Young Adult Literature in a Multicultural WorldEnglish 435/635 (3 credits)

Fall 2014Mondays 5-7:30pm

Minard Hall Room 302

Instructor: Dr. Kelly SassiOffice: 318 E22 Minard HallOffice Phone: (701) 231-7156Office Hours: Wednesdays 9-11am and by appointmente-mail address: Kelly.Sassi@ndsu.edu

Welcome to the Fall 2014 Young Adult Literature in a Multicultural World course! This year our YAL journey begins close to home with an exploration of several contemporary Minnesota writers, from the prolific and well loved Gary Paulsen to young writers making a name for themselves, like Geoff Herbach and Kristin Cronn-Mills. Then we make a journey to the land where many Minnesotans and North Dakotans emigrated from—Scandinavia—where we will read a just-translated-into-English novel called The Circle by new Swedish authors Elfgren and Strandberg. This book is the first in a trilogy and is very popular in Sweden, but only the first book has been translated into English thus far. From there, we visit the continent where it is believed all human beings originated—Africa. We’ll have a broad range of fiction, nonfiction, and historical fiction books from several countries to choose from. After that exploration, we’ll read some literature of the Middle East. Our common novel will be The Other Side of the Sky, a memoir by Afghanistan author Farah Ahmedi, and there will be a range of choices like a poignant graphic novel on the aftermath of the post-election protests in Egypt in June 2009, a nonfiction novel about what it’s like to be young and Arab in America, and more. From the Middle East, we continue east to Asia, where our common novel will be actually be two new graphic novels, one called Boxers and one called Saints by Gene Luen Yang, which explores the two sides of the Boxer rebellion in China. Our journey ends with a return to the Americas, this time to Haiti, where we will read an award winning novel by Haitian author Edwidge Danticat and a novel of your choice, such as the poem Serafina’s Promise, last year’s Michael Printz award

winner In Darkness, among other choices. This semester’s world tour canprovide only a glimpse of the larger (and growing) world of Young Adult Literature, a body of literature that provides access to the diversity that students need to develop into global citizens.

NDSU Course Description Introduction to the field of Young Adult Literature (YAL) with an emphasis on multicultural novels and the most current award-winners. Recommended for English Education majors, English majors seeking breadth in the reading and students seeking diverse reading.

NDSU English Departmental OutcomesSkillsOutcome 2: English majors will be able to read (analyze, interpret, critique, evaluate) written and visual texts.ContentOutcome 6. English majors will be familiar with literatures as culturally and historically embedded practices. This outcome includesgoals such as familiarity with major writers, genres, and periods, and technologies of writing.

English Majors Portfolio StatementStudents in all English classes are encouraged to save their work electronically and in hard copy; all students in English Capstone 467will be required to assemble a portfolio of their work in order to prepare students for future employment or graduate school. The portfolio also functions for the department as the primary means of assessing strengths and weaknesses in the curriculum.

English Education Major OutcomeESPB Standard 05020.1 Study of literature, emphasizing major representative works and writers in American, English, and world literature; including samplings from adolescent literature, works by female writers, works by writers of color and ethnic diversity, and works of analysis and criticism.

NCATE standard 3.5: “Candidates demonstrate knowledge of and uses foran extensive range of literature.” As a result, candidates who are reaching this target “demonstrate an in-depth knowledge of, and an ability to use, varied teaching applications for: works representing a broad historical and contemporary spectrum of United States,

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British, and world, including non-Western, literature; works from a variety of genres and cultures, works by female authors, and works byauthors of color; numerous works specifically written for older children and young adults; and a range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches.” (NCTE/NCATE Standards for the Initial Preparation of Teachers of Secondary Language Arts, Grades 7-12)

Graduate Student OutcomesGraduate students will set individual goals based on their program ofstudy in consultation with their advisors. A statement of progress toward goals will be required along with the final project.

Course Objectives Students in this course will…

1. demonstrate an in-depth knowledge of Young Adult Literature (YAL).

2. read and discuss numerous works specifically written for young adults from a variety of genres and cultures, including works by female

authors and works by authors of color.

3. develop a theoretical understanding of YAL genres. 4. explore the issues surrounding YAL.5. understand the effect of literary theory and criticism on their

reading and interpretive approaches to YAL. 6. demonstrate an ability to create and use varied teaching

applications of YAL.

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Americans with disabilities statement about students with special needs: "Any students with disabilities or other special needs, who need special accommodations in this course are invited to share theseconcerns or requests with the instructor and contact the Disability Services Office as soon as possible."

Required Texts Common Textbook

Nilson, Alleen, James Blasingame, Kenneth L. Donelson, and Don L.F. Nilson. Literature

for Today’s Young Adults. 9th edition. New York: Pearson, 2013. Common Novels

Ender’s Game by Orson Scott CardHatchet by Gary PaulsenThe Circle by Sara Elfgren and Mats StrandbergChains by Laurie Halse Anderson The Other Side of the Sky by Farah AhmediBoxers and Saints by Gene Luen Yang Claire of the Sea Light by Edwidge Danticat

Choice Novels ( Choose one work from each geographical location to read with a literature circle of 5 students—to be decided in the first two weeks of class)

MinnesotaStupid Fast by Geoff HerbachCrackback by John CoyThe Birchbark House by Louise ErdrichBeautiful Music for Ugly Children by Kirstin Cronn-MillsBrian’s Winter by Gary PaulsenWhere People Like Us Live by Patricia Cumbie

ScandinaviaNothing by Janne Teller (Denmark)Charlie and the Chocolate Factory by Roald Dahl (Norway) East by Edith Pattou (Norway)Heart’s Delight by Per Nilsson (Sweden)As Red As Blood by Salla Simukka (Finland)Moominland Midwinter by Tove Jansson (Finland)

AfricaGolden Boy by Tara Sullivan (Tanzania)This Thing Called the Future by JL Powers (South Africa)The Boy Who Harnessed the Wind by William Kamkwamba (Malawi)

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Outcasts United by Warren St. John (African refugees; Jordanian coach)

Cry, the Beloved Country by Alan Paton (Southern Africa)Out of Exile: The Abducted and Displaced People of South Sudan by Craig Walzer (Sudan)

Middle EastGirls of Riyad by Rajaa Alsanea (Saudi Arabia)Does My Head Look Big in This? by Randa Abdel-Fattah (Australian-

Palestinian)Zahra’s Paradise by Amir and Khalil (Egypt)How Does It Feel to Be a Problem? by Moustafa Bayoumi ( Arab

Americans)Tasting the Sky: A Palestinian Childhood by Ibtisam Barakat

(Palestine)Checkpoints by Marilyn Levy (Israel)

Asia (Optional)Dragonwings by Lawrence Yep (China)Money Boy by Paul Yee (Chinese-Canadian)Please Look after Mom by Kyung Sook Shin (Korean)Shizuko’s daughter by Kyoko Mori (Japan)Moribito: Guardian of the Spirit by Nahoko Uehashi (Japan)Sold by Patricia McCormicjk (India)

HaitiTaste of Salt by Frances TempleIn Darkness by Nick LakeSerafina’s Promise by Ann E. BurgAnacaona: Golden Flower, Haiti 1490 by Edwidge DanticatHaiti on My Mind: Stories by Haitian-American Teens Dana Vincent, ed.The Magic Orange Tree and Other Haitian Folktales by D. Wolkstein

Articles for graduate studentsAlsup, Janet. “Identification, Actualization, or Education: Why Read YAL?” in Young Adult

Literature and Adolescent Identity Across Cultures and Classrooms. Anati, Nisreen. “Teaching through the Conflict: Examining the Value of Culturally Authentic

Arabic Young Adult Literature.” In Young Adult Literature and Adolescent Identity Across

Cultures and Classrooms.

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Cunningham, Aliel. “Engaging and Enchanting the Heart: Developing Moral Identity through

Young Adult Fantasy Literature” In Young Adult Literature and Adolescent Identity Across

Cultures and Classrooms. Dangora, Joy. “African American Young Adult Literature and Black Adolescent Identity:

Developing a Sense of Selfe and Society through Narrative.” In Young Adult Literature

and Adolescent Identity Across Cultures and Classrooms. Hunter, Alyce. “Teaching about China, Chinese Culture, and Chinese Americans through

Literature Exploration and Interdisciplinary Instruction.” In United in Diversity pp. 111-

116.Renzi, Lechter, and Miraglie. “Out of the Closet and Into the Open: LGBTQ Young Adult

Literature in the English Language Arts Classroom.” In Teaching Young Adult Literature

Today. Pp. 117-134.Scholes and Ostenson. “Understanding the Appeal of Dystopian Young Adult Fiction”

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Recommended ResourcesFor English Education MajorsBeach, , Richard, Deboarah Appleman, Susan Hynds, and Jeffrey Wilhelm. Teaching Literature to Adolescents. New York: Routledge, 2006.

Booktalking with Teens by Kristine Mahood

Teaching Young Adult Literature: Sharing the Connection by Jean E. Brown and Elaine C. Stephens (Paperback - Aug. 13, 2007)

Kaywell, Joan, Ed. Adolescent Literature as a Complement to the Classics. Norwood, MA: Christopher-Gordon, 1993.

United in Diversity: Using Multicultural Young Adult Literature in the Classroom (Classroom Practices in Teaching English) by Gary M. Salvner, Jean E. Brown, and Elaine C. Stephens (Paperback - Mar. 1998)

Using Young Adult Literature in the English Classroom (4th Edition) by John H. Bushman and Kay Parks Haas (Paperback - June 30, 2005)Young Adult Literature and the New Literary Theories: Developing Critical Readers in Middle School (Language and Literacy Series (Teachers College Pr)) by Anna O. Soter (Paperback - Oct. 1, 1999)

Rationales for Teaching Young Adult Literature by Louann Reid and Jamie Hayes Neufeld (Paperback - Nov. 1, 1999)

Responding to Young Adult Literature (Young Adult Literature Series)by Virginia R. Monseau (Paperback - Apr. 16, 1996)

Young Adult Literature in the Classroom: Reading It, Teaching It, Loving It by Joan B. Elliot and Mary M. Dupuis (Paperback - Feb. 2002)

The Teen-Centered Book Club: Readers into Leaders (Libraries Unlimited Professional Guides for Young Adult Librarians Series) by Bonnie Kunzel and Constance Hardesty (Paperback - Mar. 30, 2006)

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Book Bridges for ESL Students: Using Young Adult and Children's Literature to Teach ESL (Scarecrow Studies in Young Adult Literature)by Suzanne Elizabeth Reid (Hardcover - Apr. 2002)

Literature for Today's Young Adults (8th Edition) by Alleen P. Nilsenand Kenneth L. Donelson (Hardcover - Apr. 17, 2008)

Using Young Adult Literature: Thematic Activities Based on Gardners Multiple Intelligences by Jacqueline Glasgow

For English Majors:Critical Approaches to Young Adult Literature by Kathy H. Latrobe andJudy Drury (Paperback - Feb. 28, 2009)

A Family of Readers: The Book Lover's Guide to Children's and Young Adult Literature by Roger Sutton and Martha Parravano (Sept. 28, 2010)

A Critical Handbook of Literature for Young Adults by Rebecca J. Lukens and Ruth K. J. Cline (Paperback - Oct. 1994)

Essentials of Young Adult Literature (2nd Edition) by Carl M. Tomlinson and Carol Lynch-Brown (Paperback - Oct. 16, 2009)

Young Adult Literature: Exploration, Evaluation and Appreciation (2ndEdition) by Katherine T. Bucher and KaaVonia M. Hinton (Paperback - Mar. 14, 2009)

From Hinton to Hamlet by Sarah K. Herz and Donald R. Gallo (Hardcover- Aug. 30, 2005)

For everyone:Handbook of Research on Children's and Young Adult Literature by Shelby Wolf, Karen Coats, Patricia A. Enciso, and Christine Jenkins (Paperback - Nov. 1, 2010)

Children's and Young Adult Literature by Native Americans: A Guide for Librarians, Teachers, Parents, and Students by Sherry York (Paperback - Jan. 1, 2003)

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African-American Voices in Young Adult Literature: Tradition, Transition, Transformation by Karen Patricia Smith (Paperback - Jan. 1, 1994).

White, Melinda. “The Voices of Power and the Power of Voices: Teaching with Native American Literature.” ALAN. 2006. http://scholar.lib.vt.edu/ejournals/ALAN/v34n1/kaulaity.pdf

Organization resource:The Assembly on Literature for Adolescents of NCTE (ALAN) promotes communication and cooperation among all individuals who have a special interest in adolescent literature, presents programs and conferences on this subject, promotes and increases the number of articles and publications devoted to it and integrates the efforts ofall those with an interest in this literature.  Members receive threeissues annually of The ALAN Review, a journal emphasizing new books, research, and methods of teaching adolescent literature.  Visit the ALAN Web page at http://community.alan-ya.org/Home/.

Policies and ProceduresAcademic Honesty: Academic honesty will be assumed in all English courses, and will only be questioned if an instructor receives work that is unlike work they have seen from a student before, if work seems poorly documented, or if work closely resembles other work in the course. Work submitted for this course must adhere to the Code ofAcademic Responsibility and Conduct as cited in the Handbook of Student Policies:

"The academic community is operated on the basis of honesty, integrity, and fair play. NDSU Policy 335: Code of Academic Responsibility and Conduct applies to cases in which cheating, plagiarism, or other academic misconduct have occurred in an instructional context. Students found guilty of academic misconduct are subject to penalties, up to and possibly including suspension and/or expulsion. Student academic misconduct records are maintained by the Office of Registration and Records. Informational resources about academic honesty for students and instructional staff members can be found at www.ndsu.edu/academichonesty."

All written and oral presentations must "respect the intellectual rights of others. Statements lifted verbatim from publications must be cited as quotations. Ideas, summaries or paraphrased material, and

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other information taken from the literature must be properly referenced" (Guidelines for the Presentation of Disquisitions, NDSU Graduate School, 4). Instructors "who suspect that prohibited academic conduct has occurred in their class have an initial responsibility for informing the student or students involved of their suspicion and the grounds thereof, of allowing a fair opportunity to refute them, and of making an impartial judgment as towhether or not any prohibited academic conduct occurred only upon thebasis of substantial evidence." In the spirit of fairness to all students and consistency in all English courses, NDSU's English department uses the following definitions and guidelines for handlingplagiarism. Instructors will consider the point in the semester, the course (especially the level: 100, 200, 300, 400, or graduate course), and the type of assignment in making their final decision about how to handle student work.Inadvertent Plagiarism. A first instance of inadvertent plagiarism shall be pointed out immediately; students will be asked to revise those assignment with proper documentation and citation before a grade is assigned. A second instance of inadvertent plagiarism may result in a zero for the assignment; instructors may allow for a revision if they consider revision an appropriate option for the situation. A third instance of inadvertent plagiarism will be treatedas a case of deliberate plagiarism, will result in no credit for the assignment, possibly an F for the course, and possible disciplinary action.Students in upper division courses or graduate courses will not likely be given three chances.Deliberate Plagiarism. A first instance of deliberate plagiarism willresult in no credit for the assignment with no opportunity for revision, and possibly "F" for the course. Disciplinary action may bepursued even in the first case of deliberate plagiarism. A second instance of deliberate plagiarism will result in "F" for the course and disciplinary actions will be pursued.Disciplinary Action: Instructors initiate disciplinary action with a memo to the appropriate administrator (Director of First-year Writing, Director of Upper Division Writing, or Department Head) detailing the type of plagiarism and explaining why disciplinary action is appropriate. After consulting with the Administrator, the instructor and Administrator may report a case of deliberate plagiarism to the English Department Head, who may in turn notify the student and the Dean of Arts, Humanities, and Social Sciences. The Dean will consider

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the case and determine the next step in the process. "The dean may impose academic warning or probation in the college, or the dean may recommend suspension or expulsion to the Academic Standards Committee." Additionally, the instructor should notify Nona Wood and the Provost/Vice President for Academic Affairs for putting the academic dishonesty officially on record.Disciplinary Action: A Student's Rights. "A student who has received a penalty or a disciplinary sanction for prohibited academic conduct may appeal the decision.1. The student must consult with the instructor, the department chair, and the Dean, in sequence, to resolve the conflict.2.Then, the student may request a hearing by the Student Progress Committee in the college where the violation occurred. In addition, the student may request that two students be appointed to the StudentProgress Committee for the hearing; one student shall be a member of the Student Court appointed by the Chief Justice of the Student Court, and the other student shall be a student senator for that college appointed by the student body president."

Attendance: “In compliance with NDSU University Senate Policy, Section 333: Class Attendance and Policy and Procedure, the English Department has established the following attendance policy: All English Department courses require active learning. Students are expected to speak, listen, and contribute. Therefore, prompt, regularattendance is required. Students who miss more than four weeks of class during the standard academic semester will not pass the course.Moreover, each student is accountable for all work missed because of absence, and instructors have no obligation to make special arrangements for missed work. Additional attendance requirements may be implemented at the discretion of the individual instructor.” Please call or e-mail ahead of time if you are ill and need to miss class. More than 1 absence will result in the loss of a letter grade for each day missed (Example: 2 absences result in a final grade of Abeing lowered to an B). 3 tardies=1 absence. A tardy is defined as being up to 20 minutes late for class. If you have an extenuating circumstance, such as surgery in the hospital, please communicate with me, and we will decide together how to coordinate your class responsibilities with your personal situation.Class participation: Class participation is critical in a course suchas this. Many of you have had experiences that I hope you will share with the other people in the class. Contribute constructively to the

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course, even if by simply asking good questions. Grading Criteria: The following table describes in general terms whatthe five letter grades from A to F represent for assignments in this course. In addition, a detailed description with a rubric will be handed out with each assignment.

Grade MeaningA (90-100)

A work exceeds expectations and demonstrates excellence. Performance at this level is the result ofhard work, innovation and/or creativity.

B(80-89)

A B meets all expectations and demonstrates a good mastery of college-level work. All requirements have been met and the work has been done well.

C(70-79)

A C represents satisfactory work. Work at this level satisfies the requirements of the assignment but does not stand out, appears to be prepared hastily, and/or lacks the depth and polish expected at this level of college work.

D (60-69)

A D is unsatisfactory. Although some aspects of the work might be well done, there are numerous or significant problems with its conception or execution.

F (0-59)

An F is failing work. It does not meet the requirements of the assignment.

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Assignments % of coursegrade

I. Major Project A. Undergraduate Options (Choose one) 1. Scholarly Paper (English majors): 4-5 page proposal + 10-12 page final paper 2. YAL Lesson Plans (English Education majors): about 15 pages, including a persuasive rationale 3. Alternative Project (for anyone) 4-5 page proposal, the project, and an assessment of the project (ideas—YAL website, facebook page, resource manual, experiment, or….?) B. Graduate Options 1. Unit Plan (for inservice teachers) 2. Seminar Paper (for degree-seeking graduate students) 5-7 page proposal, lit. review, and final paper of about 20 pages

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II. Reading Journal/Discussion Questions A. Undergraduate (12 books) B. Graduate students (12 books + 6 articles)

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III. Oral Presentations A. Undergraduates: book talks B. Graduate students: Seminar discussion

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IV. Classroom Participation 10

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Rubrics and Assessment details:

Attendance and Participation: Course Participation in Group Work is expected at every session. Group Work will consist of large group and small group discussions and active and accurate scoring of student essays. A rubric of expectations is provided below. (10% of course grade)

Category Exemplary Acceptable Needs Improvement

Attendance (Expectation at the first evaluation /Actual attendance at final evaluation)

Student was on time and present for every session.

Student was late for one session.

Student missed one or two sessions.

Active Listening (framed withincultural contexts)

Student demonstrates active listening in a manner appropriate to hisor her cultural context. This could include manyof the following: listens quietly and respectfully, completes tasks the speaker requests, maintains eye contact with speakers, rephrases statements for clarification, exhibits open bodylanguage, exhibitsaffirming verbal cues, etc.

Student demonstrates active listening in one or more ofthe ways listed to the left.

Sporadic eye contact with speakers, occasional closed body language (positioning, tight, closed postures). No verbal responseto demonstrate understanding of message. Neutral or disaffected facial cues.

Active Contributor

Participates in all activities anddiscussion. Able

Participates in most activities and discussion

Rarely contributes relevant topics

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to gauge other’s need to contributeto the conversation.

and demonstrates moderate sensitivity to other’s needs to contribute.

or contributes off topic material. Lack of sensitivity to other’s need tocontribute.

Critical Thinker

Encourager of other’s perspectives even if different from their own. Able tosynthesize, evaluate and integrate ideas based on readings,discussions and career experiences.

Receptive to other’s perspectives, even if differentthan their own. Efforts are made to apply new ideasframed within their own experiences.

Not receptive to opinions that differ from their own.Is unable to progress beyondknowledge of topics discussed, readand shared. Minimal effort to integrate new knowledge into existing schemas of knowing.

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Some Prompts for the Reading Journal

We have a diverse group of individuals in this class who are reading the YAL books for different purposes. To help guide you, here are some possible prompts. You can also create your own prompts or use questions posed in class by the theoretical readings or our discussions.

1. If you were to write a letter to this author, what would you say?2. What problems did the main characters deal with and how were you able to identify with their struggle?3. What movie or TV series might this story appear in?4. Who would like this book and why?5. Who reminds you of this main character and why?6. How would you have added to or deleted from the plot of this book?7. What movie stars would appear in your filming of this book? What are some director notes you would give them?8. What is the “big idea” in this book? How does it prompt the readerto think differently?9. Does this book reinforce negative stereotypes or attitudes? If so,how? What would you change to make this book more meaningful?10. Does anything in this book remind you of a plot turn, character, or device from a classic novel? Compare and contrast.11. If you are an English education major, what are your ideas for teaching this book in the classroom?12. Predict what you think will happen next.13. If you could rewrite the ending of this book, what would you write?14. What are some “seed questions” you could bring to class for discussion? (A seed question is one that grows into a rich discussion).15. Find a passage in the book that you think is particularly evocative. Why are you drawn to this passage. Why is it meaningful interms of the larger themes in the book?16. What if you had read this book when you were a teen. What impact would it have had on your life?17. If you could teach this book in tandem with a classic novel, whatwould you choose and why?18. How does this book break from novel conventions? What is the effect of this?

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19. Illustrate a scene from the book. Reflect on your illustration—what does it represent?20. If you were to write your own YAL book, what would it be about? What elements of the author’s craft in the books we read would you use?21. Is this novel correctly identified as YAL? What characteristics of YAL fit? Which do not?22. If you have read other works by this author, how does this novel compare to the rest of his or her work? Does the author’s work fit into a certain type of YAL? If so, how would you describe it and why?23. Would parents object to their children reading this book? Why or why not? If they would object, what justification might you provide for assigning the book in a class? Do the benefits outweigh the objections? Why or why not?24. Drawing from the various articles we have read, what is your definition of Young Adult Literature? 25. If this is a single novel, could it be a trilogy? How would you plan the other two books?

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TENTATIVE CLASS SCHEDULEDate

Place/Class Activities Textbook ReadingLiterature forToday’s Young Adults. (LTYA)

YAL Reading

Assignmentdue

Aug25

Place: SpaceIntroduction to YALModel book talk on HatchetGroup introduction activitiesGo over syllabus

NoneGrad students:Scholes and Ostenson

Ender’s Game by Orson Scott Card

none

Sept 1

Holiday—Labor Day

Sept 8

Place: MinnesotaDiscussion of HatchetDiscussion of history of YALForm Literature Circles

Chs. 1-2: Intro. to Young Adults and History ofYAL Grad students:Alsup

Hatchet by Gary Paulsen

Reading Journal #1

Sept 15

Note: Late start (6pm)for everyone except those reading Cronn-Mills book, who will need to meet at 5:15 when Kirstin Cronn-Mills Skypes inPlace: MinnesotaLiterature Circle discussions & presentations

Ch. 3: Digitaland New LiteraciesCh. 7: Adventures, Westerns, Sports, and MysteriesGrad students:Renzi, Lechter, and Miraglie

Minnesota LiteratureCircle Choice:

DiscussionQuestions #1

Sept 22

Place: Scandinavia Ch. 5: Fantasy, Supernatural, Sci Fi, UtopiasGrad students:

The Circle bySara Elfgren and Mats Strandberg

Reading Journal #2

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Cunningham Sept 29

Place: ScandinaviaLiterature Circle discussions & presentations

Scandinavia LiteratureCircle Choice

DiscussionQuestions # 2

Oct6

Place: Africa Ch. 8: Historical Fiction Grad students: Dangora

Chains by Laurie Halse Anderson (2008)

Reading Journal #3

Oct13

Place: Africa Literature Circle discussions & presentationsModel proposals for final projects

Africa LiteratureCircle Choice

DiscussionQuestions # 3

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TENTATIVE CLASS SCHEDULEDate

Place/Class Activities

Textbook Reading(LTYA)

YAL Reading

Assignment due

Oct20

Place: Middle East Ch. 9 Nonfiction, BiographiesGrad students: Anati

The Other Side of the Sky by Farah Ahmedi

Reading Journal #4Final Project Proposals due

Oct27

Place: Middle EastLiterature Circle discussions & presentations

Ch. 4 Contemporary Realistic Fiction—romances, tragedies, magical realismGrad students: Hunter

Middle East Literature Circle Choice

Discussion Questions # 4

Nov3

Place: Asia “Beyond the Comics Page: Pedagogical Opportunitiesand Challenges inTeaching Graphic Novels” by Lisa Eckert

Boxers and Saints by Gene LuenYang

Reading Journal #5

Nov. 10

Final Project Writing Workshop

none None Draft of finalproject due for workshopWriting Workshop Feedback/Discussion Questions # 5

Nov.

Online discussion ofCh. 10 & workshop

Ch. 10: Evaluating,

Individual reading

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17 Promoting, and Using Young Adult Books

for finalproject

Nov. 24

Prof. at conf. Ch. 11: YoungAdult Literature inthe English Class

Individual readingfor finalproject

Revised draft of final project due

Dec. 1

Place: HaitiGuest Speaker, Paul from Hearts for Haiti

Ch. 6: Poetry, Drama, Humor,and New MediaGrad students: TBA

Claire of the Sea Light byEdwidge Danticat

Reading Journal #6

Dec. 8

Place: HaitiLiterature Circle discussions & presentations

Ch. 12: Censorship: Of Worrying

Haiti Lit. Circle Choice

Discussion Questions #6 Final Project Due

Dec. 155:30-8

FINAL EXAMPresentation of final projects—invited audience

none none Final Project Presentation

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