Keana's ID portfolio page

Keana: Keana's ID portfolio page

Link to my front page: Reading Modern Literature (by Keana Heim)

About Me

My name is Keana Heim. I am from New York. I recently graduated from SUNY Potsdam (May 2022) with my Bachelor’s degree in secondary education, my focus being English. I have my initial certification to teach grades 7-12. I currently work as a full-time substitute while in graduate school. Currently I am working towards my Master's degree in Curriculum Development and Instructional Technology.

When I am not substituting, I am either reading or working as a front end supervisor at a local supermarket. I also enjoy spending time with friends and family. My favorite place to be is Schroon Lake!

My Topic and Purpose

My mini course will focus on how many of the common themes in modern literature extend from early authors such as William Shakespeare, Nathaniel Hawthorn, Mary - Queen of Scots, and Margret Cavendish. In order for students to enjoy literature, it is important to know where it started. Many students struggle to understand Shakespeare because of the "Old English" but it is quite similar to modern novels. My goal at the end of this project is for students to connect modern literature to "old literature", but also gain a deeper understanding of the similarities between the two types of novels thematically. I hope students are engaged and find a new love for literature.

Scope of Learning Outcomes and Content

By the end of this mini-course learners will have a broader understanding of literature and the importance of reading various texts from all different time periods. Much of today's literature is influenced by authors that are no longer living, but are vital in our understanding of reading. Students will have a new appreciation for literature and reading after completing this course. They will also be able to compare modern texts to older texts thematically.

Needs Assessment

• The educational problem: many students are not confident in their ability to read and write. This may be because of a lack of skill, or the fact that reading comprehension is a forgotten skill. When reading novels students lack ability to analyze a text on a thematic level and gain no insight or knowledge about the book they just read. students are often not asked to compare themes until late high school, and by then they do not want to be bothered with such a mundane task.
• The learners/participants are middle to high school aged adolescents.
• Analysis of gaps: Reading comprehension is very difficult for students because most books are taught for regurgitation, not for a deeper understanding of the message behind the text. When students are asked "what is that book about" they are more than likely going to summarize the text rather than explain the deeper message (theme). Students struggle with why books are important, so many see no purpose in reading.
• Existing efforts: students are tasked with analyzing concepts in novels through critical thinking in class
• Intent statement: Class discussion, research, peer review and a group project students will gain insight and understanding on how to compare novels thematically. Students will be able to use their prior knowledge and new skills to complete the tasks in this mini course. This mini course is designed to benefit students outside the classroom by teaching, critical thinking skills, reading comprehension skills, and even a new liking towards reading.

Analysis of the Learner and Context

Participants

A typical learner for this course would be an in-service or pre-service educator who primarily works in the high school setting. Educators in these disciplines are primarily ones who dive deeper in to texts and start comparing texts to everyday subjects (life, movies, or, other texts). Most educators will have experience with teaching literature. Participants are likely to be diverse and have different backgrounds and educations.

Prior Experiences, Knowledge, Skills, and Interests

Participants of this mini-course will be interested in literature and teaching. Each participant will have a varying set of skills and experience. Some participants may not have taught a book on their own yet, while others will have taught a slew of novels and texts over many years. Participants will come with lesson planning skills, classroom management, and interpersonal skills. All participants will be motivated to educate the next generation of literate people in a positive and professional manner.

Setting

This course will be taught completely online with no face to face meetings. participants will be able to complete the course on their own time and at their own pace. The expectations for this course is for educators to take their new knowledge and implement it into their lessons and classroom.

Necessary Resources

In order to complete this course participants will need reliable internet connection and a computing device (best device would be a laptop or computer). Participants will also need an understanding of literature and what themes are in literature. Participants may want a notebook to take notes, or a way to keep track of all they have done in the course.

Performance-Based Objectives

After completing this mini-course, learners will be able to

• teach how various symbols and themes within a text
• Understand how to model looking for theme and tone
• Scaffold how to compare and contrast Hamlet with Long Way Down

Task and Content Analysis

Prerequisites

before taking this course, the learner:

• Would have read Long Way Down by Jason Reynolds
• Would have read Hamlet by William Shakespeare

• Should have a basic understanding of English Literature
• Should have a foundational knowledge of reading comprehension and vocabulary
• Must be interested in how to teach Shakespeare in a way that compares to various texts
• Must be interested in a student-centered, project-based learning environment
• A general understanding of various reading styles will be beneficial

Unit 1: Introduction to Reading Modern Literature

After this unit the learner:

• Can define what modern literature is
• Explain the purpose as to why it is taught in public schools throughout the United States
• Understands the importance of modern literature and its roots
• recognizes problems with low reading levels across the nation

Unit 2: Introduction to the Common Themes in Literature

After this unit, the learner:

• Can define what a theme is in multiple definitions for deeper understanding
• Can model combing through a text to find themes
• Has participated in creating lessons that involve finding theme(s) in a text

Unit 3: Clarifying the Use of Literary Devices

After this unit, the learner:

• Can define what a literary device is
• Can explain the purpose and use of literary devices
• Understands the strategies used in finding literary devices in a text

Unit 4: Adapting Scaffolding Techniques for Diverse Learners

After this unit, the learner:

• Understand why modifications and scaffolding are necessary in lesson planning
• Can create lessons using modifications and differentiation
• Understands Blooms Taxonomy and its importance in lesson planning

Unit 5: Assessing and Reflecting on Modern Literature

After this unit, the learner:

• Is familiar with creating formative and summative assessments
• Can create rubrics and grading materials needed for the projects related to the units
• Reflects on their knowledge and understanding of Modern Literature

Curriculum Map

Module 1: Introduction to Reading Modern Literature	Module 2: Introduction to the most common themes	Module 3: Clarifying the Use of Literary Devices	Module 4: Adapting scaffolding techniques for diverse learners	Module 5: Assessing and Reflecting on Modern Literature
Objectives: -Define modern literature -Explain the purpose of studying modern literature with older texts	Objectives: -demonstrate the ability to find and explain key themes in a text -model finding themes in a text	Objectives: -Describe and review the importance of Literary Devices and themes in literature -use strategies to find literary devices and themes in the texta	Objectives: -modify assignments and lessons -differentiate strategies to foster learning	Objectives: -Develop assessment tools to measure students’ progress -reflect on individual learning
Lesson 1: Understanding Modern Literature Lesson 2: Defining the purpose of modern literature in the classroom	Lesson 1: -find themes in both texts -using themes as a starting point in comparing Lesson 2: Lesson planning strategies for modeling	Lesson 1: -review literary devices and what they mean Lesson 2: -summarize the list of literary devices and themes used in English class	Lesson 1: -review differentiation techniques Lesson 2: Create a lesson plan including scaffolding and differentiation	Lesson 1: -review techniques for assessment planning -lesson plan class for the first lesson

References and Resources

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