Children S Literature, English 3530

Children S Literature, English 3530

SUU

Beverley Taylor Sorenson College of Education and Human Development

EDRG5330/6330 - Teaching with Children's and Adolescent Literature

Instructor: Dr. Louise Jorgensen / Phone: 435-722 3171
Office: / Cell 801 367 6683
Office Hours: 9 am to 9 pm / E-Mail:
Credit Hours: 3 / Oct 21, 2015 to Dec 16 2015 Wed. 4:30 to 9 pm No class Nov 25 for Thanksgiving

Required Text: Children’s Literature Briefly - fourth edition by Mike Tunnell and James Jacobs (2007).

Additional materials: In addition to the reading of the text there will be reading from numerous award winning books and various genres of children’s and adolescent literature.

Course Description: Overview of American literature for school pupils; contemporary authors, trends, and classroom applications.

Course Objectives:

This course will introduce students to a large number of award winning literature works and to the authors and illustrators. Various genres of children’s literature will be examined and discussed. In addition to reading and analyzing these works, students will examine themes, illustration techniques, and issues involved in understanding the literature and will demonstrate age appropriate teaching techniques.

Course Activities:

Students will read, discuss, and write about parts of the required text, will become familiar with a wide range of authors/illustrators and their works, will demonstrate an understanding of culture and diversity issues contained in the literature, will present samples of award winning literature works and genres, and will explore issues of children’s development, as relevant to literacy.

Course Assignments:

  1. Book log- Each week you will read a few books of your choice that represent each genre/category and write an entry that includes: the bibliographic data (author, title, illustrator, publisher, publication date, short summary of plot and a short personal annotation that will allow you to recall the book when you are teaching and will reflect your critical response to the book). You may also include the same info for the books you hear presented in class, if that is helpful. The total number of books will equal 100 and some books may be used in various categories. (See example of book log posted on syllabus).

For example: Kimmell, Eric (reteller) and Fisher, Leonard (illustrator) 1994. The three princes: a tale from the Middle East. New York: Holiday.

Summary: A princess promises to marry the prince who finds the most precious treasure.

Comments: traditional fantasy/multicultural. Watercolor illustrations help develop the characters. Good lesson on sacrificing for others in a different culture and to learn about folktales as a genre. Story line helps students make predictions. Would use in grades 1-4

Example: Babbit, Natalie. Tuck Everlasting. (1975) NewYork: Farrar Straus.

Summary: Winne Foster is kidnapped by the Tuck family when she discovers the secret of their hidden spring: a sip of its water grants eternal life.

Comments: Modern Fantasy. A Newbery award winner to be used with older readers. Good examples of descriptive language and characters. Students could keep track of the three central events and characters introduced at the very beginning. Could discuss the rewards and problems of never growing old.

  1. Book talks- Book talks are short presentations to introduce others to books. Each person at each site will share a short excerpt of a book on the genre/ category/ or Caldecott/Newbery of the week. You will be asked to find an example of the Caldecott or Newbery award winner or honor book- briefly summarize it and tell how it might be used in an age-appropriate class.
  2. Author or Genre study- Everyone should try each week to bring to class several books that exemplify the genre or literacy element under discussion, Not a graded assignment.
  3. Literature reflection- the students will think about/reflect/discuss the content and impact of selected titles/authors/illustrators/themes of books as suggested by the instructor. Not a graded assignment but will help you to critically examine literature and its use in the classroom.

We will use the 7 p’s strategy:

Purpose – what is the purpose of using this piece of literature, why did I choose it?

Principle-what is the principle(s)it is (or I am) trying to teach, core principle

Probe -here are the reflections I have about the literature and its use,

Ponder -my VIP questions--is this the best piece of lit for this purpose, how will I asses it, too short/too long/reading level/ interest level/ etc,

Participate -how will I share my ideas with others, how will I be involved, Presentation -how will I present it effectively and for comprehensible input), Put into Practice -here are possible ways I will use /apply this piece of literature, or how it is relevant, meaningful and useful for the students.

5. Visit to a local or school library and complete survey.

  1. Chapter quizzes. A short quiz will be given at the start or end of each class and will cover the chapters assigned for class.

Grading:

Attendance and participation 8 classes @10 pts each= 80 points

Visit to library and survey= 60 points

8 quizzes on 18 chapters @10 points each= 80 points

Book Talks. 8 classes @10 pts each= 80 points

Book Log (final) 100 entries @ 4 pts each=400 points

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700 possible points

A= 650-700 pts A- =600-650 pts B+ = 550- 600 pts B = 500-550 pts

B- = 450-500 pts C = 400-350 pts

Class schedule------

October 21 -Class one- Why Read? Read Chapters 1 and 2 and your choice to read /report /write in book log 10 of your favorite children’s or adolescent books. Be prepared to share why reading is or is not personally motivating to you. Quiz on chap 1 & 2.

Caldecott and Newbery’s from 1920-1930’s

October 28 -Class 2- read chapters 3 and 5. Read/report/book log 10 books – early books for children from the lists on pages 42-43. Find examples to share of books that are well-written. Quiz on chap. 3 & 5

Caldecott and Newbery’s from 1940-50’s

November 4 -Class 3- read chapters 4 and 7. Read/report/book log 10 books of well-illustrated books and 10 picture books. Share examples. Be sure to look at the Caldecott books. Quiz on chap 4 & 7.

Caldecott and Newbery’s form 1960-70’s

November 11-Class 4- read chapters 6 and 8. Read /report/book log 10 books for poetry and look in your room to see if you have one book from each of the genres mentioned on page 57. Read /report/book log on any 5 of them. Share examples. Quiz on chap 6 & 8.

Caldecott and Newbery’s from 1980-90’s

November 18-Class 5- read chapters 9 and 10. Read/report/book log 5 traditional fantasy books and 10 modern fantasy books. Share examples. Quiz on chap 9 & 10

Caldecott and Newbery’s from 1990- 2000’s

December 2- Class 6- read chapters 11 and 12. Read/report/book log 5 contemporary realist fiction and 5 historical fiction (If books are really long then do about 75-100 pages each or skim/summarize). Share examples. Be sure and look at the Newbery books. Quiz on chap 11 & 12.

Caldecott and Newbery’s form 2000-2005’s

December 9-Class 7- read chapters 13 and 14. Read/report/book log 5 biography and 5 informational books. (Again, if long- skim and summarize 75-100 pages). Share examples. Quiz on chap 13 & 14.

Caldecott and Newbery’s from 2005-2010’s

December 16- Class 8- read chapters 15 and 18. Read/report/book log 5 multicultural/international books and 5 books you have found that motivates students to read. Share examples. Quiz on chap 15 & 18. Caldecott and Newbery’s from 2010-2015.

That is a total of 95 books. Now chose any 5 from the Caldecott or Newbery award winning books for the last 5 to equal 100 total in your log/journal.

ADA STATEMENT

Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD), in Room 206F of the Sharwan Smith Center or phone (435) 865-8022. SSD determines eligibility for and authorizes the provision of services.

ACADEMIC INTEGRITY

Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and abide by the student responsibilities and rights, the intellectual property policy, information about procedures and regarding what constitutes acceptable on campus behavior in the current issue of the student handbook (published by Student Services).

Emergency Management STATEMENT:

In case of emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of themySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at http://www.suu.edu/ad/facilities/emergency-procedures.html

Claims, Standards, Objectives, & Assessments Alignment

TEAC Claims & Threads / INTASC Standards / International Reading Association Standards / Nevada Info. Lit Standards / Major Course Objectives / Assessment
1.1 Demonstrate knowledge and competency in the subject(s) they will teach. / 1 Subject matter knowledge
7 Planning & pedagogical content knowledge / 2 Teachers know the subjects they teach and how to teach those subjects to students. / 1,2,3,4,5,6,7 / 1, 2, 3, 4, 5, 6, 7, 8 / Classroom & Home Library Classification. Public Library Survey.
Online discussion.
1.2 Demonstrate pedagogical competency and exhibit effective elements of teaching in the area they have chosen. / 1 Subject matter knowledge
2 Learning & development
3 Individual differences
4 Variety of instruction
6 Communication
7 Planning & pedagogical content knowledge
8. Assessment / 2 Teachers know the subjects they teach and how to teach those subjects to students.
3 Teachers are responsible for managing and monitoring student learning.
4 Teachers think systematically about their practice and learn from experience. / 1,2,3,4,5,6,7,8 / 1, 2, 3, 4, 5, 6, 7, 8 / Classroom & Home Library Classification. Public Library Survey.
Book sharing to class.
Class presentation.
Online discussion.
1.3 Demonstrate professional and caring teaching dispositions that promote effective teaching and learning. / 4 Variety of instruction
5 Learning environment
6 Communication
7 Planning & pedagogical content knowledge
8. Assessment
10 Learning community / 1 Teachers are committed to students and their learning. / 1,2,3,4,5,6,9 / 2, 3, 4, 5, 6, 7, 8 / Book sharing to class.
Class presentation.
Online discussion participation.
TEAC Crosscutting theme: Learning to learn. / 1 Subject matter knowledge
2 Learning & development
4 Variety of instruction
5 Learning environment
6 Communication
9 Reflective practice & inquiry / 5 Teachers are members of learning communities. / 1,2,3,4,5,6 / 1, 2, 3, 4, 5, 6, 7, 8 / Classroom & Home Library Classification. Public Library Survey.
Book sharing to class.
Online discussion participation.
TEAC Crosscutting theme: Multicultural perspectives. / 1 Subject matter knowledge
2 Learning & development
3 Individual differences
5 Learning environment
6 Communication / 1 Teachers are committed to students and their learning. / 1,2,3,4,5,6 / 1, 2, 3, 4, 5, 6, 7, 8 / Classroom & Home Library Classification. Public Library Survey.
Online discussion participation.
TEAC Crosscutting theme: Technology. / 1 Subject matter knowledge
2 Learning & development
5 Learning environment
6 Communication / 2 Teachers know the subjects they teach and how to teach those subjects to students.
3 Teachers are responsible for managing and monitoring student learning. / 1,2,3,4,5,6 / 1, 2, 3, 4, 5, 6, 7, 8 / Classroom & Home Library Classification. Public Library Survey.
Online discussion participation.

Example of a Personal and School Room Booklist

# / Author / Illustrator / Title / Awards / Multicultural / Genre / Reading level / Brief Annotation (including theme) / # pages
1.
2.
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17.

Local Library Survey/Questionnaire

Name:

Library/location:

  1. How many total books in the library? _____
  2. About how many total books of all types were checked out in the past year? _____
  3. How many of the total number checked out were fiction? _____
  4. How many of the total number checked out were non-fiction? ______
  5. About how many books do you have in your collection in each of the following multicultural classifications?
  6. African/African American:_____
  7. Asian/Asian American:_____
  8. Native American:_____
  9. Jewish:_____
  10. Middle Eastern (Egypt, Iran, Iraq, Turkey, Saudi Arabia, etc):_____
  11. Hispanic/Latino/Latina American:_____
  12. Other non-European American:_____
  13. European-American ______
  14. About how many books in each category have been checked out in the last year?
  15. African/African American:_____
  16. Asian/Asian American:_____
  17. Native American:_____
  18. Jewish:_____
  19. Middle Eastern (Egypt, Iran, Iraq, Turkey, Saudi Arabia, etc):_____
  20. Hispanic/Latino/Latina American:_____
  21. Other non-European American:_____
  22. European American ______

Fill out the following prior to our class discussion:

  1. % of all books in the library that were checked out (#2/#1)=_____
  2. % of books checked out that were fiction (#3/#2)=_____; non-fiction (#4/#2)=_____
  3. Total number of multicultural books in library (sum of a through g in #5)=_____
  4. Total number of multicultural books in library checked out (sum of a through g in #6)=_____
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