1. 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?

2. Preview for 1-23-14 CCSS and YA lit Vocabulary for discussing lit Readicide (overview) Activities using YA books to meet CCSS

3. Why do we teach literature to 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 reading to 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)

4. Key Ideas and Details CCSS.ELA-Literacy.CCRA.R.1CCSS.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.2CCSS.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.3CCSS.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.4CCSS.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.5CCSS.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.6CCSS.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.7CCSS.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.8CCSS.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.9CCSS.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.10CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

5. Key Ideas and Details CCSS.ELA-Literacy.CCRA.R.1CCSS.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.2CCSS.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.3CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

6. Craft and Structure CCSS.ELA-Literacy.CCRA.R.4CCSS.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.5CCSS.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.6CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

7. Integration of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.R.7CCSS.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.8CCSS.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.9CCSS.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.

8. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.CCRA.R.10CCSS.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”?)

9. Which of these goals can we accomplish 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 reading to 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

11. 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)http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml Connections: Text to SelfText to TextText 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…”

12. 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…

13. Literary Terms A shared vocabulary for talking about books

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

15. Initiating Incident Rising Action Climax Falling Action Denouement PLOT

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

17. Allusion Assonance Character Climax Conflict Connotation Denotation Denouement Didacticism Dissonance Dynamic character Euphemism Exaggeration Falling action Figurative language Flashback Flat character Foreshadowing Genre 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 More Terms for Discussing Literature

18. Possible ways 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

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

20. 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...

21. 1. 2. 3. 4. 5. 6. 7. 8. Maynard Fergusonjazz Swiss Ballroom Orchestraballroom Willie Nelsoncountry Kings Brassbig band Ventures??? Del Vikingsdoo-wop Me Firstpunk (metal?) Izzy Kamakawiwo’oleHawaiian

22. 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 sounds Other… A piece might fit within several genres or 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).

24. 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 books Readicide, p. 5

25. Test Prep & Testing Time Learning Time Test Prep Learning Test Prep Learning Schools value development of test- takers more than they value the development of readers.

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

27. 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 & 18 th Century: Swift, Pepys, Defoe, Johnson Romantics: Wordsworth, Coleridge, Keats Victorian Age: Tennyson They need these works; there’s just no time for pleasure reading! Really?

28. Key Ideas and Details CCSS.ELA-Literacy.RL.11-12.1CCSS.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.11-12.2CCSS.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.11-12.3CCSS.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 Structure CCSS.ELA-Literacy.RL.11-12.4CCSS.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.11-12.5CCSS.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.11-12.6CCSS.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 Ideas CCSS.ELA-Literacy.RL.11-12.7CCSS.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.11-12.9CCSS.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 Complexity CCSS.ELA-Literacy.RL.11-12.10CCSS.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.

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

30. 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 students in such situations?

31. Teachers are underteaching books. Too much is not good...... but too little is also not good. So how much instruction do students need? What’s the point of our instruction?

32. How can we accomplish these goals without “killing” the books? Key Ideas and Details CCSS.ELA-Literacy.CCRA.R.1CCSS.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.2CCSS.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.3CCSS.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.4CCSS.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.5CCSS.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.6CCSS.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.7CCSS.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.8CCSS.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.9CCSS.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.10CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

33. Let’s look at some ways to USE these books (rather than KILL them)… CCSS.ELA-Literacy.CCRA.R.5CCSS.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.

34. 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?

35. Key Ideas and Details CCSS.ELA-Literacy.CCRA.R.3CCSS.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.6CCSS.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 Complexity CCSS.ELA-Literacy.CCRA.R.10CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. Integration of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.R.8CCSS.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.9CCSS.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.

36. Dauntless (Brave) Erudite (Smart) Abnegation (Selfless) Amity (Friendly) Candor (Truthful) FACTIONS How does each faction contribute to “the greater good” of society? Are the factions a good idea? Why or why not?

37. Key Ideas and Details CCSS.ELA-Literacy.CCRA.R.3 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.6CCSS.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 Complexity CCSS.ELA-Literacy.CCRA.R.10 CCSS.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?

38. 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?

39. …and your first “book club” selection.