1. 8-31-10 As we begin, please respond (in writing) to the following question: What is YA Lit? You might define it by listing characteristics (in bullet or paragraph form), then perhaps by giving examples of books that do and that don’t quality as YA Lit, or even by creating a Venn diagram with various kinds of literature, one of which is YA Lit. Be ready to discuss your response.

2. Agenda for 8-31 Define YA Lit Discuss reasons to teach literature (in general) Discuss reasons to teach YA Lit Terms for discussing lit Current issues in YA Lit (ECN review) Break, catch up on housekeeping (photos, book check-out, etc) Teaching The Hunger Games: Groups: writer’s craft, literary techniques, themes, critical thinking Share group ideas with whole class Using HG with (or instead of) classic dystopian novels Preview next week (syllabus adjustment)

3. Why teach lit? What is YA lit? Why teach YA lit? Broaden their experiences Expose them to other perspectives Improve grammar & vocabulary Improve writing skills Teach genres Teach history & culture Challenge students to think for themselves Encourage a love of reading Foster creativity Broaden emotional horizons Teach critical thinking Help students learn to make connections Expand knowledge base Improve reading skillsHave fun!

4. Standard E4-1: The student will read and comprehend a variety of literary texts in print and nonprint formats. Students in English 4 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: adventure stories, historical fiction, contemporary realistic fiction, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics. The teacher should continue to address earlier indicators as they apply to more difficult texts. Indicators E4-1.1Compare/contrast ideas within and across literary texts to make inferences. E4-1.2Evaluate the impact of point of view on literary texts. E4-1.3Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E4-1.4Evaluate the relationship among character, plot, conflict, and theme in a given literary text. E4-1.5Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts. E4-1.6Create responses to literary texts through a variety of methods, (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). E4-1.7Evaluate an author’s use of genre to convey theme. E4-1.8Read independently for extended periods of time for pleasure.

5. Literary Terms A shared vocabulary for talking about books

6. CONFLICT vs. God (or Society) vs. Nature vs. Another Person vs. Self

7. Initiating Incident Rising Action Climax Falling Action Denouement PLOT

8. Possible points of view (of the narrator): 1. First person (“I”) 2. Second person (“You”) 3. Third person (“He,” “She”) -omniscient -limited omniscient -observer

9. Possible way to “evaluate” YA books… …Standard Literary Qualities Plot Theme Characters Point of View Setting Style …Use of Literary Elements metaphorimagery similepersonification flashbacksymbolism foreshadowinghyperbole allusioneffective beginnings humormain character as writer …Choice/Handling of Topic appropriateness of topic for audience accuracy/depth of content balance of various perspectives … Audience Appeal

10. Allusion Assonance Character Climax Conflict Connotation Denotation Denouement Didacticism Dissonance Dynamic character Euphemism Exaggeration Falling action Figurative language Flashback Flat character Foreshadowing Hyperbole Imagery In media res Irony Motif Narrative hook Omniscient Oxymoron Paradox Personification Plot Point of view Protagonist Pun Rhythm Rising action Round character Setting Simile Static character Symbol Theme Tone Some Potentially Useful Terms for Discussing Literature

11. Did you read/join any discussions you’d like to recommend or mention?

12. BREAK If I don’t have your photo yet, please see me. This is a good time to return or check out books. If you aren’t yet in a group, this is a good time to join one.

13. 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?

14. Teaching The Hunger Games Possible approaches: * Analyzing the Writer’s Craft * Illustrating Literary Techniques/Devices * Understanding Key Themes * Develop Critical Thinking Skills Small-group activity

15. How might you use The Hunger Games with (or instead of) classic dystopian novels such as 1984, Fahrenheit 451, or Brave New World? Whole-class activity

16. Book Talks, anyone?

17. For next week… Read & be ready to discuss Chapters 1 & 2 of Readicide. Deborah Wiles, author of Countdown, will be our guest speaker on Sept 14. Plan to bring refreshments for the Sept 14 class.