ELED 408 Children's Literature
Fall 2011
Salisbury University
Katie Douglas
410-228-7522 (Home)
443-477-0642 (Cell)
[email protected]
[email protected]
Website: www.hurlockmedia.weebly.com
Catalog Description: Study of classic and contemporary literature for children. Emphasis on selecting and incorporating a wide variety of literature into the elementary and middle school curriculum. Technological and media resources are included. Conceptual Framework
The Professional Education Unit at Salisbury University is guided by a conceptual framework centered on the knowledge, skills and dispositions critical for educators. The conceptual framework is based on the organizing theme:
Caring, Competent, and Committed:
Informed Professionals Promoting Student Success and Excellent Practice in Education.
Components of this course reflect the four unifying themes of the conceptual framework:
Informed and Reflective Pedagogy
Enhanced Student Learning
Scholarship
Collaboration
OBJECTIVES:
Upon completion of this course, the teacher candidate will be able to: (1) recognize various genres of children's literature {CF II, III}; (2) review and evaluate numerous books of literature at different grade levels representing all of the genres, utilizing specific criteria for evaluation recommended in major children's literature textbooks {CF II, III}; (3) identify authors, illustrators, and titles of contemporary children’s literature {CF III}; (4) identify literary elements and employ them in discussing and responding to literature using a variety of stances including global, personal, interpretive, critical and creative {CF II, III, IV}; (5) recognize potentially controversial issues in children's literature and plan appropriate preventative strategies for responding to censorship challenges {CF I, IV}; (6) develop and utilize numerous authentic and creative learning experiences centered around appropriate trade books and other media for the elementary and middle school curriculum {CF I, II}; (7) demonstrate a thorough understanding of children’s literature through reading, writing, class discussions and presentations {CF II, III}; (8) recognize developmental characteristics of children that affect their reading interests, responses and appreciation {CF II, III} ; (9) develop strategies for bringing children and books together {CF I, II, III, IV}; (10) utilize resources on the World Wide Web to enhance literature explorations in the classroom/library {CF I}: (11) read, reflect upon, and write about issues related to the use of literature which affect students, teachers, and schools {I, III, IV}; (12) demonstrate knowledge of individual and group management skills by micro-teaching, conducting storytelling, reading aloud, and engaging in other participatory learning experiences {CF I, II, III, IV}; (13) develop instructional units based on various response types and reading modes using outstanding children's novels {CF I, II, III, IV}; (14) develop an awareness of how children’s literature can enhance the learning experiences of second language learners {CFI, II, III}; (15) use resources of professional organizations and groups that support the integration of technology into instruction {CF III, IV}.
Communication:
GroupWise E-mail should be checked regularly as it is the primary means of communication between instructor and students. Changes in class location, required materials for class participation, announcements, etc. will be shared through e-mail.
Writing across the Curriculum:
SU maintains a commitment to developing effective writing skills for all students. Strong communication skills are critical for teachers. All writing assignments will be evaluated for overall communicative competence. The following will be considered when grading writing assignments:
· Word-processed, 12 pt. font, double-spaced, 1” margins
· Inclusion of required information
· Clarity and organization
· Conciseness
· Depth of thought
· Use of examples, photos/diagrams when appropriate
· Grammatical and mechanical integrity
· APA style of citations and references
Professionalism
Attendance at all classes is required. In case of emergency please notify me before the class time. Five points will be dropped from the attendance score for each day missed -- in addition to any other points for participation depending upon the day's activities. Bodily presence is not enough by itself; you should be actively engaged in the discussions and activities and should have completed the assigned readings prior to attending class. More than four absences will result in failure of the course. (25 pts)
ASSIGNMENTS
Assignments will be clearly defined during the first class.
All assignments will be kept in a digital portfolio on wikispaces.
Everybody in the class will read 20 Picture Books (these will be read and the assignments mostly completed in class):
A. 20 Picture books: (most of these assignments will be done in class)
2 international picture books
2 picture book related to environmental stewardship
2 Caldecott Winners
3 Wordless Picture books
3 Picture books connected to a theme
3 Picture books illustrated by the same artist
3 Picture book variants of a folktale
2 Picture Book Animated Version
Submitted in Wikispaces 100 points (5 points each book)
_____________________________________
B. 12 Children’s and Young Adult Novels
D. Genre Study: 20 points each participant. Work within a group to present a genre in children’s literature. Use at least 3 sources to gain information and support with numerous picture books (a few for each table) that represent the genre. Time and resources will be provided in class. Oral group presentation.
E. Visit an Author: 1 of these: Visit to Chesapeake College to hear Sherman Alexie, Friday, September 23. Transportation provided.
OR
Graphic Novelist (YA) Night, Nov. 4, with Cynthia Leitich Smith, Doug Draper and Gene Luen Yang
25 points
F. Livetext Assignment: Action research involves finding a problem or issue relevant to your classroom; researching what has been written about the issue; and then changing the situation in your classroom in a way that might be beneficial. In this mini research we will look at the issue of cultural representations in literature and how this might impact children. We will look at some of the theory in class. Then you will examine a classroom library during your methods visitations. Create a graph of at least 10 variables, at least 5 of which should be related to culture and ethnicity (f.ex. Euro-American characters; color-me-brown characters; non-human characters; African American characters; Latino characters; authors of color; white authors...). After creating the graph look to see where the gaps are in terms of cultural representations. If there are gaps look for two age appropriate books with rich cultural detail to help fill those gaps. If the collection does not seem to have gaps choose two books that are found in the classroom library and reflect on how these benefit the educational environment of the classroom. (30 pts) Directions will be handed out at a later date
G. Tactile Book: Grading Rubric and Directions will be given. 50 points
H. Digital Children’s Literature Portfolio: all work created will be organized on a wikispace (grading rubric and directions will be given) 100 points
--------------------------------------------------------------------------
Grades for Course:
Picture Books 100 points
Young Adult Novels: 240 points
Book Talks: 50 points
Genre Study: 20 points
Visit an Author: 25 points
Livetext Assignment: 30 points
Tactile Book: 50 points
Attendance: 25 points
Digital Portfolio: 100 points
Total Points Possible: 640
Scale-90-100+A 80-89=B 70-79=C
Teacher candidates must complete this course with a "C" or better in order to meet the program requirements.
Salisbury University
Katie Douglas
410-228-7522 (Home)
443-477-0642 (Cell)
[email protected]
[email protected]
Website: www.hurlockmedia.weebly.com
Catalog Description: Study of classic and contemporary literature for children. Emphasis on selecting and incorporating a wide variety of literature into the elementary and middle school curriculum. Technological and media resources are included. Conceptual Framework
The Professional Education Unit at Salisbury University is guided by a conceptual framework centered on the knowledge, skills and dispositions critical for educators. The conceptual framework is based on the organizing theme:
Caring, Competent, and Committed:
Informed Professionals Promoting Student Success and Excellent Practice in Education.
Components of this course reflect the four unifying themes of the conceptual framework:
Informed and Reflective Pedagogy
Enhanced Student Learning
Scholarship
Collaboration
OBJECTIVES:
Upon completion of this course, the teacher candidate will be able to: (1) recognize various genres of children's literature {CF II, III}; (2) review and evaluate numerous books of literature at different grade levels representing all of the genres, utilizing specific criteria for evaluation recommended in major children's literature textbooks {CF II, III}; (3) identify authors, illustrators, and titles of contemporary children’s literature {CF III}; (4) identify literary elements and employ them in discussing and responding to literature using a variety of stances including global, personal, interpretive, critical and creative {CF II, III, IV}; (5) recognize potentially controversial issues in children's literature and plan appropriate preventative strategies for responding to censorship challenges {CF I, IV}; (6) develop and utilize numerous authentic and creative learning experiences centered around appropriate trade books and other media for the elementary and middle school curriculum {CF I, II}; (7) demonstrate a thorough understanding of children’s literature through reading, writing, class discussions and presentations {CF II, III}; (8) recognize developmental characteristics of children that affect their reading interests, responses and appreciation {CF II, III} ; (9) develop strategies for bringing children and books together {CF I, II, III, IV}; (10) utilize resources on the World Wide Web to enhance literature explorations in the classroom/library {CF I}: (11) read, reflect upon, and write about issues related to the use of literature which affect students, teachers, and schools {I, III, IV}; (12) demonstrate knowledge of individual and group management skills by micro-teaching, conducting storytelling, reading aloud, and engaging in other participatory learning experiences {CF I, II, III, IV}; (13) develop instructional units based on various response types and reading modes using outstanding children's novels {CF I, II, III, IV}; (14) develop an awareness of how children’s literature can enhance the learning experiences of second language learners {CFI, II, III}; (15) use resources of professional organizations and groups that support the integration of technology into instruction {CF III, IV}.
Communication:
GroupWise E-mail should be checked regularly as it is the primary means of communication between instructor and students. Changes in class location, required materials for class participation, announcements, etc. will be shared through e-mail.
Writing across the Curriculum:
SU maintains a commitment to developing effective writing skills for all students. Strong communication skills are critical for teachers. All writing assignments will be evaluated for overall communicative competence. The following will be considered when grading writing assignments:
· Word-processed, 12 pt. font, double-spaced, 1” margins
· Inclusion of required information
· Clarity and organization
· Conciseness
· Depth of thought
· Use of examples, photos/diagrams when appropriate
· Grammatical and mechanical integrity
· APA style of citations and references
Professionalism
Attendance at all classes is required. In case of emergency please notify me before the class time. Five points will be dropped from the attendance score for each day missed -- in addition to any other points for participation depending upon the day's activities. Bodily presence is not enough by itself; you should be actively engaged in the discussions and activities and should have completed the assigned readings prior to attending class. More than four absences will result in failure of the course. (25 pts)
ASSIGNMENTS
Assignments will be clearly defined during the first class.
All assignments will be kept in a digital portfolio on wikispaces.
Everybody in the class will read 20 Picture Books (these will be read and the assignments mostly completed in class):
A. 20 Picture books: (most of these assignments will be done in class)
2 international picture books
2 picture book related to environmental stewardship
2 Caldecott Winners
3 Wordless Picture books
3 Picture books connected to a theme
3 Picture books illustrated by the same artist
3 Picture book variants of a folktale
2 Picture Book Animated Version
Submitted in Wikispaces 100 points (5 points each book)
_____________________________________
B. 12 Children’s and Young Adult Novels
- This course also requires reading and responding to a total of 12 children’s or young adult novels. The booklist is an additional attachment.Completing different technology projects with these novels. (Project will be displayed on Wikispaces) (240 points) 20 points each
D. Genre Study: 20 points each participant. Work within a group to present a genre in children’s literature. Use at least 3 sources to gain information and support with numerous picture books (a few for each table) that represent the genre. Time and resources will be provided in class. Oral group presentation.
E. Visit an Author: 1 of these: Visit to Chesapeake College to hear Sherman Alexie, Friday, September 23. Transportation provided.
OR
Graphic Novelist (YA) Night, Nov. 4, with Cynthia Leitich Smith, Doug Draper and Gene Luen Yang
25 points
F. Livetext Assignment: Action research involves finding a problem or issue relevant to your classroom; researching what has been written about the issue; and then changing the situation in your classroom in a way that might be beneficial. In this mini research we will look at the issue of cultural representations in literature and how this might impact children. We will look at some of the theory in class. Then you will examine a classroom library during your methods visitations. Create a graph of at least 10 variables, at least 5 of which should be related to culture and ethnicity (f.ex. Euro-American characters; color-me-brown characters; non-human characters; African American characters; Latino characters; authors of color; white authors...). After creating the graph look to see where the gaps are in terms of cultural representations. If there are gaps look for two age appropriate books with rich cultural detail to help fill those gaps. If the collection does not seem to have gaps choose two books that are found in the classroom library and reflect on how these benefit the educational environment of the classroom. (30 pts) Directions will be handed out at a later date
G. Tactile Book: Grading Rubric and Directions will be given. 50 points
H. Digital Children’s Literature Portfolio: all work created will be organized on a wikispace (grading rubric and directions will be given) 100 points
--------------------------------------------------------------------------
Grades for Course:
Picture Books 100 points
Young Adult Novels: 240 points
Book Talks: 50 points
Genre Study: 20 points
Visit an Author: 25 points
Livetext Assignment: 30 points
Tactile Book: 50 points
Attendance: 25 points
Digital Portfolio: 100 points
Total Points Possible: 640
Scale-90-100+A 80-89=B 70-79=C
Teacher candidates must complete this course with a "C" or better in order to meet the program requirements.
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