PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children

 

           

SYLLBUS B

EDUC 628, LITERATURE FOR CHILDREN:

EXPANDING STUDENTS’ READING ABILITIES AND INTEREST

 

I.          COURSE INFORMATION:

Prerequisites:      None                            

Credit:               Three hours                               

            Period:              207                                          

           

II.        INSTRUCTOR INFORMATION:

            Name:                           Dr. Charles Lucado

            Office Location:              L-124, Demorest Campus

            Phone Numbers:              (706) 778-8500 X1231 (Office)

                                                (706) 754-1251 (Home)

            E-mail:                          clucado@piedmont.edu

            Fax Number:                  (706) 776-0135

Office Hours:                  Mon.   3:30 - 5:00 p.m.

                                    Tues.   3:30 - 4:30 p.m.

                                    Wed.   3:30 - 5:00 p.m.

                                    Thurs.  3:30 - 4:30 p.m. (Athens)

Others by Appointment

            Campus Security             (706) 778-2222

 

III.       TIME AND PLACE:

CAMPUS:  Demorest      SEMESTER:  Spring      YEAR:  2008

Dates:    Mar. 12 – April 30

Time:    5:00 p.m. - 9:30 p.m., Wed.

Place:    L-122

 

IV.       TEXT AND SUPPLEMENTARY READINGS:

            Required:

            Galda, L. & Cullinan, B. E. (2006).  Literature and the child (6th ed.).  Belmont, CA:  Thompson/Wadsworth. 

Supplemental readings will be required as needed throughout the course.  These readings will include research and professional documents and personal reading.  Also, copying some materials to share with the class may be required.

 

V.         COURSE DESCRIPTION AND PURPOSE:

The growth in the field of children’s literature has been phenomenal.  The purpose of this course is to familiarize candidates with literature appropriate for children in the early childhood and middle grades.  Candidates will explore guidelines by which to select appropriate children’s literature and strategies for developing lifetime readers.  Topics for consideration include: multiethnic literature appropriate for the various age groups; techniques for stimulating children’s interest in literature; computer software programs, internet capabilities, and other media that enhance the use of children’s literature; children’s special needs and developmental responses to literature; criteria for book selection/evaluation; strategies for integrating children’s literature into an interdisciplinary curriculum; and methods for stimulating critical and creative thinking through the use of children’s literature.   

VI.       COURSE OUTCOMES (CO):

            Upon successful completion of this course, the candidate will:

1.   Find pleasure and enjoyment in children’s literature through reading many children’s books. 

2.  Show familiarity with the various genres of children’s literature and how each might be

      integrated into the K-8 school curriculum.

3.   Know evaluation criteria for children’s picture books, fiction, and nonfiction.

4.   Understand developmental stages and types of books appropriate to use with each stage.

5.   Be aware of censorship of children’s books and ways to deal with would be censors.

6.   Be familiar with the historical development of the various genres of children’s literature.

7.   Be able to design, role play, and teach literature lessons which encompass a variety of literature-related

      activities and purposes.

8.  Demonstrate an ability to read orally both prose and poetry in an entertaining fashion and to develop

       storytelling techniques.

9.    Be able to appreciate the aesthetic quality of illustrations in children’s picture books, as well as to

       perceive the illustrations’ contributions to the story.

10.  Show familiarity with noted authors and illustrators of children’s literature.

11.  Show awareness of the way diverse cultures (past and present) are portrayed in children’s

       literature.

12.   Have begun building a personal knowledge of children’s books and professional books in this

       field, many of which may be used with children in the classroom.

13.  Gain an understanding of how children learn to read.

14.  Know the conditions that are most conducive to the development of competent readers.

15.  Be familiar with the Reader-response Transactional model.

16.  Be familiar with the theory and research on emergent literacy.

17.  Know, implement, and assess the characteristics of effective teaching with literature units.

18.  Be able to develop, implement, and assess a literature unit.

19.  Be able to help children become more proficient at efferent and aesthetic reading.

20.  Know the current theoretical and research perspectives on second language acquisition and

reading and know how to use literature to teach English as a second language to language minority        children.

21.   Be familiar with formative and summative literacy assessments, and use them to inform

      instruction.

22.   Be able to critique audiovisual materials, games, simulations, and computer software programs

       related to children’s literature.

 

VII.      COURSE POLICIES & PROCEDURES: (In addition to information provided on Universal Syllabus Part A – VI)

1.  Class Attendance & Participation:  

The allotted number of excused absences for this course is one. Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester unless make-up work has been approved by the professor and satisfactorily completed by the candidate. Only those absences due to emergencies, illness, or extenuating circumstances will be excused.  Tardiness or leaving class early will be considered a partial absence reflected in your grade. 

 

Work missed due to an excused absence may be made up.  Please contact me prior to the absence when possible.  It is your responsibility to inform me in writing how you make up the work.  Make-up work must be submitted within two weeks of the absence.  If you are absent on class #7 or #8, you need to immediately discuss arrangements for make-up work with me.  Your writing should be professional and include: the date you were absent; a statement about why you were absent; a detailed quality description of the process you undertook to make up the work; and a comprehensive summary of the content that was covered in class.  Be sure to include a cover page.  If work is not made up satisfactorily, the highest grade a teacher candidate can receive for the course is a B. 

 

Also understand that reading a classmate’s notes cannot easily duplicate many of the experiences of the course.   

 

 

            2.  Written Work:

Each paper should have a cover sheet with your name, course number and name, assignment, and date clearly typed on the front.  For example (double-spaced and centered), your name; EDUC 628.1: Advanced Literature for Children: Expanding Students’ Reading Abilities and Interests; Controversial Book/Issue Investigation; Date.

 

Quality is important! All work submitted should reflect professional, scholarly, graduate level work. Your writings and reflections will be assessed according to the depth, breadth, clarity and accuracy they convey.  Papers are evaluated according to the following (10% Assignment Parts; 20% APA Format/Citation and Standard Edited English; and 70% quality)

 

VIII.     STUDENT EXPECTATIONS, INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, FIELD EXPERIENCES:

            1.  Instructional Methods:

This class will operate as a democratic classroom.  Candidates will engage in shared decision-making and in taking responsibility for making the classroom the best it can be.  Interactive discussions and problem solving will be emphasized where all ideas and contributions are explored and respected.  Various approaches will be utilized by the candidates and professor including:  lecture, demonstrations, observations, class discussions, small group discussions, cooperative group work, field observations, use of educational technology, student presentations, readings, writings, listening, questioning, and formative and summative evaluations.

 

             2.  Description of Assignments:

Readings from the assigned texts will be the focus for discussions, writings, and group activities.  Please read the assigned readings before coming to class in order to facilitate quality discussions.  Think about how the readings relate/could relate to your classroom teaching experiences.  Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

 

All work for the course is to be in on time, or handed in on an agreed upon future date.  Work submitted late will automatically lose 15 points per class meeting unless prearranged by the professor and the teacher candidate. To meet the deadline, assignments may be mailed (post-marked by the due date), sent electronically on or before the due date, or delivered by a peer at the class meeting.  Make-up tests will be considered if a reason for missing the original test is justified.  Completion of all assignments is required for a passing grade in the course.  If at any time you are unclear about assignments or expectations, please contact me for clarification.

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

30%      A. Children’s Literature Portfolio

Compile a portfolio that reflects your work throughout the course.  Using tabs or dividers, organize the portfolio into two major sections (I. Genre and Culturally Diverse Readings and II. Teaching Ideas) with subsections for each. 

 

Part I – Genres and Culturally Diverse Readings (CO: 1, 2, 4, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, & 16).    

In addition to the reading of the course text, you are to read twenty- seven children’s literature books for this section.  Read three from each genre and three culturally diverse selections.  The genres to be represented in the portfolio include: Picture Books, Poetry and Verse, Folklore, Fantasy and Science Fiction (2/1 or 1/2), Contemporary Realistic Fiction, Historical Fiction, Biography, and Nonfiction.  Additionally you will have a tab or divider for the three Culturally Diverse selections. 

 

Select books that: you have not read before, are of interest to you, and are good representations of the genre/category.  At least one of the book selections for each genre and culturally diverse section must be published since 2004.

 

Write free or structured responses for each of the books you read. You may also respond to information in the course text as well as class discussions.  The primary emphasis should be on you as a reader of children’s literature.  Don’t try to anticipate the responses of unknown children; pay attention to your own responses.  Focus on the quality of the text and your interaction with it.  What do you think about what you are reading?  Why? 

 

Respond to the ideas, style, characterization, illustrations, setting, format, etc. of the books.  If you find a book delightful (or not), write about why you feel that way.  Try to be as precise in your response as possible.  If you want to structure your responses around a question or series of questions, you can begin with these:

1.    What is most important in this book?

2.    What does this book remind me of?  (life, other books, etc.)

3.    How did this book make me feel?

4.    Why did I choose to read this book?

5.     What kept me reading this book?

6.     What effect has this book had on me? 

 

Keep your responses in a portfolio format (folder, notebook, cd, or jump drive) that you can add to.  Date each entry, and clearly cite each book, including author/illustrator, copyright, book title, publisher, number of pages, genre, age appropriateness, and awards.   You should make journal entries each week according to the tentative schedule on the syllabus.  The content of your journals will be used each week for class discussions, class activities, and class participation.   

    

Part II – Teaching Ideas (CO: 2, 7, 8, 12, 17, 18, & 19) 

Each chapter in your text contains several “Teaching Ideas.”  Select eight of the teaching ideas that are new and of interest to you. Include variety in the selections you make.  Then, create, select, and/or collect two activities, games, computer software programs, etc. to involve students with each teaching idea or that complement each idea you select.  For example, you may integrate music, drama, art, MI theory, styles of learning, ways to help diverse learners, etc.  Make sure you include the following in your selections to enhance instruction and student involvement: efferent and aesthetic literature appreciation, oral sharing of prose and poetry, storytelling, and role-playing using children’s literature. 

 

Type, on colored paper, a one to two page summary reflection on why you selected the teaching ideas and the activities to support them.  Include any other pertinent information.

 

10%       B. Controversial Books and Issues

            SELECT ONE:  (B1 or B2)

B1.  Controversial Book Investigation.  (CO: 1, 3, 4, 5, 11, & 12)  Choose a title from the attached list of controversial books.  Read several reviews of the book, then read the book.  Type a 3-5 page report of your impressions of the book based on the reviews and then the book itself.  Present an argument for purchasing or not purchasing the book for a children’s collection, based on general principles of book selection for children.  Be sure you include citations when appropriate and include a reference page according to APA 5th edition.

        

B2.  Issue Investigation.  (CO: 1, 3, 4, 5, 9, 10, 11, 12, & 16)  Read at least three picture books and/or three novels (the more recent, the better) on a common or not-so-common problem such as death, sibling rivalry, gender roles, keeping friends, divorce, abuse (physical, emotional, sexual, substance), AIDS, war and peace, etc.  Evaluate these books for literary, artistic, and bibliotherapeutic uses.  Type a 3-5 page summary of your evaluation. Be sure you include citations when appropriate and include a reference page according to APA 5th edition.

 

10%      C.  Book Boxes (See handout) (CO: 1, 3, 7, 10, & 12) 

            Locate (ILL may be helpful) and read a book from one of the following and create a book box to share in    class during week 6.

§       Georgia Book Award Nominees 2007-2008 (See handout).

§       Notable Social Studies Trade Books for Young People found in the latest May-June issue of Social Education.

§       Children’s Choices – Use the current list, published in the latest October issue of The Reading Teacher. 

 

 

25%      D.  Museum of Living Literature Project: (CO: 2, 7, 11, 12, 13, 15, 16, 17, 18, 20 & 21)

Select a genre, then work as curators to create a MUSEUM OF LIVING LITERATURE on a recently published book/author.  The display must be creative, organized, and effective in communicating to the audience.   It should reflect your growing knowledge and understanding of children’s literature and strategies for actively engaging children in the reading of children’s literature.  Make sure you address cultural diversity, inclusion of all learners, and ESOL learners in the project.  (Chapters 12, 13, and 14 of the course text include a variety of suggestions that you may want to consider).

 

Each display must have the following components:

1.     Quotations:  Choose three key quotations from the book or selection that represent the theme, plot, characterization, etc.  Display these in ENLARGED form.  5 pts.

2.     The display must have Theme Music.  The group will receive more points for an original composition performed by group members, but you may use pre-recorded purchased music.  Write a brief explanation on why you chose your particular music.  15pts.

3.     Art: Create an expression of the themes/ideas/topics of the book/selection.  Suggestions: a group member could make a painting, model, cartoon, caricature, mural, etc.  Videotape a commercial with art advertising the book/selection or a public service announcement with special effects encouraging people to read the book/selection.  Videotape an original screenplay version of an important scene of the book.  Videotape an interview with the author or a character.  20pts.

4.     Create a chart with appropriate illustrations (graphic organizer) to explain the use of each of the following literary elements in the book/selection: setting, conflicts, suspense, point of view, theme, characters.  10pts.

5.     Type or write a letter to a student in another country.  Explain to him or her why this book/selection is worth reading and what it reveals about life.  Don’t just retell the story.  10pts.

6.     Display three souvenirs from the main character’s life or supply artifacts from the era or from the ethnic background of the story characters.  15pts.

7.     Display a collection of ten new word specimens from the book/selection.  Label each word with its definition.  Explore creative ways to accomplish this task.  10pts.

8.     Add any additional information that you think might be of interest to those who would view the museum.  This is a good place to address cultural diversity, inclusion of all learners, and ESOL students. 5pts.

9.     Provide a one or two page handout for the class that summarizes the key parts of your Museum of Living Literature Project.  10pts.

      You may present your project individually, in pairs, or as a small group, and will receive points based on originality, neatness, and creativity.  Maximum points obtainable for each part are listed above. 

 

15%      E.  Attendance and Participation:

·  Refer to information under Policies and Procedures (Universal Syllabus Part A and Syllabus

      Part B).  

·  ORAL READING PRESENTATION

   A teacher needs to develop his/her own style for reading aloud to children. Select a short book or excerpt from a book to read aloud to the class. Sign up, by week 2, for a time to read your selection according to the genre(s) outline on the tentative schedule. See criteria for reading aloud on page 329 of your text. Details will be discussed in class.

           

            3.  Field Experiences Requirements:

                 SELECT ONE: (FE 1, 2, 3, or 4): (Be prepared to share in class on April 9). 

10%           FE 1 -  Interview: (CO: 2, 10, & 12)

ADVANCED - Visit a children’s bookstore or a local library to learn about the services for teachers and children related to children’s literature.  Take detailed notes reflecting the key points of what you learned.  Type a one-page paper reflecting how you might use this information for classroom instruction and to facilitate children’s reading of genres.  Attach a copy of your notes (bullet form is fine, handwritten for this part is fine).

 

INITIAL - Go to the local public or school library and interview the librarian about the books that are most popular in a certain age group.  Take detailed notes reflecting the key points of what you learned.  Type a one-page paper reflecting how you might use this information for classroom instruction and to facilitate children’s reading of genres.  Attach a copy of your notes (bullet form is fine, handwritten for this part is fine).

 

                 FE 2 - Internet Exploration:  (CO: 12 & 22)

                 View the electronic databases for children’s literature suggested on page 24 of your text, those listed

                 under “Relevant Web Sites” on this syllabus, suggested sites on the “Literature and the Child CD-ROM,” and/or sites from your own explorations.  Create a bulleted list of key points you want to remember about each database for a minimum of 6 databases.   Turn in your list with a typed a one-age paper reflecting how you might use this information for classroom instruction and to facilitate children’s reading of genres.

                

                 FE 3 - Audiovisual Materials and Computer Software:  (CO: 4, 7, 12, & 22)

                 Select, examine, and evaluate two audiovisual materials and two computer software programs that may

be used to enhance the instruction of children’s literature (these should be materials and programs that are new to you; the more recent, the better).  Use the form provided in class to evaluate the materials and programs.  Submit your evaluation forms.  Also type a one-page paper reflecting how you might use this information for classroom instruction and to facilitate children’s reading of genres.

 

FE 4 – Children’s Literary Conference/Festival:  (CO:  1, 6, 10, 11, & 12)   

Attend either the Children’s Literary Conference or the Children’s Literary Festival (or both). Generate a list of key ideas in bullet form that you would like to share with others about the conference/festival. Type a one page paper reflecting on how you might use this information for classroom instruction and to facilitate children’s reading.

 

IX.       RESOURCES:

            1.  Bibliography:

                 Beaty, J. J.  (1994).  Picture book storytelling: Literature activities for young children.  Fort Worth,

                        TX: Harcourt Brace College Publishers.

     Beaty, J. J. (1997).  Building bridges with multicultural picture books.  Upper Saddle River, NJ:

            Merrill/Prentice Hall.

     Bettelheim, B.  (1989).  The uses of enchantment: The meaning and importance of fairy tales.  New

            York: Vintage Books.

     Bloom, H. (2001).  Stories and poems for extremely intelligent children of all ages.  New York: Simon & Schuster.

    Bromley, K. D.  (1995).  Webbing with literature: Creating story maps with children’s books. 

            Boston: Allyn and Bacon.

     Bruchac, J. (1997).  Tell me a tale: A book about storytelling.  New York: Harcourt.

     Butler, F.  (1989).  Sharing literature with children: A thematic anthology.  Prospect Heights, IL:

            Waveland Press, Inc.

     Cameron, E.  (1969).  The green and burning tree: On the writing and enjoyment of children’s books. 

            Boston: Little, Brown and Company.

     Cameron, E.  (1993).  The seed and the vision: On the writing and appreciation of children’s books. 

            New York: Dutton Children’s Books

     Cassady, M.  (1990).  Storytelling step by step.  San Jose, CA: Resource Publications, Inc.

     Cox, C., & Zarrillo, J.  (1993).  Teaching reading with children’s literature.  New York: MacMillan

            Publishing Company

     Danielson, K. E., & LaBonty, J.  (1994).  Integrating reading and writing through children’s

            literature.  Boston: Allyn and Bacon.

     Donavin, D. P. (Ed.).  (1992).  Best of the best for children.  New York: Random House, Inc.

     Dreyer, S.S. (1989). The bookfinder: A guide to children’s literature about the needs and problems of

            youth aged 2-15. Volumes I, II, III, and IV. Circle Pines, MN: American Guidance Service.

     Fox, M. (1992).  Dear Mem Fox, I have read all your books even the pathetic ones and other

             incidents in the life of a children’s book author.  San Diego, CA: Harcourt Brace. 

     Glazer, J.I., Giorgis, C. (2005).  Literature for young children.

                         Upper Saddle River, NJ: Prentice Hall    

     Griffith, J. W., & Frey, C. H.  (1999).  Classics of children’s literature (5th ed.).  New York:

            Macmillan Publishing Company.

     Gunning, T. G.  (1998).  Best books for beginning readers.  Boston: Allyn and Bacon.

     Hancock, M.R. (2004). A celebration of literature and response: Children, books, and teachers in K-8  

             classrooms, 2/e. Upper Saddle River, NJ: Prentice Hall    

              Hearne, B.  (2000).  Choosing books for children: A commonsense guide (3rd ed.).  Champaign: University of Illinois Press.

     Hopkins, L. B.  (1992).  Let them be themselves (3rd ed.).  New York: HarperCollins Publishers.

     Horwood, W.  (1996).  The willows in winter.  New York: St. Martin’s Press.

                 Hunt, P. (Ed.).  (1995).  Children’s literature: An illustrated history.  New York: Oxford University

            Press.

     Jacobs, J.S. (2004). Children’s literature, briefly, 3/e. Upper Saddle River, NJ: Prentice Hall    

     Kasten, W.C. (2005). Living literature: Using children’s literature to support reading and language

              Arts. Upper Saddle River, NJ: Prentice Hall    

     Kimmel, M. M., & Segel, E.  (1998).  For reading out loud!  New York: Delacorte Press.

     Kruse, G. M., & Horning, K. T. (1991). Multicultural literature for children and young adults: A

            selected listing of books 1980-1990 by and about people of color (3rd ed.). Madison, WI:

            Wisconsin Department of Public Instruction.

     Landrum, J. (1998-1999).  Adolescent novels that feature characters with disabilities: An annotated

            bibliography.  Journal of Adolescent and Adult Literacy, 42, 284-295.

     Landsberg, M.  (1987).  Reading for the love of it: Best books for young readers.  New York: Prentice

            Hall Press.

     Lempke, S. D. (1999).  The faces in the picture books.  Horn Book, 75, 141-147.

     Lewis, J. P. (1998).  Doodle dandies: Poems that take shape. New York, NY: Atheneum.

     Mill-Lachman, L. (1991). Our family, our friends, our world: An annotated guide to significant

            multicultural books for children and teenagers. New Providence, NJ: R. R. Bowker.

    Mitchell, D. (2003).  Children’s literature: An invitation to the world.  Boston, MA: Pearson

            Education.

    Norton, D.E. (2005). Multicultural children’s literature: Through the eyes of many children, 2/e.

              Upper Saddle River, NJ: Prentice Hall    

    Opie, I., & Opie, P.  (1983).  The classic fairy tales.  New York: Oxford University Press.

    Paterson, K.  (1989).  The spying heart: More thoughts on reading and writing books for children. 

            New York: E. P. Dutton.

    Perrault, C.  (1978).  Perrault’s fairy tales.  New York: Dover Publications, Inc.

    Rudman, M. K.  (1995).  Children’s literature: An issues approach (3rd ed.).  White Plains, NY:

            Longman Publishers USA.

    Russell, W. F.  (1992).  Classics to read aloud to your children.  New York: Crown Publishers, Inc.

    Russell, W. F., Ed.D.  (1992).  Classic myths to read aloud.  New York: Crown Publishers, Inc.

     Silvey, A. (Ed.).  (1995).  Children’s books and their creators: An invitation to the feast of twentieth-

            century children’s literature.  Boston: Houghton Mifflin Company.

     Stoodt-Hill, B.D. (2005). Children’s literature: Discovery for a lifetime with CD-ROM, 3/e.

             Upper Saddle River, NJ: Prentice Hall    

     Tate, M. (2003).  Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain.

            Thousand Oaks, CA: Corwin Press.

     Taylor, J., Whalley, J. I., Hobbs, A. S., & Battrick, E. M.  (1996).  Beatrix Potter 1866-1943: The

            artist and her world.  New York: F. Warne & Co., The National Trust.