|Course Number:||EDU 5620 C10|
|Instructor:||David S. Mills|
|Dates and Times:||Monday, November 6, 2017-Monday, December 18, 2017|
Note: Purchase order or payment of $900, payable to RRWIB, is due at the time of registration. Please mail check to the Castleton Center for Schools, PO Box 6049, Rutland, VT 05701. If you wish to pay by credit card, please call the Center for Schools at (802) 770-7060. If you will be using a school purchase order, please enter the purchase order number during the online registration process.
With the world literally at our fingertips, this course will use multicultural and multi-genre Young Adult Literature to explore the global nature of our present world and encourage high school learners to imagine Sierra Leone as half a mile outside Stowe, Vermont and Bombay as just over the hill from Burlington. This course will underscore how exposure to multicultural literature can enhance critical thinking, writing and reading. How to incorporate ELA Common Core State Standards and graduation proficiency performance indicators (such as clear and effective communication through logical analysis, synthesis and evaluation of evidence in critical essays) will also be emphasized. As well, a student’s proficiency-based learning will be augmented by the identification and addressing of potential gaps (in this case, cultural) in a given learner’s understanding.
1. Write reflections about your reading on discussion boards.
2. Read and comment on others’ posts on Moodle.
3. Complete a final project: a 6-10 page paper.
4. Familiarize yourself with Little, Brown handbook for mechanics of grammar, syntax, as well as MLA citations and formatting papers.
5. Create two new lesson plans that can be used in your classes.
6. Establish clear demarcations between critical and subjective responses to literature.
Create lesson plans that encourage learners to broaden their sense of the multicultural world we live in.
Instruct students to see the universal through the particular.
Encourage students to see connections where society and media tends to highlight division and distinction.
Create assignments which allow high school learners to implement (and witness) in their day-to-day lives what they experience in the literature.
Structure pedagogical instruction that allows high school learners to recognize difference but strive for unity. A hand has its particular anatomy and functions, but it is still a part of the entire body.
Facilitate discourse that kickstarts conversation about respect for difference but never “otherizes”/marginalizes citizens who are either recent immigrants or citizens whose family genealogy goes back to the Mayflower.
Implement Vermont Core Teaching Standards in a multicultural curriculum.
Promote a diverse but inclusive learning environment.
Promote critical-analytical understanding of literary texts in their cultural contexts.
Increase skills in literary and critical argument, close reading and support from the text.
Refine expository skills, including a thesis, developing an interpretation, and constructing an argument using secondary sources.
Required Readings/Texts: (required texts not included in cost of course)
Beah, Ishmael. A Long Way Gone: Memoirs of a Boy Soldier. New York: Farrar Straus and Giroux, 2007.
Satrapi, Marjane. Persopolis. Paris: L’Association, 2000.
Venkatraman, Padma. Climbing the Stairs. New York: G.P. Putnam’s Sons, 2008.
Other Suggested Readings/Texts:
Aaron, Jane. The Little Brown Handbook. 8th ed. New York: Addison-Wesley Educational Publishers Inc., 2001.
David S. Mills