edu_350

SHAW UNIVERSITY

Department of Education

EDU 350: Children’s Literature

Spring 2008

Online Course

Instructor: Ron Wahlen Phone: (919) 546-8530

Office Hours: By Appointment Class Time: Online

E-mail: rwahlen@shawu.edu Semester: Spring 2008

Department of Education Mission Statement

The Shaw University Department of Education builds on the knowledge, skills, and values that students acquire through their liberal arts and science foundations. Candidates graduating from the department will have the specialty area knowledge, professional skills, and experiences that will enable them to function as competent and effective teachers who think critically and demonstrate effective problem-solving skills.

Departmental majors may choose a specific concentration from four different specialty areas. Each student is encouraged to choose one of the specialty areas listed below by the end of his/her sophomore year.

Birth through Kindergarten Education (B-K)

Elementary Education (K-6)

Graduate students may pursue a Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education.

[The Secondary English Education (9-12) and Secondary Mathematics Education (9-12) programs are housed in the content areas. The University suspended the Special Education: General Curriculum (K-12) Program, effective in fall 2006.]

Department of Education Goals

The goals of the Department of Education are:

1. to align the institutional mission and goals with state, regional, national, and departmental standards and requirements;

2. to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;

3. to implement an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs;

4. to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn;

5. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn;

6. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching; and

7. to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of candidates to meet professional, state, and institutional standards.

NOTE: The mission statement and goals of the Department of Education are aligned with the mission statement and goals of each of its programs.

Required Text:

Lynch-Brown, Carol & Tomlinson, Carl (2005) Essential Children’s Literature,5^th Ed. Pearson

Live Text

All students are required to have a College Live Text account. College Live Text can be purchased on online by going to www.college.livetext.com. The cost is $95.00 and the site license is effective for 5 years.

General Course Description

This course is a study of literature written for children. Students will become familiar with all genre and leading authors of children’s literature. Consideration is given to selection and evaluation of children’s literature. The course provides three credit hours.

Student Learning Outcomes

Upon successful completion of this course, students will:

Identify needs of elementary students for purposes of selection, evaluation, and presentation of children’s literature. (INTASC 1)

Analyze genre and topics in children’s literature and promote appreciation of literature making connections to students’ prior experiences and learning. (INTASC 2)
Demonstrate knowledge of contemporary topics in children’s literature such as racism, sexism, death, multiculturalism, and censorship as they relate to children’s literature and the diverse needs of students. (INTASC 3)
Read articles on topics in children’s literature and provide interpretations modeling effective communication skills. (INTASC 6)
Demonstrate use of literature and extension activities that address reading and language development in an integrated curriculum. (INTASC 1, 2, 3)
Demonstrate an understanding of the importance of positive self-concepts and reflective teaching practices and will evaluate effects of teacher choices on classroom environment. (INTASC 9)

(INTASC is an acronym for the Interstate New Teacher Assessment and Support Consortium. Numbers refer to the standards identified by the consortium for beginning teachers.)

Evaluation Procedures:

90-100	A
80-89	B
70-79	C
60-69	D

Word processing is required for all written assignments. The instructor reserves the right to determine the quality of all assignments.

Course Requirements: (Details for all assignments are attached.)

{Requirements reflect an effort to engage students with different learning styles and performance modes while fostering respect for those differences.} (INTASC 3)

Book/Poetry Summaries 25%

Group Project 25%

Research Project 15%

Author Study 10%

Participation 10%

Exam/Quizzes 15%

Please note the following:

Attendance:

Late Policy: Assignments will not be accepted past the due date unless cleared by the instructor prior to the date. The instructor reserves the right to refuse permission and one point will be deducted each day the assignment is overdue.

Inclement Weather Policy:

Inclement Weather Policy

CLASSROOM DECORUM EXPECTATIONS

To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from disruptive classroom behavior (i.e,) talking to classmates, disrespectful responses to teacher instructions; swearing; wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps and/or headdress. Student will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors will immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and subsequently, to the Office of Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.

Access to Shaw’s Blackboard

REQUIREMENT: A PUBLIC LIBRARY CARD

ASSIGNMENTS

1. Book Summaries/Literature Resource File

Assignment #1: Children’s Books

Read and summarize 30 children’s books. The summaries must be specific and include a variety of genres. You are required to read at least EIGHT chapter books, SEVEN picture books, and ONE book on CD-ROM.

Genres Examples:

novels, including 4 Newbery Award winners or Honor books

nonfiction

fantasy

picture books

contemporary fiction

historical fiction

poetry collections/anthologies

multicultural titles

chapter books

You are required to read at least one book by each of the following authors:

Betsy Byars	Jean C. George	Faith Ringgold	Mildred Taylor
Eric Carle	Leo Lionni	Cynthia Rylant	Chris Van Allsburg
Beverly Cleary	Scott O’Dell	Peter Spier	Lois Lowry
Roald Dahl	Katherine Paterson	Elizabeth B. Speare	Gary Soto
Tomie dePaola	Patricia Polacco	William Steig	Jerry Spinelli

You will compile a Literature Resource File, using note cards and format as follows:

Yolen, Jane. (1987). Owl Moon. Illustrated by John Schoenherr. New York: Philomel.

Genre

Grade Level

Story Summary

Description (brief) of character, setting, theme

Literary strength: art medium of illustrations, if applicable

Application-how you would use this book in classroom setting or with individual student

General Comments

Assignment #2: Poetry

You will collect 10 poems appropriate for K-6 students by at least 5 different poets.

You will compile a Literature Resource File using note cards and format as follows

Author, Title & Grade Level

POEM IN ITS ENTIRETY

Applications –how you would use this poem in classroom setting or with individual student

General Comments

You will have opportunities in class to examine children’s literature and poems.

DUE: Wednesday, February 20

*15 Literature Resource Files and 5 Poems

( Must have 4 chapter books, 4 picture books and 1 CD ROM book)

Due: Wednesday, February 6

*15 Literature Resource Files and 5 Poems

(Must have 4 chapter books, 4 picture books and 1 CD ROM book)

2. Library Component

1) The librarian (Ms. Mair) from the Curriculum Materials Center will make a presentation to the class to help students with library skills. The presentation will include:

· How to develop and sustain a classroom library.

· How to use book talks to encourage the love of reading

· How to integrate literature across the curriculum

· How to locate sources ( hard copies and electronic print) in the Curriculum Materials Center

· How to use the media specialist to enhance the classroom literacy program.

3. Project

Select one competency goal from the North Carolina Course of Study for your grade level (available at www.ncpublicschools.org).

List each objective for that competency goal. Identify children’s literature that could be used in teaching the goal. Use at least 5 books/stories/poems and extension activities that integrate music, art, writing, math, science, etc.

At least one activity must include use of technology.

Your group will have 25 minutes to present the books and activities selected. You will only explain 3 of the activities but demonstrate (involving classmates) 2 of the activities. Bring all books, materials on demonstration day.

Project grades are determined using the following criteria:

. Appropriateness of book choices for grade level

. Variety of genres

. Enthusiasm

. Creativity

. Integration in presentation

. Time management

The only product you are required to turn in for this project is a list which includes the grade level, subject area, goal, objectives, titles of books/stories/poems including authors, brief notes describing activities used. You must provide a copy of this for every member of our class.

4. Research Project

Instructor will assign a topic. You will choose 3 recent journal articles or ERIC documents related to the topic as it relates to children’s literature.

A two-page summary (plus a bibliography) of the information will be turned in to the instructor. You will present your information orally to your small group.

5. Author Study

Choose an author of children’s books to research (through journals, books, articles, and a required WEBSITE). Your information will be presented to the class through an art project that includes a bibliography. Oral presentation to the class should include discussion/comparison of author/illustrator’s work.

6. Participation

Reading assignments are on the calendar (attached). Attendance to class and participation in class discussions are required. An occasional unannounced reflection paper may be required as in class assignment. You cannot make up this assignment if you are absent.

7. Mid Term Quiz & Final Exam

List on the Schedule

CLASSROOM DECORUM EXPECTATIONS

PROFESSIONALISM:

§ Professionalism is a necessary condition for the successful completion of this class.

§ Professionalism includes prompt, regular, and active class attendance.

§ Remember if an emergency prevents your attendance, you are required to notify the instructor prior to class.

§ Professionalism also includes demonstration of a positive, courteous, and contributing attitude and adherence to the Shaw University Honor Code.

§ The consequence of failure to demonstrate professional behaviors will be a failing grade for the course.

JOURNALS/PERIODICALS:

American School Board Journal	Journal of Reading
Childhood Education	Language Arts
Clearing House	Learning
Educational Leadership	Reading
Educational Studies	Reading Improvement
Horn Book Magazine	Reading Teacher
Instructor	Social Studies Review
Journal of Education	Young Children
Children’s Literature in Education	School Library Journal

INTERNET RESOURCES: (Suggestions—there are many.)

Children’s Picture Book Database: www.lib.muohio.edu/pictbks/

The Children’s Literature Web Guide: www.ucalgary.ca/~dkbrown/

Carol Hurst’s Children’s Literature Site: www.carolhurst.com/

THE STANDARDS…

Interstate New Teacher Assessment and Support Consortium

(INTASC)

______________________________________________________________________________

1. Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Student Development. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

3. Diverse Learners. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Multiple Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

5. Motivation & Management. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

6. Communication & Technology. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Planning. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. Assessment. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Reflective Practice & Professional Growth. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. School & Community Involvement. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

_____________________________________________________

SKILLS · KNOWLEDGE · DISPOSITIONS · SKILLS · KNOWLEDGE · DISPOSITION