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OVERVIEW
Read & Rap relates best-practice strategies for selecting literature for the middle and high school classrooms. Dr. Rashidah J. Muhammad of Governor State University conducts discussions with a live in-studio audience to define the ideas and philosophies present in a variety of literary genres. These discussions are supported by a Study Guide that highlights key concepts and provides reading assignments and journal topics for each lesson. The guide also facilitates video viewing by replicating important on-screen graphics and providing space for note-taking.
The course is supported by videotaped interviews with renowned authors such as Judy Blume, Lowis Lowry and Walter Dean Myers, providing insights from the source. Readers’ Theater presentations of several works demonstrate how to bring literature to life, and advice from experts and artist round out the video resources found in this course. In addition, the bibliography lists and teaching ideas found in the Study Guide will serve useful long after students complete the course.
COURSE MATERIALS
Required Texts:
Muhammad, Rashida J. Read & Rap: Teaching Young Adult Literature Study Guide. University Park, IL:Governor State University. 2004.
Donelson, Kenneth L. & Nilsen, Alleen P. Literature for Today’s Young Adults. Seventh Edition. New York:Longman. 2005.
Recommended Texts:
Harris, Violet (Ed.). Teaching Multicultural Literature. Norwood,MA:Christopher Gordon Inc. 1993.
Raphael, Kehus, & Damphousse. Book Club for Middle School. Small Planet. 2001.
Rudman, Masha Kabakow. Children’s Literature: An Issues Approach. Third Edition. White Plains, NY:Longman. 1995.
Taxel, Joel. "Multicultural Literature and the Politics of Reaction", Teachers College Record 98.5. Spring 1997: pp. 417-448.
Wood & Harmon. Strategies for Integrating Reading and Writing in Middle and High School Class. National Middle School Association. 2001.
Strongly Recommended Text:
Tchudi, Stephen and Mitchell, Diana. Exploring and Teaching the English Language Arts. New York: Longman. 1999.
PROGRAM LESSON DESCRIPTIONS
Class 1: Introductions and Course Overview
Emphasizes the need to meet readers at their current level. Viewers meet Dr. Muhammad and the Studio Class. Discussion centers on the stages of literary appreciation manifested from birth through adulthood.
Class 2: Qualities of Young Adult Literature
Outlines two diverse ways to analyze the suitability of a literary work. Students learn to examine the merits of a work on two different levels – by category and by "essential literary elements". Discussion explores the various categories of literature available, and defines the structural elements of literary works targeted to young adults.
Class 3: 100 Recent Young Adult Novels Too Good to Miss
Examines the appeal of many of the most popular young adult books. Students are given an in-depth description of the merits of 100 books popular with middle and high school students. The class also includes a bibliography of "must reads" by African American authors recommended by the NCTE Black Caucus.
Studio Guest:
Dr. Diana Mitchell, Teacher and past president of ALAN (Assembly for Literature of the Adolescent - National Council of Teachers of English).
Class 4: The Young Adult Library
Encourages a fact-finding trip to the local public library. The viewing audience is challenged to document the young adult offerings at their local community library. The Study Guide directs the viewing student to find out about the annual circulation of books among young adults at the public library, discover the range of programs designed for them at the library, and request advice from the Librarian as to how teachers might create or enhance their own classroom library to better serve their age group.
Studio Guest:
Dr. Diana Mitchell, Teacher and past president of ALAN (Assembly for Literature of the Adolescent - National Council of Teachers of English).
Class 5: Creating Thematic Units
Explores over thirty popular themes for related Language Arts units. The concepts of "Single Issue Study" and "Thematic Units" are discussed. Students are guided in finding multiple diverse ways of helping young adult readers connect to the material and find ways to make sense of the their world. The importance of student-driven input, discovery, and response is emphasized.
Class 6: Autobiographies, Biographies, and Personal Experiences
Explores criteria for selecting literature for theme units. The Studio Class reviews the components of a good thematic language arts unit, emphasizing the five features that aid teachers in selecting the right book for the unit. Also included are the five steps to meaningful Readers’ Theater activities and sources for finding scripts and support material. A demonstration of Readers’ Theater is offered in a videotaped presentation of "Lincoln: in His Own Words".
Class 7: Politics of Young Adult Theater
Summarizes how culture, tradition, and stereotyping influence young adult literature. This class examines how literature serves as an agent for socialization for young people, how the current media culture is influencing reader expectations, and how the business of publishing is shaping literary offerings to the young. The use of short stories in the classroom is also discussed.
Studio Guest:
Dr. Diane DuBose Brunner(Michigan State University)
Class 8: History of Young Adult Literature – Historical Fact vs. Fiction
Offers criteria for evaluating historical literature. Studio Class discussion centers on such topics as the place of political correctness in period literature, the delicate balance between literary license and historical accuracy, and the educational value of literature from a perspective of history.
Studio Guest:
Dr. Diane DuBose Brunner (Michigan State University)
Class 9: Using Drama in the Literature Class
Establishes guidelines for incorporating dramatics in the classroom. This lesson covers various approaches to fostering classroom dramatics. Topics include role-playing, improvisation, choral reading and Readers’ Theater. Discussion also touches on ways to encourage classroom students to write and produce original dramatic works for audio or video recording.
Class 10: Bringing Literature to Life
Models dramatic use of literature in the classroom. The play "Fences" is used to demonstrate how drama can be used in the classroom. Students and professional actors recreate a scene from the play and discuss the play as a whole. A local teacher shares her process for transitioning her English students into drama study.
Studio Guest:
Cheryl Hague, Teacher (Crete-Monee High School, IL) and University Lecturer (Governor State University)
Class 11: Poetry Alive, Part 1
Explores how drama enhances the appreciation of poetry. The Studio Class builds on previous lessons, outlining the concepts important to good dramatic poetry reading. Concepts include proper performance modeling, unison and scripted poetry reading, the physical and psychological elements of performance, and ideas for incorporating the additional disciplines of dance and movement.
Studio Guests:
Rodney Bowling and Stephanie Kirk of Poetry Alive, Inc.
Class 12: Poetry Alive, Part 2
Discusses strategies for incorporating ideas presented in the previous lesson. The ideas discussed in Class 11 are expanded to include a protocol for memorizing, reciting, and performing poetry. Topics include how to script and/or score poetry for reading, how to stage a performance, how to build reading teams, how to follow up performance with meaningful analysis, and how to build on student interest and enthusiasm. The educational value of poetry performance is discussed.
Studio Guests:
Rodney Bowling and Stephanie Kirk of Poetry Alive, Inc.
Class 13: Literature Circles: Fiction in the Young Adult Classroom
Explores Literature Circles as a student-centered alternative to traditional literature teaching. The Studio Class fleshes out the rules for setting up an effective Literature Circle. Sample "Role Sheets" for Literary Circle participants are provided in the Study Guide, and the standard rules for conducting such a group are defined and explained. Authors Lowis Lowry, Paul Zindel, Judy Blume and Walter Dean Myers tell teachers how to use their books in Language Arts classes.
Class 14: Using Romance Novels
Examines the pros and cons of using Romance literature in the classroom. The Studio Class discusses the dangers inherent in using Romance novels in the classroom, but also puts forth some rationales for possibly including them. Viewers discover inventive ways to use this genre to confront gender stereotypes, to broach social issues, or to interject interesting historical detail.
Class 15: Quest – Coming-of-Age Novels
Examines the psychological and sociological impact of Coming-of-Age novels. The Studio Class discover how the "Role Sheets" introduced in Class 13 can help students develop "multiple cognitive perspectives" of literary texts. The roles of "Discussion Director" and "Connector" are identified as critical in discussions of this genre. A videotaped Readers’ Theater presentation of "Are You Alone on Purpose?" is offered for discussion.
Class 16: Science Fiction and Fantasy Novels
Examines the creative uses of Sci-Fi literature. The Studio Class discusses the unique challenges to the status quo posed by Science Fiction and Fantasy novels. Discussion touches upon the general rules by which good science fiction abides and the valuable lessons it can teach.
Class 17: Horror and Mystery Novels
Evaluates the appeal and content of this genre. The lesson looks at Horror and Mystery novels as a non-video game pursuit that is especially intriguing to boys. The key features of this genre discussed by the Studio Class include the timeless theme of good vs. evil, the appeal of a puzzle that needs solving, the emphasis on brain power over force, and the traditionally savvy nature of the protagonist.
Class 18: Adventure and Sport Novels
Defines criteria for evaluating Adventure and Sports-oriented novels. The Studio Class discusses the features of Adventure novels that make or break their usefulness in class. The five common elements of Sports novels are detailed. Videotaped inserts include two different Readers’ Theater presentations and an interview in which Walter Dean Myers shares his ideas on the writing process.
Class 19: Censorship of Young Adult Literature
Discusses censorship from diverse viewpoints: authors, students, educators and the community at large.Common bases of censorship such as sex, politics, religion, language, and stereotyping are examined, and the Studio Class debates these issues from both pro-censorship and anti-censorship points of view. A Librarian at the Chicago Public Library gives her opinion, and the author’s viewpoint is presented through interviews with Lois Lowry, Judy Blume, Walter Dean Myers, and Paul Zindel.
Class 20: How to Use "Banned" Books in the Young Adult Classroom
Explores the ways in which teachers can authenticate the use of censored books in the classroom. Topics of discussion include the importance of keeping up-to-date on a book’s censorship status, some reasons why teachers may want to use a banned book and the ways in which parents and community organizations can help teachers change public attitudes about banned books. The 100 most frequently-challenged books are listed in the Study Guide.
Class 21: Dealing with New Realism: Peers, Pressures, Gangs & Violence
Discusses Language Arts as a tool for helping students cope with and overcome social pressures. The Studio Class engages in a philosophical discussion on the goals of education. The theme of the class centers on the need for educators to "...break down barriers, overcome obstacles, and open doors and minds and possibilities". The ways in which the study of literature can aid in this mandate are debated.
Studio Guest:
Dr. William Ayers, Professor of Education (University of Illinois – Chicago)
Class 22: New Realism Novels
Explores criteria for evaluating Realistic and Problem novels. The lesson shows how these novels can provide powerful coming-of-age tales for teens making a treacherous journey from childhood to adulthood. The Studio Class discusses the challenges of using this genre in the classroom, which tends to depict harsh realities, use colloquial language, and address delicate issues. Videotaped inserts include two Readers’ Theater presentations: "The Chocolate War" and "Teacup Full of Roses".
Studio Guest:
Dr. William Ayers, Professor of Education (University of Illinois – Chicago)
Class 23: Race in Literature and Publishing
Discusses multicultural influences on young adult literature. The Studio Class learns "10 Quick Ways to Spot Racism and Sexism" in a children’s book and discusses how some books may culturally misrepresent diverse American communities. Discussion also touches on how stereotyping and misrepresentation affects students’ perception of diverse ethnic and cultural groups.
Studio Guest:
Alfred L. Woods, published author and poet (University of Illinois – Champaign)
Class 24: Young Adult Literature in the 21st Century
Examines the growing interrelationship of mass media. Videotaped inserts demonstrate the current student attitudes on books, movies, computers and the Internet. The Studio Class discusses the powers and limitation of young adult literature. The series closes with a discussion on classrooms as a "space to begin to make those socially responsible, political, and economic decisions that concern all our lives as we move though the 21st century."
Studio Guest:
Alfred L. Woods, published author and poet (University of Illinois – Champaign) |
