UC



Course Name and Number: LSLS3021 Reading Instruction Using Literature in Middle GradesDescription: This survey course addresses the major literary genres read by students in grades 4-9 and the methods used to increase middle school students' reading skills and strategies with special attention to reader response theory. Participants will engage in curricular planning that focuses on cross-cultural knowledge and appreciation.Credit Hours: 3Required or elective: RequiredFaculty members who teach the course: Holly JohnsonPrerequisites: NoneTextbooks: Various pieces of literature and informational texts appropriate for middle school students. Other resource materials: Internet; articlesLearning Outcome:1. List and articulate examplars of the major literary genres used in middle grades classrooms. (Thematic Unit)2. Explain how literature is an historical and sociocultural tool and artifact. (Culturally situated response analysis)3. Articulate reading response theory and culturally situated response theory and their impact on student reading and learning. (Culturally situated response analysis)4. Select and evaluate literary texts based on middle grade students' developmental needs. (Annotated Bibliography)5. Describe methods for utilizing literary texts to improve middle grade students' cross-cultural knowledge. (Thematic Unit)6. Describe the ways using cross-cultural literature can positively impact middle grades students. (Culturally situated Response Analysis)7. Develop instructional unit plans using literary texts for increasing middle grade students' reading skills and strategies. (Thematic Unit)Alignment with Transformation Initiative:In view of this conceptual framework and our urban mission, the goal for our Transformation Initiative is to improve the performance of students in high needs schools by preparing educators who recognize the moral imperative to meet the needs of each student. We will prepare educators who are committed to each student, caring about each individual, and competent in evidence-based and data driven instruction. Alignment with Conceptual Framework:This course addresses these institutional standards: Preparing candidates who recognize the moral imperative to meet the needs of each student and are committed to each student, caring about each individual, and competent in evidence-based and data driven instruction. Alignment with Specialized Program Association: NMSA requires candidates seeking middle level licensure (for grades 4-9) to have sufficient number of hours in two core disciplines. This course addresses one of the disciplines of English/Language Arts. Alignment with Ohio Standards for the Teaching Profession:Alignment with State Requirements: Alignment with State Requirements: The Ohio Reading Mandate requires candidates seeking licensure at the middle level (for grades 4-9) to take 12 semester hours of literacy development, including phonics. This course fulfills part of the Ohio Reading Mandate in respect to disciplinary literacy. The course is developed around the following Ohio State Mandated Reading Core Objectives: Knowledge base and beliefs about reading (Annotated Bibliography)2.4Demonstrates an understanding of the influence of development (physical, perceptual, emotional, social, cultural, environmental, cognitive) and background experiences on what the reader brings to the reading/literacy situation.Individual differences (Reading Responses)4.1Understands and is sensitive to differences among learners and how these differences influence reading.4.3Creates and implements programs designed to address the strengths and needs of individual learners.Curriculum development (Thematic Units)7.1Creates individualized and group instructional interventions based on a range of authentic literacy tasks using a variety of texts.7.4Aligns curriculum and instruction with state and local standards.Professionalism, professional development, and research10.2Models ethical professional behavior.(Field Placement)10.3Reflects on practice to improve instruction and other services to students. Weekly reflectionsAttendance Policies: Students are expected to attend all required class sessions, to actively participate in class and in the Blackboard learning environment, and to complete all assignments in a timely manner. Infrequent and inconsistent attendance, participation, and work completion will negatively influence the benefits that may be obtained from the course as well as lead to a lower grade. If it is necessary for you to miss class due to extenuating circumstances, it is your responsibility to obtain class notes, assignments, and/or handouts from Blackboard and/or from a classmate as well as to become aware of any announcements that were made in class. You do not need to report your absence to the instructor; it is your responsibility to determine what was addressed in the class. Academic Integrity Policy The University Rules, including the Student Code of Conduct, and other policies of the department, college, and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism, cheating, or falsifying field work will be dealt with according to the severity of the misconduct. Dishonesty in any form may result in a failing grade in a course and/or suspension or dismissal from a program (e.g., graduate or undergraduate).Electronic Communication Policy:Grading: Term Schedule (This is tentative, and would only change to benefit students) Date TopicReading Assignment Written Assignment DueWeek OneIntroduction: What is appropriate literature for middle level students? The Roots of LiteratureYour favorite book as a child. Week TwoThe Importance of Responding to LiteratureConnecting Adolescents to LiteratureLiterary Analysis “Save the Last Word for Me”The Hate List (Brown, 2010) or 13 Reasons Why (Asher, 2011)Literature MemoryWeek ThreeMulticultural Literature:What is it? Why is it important? What are the issues?Culturally Situated ResponseStory Maps/Key Events Absolutely True Diary of a Part-time Indian (Alexie, 2009) or The Perks of Being a Wallflower (Cultural Token Paper DueWeek FourMiddle Level Students and picture books? Award winning Books“Say Something” StrategyBring 5 picture booksto use at middle level.Week FiveCreating Thematic Units/ The Importance of Literature ClustersRealistic Fiction Rhetorical CriticismLiterature Circles No and Me (deVigan, 2010) or Stolen (Christopher, 2010)Week SixInformational Texts & Trade Books across the CurriculumContent Area Lit. CirclesBring in 4 informational texts to use in your content areasInterviews DueWeek SevenScience Fiction and Fantasy.Book BagsBuilding Reading Stamina through SequencingComparison Contrast ChartHunger Games (Collins, 2010) or The Graveyard Book (Gaiman, 2010)Week EightIncluding poetry at the middle levelMotivating Readers“Sketch to Stretch”Bring 3 poetry books in picture book formatAnnotated Bib DueWeek NineHistorical Fiction New HistoricismReading Aloud at the Middle LevelOnce (Gleitzman, 2010) or Mare’s War (Davis, 2009)Week Ten Mysteries, Horror, AdventureFeminist CriticismVenn DiagramsRevolver (Sedgewick, 2010); Shine (Myracle, 2011); or Half Minute Horrors (Anderson et al, 2009)Week ElevenGraphic Novels for Middle School How I Made it to 18 (White, 2010)Week TwelveStrategies for using literature across the content. Unit ShareThematic Units DueWeek ThirteenWhat’s on the Web?Week FourteenWhat has technology done for literature? Technology Project DueFinalReflective Response to Literature ................
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