Professional Development Presentation

Olivia DoughertyLIST 5354

Multicultural Children’s LiteratureUniversity of Texas in Arlington

Academic Honor Statement

I have read and understand the UTA Academic Honesty clause as follows. “Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).”

Further, I declare that the work being submitted for this assignment is my original work (e.g., not copied from another student or copied from another source) and has not been submitted for another class.

 Olivia Dougherty

May 4, 2014

Introduction

Topic: Self-Discovery and Self-Acceptance “The metaphors of mirrors, windows, and doors

permeate the scholarly dialogue of ‘multicultural children’s literature’” because “literature can authentically mirror or reflect one’s life; look through a window to view someone else’s world; and open doors offering access both into and out of one’s everyday condition” (Botelho & Rudman)

Objectives: TWBAT list multicultural books for adolescents that fall

under the thematic focus of self-discovery and self-acceptance

TWBAT describe effective implementation strategies for this kind of literature in the classroom

Evaluation: Classroom visits and observations

Method of Analysis: Short answer questions on GoogleDrive

Objective #1

TWBAT list multicultural books for adolescents that fall under the thematic focus of self-discovery and self-acceptance Sreenivas writes, “Children’s literature

carries the historical burden to teach appropriate bourgeois values to children, combing delight with instruction” (p. 321).

Paired with canonical literature

Pam Muñoz Ryan’s Esperanza Rising

Self Discovery in Times of Hardship Quote Analysis:

Miguel Changes in

perspective of Miguel

Paired with: To Kill a Mockingbird

Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian

Challenges in Self-Acceptance from Outside Forces “If you let people

into your life a little bit, they can be pretty damn amazing”

Paired with: Romeo and Juliet

Grace Lin’s The Year of the Dog: A Novel

Addressing the Basic Questions of Self-Acceptance What is the culture of

my community? What is my culture? Can I merge the two?

Paired with: “Fish Cheeks”

Marina Budhos’s Ask Me No Questions

Addressing One’s Community in Self-Discovery What is home? Where do I belong?

Paired with: Informational Texts

Objective #2

TWBAT describe effective implementation strategies for this kind of literature in the classroom Botelho and Rudman (2009) write,

“Resistance is active questioning; it is the quintessential power construct of poststructuralism” (p. 118).

Potential Projects

Multi-genre writing http://writing.colostate.edu/gallery/multigenre/in

troduction.htm

http://writing.colostate.edu/gallery/multigenre/toc.htm

Instagram Power of hashtags! @englishatcano

iMovie http://m.youtube.com/watch?feature=em-

upload_owner&v=Io0EOkH-Ius&desktop_uri=%2Fwatch%3Fv%3DIo0EOkH-Ius%26feature%3Dem-upload_owner

Conclusion

Reflection Think-Pair-Share: What novel do you plan on

using in your classroom? Why? Major Take-Aways

Share Out: What products can you anticipate your students could create based on the novel you chose?

Why is multicultural literature important for our students’ path toward self-discovery?

Evaluation GoogleDoc

Bibliography

Alexie, Sherman. (2007). The absolutely true diary of a part-time Indian. Illus. Ellen Forney. NY: Little, Brown and Company.

Botelho, Maria Jose, and Mash Kabakow Rudman. (2009). Critical multicultural analysis of children’s literature. NY: Routledge.

Budhos, Marina. (2006). Ask me no questions. NY: Atheneum Books for Young Readers.

Collier, Bryan. (2000). Uptown. NY: Henry Holt and Company.

Deedy, Carmen Agra. (2007). Martina the beautiful cockroach. Illus. Michael Austin. Atlanta: Peachtree.

Lin, Grace. (2006). The year of the dog: a novel. NY: Little, Brown and Company.

Ryan, Pam Muñoz. (2000). Esperanza rising. NY: Scholastic. Say, Allen. (1999). Tea with milk. Boston: Houghton Mifflin. Sreenivas, Deepa (2013). “Telling different tales: possible

childhoods in children’s literature.”

Webliography

http://writing.colostate.edu/gallery/multigenre/introduction.htm Multi-genre writing is a great alternative to the typical literary

analysis papers. This link is certainly worth checking out! http://www.readwritethink.org/classroom-resources/

Read Write Think is filled with numerous documents that can aid those who need a variety of support. Not only does the site boast lesson plans, videos, and activities, it also allows one to see the clear connection from theory to practice. Socratic Seminars can be benficial in discussion texts that are so personal such as theses

https://my.avid.org/login.aspx?ReturnUrl=%2fdefault.aspx The MY AVID portal provides useful resources to print and

implement in the classroom immediately. Resources include, but are not limited to, rubrics, presentation, packets, videos, etc. Though the site requires registration, the education program addresses college readiness from elementary to high school.

http://www.pinterest.com Pinterest is always great to scope out interesting trends in

education as well as pedagogical strategies.