Two major issues to address with respect to YA books (or anything else we teach) are WHY to teach it (i.e., theory, or maybe philosophy) and HOW to teach it (i.e., practice, or maybe technique). Take a 15 minutes to comment (in writing, which you will read aloud in a small group) on the WHY of teaching… …historical fiction, …dystopian fiction, …romance, sports, fantasy, or adventure novels, …contemporary realistic fiction (or “problem” novels), and …creative nonfiction, such as biography or memoir.

Discuss in groups your reasons for teaching various books. What reasons were specific to a particular genre? What reasons were consistent across genres? Still in your groups, discuss the following: What’s the difference, theoretically and practically, between teaching a book and using a book to teach something else?

Setting aside the WHY for a minute, let’s look at the HOW: Make a list – starting with strategies we have used in this class, then moving to strategies you have used in other classes, then moving to strategies you’ve heard of but not tried – of strategies for teaching/using lit in the classroom. For example: Write a response to a text, then read it aloud (pair-share; small group; waterfall) as a class discussion-starter Write a response, then discuss it with a small group, then have groups summarize discussions for full class Write a micro-essay to turn in prior to discussing a topic Create an ABC book (with a particular focus) based on a text Call out ideas; write them on a board before discussing them Give book talks to encourage wider reading

Book Talks

Unit Goals (What do I want students to “get”?) Unit Assessments (How can I tell how well students “get” the goals?) Unit Strategies/Activities (What activities will help students reach the goals?) Goals:1-to appreciate the beauty of Shakespeare’s language 2-to understand how literature can hold a mirror to life’s big issues 3-to evaluate current teenage decision-making processes Assessments:1-translate passages from R&J into current language; write a conversation in iambic pentameter 2-identify various points of conflict in R&J; identify parallel conflicts in current times 3-identify, explain & analyze decision-making processes of various characters (R, J, Mercutio, Tybalt); evaluate those processes (in light of their outcomes); identify processes available to today’s teens Strategies:watch clips from various film/stage productions practice “translating” (& maybe paraphrasing) lines explain meter in general & iambic pentameter in particular storyboard the plot; two-minute R&J (for YouTube) lecture on decision-making processes; do some role playing and lots more…

1. Uses knowledge of students' language acquisition and development as a basis for designing appropriate learning activities that promote student learning 2. Uses knowledge of English grammar in teaching students both oral and written forms of the language 3. Engages students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes 4. Engages students in meaningful discussions for the purposes of interpreting and evaluating ideas present through oral, written, and/or visual forms 5. Uses a wide variety of strategies to teach students to comprehend, interpret, evaluate, and appreciate texts 6. Integrates interdisciplinary teaching strategies and materials into instruction of ELA content to further student learning 7. Uses a variety of approaches for teaching students how to construct meaning from texts and integrates learning opportunities into classroom experiences that promote composing and responding to such texts 8. Incorporates technology and print/non-print media into his or her own work and instruction 9. Engages students in critical analysis of different media and communication technologies 10. Uses major sources of research and theory related to English language arts to support his or her teaching decisions 11. Engages students in learning experiences that consistently emphasize varied uses and purposes for language in communication 12. Makes meaningful and creative connections between the ELA curriculum and developments in culture, society, and education 13. Designs, implements, and assesses instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA 14. Engages students in activities that demonstrate the role of arts and humanities in learning

Now let’s back up to the “why” (or maybe “whether”) question. You should have links to these two articles in your . Take a break, then move up to the computer lab in 313 to read and discuss these two articles and what they say about the place of “dark” novels.

Looking ahead: Oct 16 – bring Book Club books (historical fiction) Also bring some multi-cultural novels Oct 23 – reviews due for Book Club books (These are individual reviews.) Oct 30 – bring final Book Club books (series) No class on Election Day. Go vote. YALLFest is Saturday, November 10 th.