Child and Adolescent Literature

Conceptual Framework Overview

The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:

• Learning Environment – Graduates of West College of Education (GWCOE) create challenging, supportive, and learner-centered environments in diverse settings
• Individual Development - GWCOE demonstrate knowledge of individual differences in growth and development
• Diverse Learners - GWCOE recognize the value and challenges of individual differences:
• Reflection - GWCOE engage in individual and group reflection to improve practice.
• Collaboration, Ethics, Relationships - GWCOE develop positive relationships, use collaborative processes, and behave ethically.
• Communication - GWCOE communicate effectively both verbally and nonverbally through listening, speaking, reading, and writing.
• Professional Development - GWCOE actively engage in continuous learning and professional development.
• Strategies and Methods - GWCOE use a variety of instructional strategies aligned with content to actively engage diverse learners.
• Content Knowledge - GWCOE demonstrate mastery of the content area(s) and remain current in their teaching fields.
• Planning Process - GWCOE demonstrate effective planning as part of the instructional cycle.
• Assessment - GWCOE demonstrate formative and summative techniques to plan, modify, and evaluate instruction.

Objectives  The learner will:

1. become familiar with children’s literature, authors, and illustrators representing a variety of genres.
2. become familiar with trends and issues in children’s literature from a historical perspective.
3. be able to critically evaluate children’s literature as well as identify and apply criteria for selecting quality children’s books.
4. develop activities for using children’s literature in the classroom.
5. be able to present literature that instills a love of reading in their future students.

Standards

NCTE Standards

Knowledge of English Language Arts

Standard 3. Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory and findings.

Standard 3.5.  Candidates demon­strate knowledge of, and uses for, an extensive range of literature.

Standard 3.6.   Candidates demon­strate knowledge of the range and influence of print and nonprint media and technology in contemporary culture.

IRA Standards

Standard 4  Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.  As a result, candidates:

Standard 4.2. Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds.

Standard 4.3. Model reading and writing enthusiastically as valued life-long activities.

Standard 4.4. Motivate learners to be life-long readers.

ACEI Standards

Standard 2.1

Candidates are familiar with, able to use, and recommend to students many reading materials based on different topics, themes, and a variety of situations and consisting of different types, including stories, poems, biography, non-fiction, many categories of literature written for children, and texts from various subject areas.

Generalist (EC-4)

Domain I- English Language Arts and Reading

Competency 004 (Literacy Development)

The beginning teacher:

• Demonstrates familiarity with children's literature and provides multiple

opportunities for children to listen and respond to a wide variety of children's literature, both fiction and nonfiction, and to interact with others about literature.

• Teaches children about authors and their purposes for writing.

Competency 007 (Reading Comprehension)

The beginning teacher:

• Teaches elements of literary analysis, such as story elements and features of different literary genres.

Generalist (4-8)

Domain I- English Language Arts and Reading

Competency 005 (Reading Applications)

The beginning teacher:

• Knows literary genres (e.g. historical fiction, poetry, myths, fables) and their characteristics.
• Recognizes a wide range of literature and other texts appropriate for students.
• Provides multiple opportunities for students to listen and respond to a wide variety of children’s and young people’s literature, both fiction and nonfiction, and to recognize characteristics of various types of narrative and expository texts.
• Engages students in varied reading experiences and encourages students to interact with others about their reading.
• Uses strategies to encourage reading for pleasure and lifelong learning.

English Language Arts and Reading (8-12)

Domain II- English Language Arts and Reading

Competency 006

The beginning teacher:

• Demonstrates knowledge of genres and their characteristics through analysis of literary texts.
• Demonstrates knowledge of literary elements and devices, including ways in which they contribute to meaning and style, through analysis of literary texts.
• Demonstrates knowledge of a substantial body of young adult literature.

Assessment

Final Exam-35 points

Literature Evaluations-40 points

Author Presentation-17 points

Participation/Bibliography -8 points

Assignments/Grading Procedures

Exam (35 points):

There will be one scheduled exam for this course. The format for the exam will be multiple-choice. A Scantron will be required for the exam. See the calendar for exam date.

 Literature Evaluations (40 points):

Assignment Instructions:

• Choose one book from each of the following genres (2 total)
• Modern Fantasy p. 273 (book selected is appropriate for adolescents or young adults; chapter book; 15 points)
• Historical Fiction p. 413 (book selected is appropriate for adolescents or young adults; chapter book; 25 points)

• Turn in the following:

• A bibliography for each book.

• A detailed evaluation, in paragraph form, for each book. Use the information provided in the text and handouts to guide your evaluations; however, do not limit the evaluations strictly to the questions listed in the evaluation guides. Be sure to include the literary elements in each evaluation. Be critical, negative as well as positive. Give details and examples from the book to support your critique.  Be sure to back up your statements with an explanation and evidence from the book. (see examples)

•  Would this book appeal to teachers? Why or why not? How could this book be used in the classroom? Be sure to consider all curriculum areas. Etc…

•  Bloom’s Taxonomy- Create Bloom’s questions for each genre. The information should be typed and appropriately labeled with the specific genre/category.

• More information will be given in class. Also, see Web Ct for examples.

 Author Presentation –groups of 4 to 6 students- (17 points):

• Turn in the following: (7 points total)
• Biography of the author (2 points)

• Bibliography and short summary of their literature (also make copies for your classmates); be sure to include the genre of each book (2 point)

• Description of book activity (3 points)

• Author Presentation: (10 points total)
• Create a digital presentation that will sell the author to your intended grade level/audience. Include information about their life and work. ( 3 points)
• Catches the attention of the audience
• Creative, eye-catching, etc…

• Give a brief history of the author and their literature (3 points)

• Comprehensive history of the author and their work; included major pieces of literature; informative

• Book Activity: Choose one book and create an activity that will inspire/motivate your intended grade level to read your author’s work. Create a digital presentation to showcase your activity. Be sure to WOW US!!!!!!!!!  Be creative!! (email your digital presentation to your classmates using Web Ct email) ( 4 points)

• The presenters should be well prepared and enthusiastic about the presentation. The presentation should be unique, creative, and grab the attention of the audience. In other words, the presentation should captivate the audience by making them think about the author and their literature.

Participation and Bibliography of Literature – (8 points):

Each week you will be required to bring books related to the literary genre discussed in class. See course calendar above. These books will be gathered in groups each week. Please keep track of the books you bring to class each week. Each group will be required to turn in a bibliography for each genre at the end of the term. See the course calendar for due dates. Bibliographies should be organized by genre using APA format. This will be discussed further in class. Groups that do not bring their books to class each week will lose participation points. Remember, if you are absent it is still your responsibility to help your group members collect books for the week.

 A hard copy of each assignment is due no later than the date listed on the course outline/calendar.

Class Activities/Participation:  Although the course requires a thorough understanding of the readings and assignments, participation in class discussions/activities will provide the basis for learning and assessment.  Most sessions will be interactive in nature and difficult to “make up” if you miss.  Class participation is essential to learning.  Sharing of your ideas from personal experiences working with children and your ideas from the textbook information will benefit all of us.  Please be ready to participate in class discussions and small group activities. A hard copy of each assignment is due no later than the date listed on the course outline/calendar.

Attendance Policy

• Although the course requires a thorough understanding of the readings and assignments, class activities will provide the basis for learning and assessment. Most sessions will be interactive in nature and difficult to "make up" if you miss. Be on time and don't leave early.  Students who arrive 15 minutes after class has started or leave 15 minutes before it ends will be counted absent.

• Therefore, class attendance is crucial to successful completion of this course.

• Students enrolled at Midwestern State University should make every effort to attend all class meetings.  Attendance will be graded as follows:  1 absence = - 2 points from final grade; 2 absences = additional 8 points from final grade; 3 absences= additional 10 points from final grade; 4 absences = dropped from class.  For example, if you have two absences, 10 points will be deducted from your final grade. This policy applies to excused and unexcused absences; however, work cannot be made up for unexcused absences.

• In addition, after your third absence or sixth tardy, you will be administratively dropped from the course.

Plagiarism Statement

“By enrolling in this course, the student expressly grants MSU a ‘limited right’ in all intellectual property created by the student for the purpose of this course. The ‘limited right’ shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality, authenticity, and educational <span class="scayt-misspell" data-scayt_word="purposes." "="" data-scaytid="7">purposes.” from Student Handbook