Reading Modern Literature (by Keana Heim)
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Overview 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.
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.
Performance 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
Course Units
This mini-course includes the following units. Click the title of a unit to go to its page.
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 All 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
Extended Resources
Larson, M. B., & Lockee, B. B. (2020). Streamlined ID: A practical guide to instructional design (2nd ed.). Routledge.
William, D. (2007). Five Key Strategies for effective formative assessment. National Council of Teachers of Mathematics. Reston, Va.
Jackson, S. (1948). The lottery. The New Yorker, 22, 25–27.