Group+Presentation-+Discovering+Their+Voices

Type in the content of your page here. Group Outline: Discovering Their Voices: Engaging Adolescent Girls With Young Adult Literature.  Jessica Berg Holly Dobrynski Jennifer Hamilton I. Cultural Considerations A. Female students begin to lose their “voice” during adolescence. 1. As girls enter the early stages of adolescence they are less likely to contribute in class. 2. Expression vs. Suppression B. Pressures from every facet of a young girl’s life effects how she grows up and journeys through adolescence. 1. Though as teachers we may only see what effects a student at school, there are often many outside factors that also affect their behavior inside the classroom. C. The adolescent experience is very different for females than it is males. 1. We cannot group everyone of the same age together and assume that they are going through the same thing. 2. Adolescence and puberty are very different for boys and girls. D. The image of what a woman should be and do has changed drastically throughout the years. 1. They way we may have grown up is not the way young girls are growing up today, and as teachers we must be aware of the images that are presented to them. E. Finding Young Adult Literature that has characters female students can relate too, and that addresses issues that they are concerned with will help them journey through adolescence and realize that they are not alone. 1. Most girls already tend to be readers, but it is our responsibility to ensure that they are getting to experience literature that has characters that relate to the experiences in their life, and deals with the issues that they are dealing with. II. Teaching Principles A. Help girls learn to handle relationships and romance in a healthy manner. 1. A majority of an adolescents time is spent with their friends, and boyfriends and not in the classroom so we need to present them with the ideals of healthy relationships so they can handle situations outside of school. 2. Most books deal with some sort of relationship, and discussing the qualities of these will help them recognize good vs. bad relationships. B. Offer realistic fiction to connect girls with real-life experiences and in a "safe" setting such as a book club 1. An all girls book club is a great way to help girls address the situations that arise in their lives in a safe forum. 2. They may feel more comfortable with only girls around, and they can also speak through the character of the book to bring up things that they may be feeling. C. Examine social mores and attitudes towards females and question if the literature today accurately portrays characters' cultural perspectives and influences. 1. Being aware of what society and the books read in class are saying to young girls will help identify the pressures they may be feeling, and it can open a dialogue for discussion. D. Be aware to offer a variety of books with an abundance of female writers and characters. 1. Most canonical texts were written by dead white men. Offer a variety of books, and especially the options for by female authors (especially important when talking about high school), and with strong female characters. E. Plan activities that encourage girls to use their unique voices and encourage expression. 1. Girls may not be comfortable with entire class discussions so offering activities such as Lit Circles, journaling, and more artistic activities will better help them express their voice. F. Make a conscious effort to call on female students as much as male students. 1. Subconsciously teachers tend to call on male students more often than female students because the boys tend to be more vocal and raise their hands, so as teachers we have to make a conscious effort to call on the girls in class just as often.

III. Class Project/Activity. A. Scrapbook/Diary Project for Staying Fat for Sarah Byrnes Students are to create a scrapbook for Sarah Byrnes based on her eighth grade year with Moby, her senior year of high school, or the year after she graduates high school. Requirements • Must include pictures (can either be downloaded from the internet, taken specifically for this project, or drawn by hand). • Each picture must include a paragraph-long description written how you think Sarah Byrnes would describe it, and you may also incorporate some of your own feelings. • Feel free to express exactly how you think Sarah Byrnes would feel for any given picture in the scrapbook, but be sure to use appropriate language. • If you choose to document the year after she graduates, be aware that you will have to “invent” situations and events that you don’t yet know about. This will give you a lot of creative freedom, but be prepared to defend your choices based on examples from the text. • This project has a presentation aspect for you to present and explain your project to the class.

Jennifer Hamilton
 * Book Review: //Staying Fat for Sarah Byrnes// **

Chris Crutcher’s young adult novel, //Staying Fat for Sarah Byrnes//, is a story about the unexpected friendship of Eric and Sarah, and illustrates how courage and devotion during a tumultuous and uncertain period in their lives leave a long-lasting impact on both adolescents.

The story centers on swim team athlete Eric (or “Moby” as he is known to his classmates), and Sarah, an outcast with no friends other than Moby, who must deal with disfigurement that resulted from childhood accident involving her abusive father. Secondary characters in the book are no less stereotypical and have their own issues (such as bullying, hypocrisy, censorship and attempted suicide) to face.

This is a great story that emphasizes the importance of telling the truth and being responsible for one’s choices. It offers insight into how compassion and honesty merge to help “the toughest kid in the world,” find contentment despite her circumstances. As the story evolves, Sarah comes to the realization that she must change the way she handles life’s challenges while Moby deals with her crazy father while learning to trust and depend on others to help ensure a safe future for his wounded friend.

Developing a healthy sense of self is an underlining theme of this story, which the author hoped would be enjoyed by readers "who finally stand up for themselves." Readers are introduced to genuine characters who feel that they have nothing special to offer within their trivial worlds, but by the conclusion, each character sees themself in a different light. This story provides middle and high school students with the rationale to be strong in the midst of turmoil.

IV. Suplemental Literature Titles

Chaltas, T. (2010). //Because I Am Furniture//. Chicago: Speak. Anke finds the confidence she needs to speak out against the secret abuse occurring in her home.

Hoban, J. (2010). //Willow//. Chicago: Speak. Willow handles her grief after her parents deaths through cutting herself and finds support in a blossoming and unexpected friendship.

Speare, E. G. (1973). //The Witch of Blackbird Pond//. upland: A Dell Book/ Dell Publishing Co Inc. Kit becomes confident in who she is after she is accused of being a witch in a Puritan community during the 17th century.