We will focus on writing instruction with adolescents.
Read for the class:
Vonnegut's commentary in teaching writing is unteachable.
Look at Writing Next.
We will also refer to the NCTE position statements on teaching writing (see the links on the right under NCTE).
Tuesday, November 10, 2009
Tuesday, September 29, 2009
7 deadly sins. . .
Thought this was interesting in terms of our discussion about violence in the Bible Belt: Mapping the 7 Deadly Sins
And more disturbing news about violence in the South: Women in SC
And more disturbing news about violence in the South: Women in SC
Monday, September 28, 2009
Novel Choices
Arndt, Sara
The Handmaid's Tale
A Great and Terrible Beauty
The Kite Runner
Ayres, Mary
Oryx and Crake
The Missing Girl
City of Bones
Brewer, Ethan
The Penelopiad
The Rock and the River
Mexican White Boy
Burras, Katie
Oryx and Crake
The Absolute True Diary. . .
Pride and Prejudice Zombies
Cote, Anna
The Handmaid's Tale
Brave New World
Life of Pi
Dalton, Caroline
Surfacing
Pride and Prejudice
The Outsiders
Davidson, Caroline
The Handmaid’s Tale
Stargirl
The Graveyard Book
Ferchau, Kathryn
Alias Grace
Inexcusable
Peeled
Filacchone, Tyler
The Handmaid’s Tale
The Giver
Are You There, God? It’s Me, Margaret
Gardner, Meg
Alias Grace
When You Reach Me
This Is What I Did
Hand, Laura
The Edible Woman
Twilight
Thirteen Reasons Why
Hardaway, Mollie
The Edible Woman
The Outsiders
Someone Like You
Jackson, Amy
The Handmaid’s Tale
Among the Hidden
Behind the bedroom Wall
Maness, Megan
The Handmaid’s Tale
The Absolute True Diary. . .
A Wrinkle in Time
Neely, Maria
The Handmaid’s Tale
The Loud Silence of Francine Green
Shabanu—Daughter of the Wind
Schonhar, Megan
The Handmaid’s Tale
Their Eyes. . .
The Perks of Being a Wallflower
Eliza Wolff
The Handmaid’s Tale
Ten Cents a Dance
A Swift Pure Cry
Arndt, Sara
The Handmaid's Tale
A Great and Terrible Beauty
The Kite Runner
Ayres, Mary
Oryx and Crake
The Missing Girl
City of Bones
Brewer, Ethan
The Penelopiad
The Rock and the River
Mexican White Boy
Burras, Katie
Oryx and Crake
The Absolute True Diary. . .
Pride and Prejudice Zombies
Cote, Anna
The Handmaid's Tale
Brave New World
Life of Pi
Dalton, Caroline
Surfacing
Pride and Prejudice
The Outsiders
Davidson, Caroline
The Handmaid’s Tale
Stargirl
The Graveyard Book
Ferchau, Kathryn
Alias Grace
Inexcusable
Peeled
Filacchone, Tyler
The Handmaid’s Tale
The Giver
Are You There, God? It’s Me, Margaret
Gardner, Meg
Alias Grace
When You Reach Me
This Is What I Did
Hand, Laura
The Edible Woman
Twilight
Thirteen Reasons Why
Hardaway, Mollie
The Edible Woman
The Outsiders
Someone Like You
Jackson, Amy
The Handmaid’s Tale
Among the Hidden
Behind the bedroom Wall
Maness, Megan
The Handmaid’s Tale
The Absolute True Diary. . .
A Wrinkle in Time
Neely, Maria
The Handmaid’s Tale
The Loud Silence of Francine Green
Shabanu—Daughter of the Wind
Schonhar, Megan
The Handmaid’s Tale
Their Eyes. . .
The Perks of Being a Wallflower
Eliza Wolff
The Handmaid’s Tale
Ten Cents a Dance
A Swift Pure Cry
Wednesday, September 23, 2009
Banned Book Week
Norman Parents' Questions Stop Author's Visit to School
Author Ellen Hopkins's book Glass is being challenged in Norman, Oklahoma. [ http://lists.ncte.org/t/2335283/698431/12723/0/ ]NewsOK.com, September 22, 2009
Make a Plan to Support Your Instructional Materials
As important as having a planned route out of your house in case of fire is [ http://lists.ncte.org/t/2335283/698431/12725/0/ ] having a rationale for the texts you use in your classroom, along with school policies for adopting those texts and for handling objections to them.
NCTE provides [ http://lists.ncte.org/t/2335283/698431/11119/0/ ] model policies for the selection of texts and for handling the objection to texts. When texts are challenged, NCTE offers advice, rationales, policies, and letters of support through the [ mailto:censorship@ncte.org ] NCTE Anti-Censorship Center.
Reading Banned Books
[ http://lists.ncte.org/t/2335283/698431/12726/0/ ]Banned Books Week, which runs September 26-October 3 this year, draws attention to the issue of censorship and how it can best be combated. These resources explore ways to discuss censorship issues with students as well as ways to respond to text challenges in your school.
For a general introduction, visit this [ http://lists.ncte.org/t/2335283/698431/2693/0/ ]ReadWriteThink.org calendar entry (G), which links to classroom activities and online resources. Be sure to check out the ReadWriteThink.org lesson plan [ http://lists.ncte.org/t/2335283/698431/784/0/ ]A Case for Reading -- Examining Challenged and Banned Books (E), which introduces students to censorship and then invites them to read a challenged book and decide for themselves what should be done with the book at their school.
The Language Arts article "[ http://lists.ncte.org/t/2335283/698431/12727/0/ ]Focus on Policy: Intellectual Freedom" (G) outlines details on current banning incidents, the importance of selection, and suggestions for overcoming text challenges. The article includes sidebars that list additional resources.
The English Journal articles "[ http://lists.ncte.org/t/2335283/698431/12728/0/ ]Banned Books: A Study of Censorship" (S) and "[ http://lists.ncte.org/t/2335283/698431/12729/0/ ]Celebrate Democracy! Teach about Censorship" (M) include details on extended units on censorship. You'll find a range of materials for exploring censorship in the classroom with the ReadWriteThink.org lesson plan [ http://lists.ncte.org/t/2335283/698431/7320/0/ ]Censorship in the Classroom: Understanding Controversial Issues (S).
The College English article "[ http://lists.ncte.org/t/2335283/698431/12730/0/ ]Deflecting the Political in the Visual Images of Execution and the Death Penalty Debate" (C) explores the visual images that readers are and are not allowed to view and asserts that "the attempt to suppress the visual, as in any censorship of the press, is an attempt to limit debate."
Teacher educators can share "[ http://lists.ncte.org/t/2335283/698431/12731/0/ ]What Do I Do Now? Where to Turn When You Face a Censor" (G), from the NCTE book [ http://lists.ncte.org/t/2335283/698431/12732/0/ ]Preserving Intellectual Freedom: Fighting Censorship in Our Schools, with preservice teachers. The chapter provides scenarios and the related resources that K-college teachers can use as the basis for discussion and problem-solving role-playing. Preservice teachers might then use the detailed instructions in the SLATE [ http://lists.ncte.org/t/2335283/698431/12725/0/ ]Rationales for Teaching Challenged Books CD (G) for writing their own rationales.
Author Ellen Hopkins's book Glass is being challenged in Norman, Oklahoma. [ http://lists.ncte.org/t/2335283/698431/12723/0/ ]NewsOK.com, September 22, 2009
Make a Plan to Support Your Instructional Materials
As important as having a planned route out of your house in case of fire is [ http://lists.ncte.org/t/2335283/698431/12725/0/ ] having a rationale for the texts you use in your classroom, along with school policies for adopting those texts and for handling objections to them.
NCTE provides [ http://lists.ncte.org/t/2335283/698431/11119/0/ ] model policies for the selection of texts and for handling the objection to texts. When texts are challenged, NCTE offers advice, rationales, policies, and letters of support through the [ mailto:censorship@ncte.org ] NCTE Anti-Censorship Center.
Reading Banned Books
[ http://lists.ncte.org/t/2335283/698431/12726/0/ ]Banned Books Week, which runs September 26-October 3 this year, draws attention to the issue of censorship and how it can best be combated. These resources explore ways to discuss censorship issues with students as well as ways to respond to text challenges in your school.
For a general introduction, visit this [ http://lists.ncte.org/t/2335283/698431/2693/0/ ]ReadWriteThink.org calendar entry (G), which links to classroom activities and online resources. Be sure to check out the ReadWriteThink.org lesson plan [ http://lists.ncte.org/t/2335283/698431/784/0/ ]A Case for Reading -- Examining Challenged and Banned Books (E), which introduces students to censorship and then invites them to read a challenged book and decide for themselves what should be done with the book at their school.
The Language Arts article "[ http://lists.ncte.org/t/2335283/698431/12727/0/ ]Focus on Policy: Intellectual Freedom" (G) outlines details on current banning incidents, the importance of selection, and suggestions for overcoming text challenges. The article includes sidebars that list additional resources.
The English Journal articles "[ http://lists.ncte.org/t/2335283/698431/12728/0/ ]Banned Books: A Study of Censorship" (S) and "[ http://lists.ncte.org/t/2335283/698431/12729/0/ ]Celebrate Democracy! Teach about Censorship" (M) include details on extended units on censorship. You'll find a range of materials for exploring censorship in the classroom with the ReadWriteThink.org lesson plan [ http://lists.ncte.org/t/2335283/698431/7320/0/ ]Censorship in the Classroom: Understanding Controversial Issues (S).
The College English article "[ http://lists.ncte.org/t/2335283/698431/12730/0/ ]Deflecting the Political in the Visual Images of Execution and the Death Penalty Debate" (C) explores the visual images that readers are and are not allowed to view and asserts that "the attempt to suppress the visual, as in any censorship of the press, is an attempt to limit debate."
Teacher educators can share "[ http://lists.ncte.org/t/2335283/698431/12731/0/ ]What Do I Do Now? Where to Turn When You Face a Censor" (G), from the NCTE book [ http://lists.ncte.org/t/2335283/698431/12732/0/ ]Preserving Intellectual Freedom: Fighting Censorship in Our Schools, with preservice teachers. The chapter provides scenarios and the related resources that K-college teachers can use as the basis for discussion and problem-solving role-playing. Preservice teachers might then use the detailed instructions in the SLATE [ http://lists.ncte.org/t/2335283/698431/12725/0/ ]Rationales for Teaching Challenged Books CD (G) for writing their own rationales.
Monday, September 14, 2009
Thursday, August 27, 2009
Mon, August 31
Book choice?
Lousie Rosenblatt: Check the resources listed on the right.
Considering Rosenblatt
p. 16—“The average student spontaneously tends to pass judgment on the actions of characters encountered in fiction.”—Consider Chopin’s “The Storm”
p. 33—What role should imposing literary standards onto students play in our ELA classrooms?
p. 47—What is the relationship between “literary creation” and “literary experience”?
p. 55—What is “understanding” in relationship to text/literature? How might that be demonstrated BY students FOR teachers?
pp. 57-58—Is appreciating literature as a student effective as a spectator sport?
p. 60—How is Rosenblatt’s criticism of ineffective literature study a microcosm of larger educational problems?
p. 64—Even though her work originates from 1938, what does Rosenblatt suggest about classroom environment and the form of student writing about literature?
p. 65—“The little formula provided by the teacher as a guide had instead divorced the youngster from her actual experience of the novel.”
pp. 68-69—Among whom should classroom discussions of literature be conducted?
pp.70-71—Literature as goal, or literature as experience?
p. 78. . .—“What, then, does the adolescent bring to literature?”
p. 92—Distinguishing for students the need to create meaning from the text OUT, instead of imposing meaning ONTO the text—
Lousie Rosenblatt: Check the resources listed on the right.
Considering Rosenblatt
p. 16—“The average student spontaneously tends to pass judgment on the actions of characters encountered in fiction.”—Consider Chopin’s “The Storm”
p. 33—What role should imposing literary standards onto students play in our ELA classrooms?
p. 47—What is the relationship between “literary creation” and “literary experience”?
p. 55—What is “understanding” in relationship to text/literature? How might that be demonstrated BY students FOR teachers?
pp. 57-58—Is appreciating literature as a student effective as a spectator sport?
p. 60—How is Rosenblatt’s criticism of ineffective literature study a microcosm of larger educational problems?
p. 64—Even though her work originates from 1938, what does Rosenblatt suggest about classroom environment and the form of student writing about literature?
p. 65—“The little formula provided by the teacher as a guide had instead divorced the youngster from her actual experience of the novel.”
pp. 68-69—Among whom should classroom discussions of literature be conducted?
pp.70-71—Literature as goal, or literature as experience?
p. 78. . .—“What, then, does the adolescent bring to literature?”
p. 92—Distinguishing for students the need to create meaning from the text OUT, instead of imposing meaning ONTO the text—
Sunday, August 23, 2009
Welcome to YA Lit, Fall 2009
Just an Op-Ed of mine recently in The Greenville News:
Understand the "research" about school choice
Understand the "research" about school choice
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