THEME: TEACHER AS AN INQUIRER-PROFESSIONAL
I. Program Affiliation: Elementary Education
Course Number and Title: CI 413/513: Children's Literature
Course Description:
This course will explore good books for children, preschool through
eighth grade. Participants will be exposed to the range of
children's literature available and discover ways to involve children with
this literature. Extensive and intensive reading of children's literature
will be required. Students will also be involved in multiple
intelligence and creative book projects where they have the opportunity
to practice effective current children’s literature theory.
II. Relationship to the Knowledge Base:
This course joins CI 314 Elementary School Methods and
CI 337 Reading in the Elementary School as the first of three courses
in a three-semester series of teacher preparation where course content
and clinical experience are integrated. It is followed by a semester in
which students enroll in five methods courses in mathematics, science,
social studies, language arts and reading. Student teaching encompasses
the third semester. CI 413 provides a comprehensive study of theory,
research and practice in children's literature. The course also offers
opportunities for developing an awareness of diversity and depth
of materials in children's literature and focuses on evaluation and assessment
procedures. In addition, CI 413 emphasizes integration strategies in
applying literature across the curriculum through reflection, collaboration,
and enrichment procedures.
III. Goal
The goal of this course is to prepare teachers who are
knowledgeable about current theory, research and best practice in
teaching literature to children and who can apply their knowledge
by designing integrated enrichment programs that emphasize cultural
diversity, reflection, and individualized learning styles.
IV. Program Objectives Related To This Course:
By the end of this course students will:
A. value the wide range of selections of literature in the various
genres.
B. reflect upon and evaluate children's books.
C. demonstrate the ability to prepare and present literature
that demonstrates a knowledge of cultural diversity and
social issues.
D. utilize the multiple intelligences and the integration process
in developing strategies that demonstrate
an understanding of theme-based programs.
E. incorporate technology, oral reading methods, and other visual
and kinesthetic tools that enhance the use of children's
literature in the classroom.
V. Content
A. The Child and Children's Literature
1. Promoting Child Development through Literature
2. Children's Responses to Literature
B. The History of Children's Literature
1. Milestones
2. Changing Issues
C. Evaluating and Selecting Literature for Children
1. Standards
2. Literary Elements
3. Accessibility, Readability, and Interest Levels
D. Artists, Illustrations, and Picture Books
1. Visual Elements, Design, and Artistic Media
2. Outstanding Illustrators
1. Defining Picture Books
a. Pictures Tell Story
b. Variety (Mother Goose to Toy Books)
4. Evaluation Criteria
E. Traditional Literature
1. Types of Traditional Literature
a. Folktales
b. Fables
c. Myths
d. Legends
2. Values of Traditional Literature
a. Comparing Folktales from Different Countries
b. Cultural Diversity in Traditional Literature
c. Stereotypes in Traditional Literature
F. Fantasy and Science Fiction
1. Defining Fantasy and Science Fiction
a. Comparing Fantasy and Science Fiction
b. Fantasy and Suspended Disbelief
2. Involving Children with Fantasy and Science Fiction
G. Poetry
1. Rhythmic Patterns of Language
2. Reading and Writing Poetry
H. Contemporary Realistic Fiction
1. Realism and the Problem Novel
2. Controversial Issues
a. Sexism
b. Sexuality
c. Violence
d. Profanity
e. Family Problems
I. Historical Fiction
1. People and Past Come Alive
2. A Chronology of Historical Fiction
J. Multicultural Literature
1. Our Rich Mosaic
2. Cultural Diversity with Rudy Wilson, Assistant Provost
K. Nonfiction: Biographies and Informational Books
1. Biographical Subjects
2. Values of Informational Books
L. Incorporating a Theme-Based Approach Using Multiple
Intelligences
1. Focus/Image
2. Content
3. Integration
M. Portfolio Process Assessment
1. Organizing a Personalized Literature Program
2. Assessment of Personalized Portfolio
3. Reflection of Portfolio Process
VI. Evaluation Procedures
A. Knowledge Development
1. Students will read the assigned text and other reference
materials and
demonstrate their acquired knowledge through class presentations.
2. Students will relate this knowledge to observations and practices
in
their field placement classrooms through integration that includes
multiple intelligences, class discussion,
cooperative groups, and reflections.
B. Instructional Process
2. Student will present lessons based on chapters from the text
that incorporate
literature into the curriculum.
2. Students will design a children’s literature bag that will
incorporate a children’s book with an activity; this
plan includes having students introduce themselves to the class
with their literature bags.
3. Students will present information to the class based
on an article on reserve in
Lovejoy and write a critical review, including a summary and an opinion.
They will
also locate and include a children’s literature web page and address
or data based site,
plus a description of the most useful library site they toured and
an explanation of why it was useful to them.
4. Students will assemble a portfolio of children’s books.
a. This includes difficult (grades 5 & up) books assigned
in class or chosen by
themselves.
b. Other books will be intermediate level
(3/4)
c. The final selection can be picture and/or
easy-reading (pre-K-2) books.
d. Students will select
children’s books and other resources from the campus
library, reading center, and other libraries
to use in their portfolios.
f. A reflective essay should be
included on the3 assigned books using a theme-
based focus, supporting examples from each book, with activities
& assessments. In addition, students will create a table of contents
page and an annotated bibliography with a suggested grade level or age
for each book.
5. Students will singly or collaboratively create a children’s
literature book and demonstrate how it could be
used to teach multiple intelligences activities; they will
also locate potential publishers for their books and describe
why a particular
publisher was chosen for their work..
6. Students will review the highlights of
the course in a final exam using one upper level
children’s literature book in a book club setting with analysis based on
the
"Evaluation Criteria" chart (p. 139) of their texts.
C. Learners and Learning
1. Students will introduce themselves to their classmates through items
and literature that utilizes an inquiry-professional approach.
2. Students will relate the spatial intelligence with children’s literature
through the analysis of Caldecott" illustrations as well as their final
original book.
D. Context and Foundations of Education
1. Students will attend a series of Large Group meetings
that focus on current educational trends
in children’s literature, such as children’s literature
and school law and rules, children’s literature and cultural
diversity, and children’s
literature and the multiple intelligences (EIGHT MULTIPLE
INTELLIGENCES ACCORDING TO GARDENER:
NATURALIST, MUSICAL, BODILY-KINESTHETIC, LOGICAL-MATHEMATICAL,
LINGUISTIC, SPATIAL,INTERPERSONAL, AND INTRAPERSONAL)
2. Students will participate in specific training in cooperative
learning strategies and
will practice these strategies in class and in the field.
E. Interpersonal Relationships and Professional Relationships
1. Students will be introduced to professional literature and
associations available for
professional development.
2. Students will work collaboratively with other students in the class
and teachers in their field placements.
Evaluation
1. Literature Bags................................................................................
.35 pts
2. Chapter Presentations and Lesson Handouts…………………………………………35
pts
3. Portfolio: Analysis of Selected Books......................................….………..120
pts
4. Reserve List/Library Presentations.......................................................….30
pts
5. Attendance (see below)......................................................................
. 15 pts
6. Original Class Book/Illustrated ..............................................................
80 pts
7. Final: Reflection and Responses to an assigned book...................................
Pass/Fail
8. Issues position paper & presentation (graduate students
only)......................... Pass/Fail
Total .................................................................................................…. 315 pts
Note: Late or incomplete assignments, unexcused absences, dysfunctional class participation, and/or missed field experiences may result in a lowering of the final grade. Assignments submitted after the due date cannot expect to receive a higher grade than a B. Students are responsible for their attendance and professionalism. When absent from a class, students will turn in an essay describing what they missed.
Grading Scale:
A 315-290 92-100%
B 289-265 84- 91%
C 264-239 76- 83%
D 238-214 68- 75%
EVALUATION CRITERIA:
Active class discussion and cooperative participation is expected. All work must meet a minimum standard, which is C level work. To achieve full points for each assignment (B or A grade) there must be superior work, involving higher levels of critical thinking, references to educational or psychological theory or specific children's books, and an indication of how the information will benefit the student's practice as a beginning teacher. Please realize that your instructors are here to help you. If there is something you do not understand, or if you need help with the course work or field experience, I am available by phone or by appointment.
Attendance and Participation:
You are expected to attend each class and each field experience on
time. Attendance and absences are recorded. Regular attendance
is necessary to insure success in the course and is part of your commitment
to the profession. If you are unable to attend or must be unavoidably
late for a class on campus, call and leave a message in the C&I
office after 8:00 a.m. (618-650-3082). In addition, during field
experience, the school, cooperating teacher, and supervisor must be notified
if you cannot attend. Students are expected to attend classes, labs
and speakers Attendance is evaluated on professional behavior and
participation.
DETAILED DESCRIPTION OF ASSIGNMENTS
1. Literature Bag
Using a personalized children's literature book, along with 2-4
items that describe you and/or are important to you, including a children's
book and author/illustrator you find special, introduce yourself to the
class. After you have finished describing your artifacts, include
a description of your chosen book and read aloud several paragraphs or
entire reading if brief, of your chosen book followed by a short activity
or description of an activity you could do with the book. Your entire
presentation should run no longer than five minutes.
2. Chapter Lesson Presentations utilizing Power Point
Students will work in groups to present activities from the text.
A group lesson handout should be distributed. On the handout, the
first page should contain the lesson. In this part the group will
indicate how they will teach the lesson. The second page should
contain a brief outline or narrative of the chapter and a list of selected
books. Students need to bring in and describe the selected books
(use Reading Center, Lovejoy, and other libraries for your sources).
During the chapter presentations, the group will actually be teaching the
lesson, not just lecturing, using Power Point, or reading from notes
on the handout.
3. Reserve List Presentation/Article Review
You will be required to present information from an article on reserve
in the library to the class. You will also be required to write a
brief reflection of the article which includes a summary and an opinion,
backed with support. Other requirements need to include the following:
a Children’s Literature sample web page plus address or data base site
and a helpful site in the library.
4. Children’s Literature Portfolio
Table of Contents, Theme-Based Essay, and Annotated (summary of book)
Bibliographies that include suggested grade level. (See section
on Instructional Processs). You will be graded on originality, organization,
support, neatness, and clarity.
5. Original Book Project
Students will create and illustrate an original book. They may
work individually or in pairs. Include 8 activities you could use
with your book that encompass the multiple intelligences and 5 potential
publishers. A substitute should be able to teach your lesson. Include
5 publishers with editor’s name, if known, address, and specific reason
for choosing each publisher.
VII. Research Base
Text(s)/Readings
Norton. D. E. (1999). Through the eyes of a child:
An introduction to children’s literature. 4th Ed. Englewood
Cliffs, NJ: Merrill.
References
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within. New
York: MacMillan.
Benedict, S. & Carlisle, L. (1992). Beyond words: Picture books
for older readers and
writers. Barksdale, NJ:
International Reading Association.Carpenter, H. and
Prichard, M. (1984). The
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Oxford University Press.
Cianciolo, P. (1990). Picture books for children. Chicago:
American Library Assoc.
Changar, J. & Harrison, A. (1992). Storytelling activities
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Manifold, M. C. (1997). "Picture Books as a Social Studies Resource
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Mills, H. & Clyde, J. (1990). Portraits of whole language
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Munde,G. (1997). "What Are You Laughing At? Differences
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Peterson, R. & Eads, M. (1990). Grand conversations:
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Pinsent, P. (1997). Children’s Literature and the politics of
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Raines, S.E. & Canady, R.J. (1989). Story stretchers:
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Russell, D.L. (1998). "‘The City Spreads Its Wings’: The
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Sendak, M. (1988). Caldecott & Co. New York:
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Sutherland, Z. (1997). Children and books: Reading,
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