Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Frame work & Knowledge Base
The conceptual framework contains four core
concepts that are themes through which we
organize and deliver our programs; hence they are
central to our vision of professional educators and
scholars. These include:
Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission
Statement
To prepare highly skilled professionals to assume roles and po sitions in
teaching, research, educational leadership, and human development.
To provide undergraduate and graduate programs based on proven best
practice, knowledge acquisition, reflective inquiry, critical thinking, and
respect for the cultural and linguistically diverse learner.
To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific
educational, economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas
of science, mathematics, educational technology and intercultural dimension
(language, literacy, culture and interdisciplinary studies in regard to preparing
teachers, counselors, administrators, educational researchers, and professional
at all levels, not only for the school system but for other economical and service
areas which require training, human resources, development and life-long
learning.
Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping
to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the
local, regional, and national educational communities in the previously
mentioned areas.
Note: Be advised that the College of Education conducts ongoing research
regarding the effectiveness of the programs. You will receive one survey in
the final semester prior to graduation regarding your program during your
time here. A second survey will occur within one year following graduation
from or completion of a program, and will be sent to your employer. This
survey will focus on the preparation received at UTB. Please remember that
your response to these surveys is critical to UTB excellence.
College of Education
Department of Language, Literacy, and Intercultural Studies
EDLI 4350
Adolescent Literature
Spring 2012
Prerequisite: EDLI 4329 Li teracy and Assessment; Admission to Teacher Education
Instructor: Dr. Kerry G. McArthur
Office: EDBC 1.128
Phone: (956) 882-5717
Email: [email protected]
Office Hours: M: 4:00-5:00pm; T: 2:00-4:00pm; W: 4:00-6:00pm
Day and Time the Class meets: Tuesdays 4:25-7:05pm
Location of Class: MRCN 211
Course Catalog Description: This course focuses on different genres of literature in
a multicultural society. It highlights purposes for reading, including reading for
pleasure and lifelong learning. Additionally, it emphasizes modeling reading and
adapting materials for all learners. Ways to enhance comprehension before, during
and after reading are emphasized. Field experience (15 hours) is required. Lec 3, Cr.
3.
Required Texts:
Tomlinson, C. & Lynch-Brown, C. (2009). (2 nd Edition) Essentials of young adult
literature. Boston, MA: Allyn & Bacon.
ISBN-10: 0137043147
ISBN-13: 978-0137043149
Parker Webster, J. (2002). Teaching through culture: Strategies for reading and
responding to young adult literature. Houston, TX: Arte Publico Press.
ISBN: 1-55885-376-6
Additional Adolescent Novels to be Assigned and Obtained by Students in the
Course:
Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York: Little
Brown & Company.
McCormick, P. (2006). Sold. New York: Hyperion Paperbacks.
Nazario, S. (2007). Enrique’s journey: The story of a boy’s dangerous odyssey to
reunite with his mother. New York: Random House.
Selznick, B. (2007). The invention of Hugo Cabret. New York: Scholastic Press.
NOTE: A Tk20 account may be required for this course. Your instructor will
inform you of its necessity. Tk20 is an electronic toolkit used by candidates
and other school professionals to provide evidence that they have mastered
state and professional standards for the profession, as a necessary
component of the College of Education’s assessment program. Additional
information regarding Tk20 is available at:
https://tk20.utb.edu/
Course Description Expanded and Purpose of the Course: This course provides a
multicultural framework for pre-service teachers to read and respond to young
adult literature in preparation for sharing books with students in K-12 classrooms.
Through the course we will become aware of these multicultural lenses through
which all people, including adolescents, view the world. We will build our
understandings of diversity through the characters, settings, plots and themes
presented in the literature we read and share together. In addition, we will study
issues related to adolescent literacy, explore censorship, and investigate the role of
contemporary adolescent literature in the K-12 classroom.
Course Objectives/SLOs:
(Method of Evaluation in Parenthesis)
1. To build understandings of diverse texts and genres. (RRJ and Genre
Presentation)
2. To become familiar with popular authors of adolescent literature. (Author Study
and Book Talk)
3. To nurture the ability to derive personal meaning from the literature we read.
(Author Study and RRJ)
4. To understand efferent and aesthetic stances to reading. (Genre Presentation)
5. To develop a knowledge base about key literary concepts. (Book Talk and RRJ)
6. To explore the impact of readability, motivation and text structure on reading.
(RRJ)
7. To develop a critical stance to reading and insights into multiple frames for
viewing the world. (RRJ)
8. To build understandings about how to create a reading workshop classroom
community and individualize instruction for all students. (Final Exam)
9. To gain insights into how to plan instruction and teach with adolescent literature
as well as develop resources for diverse populations of students. (Author Study and
Final Exam)
10. To develop the ability to research and explore issues related to adolescent
literacy. (Inquiry Project)
Course Calendar
Date
Week 1
Jan. 17
Topic
Introductions
Course
Overview
Assignment
Read and
Prepare to
Discuss C. 1 in
Tomlinson &
SLO
Evaluation
Review Syllabus
and Learning
Goals
Who are
adolescents?
Week 2
Jan. 24
What is young
adult literature?
Learning about
Books
Lynch-Brown
(TLB) and
Miller Article
Obtain
Additional
Novels
Reading
Response
Journal (RRJ)
#1
Read and
Prepare to
Discuss C. 2 in
TLB and
Graphic Novel
Article
1, 2, 3, 5 and 7 Reading
Response
Journal (RRJ)
#1
RRJ #1 DUE
Obtain
Sherman
Alexie novel
Week 3
Jan. 31
Learning about
Books
Literary
Elements
Genre Focus:
Graphic Novels
RRJ #2 DUE
Week 4
Feb. 7
Classroom
Discussions of
Literature
Genre Focus:
Realistic Fiction
Novel
Discussion:
Absolute True
RRJ #2
Read and
Prepare to
Discuss C. 3 in
TLB and
Sherman
Alexie novel
1, 2, 3, 5, 6
and 7
Genre
Presentation
RRJ #2
RRJ #3
Choose Author
for Study
Read and
Prepare to
Discuss C. 4
and 9 in TLB
and Article to
be Assigned
RRJ #4
Prepare Book
1,2,3,5,6, and
7
RRJ #3
Novel
Discussion
Book Talk
Diary of a Part
Time Indian
Talk
BOOK TALKS
BEGIN
Week 5
Feb. 14
RRJ #3 DUE
Teaching
Strategies
Genre Focus:
Modern Fantasy
Week 6
Feb. 21
RRJ #4 DUE
Teaching
Strategies,
Continued
Novel
Discussion:
Invention of
Hugo Cabret
Week 7
Feb. 28
Read and
Prepare to
Discuss Brian
Selznick novel
and Assigned
Article
RRJ #5
Read and
Prepare to
Discuss C. 5 in
TLB
1, 2, 3, 5 and 7 Genre
Presentation
RRJ #4
1, 2, 3, 5 and 7 RRJ #5
Novel
Discussion
RRJ #6
RRJ #5 DUE
The
Read and
Reading/Writing Prepare to
Connection
Discuss C. 6
and 10 in TLB
Genre Focus:
and Nazario
Historical
novel
Fiction
Inquiry
RRJ #6 DUE
Proposal
1, 2, 3, 5 and 7 RRJ #6
RRJ #7
Week 8
Mar. 6
Issues in Young
Adult Literature
Genre Focus:
Biography and
Informational
Books
Read and
Prepare to
Discuss C. 7 in
TLB and C. 1-4
in Parker
Webster (PW)
1, 2, 3, 5 and 7 Genre
Presentation
Novel
Discussion
RRJ #7
Novel
Discussion:
Enrique’s
Journey
RRJ #8
Inquiry
Proposal DUE
Week 9
Mar. 13
Week 10
Mar. 20
Week 11
Mar. 27
RRJ #7 DUE
SPRING BREAK
NO CLASS
Teaching the
Classics
Read and
Prepare to
Discuss C. 8 in
RRJ #8 DUE
TLB and C. 5-8
in PW and
Genre Focus:
Patricia
Poetry and Plays McCormick
novel
Multicultural
and
International
Literature
Novel
Discussion:
Sold
Week 12
April 3
RRJ #9 DUE
Media Literacy
and Drama
RRJ #9
Read and
Prepare to
Discuss C. 11
in TLB
1, 2, 3, 4, 5, 6,
and 7
Genre
Presentation
RRJ #8
1, 2, 3, 4, 5, 6,
and 7
RRJ #9
1, 2, 3, 5, 6,
7and 10
RRJ #10
Novel
Discussion
RRJ #10
Inquiry Update
Lending
Library
Summary
Inquiry Project
Inquiry Update
DUE
Week 13
April 10
RRJ #10 DUE
Lending
Library
Summary DUE
Complete
Inquiry Project
Read and
Prepare to
Discuss
Assigned
Lending
Library
Week 14
April 17
Resistant
Readers
Project
Workshop
Week 15
April 24
Week 16
May 1
Week 17
May 8
Inquiry Update
DUE
Author Study
Presentations
DUE
Inquiry
Projects DUE
LAST CLASS
FINAL EXAM
Tuesday May 8
5:00-7:00pm
Article
Complete
Author Study
Presentation
10
Complete
2, 3 and 9
Inquiry Project
Inquiry Project
Author Study
10
Inquiry Project
8 and 9
Final Exam
Grading
10% Genre Presentation
10% Book Talk
20% Reading Response Journal
15% Field Experience: Service Learning Lending Library
15% Author Study
20% Inquiry Project
10% Final
1. Genre Presentation (10%) You will work with a small group to synthesize
key information in one of the textbook chapters addressing genres of
literature, prepare a powerpoint presentation that includes the key ideas,
and display at least 5 examples of adolescent literature from the genre to
complete your presentation. More details to follow.
2. Book Talk (10%) Choose a book from your author study reading list and
prepare a book talk presentation for the class. A book talk, in general, is
designed to sell a book to the class. Tell us why the book is worth reading,
why it appeals to you, and why it would be valuable for adolescents to read.
Book talks will be scheduled throughout the semester. A handout will be
given with an outline for the book talk format.
3. Reading Response Journal (RRJ) (20%) You will keep a reading response
journal (spiral notebook or three ring binder required) for the course
readings assigned to record your thinking about the ideas in the texts. An
overview of what to include and how to format your reading response
journal will be discussed in the first class.
4. Field Experience: Service Learning Lending Library (15%) The field
experience requirement (15 hours) for the course includes collaboration
with service learning. Class members will work together in small groups to
help set up, maintain and work with students in a lending library in the
community. More information to follow.
5. Author Study (15%) You will work with a partner on an author study. For
this project you will choose at least six adolescent novels to read written by
the author of your study. You and your partner will be responsible for
preparing a 15 minute presentation and a handout. Details about what to
include in the presentation and handout will be given.
6. Inquiry Project (20%) As the semester progresses you will have the
opportunity to select an inquiry project to explore and research further an
area of interest related to adolescent literacy. The final product for the
inquiry will be negotiated based on what is most relevant for your topic of
focus. For example, a short research paper, a handout of resources, a visual
that relates information across a field of study.
7. Final Exam (10%) The final exam serves as a synthesis and application of
the course as well as a self-evaluation of the quality of your projects. Due
during the scheduled final exam time.
Evaluation Rubrics for Major Course Assignments
Reading Response Journal (RRJ)
SLO
MET
1.To build
understandings of
diverse texts and
genres
3.To nurture the
ability to derive
personal meaning
from the literature
we read.
The candidate
includes detailed
and relevant
responses of 2
pages or more for
at least 8-10 of the
readings.
The candidate
completes at least
8 of the 10 journal
entries with a
clearly thoughtful
and relevant
response of two
pages or more.
MET with
Weakness
The candidate
includes brief but
relevant responses
of 2 pages or less
for 7 of the
readings.
The student
completes 7 of the
10 journal entries
with a somewhat
thoughtful and
relevant response
of at least two
pages.
NOT MET
The candidate
includes
incomplete
responses of 1
page or less for 5
or more of the
readings.
The student
completes 5 of the
10 journal entries
with an unclear
response of one
page or less.
7.To develop a
critical stance to
reading and
insights into
multiple frames for
viewing the world.
Inquiry Project
SLO
10.To develop the
ability to research
and explore issues
related to
adolescent
literature.
The candidate
includes multiple
perspectives to the
readings in at least
4 journal entries.
The candidate
includes multiple
perspectives to the
readings in only 2
journal entries.
The candidate
includes multiple
perspectives to the
readings in none of
the journal entries.
MET
Met with
Weakness
The candidate
chooses a
somewhat relevant
topic related to
adolescent
literature and
complete most
steps of the
project.
The candidate
includes only 2-3
research sources
relevant for the
project.
NOT MET
The candidate
chooses a relevant
topic related to
adolescent
literature and
completes all steps
of the project.
The candidate
includes at least 4
research sources
relevant for the
project.
The candidate
chooses a
somewhat relevant
topic related to
adolescent
literature and
completes few
steps of the
project.
The candidate
includes 1 to no
research sources
relevant for the
project.
GRADING SYSTEM
Partial evaluations will be made with numbers (exams, tests, papers,
presentations and so on). Letter grades of “A” through “F” (course final grade)
will be awarded based on the following scale:
A+ 98-100
A 93-97
A- 90-92
B+ 88-89
B 83-87
B- 80-82
C+ 78-79
C 73-77
C- 70-72
D+ 68-69
D 63-67
D – 60-62
F 0-59
Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of
the instructor to a student who has been unable to complete the course
requirements due to a serious interruption not caused by the student’s own
negligence.
Course Policies:
1. Attendance is mandatory. Late arrivals, early exits and absences will
affect your course grade. Two late arrivals and/or early exits constitute
an absence. Absence from two classes will constitute a loss of a letter
grade. Students who miss four classes will be administratively dropped
from the course.
2. The instructor reserves the right to make changes in the syllabus and
course calendar as deemed necessary. Students will be notified of any and
all changes.
3. Cell phones, pagers, ipods and other such devices should be turned off
and put away before entering class. Computers should only be used in
class for class-related work; otherwise they should be stored away.
4. No late work will be accepted. If you are going to be absent the day an
assignment is due you can send the work with a family member, friend or
colleague. You may also turn the assignment in early. I cannot accept
emailed or faxed assignments, but you may post your work in the
Discussion Board of Blackboard if you are going to be absent.
5. Please type all assignments in a 12 point font, double-spaced, unless
otherwise specified.
INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to
identify those students who are experiencing difficulty with their courses.
Satisfactory Academic Progress (Sap) is based upon two components: GPA of
2.0 or higher and successful course completion of at least 70% of couse work
attempted. Students remain in good standing with the university and
Financial Aid when both criteria are met. Students who do not maintain
these required minimum standards will be placed on probation or
suspension as appropriate. The complete Satisfactory Academic Progress
policy and the Undergraduate Satisfactory Academic Progress for Financial
Aid policy can be found in the current Undergraduate catalog. For more
information, please visit http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary
penalties, including the possibility of failure in the course and expulsion from
the University. Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for
another person, any act designed to be unfair advantage to a student, or the
attempt to commit such acts. Since scholastic dishonesty harms the
individual, all students and the integrity of the University, Policies on
scholastic dishonesty will be strictly enforce. (Board of Regents Rules and
Regulations)
STUDENTS ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class
regularly and on time. Students are responsible for all class work and
assignments. On recommendation of the instructor concerned and with the
approval of the Dean, students may, at anytime, be dropped from course.
This may result in a “w” or “F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program,
academic course, partially or entirely, will be made available on the
MyUTBTSC Blackboard course management system. This allows faculty
members and students to continue their teaching and learning via
MyUTBTSC Blackboard http://myutbtscblacboard.com, in case the university
shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements
notifying faculty members and students of their responsibilities as a
hurricane approaches our region. If the university is forced to shut down,
faculty will notify their course(s). To receive credit for a course, it is the
student’s responsibility to complete all requirements for that course. Failure
to access course materials once reasonably possible can result in a reduction
of your overall grade in the class.
To facilitate the completion of class, most or all of the communication
between students and the institution, the instructor, and fellow classmates
will take place using the features in your MyUTBTSC Blackboard and UTB
email system. Therefore, all students must use Scorpion Online to provide a
current email address. Students may update their email address by following
the like titled “Validate your e-Mail Account” in MyUTBTSC Blackboard
Portal. In the event of a disaster, that disrupts normal operations, all
students and faculty must make every effort to access an internet-enabled
computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early
in the semester so that the appropriate arrangements may be made. In
accordance with federal law, a student requesting accommodations must
provide documentation of his/her disability to the Disability Services
counselor. For more information, visit Disability Services in the Lightner
Center, call 956-882-7374, or e-mail [email protected].