April 10, 2008 - The Citadel



-342900-22860000The Citadel Zucker Family School of Education EDUC 608 - 82: Literature for Children and AdolescentsSpring 2016Instructor: Glenda Ortiz, Ph.D.Class Meetings: MondaysOffice: 327A Capers HallClass Hours: 5:30 p.m.- 8:00 p.m.Telephone: 504-427-5628Meeting Room: Capers 302Email: rjocius@citadel.eduOffice Hours- Mondays, 4:00-5:00Credit Hours: 3 STUDENT INFORMATIONThis course is a required component for the M.Ed. in Literacy Education program. Qualified graduates of this program will be eligible for certification as literacy teacher and literacy coach. The course is also open to students from other programs. PREREQUISITESThere are no prerequisites for this course.COURSE DESCRIPTIONEDUC 608 is a graduate-level survey of literature for children and adolescents. In this course, we will study authors, readers, illustrators and their illustrations, scholars and theories, awards, and reviews of literature for children and adolescents. Course topics will include: the origins and development of literature for children and adolescents; major works, writers, and illustrators; distinctive genres and their characteristics; the nature and function of illustrations; social and political issues addressed in children’s and adolescent (YA) literature; problematic aspects of contemporary children’s and YA literature; critical approaches to teaching children’s and YA literature; and uses of children’s literature in the pre-K-12 grades. Emphasis will be placed on enhancing teachers’ abilities to locate, evaluate, select, and incorporate unbiased and age‐appropriate multicultural literature in order to provide students with the opportunity to make important connections across and within cultural groups. REQUIRED TEXTS and MATERIALSRequired TextbookHorning, K. T. (2010).?From cover to cover: Evaluating and reviewing children's books. Revised edition. New York: Harper Collins.Adolescent Book Club #1You will meet with your book club in order to discuss, analyze, and interpret one of the following texts:Ryan, P. (2002). Esperanza rising. New York: Scholastic.Alexie, S. (2009). The absolutely true diary of a part-time Indian. New York: Little.Woodson, J. (2014). Brown girl dreaming. New York: Nancy Paulsen Books.Myers, W.D. (2004). Monster. Augusta, KS: Amistad.Adolescent Book Club #2You will meet with your book club in order to discuss, analyze, and interpret one of the following texts:Palacio, R.J. (2012). Wonder. New York: Knopf.Hunt, L.M. (2015). Fish in a tree. New York: Nancy Paulsen Books.Applegate, K. (2012). The one and only Ivan. New York: Harper Collins.Haddon, M. (2012). The curious incident of the dog in the night-time. New York: Vintage.Additional Children’s/YA BooksSee calendar for required and recommended texts. You will not necessarily need to purchase each text, but you will need to borrow and/or share texts so that you can participate in class discussions and activities.COURSE OBJECTIVESUpon completion of this course, candidates will have had opportunities to:Provide an overview of the history of children’s literature from its origins as oral literature intended for adults to a written literature encompassing all major genresIndicate historical shifts in the purposes for children’s literature: as didactic literature intended to provide moral instruction, or as literature intended to stimulate the imagination or provide useful information in interesting waysEvaluate literature for children according to standard criteria of literary criticism Plan and evaluate activities designed to broaden and extend pre-K-12 students’ understanding of literatureAssist a teacher in building a text collection related to a specific genre or conceptual theme that meets the needs and abilities of all learnersExamine the history and characteristics of the various genres of children’s literatureExplore the social, political, and literary issues raised by many contemporary works of children’s literatureRead notable multicultural children’s literature selections and become aware of the availability of quality multicultural literature for children and adolescentsDiscuss and critique children’s and YA literature in a variety of formats, including literature circles, multimodal and digital responses, and in online forumsPlan and evaluate language arts activities that will deepen and extend the meaning of multicultural literature for children and contribute to students’ growth and development, especially as these activities promote attitudes of diversity and equityConsider techniques by which multicultural literature for children can be used to develop the reading comprehension skills and critical reading abilities of children, while also nurturing a passion for reading that will create lifelong readers. Collaborate with several educators to evaluate, select, and use a variety of instructional materials to meet needs of all learnersCONCEPTUAL BASE Developing Principled Educational Leaders for P-20 Schools - The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:have mastered their subject matter and are skilled in using it to foster student learning;know the self who educates (Parker J. Palmer) and integrate this self-knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and?exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-20 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.? ???The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:Knowledgeable Principled Educational Leaders…Have mastered the subject matter of their field of professional study and practice;Use the knowledge gained from developmental and learning theories to establish and implement an educational program that is varied, creative, and nurturing;Model instructional and leadership theories of best practice;Integrate appropriate technology to enhance learning;Demonstrate a commitment to lifelong learning;Reflective Principled Educational Leaders…Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment;Develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural experiences;Construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged;Apply their understanding of both context and research to plan, structure, facilitate and monitor effective teaching and learning in the context of continual assessment;Reexamine their practice by reflectively and critically asking questions and seeking answers;Ethical Principled Educational Leaders…Demonstrate commitment to a safe, supportive, learning environment;Embrace and adhere to appropriate professional codes of ethics;Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;Establish rapport with students, families, colleagues, and communities;Meet obligations on time, dress professionally, and use language appropriately. Relationship of this course to the conceptual base:Candidates will develop a comprehensive understanding of the field of children’s literature (CF 1)Candidates will demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources (CF 1, 7, 13) (IRA 2.3)Candidates will lead collaborative school efforts to evaluate, select, and use a variety of instructional materials to meet the specific needs and abilities of all learners (CF 4) (IRA 2.3)Candidates will promote the value of reading and writing in and out of school by modeling a positive attitude toward reading and writing (CF 1, 13, 14, 15) (IRA 6.2COURSE GOALS WITH EVALUATION METHODSGoalEvaluation MethodsCandidates will develop a comprehensive understanding of the field of children’s literature (CF 1) ResponsesCandidates will demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources (CF 1, 7, 13) (IRA 2.3)Annotated BibliographyCandidates will lead collaborative school efforts to evaluate, select, and use a variety of instructional materials to meet the specific needs and abilities of all learners (CF 4) (IRA 2.3)Adolescent Book Club Organization and ParticipationCandidates will promote the value of reading and writing in and out of school by modeling a positive attitude toward reading and writing (CF 1, 13, 14, 15) (IRA 6.2)Beyond the Page Literature ResponseCOURSE EXPECTATIONSClass AttendanceA professional in the field of education consistently demonstrates time-honored, accepted professional dispositions including, among others, attendance and punctuality. Accordingly, this class, as a professional experience, expects attendance and punctuality at all class meetings. Attendance records are required to be kept, and The Citadel’s CGC policy on class attendance will be adhered to (i.e., credit cannot be awarded when a student misses more than 20% of scheduled class contact hours). If, in the case of unexpected circumstances, you must miss a class, it is YOUR responsibility to notify the instructor, and to obtain any handouts, missed information, and notes from a classmate who was present. You are responsible for all instructional material that was discussed. Further, any student who misses more than two classes for any reason will receive a grade deduction of 10%.Disability Disclosure: If you need accommodations because of a disability, please inform me immediately. Please see me privately, either after class or in my office. To initiate accommodation, candidates must register with the Office of Access Services, Instruction and Support (OASIS) located in room 105 in Thompson Hall. You can call 953-1820 to set up an appointment. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements.Honor Statement: As a professional educator, integrity is an expectation. Students in The Zucker Family School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code available at: . Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual’s guidance regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources”: When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s). When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s). When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s).Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The Citadel Honor Manual)LiveText ComponentThe Annotated Bibliography assignment, which is the program completion portfolio artifact for this course, needs to be uploaded to LiveText by 4/17/17. If candidates do not have a LiveText account, then a LiveText packet must be purchased from the bookstore.ASSESSMENT PROCESSPROCEDURESIn general, all assignments should be typed, double-spaced, and written in a standard 12-point font, with one inch margins on all sides of the paper. Unless otherwise noted on this syllabus or on the assignment sheet, assignments should be submitted via email to gortiz@citadel.edu by 5:00 p.m. on the day that they are due. Assignments that require examples of assessments, worksheets, student task cards, etc., should be organized and bundled. Electronic copies of papers are required when described in the syllabus. When electronic files are required, files must be merged into a single file. You may also take screen shots, crop them, and insert them into a single file. Overall, when turning in assignments, please try to format them so your ideas are easy to access and read. If you think an alternative format would best communicate your ideas more clearly, please discuss this with the professor in order to gain approval with at least 72 hours advance notice. You are encouraged to carefully read assignment guidelines and if clarification is desired, questions are welcome during office hours, before class, by email, or by appointment. In general, assignments are flexible and open-ended, similar to what is required in professional environments. Because much learning occurs in discussing assignments, I am happy to assist you in clearly understanding the assignment and reviewing any questions, but you should plan ahead to ensure that there is time to implement the feedback from these discussions. Note: This class requires time management and planning—please plan accordingly. Late assignments will receive an automatic 10% grade penalty, as a starting point for grading. (Example: an assignment worth 100 points will begin at 90 points). An additional 10% will be deducted for every day the assignment is late. Extensions will only be given due to particularly challenging circumstances. GRADINGAssignmentDue DatePercentage of GradeAttendance and ParticipationN/A10%Adolescent Book Club Organization and Participation3/9/16 & 4/6/1620%Responses (4)Variable20%Annotated Bibliography3/2/1630%Outside the Pages Book Talk4/20/1620%Final grading is based on the following scale: 90-100=A, 86-89.9=B+, 80-85.9=B, 76-79.9=C, 70-75.9=C, 0-69.9=FASSIGNMENTSATTENDANCE AND PARTICIPATIONThe interpretation and analysis of children’s and YA literature will be of the utmost importance for this course, and extensive time will be spent in various whole-class and small group discussions and activities.?We will reflect on significant features of children’s and YA literature, learn about research-based practices in teaching literature to students, draw on previous experience, and participate in various in-class and field-based activities.? Some activities will be “hands-on, minds-on” active thinking strategies, and others will be more traditional--lecture, class discussion, and small group work. Technology will be used to supplement instruction.?The instructional strategies that will be used in the course are intended to appeal to a variety of learning preferences and will also model a variety of techniques that will help you meet the needs of diverse students, teachers, classrooms, and situations.Your active and constructive participation during in-class activities is expected. A consistently demonstrated commitment to being prepared for class meetings (assigned readings completed, on-time and satisfactorily completed assignments and tasks, etc.) is also expected and should be obvious to the course instructor and your fellow class participants.ADOLESCENT BOOK CLUB ORGANIZATION AND PARTICIPATION: 3/9/16 AND 4/6/16During the semester, there will be two opportunities (3/9/16 and 4/6/16) for you to have extensive discussions about adolescent literature with a small group of your colleagues. With your group, you will decide on the direction and goals for your book club discussions. For the first session (3/9/16), you will meet in class to discuss your book; however, you have freedom in determining the discussion questions, topics, and role of each club member. The format for the second (4/6/16) session is entirely up to you; some possible examples would be to conduct a synchronous or asynchronous online discussion, create a collaborative book trailer, or design an instructional unit around the selected book for classroom use. For each session, you will create an artifact that synthesizes and extends the issues you addressed. You will determine the format of these artifacts; some possible examples would be audiotaped or videotaped notes, a collaborative reflection, a multimodal graphic organizer detailing the main issues you raised, or an outline for a lesson plan or unit that emerges from your discussion. Possibilities will be discussed throughout the semester. Artifacts should be emailed to gortiz@citadel.edu (or, if your artifact does not lend itself to email distribution, it should be shared with the instructor in another format) no later than seven days after the book club meeting (3/20/17 and 4/17/17).RESPONSES (4): DUE 2/6/17, 2/27/17, 3/20/17, AND 4/17/17Throughout the semester, you will participate in a class responses. The goal of this response is to share texts, ideas, and thoughts about children’s and adolescent literature. For each response, you will choose one of the children’s/adolescent books assigned for the week. Each response has four components: reader response, evaluator response, teacher response, and literacy coach response. Reader Response: As a reader, what was your aesthetic response? Your efferent response? Evaluator Response: Imagine that you are a children’s/YA book editor. Using the principles discussed in class and the Horning text, evaluate the text. What are its strengths? Weaknesses?Teacher Response: If you had a student who really enjoyed your selected text, what would be your recommendation for additional texts to extend and engage that student? Choose a text (outside of the texts discussed in class) that you would recommend. Literacy Coach Response: What suggestions and strategies would you provide for teachers who might be using your chosen text in the classroom? Are there resources (web sites, articles, lesson plans, units, discussion questions) that you would share? Responses will be shared in class. Discussion will follow responses.ANNOTATED BIBLIOGRAPHY: DUE 3/13/17Your goal is to develop a “special collection” of children’s literature related to a specific topic. You will prepare an annotated bibliography that includes at least 20 texts (audio books, interactive eBooks, magazine articles, etc.) for an age range of your choosing. Remember to include texts at a range of reading levels, and, depending on your topic, you should consider providing a mix of fiction and nonfiction. At least 10-15 of the titles you include should be texts you had not read before this class, although you are welcome to use some texts read for class or mentioned on the class response discussions. One of the goals of this assessment is for you to develop resources that you can draw upon when selecting children’s/YA literature for classroom use. You will share your Annotated Bibliography with your colleagues, and you will have access to their Annotated Bibliographies as well.In choosing a topic for your “special collection,” you should consider ideas and themes that interest you, as well as topics that might relate to your teaching context or future work as a literacy teacher or literacy coach. Think about topics that focus on a specific kind of book, not a specific kind of reader. For example, you might choose “Immigration to the US,” rather than “Books for ELLs.”Here are some examples of topics that could work well:EcologyBirthdays Around the WorldFractured Fairy TalesThese topics might be too broad:FamiliesFriendsFoodMulticultural Picture BooksThe assignment will include:Part I (1 page): Title your Annotated Bibliography, so it can be easily found and accessed by your colleagues (if you would rather not share your work, please let me know). Provide an overview of the reason you chose your topic. Also, please reflect on the methods and results of your search: How did you go about choosing books? How did you determine your audience?Part II (Each Annotation: 75-150 words): List each text in APA format. Then, you will provide a short annotation for each text. You should also consider the potential audience for your Annotated Bibliography: students, teachers at your school, colleagues, parents, the broader literacy community, etc. This will help to determine the format of the annotations. For example, if you choose to create the Annotated Bibliography for the potential young readers, your goal might be to entice them into choosing every book on your list. However, if your audience is fellow teachers, you may want to be more critical and selective in thinking about potential classroom uses.Part III (1-3 pages): Reflect on the experience of selecting books for your Annotated Bibliography. What did you learn about children’s/YA literature? How might you be able to use your Annotated Bibliography with students and/or teachers?A rubric, sample annotations, and links to children’s/YA literature databases are available on CitLearn. Your Annotated Bibliography should be emailed to rjocius@citadel.edu no later than 5 p.m. on 3/6/16. (IRA Standard 2.3)OUTSIDE THE PAGES LITERATURE RESPONSE: 4/20/16 AND 4/27/16 (ARTIFACT DUE 4/20/16)The final presentation for this class will be the “outside the pages” literature response. The goal of this assignment is to allow you to share your experiences with and response to a work of children’s/YA literature. You will first choose a piece of literature; this text could be a book you remember reading as a child, one of your students’ favorite books, a book that you found while creating your Annotated Bibliography, or even a children’s/YA book that you have written. Your literature response presentation should be between 5-15 minutes long, and should be creative, memorable, and engaging. You have creative freedom in terms of how you want to present your literature response to the class. Here are some ideas:Create a children’s book using digital media (or good old paper and pencil). Give an author’s reading to your colleagues.Record a podcast around a book or author, perhaps inspired by the format of those found in the New York Times Book Review.?You might act as host and introduce several different segments, such as a mock interview with the author or an expert on the topic, or a discussion of how a classic book is suddenly timely.Develop a soundtrack for a book you’re reading, or invent a rap about it. You could possibly get your students involved here.Create paintings, digital collages, or other illustrations to honor your chosen text. You could also choose to create a cover for a work that doesn’t have its own cover, such as a piece you read in an anthology or story collection. The covers can be representative of the setting, a key scene, main characters or major plot events, or be more abstract or conceptual, capturing the tone of the work, a theme or character’s mental state. You might want to create covers in the style of a favorite artist.Create a digital book trailer. This would also be a great way to get your students involved.Conduct and record a series of interviews about your text. For instance, you might interview your students about their responses, talk to people of the same generation about what a seminal book meant to them as children, or speak with experts like teachers, professors and historians who can weigh in on the significance of a often-taught book,During the semester, we will read graphic novels. How would your chosen text be transformed by this genre? Create a graphic novel, or the storyboards for the graphic novel.Rewrite a YA novel as a children’s book. What ideas would transfer? How might the form be different?More options in terms of format and structure will be discussed throughout the semester. On CitLearn, you will sign up to present your literature response on either 4/20/16 or 4/27/16. You will also create an artifact (presentation artwork or slides, audio recording, photographs of student work, handout, podcast) that represents your literature response. This artifact should be emailed to rjocius@citadel.edu no later than 5 p.m. on 4/20/16.Course Calendar(Note: All readings are subject to change, based on student needs, preferences, and prior experiences.)Date and TopicAssignments DueReadings (Due that Day)Session 11/16/17Welcome!Syllabus Overview &Introduction to Children’s and YA LiteratureIn Class:Which Book Character Are You?Constructing Our Worlds Through Children’s and YA LiteratureCourse Introduction and Syllabus ReviewInstructions for Book History CollageSession 21/23/17Analyzing Literature for Children and Young AdultsChildren’s/YA LiteratureRequired: Brown, M.W. (1947). Goodnight moon. New York: Harper Collins.Required: Scieszka, J. (1995). The true story of the three little pigs. New York: Puffin Books.Required: Wiesner, D. (2001). The three pigs. Boston, MA: Houghton Mifflin.Required: Sendak, M. (1963). Where the wild things are. New York: Harper Collins.Articles/CommentariesRequired: Three Articles on Making Picture Books. Available on CitLearn and at: Recommended: Recommended: Nel, P. (2013). It’s a wild world: Maurice Sendak, wild things, and childhood [Blog post]. Available: Session 31/30/17Picture Books and Easy Readers Children’s/YA LiteratureRequired: Keats, E. (1962). The snowy day. New York: Viking Press.Required: Johnson, C. (1955). Harold and the purple crayon. New York: Harper Collins.Required: Chose a Mo Willems book from the list below:There is a Bird on Your Head!Knuffle BunnyDon’t Let the Pigeon Drive the Bus!Waiting is Not Easy!We are in a Book!Can I Play Too?Don’t Let the Pigeon Stay Up Late!I Broke My Trunk!Elephants Cannot Dance!Or, choose a personal Mo Willems favorite….Articles/CommentariesRecommended: Horning, Chapter 1Session 42/6/17Class Meeting: Picture Books and Easy Readers response to one assigned reading and class discussionShare one Caldecott book were not awareOf previously Class Meeting:Children’s/YA LiteratureRequired: Ringgold, F. (1996). Tar beach. Decorah, IA: Dragonfly.Required: Lin, G. Ling and Ting: Not exactly the same! New York: LB Kids.Required: Wiesner, D. (1991). Tuesday. New York: Clarion Books.Required: Mora, P. & Colon, R. (2000). Tomas and the library lady. Decorah, IA: Dragonfly.Articles/CommentariesRequired: Horning, Chapter 5Session 52/13/17Folk and Fairy TalesChildren’s/YA LiteratureRequired: Lippert, M., & Paye, W. (2003). Mrs. Chicken and the hungry crocodile. New York: Holt.Required: Steptoe, J. (1987). Mufaro’s beautiful daughters. Boston, MA: Lothrop, Lee, and Shephard.Required: Pinkney, J. (2009). The lion and the mouse. New York: Little.Required: Fleischman, P. & Paschkis, J. (2007). Glass slipper, gold sandal: A worldwide Cinderella. New York: Holt.Articles/CommentariesRequired: Horning, Chapter 3Session 62/20/17PoetryChildren’s/YA LiteratureRequired: Woodson, J. (2010). Locomotion. New York: Speak.Required: Fleischman, P. (2004). Joyful noise: Poems for two voices. New York: Harper Collins.Recommended (Will Examine in Class): Draper, S. (2001). Love that dog. New York: Harper Collins.Articles/CommentariesRequired: Lempke, S. (2005, May). Purposeful poetry. The Horn Book Magazine. Available: Recommended: Horning, Chapter 4Session 72/27/17Informational Texts response to one assigned reading and class discussionShare either Caldecott or Newberry book were not aware of previously Class MeetingChildren’s/YA LiteratureRequired: Jenkins, S. (2009). What do you do with a tail like this? New York: HMH Books for Young Readers.Required: Schwartz, D. (1985). How much is a million? New York: Harper Collins.Required: Scieszka, J. (1995). Math curse. New York: Viking.Required: Jenkins, S. (2009). Actual size. New York: HMH Books for Young Readers.Articles/CommentariesRecommended: Isaacs, Kathleen T. “The Facts of the Matter: Children’s Nonfiction, from Then to Now.” Horn Book Magazine, March/April 2011, 10-18. Available: Session 83/6/17Historical Fiction Annotated Bibliography emailed to gortiz@citadel.edu by 5 p.m. on 3/2/16Children’s/YA LiteratureRequired: Hill, L. (2010). Dave the potter: Artist, poet, slave. New York: Little.Required: Levine, L. (2007). Henry’s freedom box. New York: Scholastic.Required: Mochizuki, Ken. (1993). Baseball saved us. New York: Lee Low Books.Articles/CommentariesRecommended: Harris, V. J. (1990). African American children's literature: The first one hundred years.?Journal of Negro Education, 59(4), 540-555.Session 93/13/17Adolescent Book Club #1Book Club 1 (In Class): You will meet with your book club in order to discuss, analyze, and interpret one of the following texts:Ryan, P. (2002). Esperanza rising. New York: Scholastic.Alexie, S. (2009). The absolutely true diary of a part-time Indian. New York: Little.Woodson, J. (2014). Brown girl dreaming. New York: Nancy Paulsen Books.Myers, W.D. (2004). Monster. Augusta, KS: Amistad.. Session 103/20/17Series Reading response to one assigned reading and class discussionShare one Newberry book were not aware of previously CLASS MEETINGChildren’s/YA Literature: Choose one of the following texts:Gantos, J. (2000). Joey Pigza swallowed the key. New York: HarperTrophy.Barrows, A. (2007). Ivy and Bean. New York: Chronicle Books.Holm, J., & Holm, M. (2005). Babymouse. New York: Random House.Articles/CommentariesRecommended: Ross, C. (1997). Reading the covers off Nancy Drew: What readers say about series books.?Teacher Librarian,?24(5), 19.Session 114/3/17Graphic NovelsChildren’s/YA Literature: Choose one of the following texts:Yang, G. (2006). American Born Chinese. New York: First Second Publishing.Satrapi, M. (2004). Persepolis. New York: Pantheon Books.McGruder, A. (2000). The boondocks: Because I know you don’t read the newspaper (Book 1 in the Boondocks series). New York: Andrews McMeel Publishing.Articles/CommentariesRequired: Gonzalez, A. (2014, February). It's more than just a comic! An introduction to the graphic novel. Available: 3/27/17No Class: Spring BreakSession 124/10/17Adolescent Book Club #2Book Club 2 (Flexible Format): You will meet with your book club in order to discuss, analyze, and interpret one of the following texts:Palacio, R.J. (2012). Wonder. New York: Knopf.Hunt, L.M. (2015). Fish in a tree. New York: Nancy Paulsen Books.Applegate, K. (2012). The one and only Ivan. New York: Harper Collins.Haddon, M. (2012). The curious incident of the dog in the night-time. New York: Vintage.Session 134/17/17The Marvelous Complexity of Wordless Picture Books response to one assigned reading and discussion Class MeetingChildren’s/YA LiteratureRequired: Baker, J. (2011). Mirror. Somerville, MA: Candlewick.Required: Tan, S. (2007). The arrival. New York: Phillip Levine BooksSession 144/24/17Outside the Pages Literature Responses Outside the Pages Literature Response Artifact emailed to gortiz@citadel.edu by 5 p.m. on 4/20/16In Class:Outside the Pages Literature ResponsesSession 15(Final Exams)Outside the Pages Literature ResponsesIn Class:Outside the Pages Literature ResponsesCelebration of Children’s Literature ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download