Theme: "Novel Lessons" with YA Texts


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Theme: "Novel Lessons" with YA Texts

Call for Manuscripts

OFFICE HOURS: Unpacking What's "Novel" in Our Work with YA Texts
Sara Kajder and Shelbie Witte

LEADING THE CALL: Who You Gonna Be? Designing Novel Lessons That Matter to Students
Robyn Seglem and Sarah Bonner with Kirrstein Hays
Abstract: This article provides a framework that explores how Nic Stone's Dear Martin helps students answer "Who you gonna be?"

LEADING THE CALL: Critical Engagement with Middle Grades Reads: Who Lives? Who Thrives? Who Tells Your Story?
Ebony Elizabeth Thomas
Abstract: Using Lin-Manual Miranda's Hamilton: An American Musical as a guide, the author discusses the metaphors we read by and ways to get students to see themselves in stories that may not have immediate connections, ways to "restory" the literature they have at hand in order to make it relevant to their own lives, regardless of whether characters look or speak exactly like they do.

YA VOICES: Our Stories Are Our Resistance
Amy Reed
Abstract: The author discusses the power of storytelling as resistance and resilience.

Matters of Life and Death: Racism, Patriotism, and Policing in All American Boys
Luke Rodesiler
Abstract: This article presents a case for leveraging sports culture to advance literacy instruction and offers practical suggestions for engaging students before, during, and after reading Reynolds and Kiely's novel All American Boys.

Clearing Paths for Transgender Identities with Middle Grades Literature
Katherine Mason Cramer
Abstract: The Gay, Lesbian, Straight Educator Network (GLSEN) 2015 National School Climate Survey reveals that transgender middle school students are more likely than their high school peers to face verbal and physical harassment and physical assault while at school based on how they express their gender (Kosciw, Greytak, Giga, Villenas, & Danischewski, 2016, p. 97). This is a health and safety issue, and middle level educators must take action by providing access to middle grades literature that features transgender characters and speaks to students' experiences. Such texts are more than coming out stories, revealing multifaceted characters and supportive communities.

STUDENT VOICES: Novel Lessons: Choice!
Linda Rief with her eighth grade students
Abstract: In this issue, Rief's students discuss their reading habits over the past year and the impact some of those texts have made in their lives.

In Search of Identity: Connecting the Classic to Contemporary Texts
Brooke Boback Eisenbach, Caitlin Corrieri, Kenzie Moniz, and Robert Forrester
Abstract: Young adult literature can provide an important catalyst to engaging our students in an examination of identity and understanding the perspectives and identities of others. In this article, we provide middle level educators ideas for complementing the works of classic literature with contemporary young adult titles that engage students in discussion and examination of their developing identity.

TEACHING WITH YA LIT: Constantly Curating: Building Text Sets and Pairings in Novel Study
Jason Griffith
Abstract: Texts talk to each other and can be purposefully arranged in pairings, sets, and circles to help our students identify, develop, and strengthen text-to-text, text-to-self, and text-to-world connections. By engaging in this process of constantly curating contemporary, quality, and multimodal texts, teachers have a tool to address some of the inherent problems in having to teach even outdated canonical novels.

NEW VOICES: Their Words, Your Voice
Sarah Brown Wessling
Abstract: This column presents the voices of new teachers, sharing their insights in their first years of teaching. In this issue, early-career teachers encounter passages from classic texts to discuss their relevance with current middle level readers.

Walking Into the Wardrobe and through the Sliding Glass Door: Writing Persona Poems with A Crack in the Sea
Elizabeth M. Frye, Brooke L. Hardin, Heather M. Bouwman, and Adrienne E. Stumb
Abstract: In this article, we offer one means for readers to write their way into an aesthetic poetic response in order to think more deeply about the literature. Specifically, we describe instructional practices for teaching students how to compose persona poems in response to H. M. Bouwman's speculative fiction novel, A Crack in the Sea.

Brian Selznick's Marvel-ous Multimodal Novel: Exploring Images and Words with Eighth-Grade English Students
Stephanie Reid and Michelle Dyer
Abstract: In this article, the authors share an eighth grade English curriculum unit designed to help students analyze and interpret a middle grade multimodal novel. A multimodal novel contains a story told through combinations of images, words, and design elements.

Kym K. Sheehan
Abstract: In this column, the author discusses the popularity of graphic novels among middle grades readers and recommends some texts for classroom use.

AFFILIATE VOICES: State Affiliates Stepping Up for Their Students
Lori Goodson
Abstract: Each issue, this column will share highlights from NCTE affiliate activities. This issue looks at GCTE, OKCTE, AETA, SCCTE, PCTELA, and MATELA.

NOTES FROM THE MIDDLE LEVEL SECTION: Confessions of a Reader Who Weeps
Shanetia P. Clark
Abstract: This article from a member of the Middle Level Section Steering Committee shares resources available to locate and discuss new stories in children's and young adult literature and celebrates the positive moves YA literature as a whole is making toward diversity and inclusion.