Manual Names and Naming in Young Adult Literature (Studies in Young Adult Literature)

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As we worked on it, we found ourselves repeatedly discussing issues of canonicity and young adult literature; thus, this text became a logical next step for us. Our text will help fill this void as we intend to promulgate a wide array of critical interpretations of the texts that make up the YA canon. This book will not only be intended for secondary English language arts teachers who can draw pedagogical inspiration from the analyses, but also for professors in both English and Education departments who teach YA literature courses. Each chapter will feature a critical literary interpretation of a canonical YA text; we may be open to chapters that use two or more texts if proposals provide a compelling rationale, but it is critical to keep in mind that our manuscript will foreground texts rather than theoretical or pedagogical approaches.

We are open to publishing more than one chapter on a text if the modes of interpretation are not similar. Although proposals may utilize well known literary modes of criticism such as Marxism, feminism, biographical, new criticism, Black crit, and post colonialism, we are completely open to proposals that utilize other paradigms to interrogate texts.

All proposals should be in APA Style formatting. Inquiries can be directed to either Vic or Crag. Please submit the proposal and cover page as separate Word documents to malov uncw. After I read aloud from these magazines and mini pages, I would let the students come up and help themselves to a few copies to take back to their desks for further reading. The students liked the magazines because no matter where they were with their reading skills, they could find reading material in just one magazine.

In this way, students could not tell what type of article or story their neighbor was reading since the magazines had the same basic design on their covers. One of my students had read a story about Haley's Comet in the magazine and he was so fascinated by it that he told me he loved science fiction and wished that he could find some really good books in English with science fiction stories. In a matter of 4 weeks, he had read all six books.

He used the material from these books as the departure point for his semester essay. He showed not only literal qualities, but interpretative and reflective ones as well. Another male student I had became so interested in detective stories from the magazines. He told me that before reading these books, he had never fully completed reading an English book. He read all of these books ranging from pages each.

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He read a book a week. He said that they were the most exciting books he had ever read. Another male student was very interested in President Richard Nixon. He had read about him in the magazine and said that before that article, he had never heard of him. He is now a student at an upper secondary school. I used the book in order to teach them how to write a book analysis. During the process, the students kept response journals to their reading which proved to be useful when writing the book analysis.

The response journals also gave me the opportunity to get to know them better as individuals. You can read more about literature response journals under the Strategies section of this article. However, students expressed how difficult it was to understand the text in the novel. This was not necessarily due to the fact that the readability level was too difficult, rather that the content was unknown to them. They did not know enough about Asperger's Syndrome which the character in the book suffered from.

Therefore, they could not understand his way of thinking or acting. They were also challenged mathematically as the character relies heavily on mathematical concepts and prime numbers. We dramatized various chapters in the book for better understanding much research has been done in this area resulting in better understanding of difficult texts and we read about Asperger's Syndrome and autism.

The students responded positively to this manner of teaching the novel. Baldwin, Bean and Readence, give a good example of how a theme can be integrated into a list of selected young adult literature books in a social studies classroom. A high school history teacher wants the students to read beyond the class textbook. The teacher creates a list of topics from American history and one of them is, Freedom and Justice. The teacher has created an interest inventory which reflects the original topics. This interest inventory is enclosed at the end of the article for further reference.

The teacher administers the inventory to students and then recommends specific titles to individual students based on their expressed interests. The teacher has already consulted with the librarian to find books the library has and has viewed the budget for purchasing additional books. Here is a list of seven selected titles to reflect the freedom and justice topic for U.

We teachers talk amongst ourselves about the reading situation and what we can do about it. I let one of my closest colleagues read my article for comments and he replied that he thought the article contained a lot of good ideas and statements about reading and reading motivation, however, he could not understand how this could be applied in a practical sense. He was a little pessimistic.

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Teachers need to sit down together. Language teachers need to talk to other language teachers. Language teachers need to hook up with, for example, science teachers, social studies and history teachers, and teachers of religion. Competence goals in K06 need to be studied and themes need to be chosen. Teachers can set up annotated book lists related to these themes across the curriculum, cooperate with librarians to both secure books already available and to buy books.

Syllabi need to be written, locally with lists of suggested reading and obligatory readings. Teachers need to study the tasks presented on the written and oral exams in the various languages. They need to relate the books and their content with practical approaches for teaching students to prepare for the exams and to enchance the themes they have chosen for better understanding across the content areas.

It's great to have reading siestas once a week on a Friday where students bring with them their book that has been hidden away in their school bag waiting for the next Friday to roll around the corner. The bigger challenge which still lies ahead and has not been dealt with, is to find out how to relate the books young people read to the tasks they are being asked and will be asked to do that will have long term effects on them in terms of the grades they receive and the feeling of their own self worth and achievement.

It is only then, we they understand the connection between reading and the outcomes, that we as teachers will experience students with the motivation to read. The school's administration must play an important and active role in helping teachers with this enormous task. Many American schools are organized such that, reading is a part of the curriculum. It is actually a subject in a classroom with a certified reading teacher.

The books and reading materials are chosen in cooperation and in connection to the other content areas. I would like to leave with you with some strategies to help in getting started with this concept. These strategies will help students improve their concept understanding and critical reading in a subject. Growing evidence and research are supporting the use of trade books in improving content learning. Trade books help students explore deeper text-based topics and guide them in developing ideas from numerous and diverse sources.

This is an area where students need help. They do not know how to utilize many and various sources on a topic. As many of them move into college work, these skills will be essential for success. Read Aloud Many contemporary young adult novels are great sources for reading aloud. You can start by reading a trade book aloud in class. Reserve the last 10 minutes of a class period to read from the novel and build on concepts introduced in the text and other class activities.

This is a regular reading time set aside for students with the objective to provide students with an opportunity to practice their reading skills using pleasurable content related materials. There is a great deal of research carried out in this area to support its use in the classroom and in schools. Teachers may choose the books to match a content unit or students may select books themselves.

Everyone must read, the reading is uninterrupted, and there are time limits. Cyberspace has given us access to cybraries, wikis, blogs, forums etc. Students no longer interact in the traditional classroom setting. Literature response journals Fuhler, that offer students an opportunity to reflect on their reading and share these reflections with teachers, peers or parents can now be shared with others on the internet.

Places like MySpace, Facebook and various Chatrooms exist.


Schools can organize a network internally to be shared with others within a limited framework or allow their students to hook up with others outside. Book clubs in content classrooms can be organized. New York: Teachers College Press. This edited book of readings offers detailed descriptions of classroom book clubs in action. This is recommended reading to explore all the possibilities that book clubs offer. Novel journals Another strategy involves novel journals Benedicty, which engages students in writing about their reactions to a novel within a 7- or week framework.

Young Adult Literature

This is in response to a novel students are reading as a group. Novel journals are a great way to help students prepare for the written exam. Students write in their journals on a regular basis. Schedules for the unit are included at the front of the journal, followed by a menu of essay questions for the final written in-class essay exam. Students have a preview of the final performance task. Questions center on themes such as loneliness, identity or belonging.

Students must compare how various characters cope with events in their lives. Novel journals can also include vocabulary development activities, figure of speech activities and their interpretation, lyrics, drawings etc. Readers' theater involves a presentation of material that is read aloud in a dramatic fashion by two or more readers. Literature circles Literature circles are yet another possibility. Literature circles can be organized in a number of ways.

There are teacher directed, peer-led, in class and electronic literature circles. They can take place on the internet in forums and chatrooms. They can be teacher directed focusing on a topic in a content classroom or be peer-led and live their own life through the initiation and motivation of student generated activities.

For more information, I recommend you visit the online site, www. The library The library is yet another place, which unfortunately many students never really discover. You as a content teacher can introduce students to the wealth of the school library.

Young Adult Lit Belongs to Everyone - Kris Dinnison - TEDxSpokane

Meet the librarian and the library and get a guided tour of the library. Remember, the library does not only exist physically. Cyberspace has seen to that! Probably the best way to begin using trade book novels in your content area is to read one or two young adult novels a year.

Start small and build your collection slowly. In this way, you will have true ownership of the books you read aloud and recommend your students to read. Where can you locate trade books to use in your content area? The best way to start is to view annotated bibliographies and book reviews already established.

Go to conventions and look through catalogues. Refer to journals and other educational magazines. Visit your local bookstore and culminate by creating your own bibliography. Once you have established the attitudes and interests of your readers and have gained a working knowledge of young adult literature for your content area, you will be transforming your classroom into a learning environment. The fun will come back into learning and text book readings will be enhanced by motivated students who yearn for a richer learning experience! Good luck! Below are suggested sites and sources for finding trade books.

I have also included sites where young people can connect with others their age. Some library and resource sites that I find to be very beneficial are also included. Librarian's Index to the Internet www. New York Public Library Online www. Under the sites with many authors and illustrators, you will find the Newbery Award Winners. Scholastic www. Published three times a year. Click on Archives and find the November issues. Each year, the November issue of this journal publishes an annotated list of recommended books that a team of young adults selected. It is published eight times a year.

Kaleidoscope Book Club. Click on Book Club. Multi-genre Thematic Literature Lists that can be used in various content areas. Extensive annotated book lists are done for you. They are created by grade level. Although the information is in English, the content of this site is very beneficial in helping guide you in your teaching. The site also provides guidelines for Curriculum Mapping in helping teachers plan their school year. The site also offers various rubrics criteria for evaluating a product or performance. Baldwin, R. Scott, Bean, Thomas W.

Beach, R. Teaching literature in the secondary school 2nd ed. Benedicty, A. Reading Shabanu: Creating multiple entry points for diverse readers. Fuhler, C. Response journals: Just one more time with feeling. Galda, L. Children's literature. Kamil, P. Barr Eds. Handbook of reading research: Volume III pp.

Mahwah, NJ: Erlbaum. Guthrie, J. Engagement and motivation in reading. Mosenthal, P. Haddon, Mark.

Best YA Novels Of All Time - 15 YA Books Every Adult Should Read

Horowitz, Anthony, ,,, New York: Penguin Group Inc. Reading: From a Forgotten to a Basic Skill. Oslo: Digitalkopi as. Highlights for Children. Langer, J. The process of understanding literature. Report Series 2. McKenna, M. Reading Research Quarterly, 30, McMahon, S. The book club connection. Nagy, N. Reading Online. Nieto, S.

The Use of Young Adult Literature to Enhance Textbook Reading and Course Curriculum

Affirming diversity: The sociopolitical context of multicultural education 3rd ed. New York: Longman. Nilsen, A. Literature for today's young adults 6th ed. Nix, Garth, The Seventh Tower. New York: Scholastic Inc. Worthy, J. Shanahan and F. Rodriguez-Brown Eds.

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Chicago: National Reading Conference, Inc. Fleischman, P. New York: Harper Collins. Houston, J. Farewell to Manzanar. New York: Bantam. Tan, A. The kitchen god's wife. New York: Ballantine.