammar in teaching students both oral and written forms of the language
3. Engages students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes
4. Engages students in meaningful discussions for the purposes of interpreting and evaluating ideas present through oral, written, and/or visual forms
5. Uses a wide variety of strategies to teach students to comprehend, interpret, evaluate, and appreciate texts
6. Integrates interdisciplinary teaching strategies and materials into instruction of ELA content to further student learning
7. Uses a variety of approaches for teaching students how to construct meaning from texts and integrates learning opportunities into classroom experiences that promote composing and responding to such texts
8. Incorporates technology and print/non-print media into his or her own work and instruction
9. Engages students in critical analysis of different media and communication technologies
10. Uses major sources of research and theory related to English language arts to support his or her teaching decisions
11. Engages students in learning experiences that consistently emphasize varied uses and purposes for language in communication
12. Makes meaningful and creative connections between the ELA curriculum and developments in culture, society, and education
13. Designs, implements, and assesses instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA
14. Engages students in activities that demonstrate the role of arts and humanities in learning

28. Looking Back:
Reasons to teach lit
Reasons to include YA lit
Strategies for teaching lit (including YA lit)
Book talks to become familiar with breadth of YA lit
Looking Ahead:
Book reviews for books 1-4 due next week
Begin work on teaching unit w/lesson plan
Continue book talks and book reviews
Continue strategies for teaching lit