Appalachian State University



Appalachian State University

RE 3240-106, Fall 2011

World Literature for Children (3 hr)

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|Dr. Woodrow Trathen |Email: trathenwr@appstate.edu |

|Wednesday 5:00 – 8:00 |Class Blog: |

|Reich College of Education |Class Website: |

|Room 239 | |

|Office Hours: by appointment |Telephone: 828-262-6056 (office) |

|RCOE 305C |828-406-0514 (cell) |

Course Focus

This course introduces students to the range of children’s literature across genres and appropriate for elementary school children. Students will read and analyze children’s books in English, examining concepts of story and information introduced to children through books, storytelling, and multi-media.

Course Materials

Rental ASU Bookstore

• Kiefer, B. A. & Tyson, C. A. (2010). Charlotte Huck’s Children’s Literature: A Brief Guide. New York, NY: MaGraw Hill.

Required Children’s Books:

• The Hunger Games by Suzanne Collins

• Tuck Everlasting by Natalie Babbitt

• Dave the Potter: Artist, Poet, Slave by Laban Carrick Hill & Bryan Collier

• What Do You Do With a Tail Like This? by Robin Page and Steve Jenkins

• Mufaro’s Beautiful Daughters: An African Tale by John Steptoe

• Just Juice by Karen Hesse

• Pirate Diary: The Jounal of Jake Carpenter by Richard Platt & Chris Riddell

• A Kick in the Head: An Everyday Guide to Poetic Forms by Paul Janeczko & Chris Raschka

Selected articles and websites: listed on course blog and WebPage

Self-selected children’s literature (30 titles across genre, culture, and grade level—see Reader Response Checklist)

Goals and Objectives

1. Students will read from and identify characteristics of the many genres available in children’s literature, and they will develop critical criteria for evaluating and appreciating these materials.

2. Students will explore literary theory in relation to literature for children. Elements of story as derived from personal story and the oral storytelling tradition will be examined.

3. Students will read and experience a wide range of children’s books and become familiar with significant authors and illustrators.

4. Students will come to understand their own transactions with literature through reader response. They will expand their knowledge of censorship and intellectual freedom and develop critical reading skills to identify the literary qualities of children’s books.

5. Students will examine historical and cultural worldviews represented in children’s literature, including the significance of children’s books as they reveal race, ethnicity, gender, and social mores.

6. Students will identify developmental characteristics of children as readers of literature to improve their ability to select materials appropriate for children’s abilities and preferences.

7. Students will become familiar with strategies to support and enhance children’s development as readers of literature by a) reading aloud and storytelling; b) identifying instructional and assessment tools to increase children’s knowledge of literature; c) using internet sources to complement literature instruction; and d) exploring effective complementary uses for children’s literature across the curriculum.

DPI/NCATE STANDARDS

Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literatures written by women and authors of color and works written for children and young adults.

Methods of Instruction

A combination of lecture, demonstration, modeling, and whole and small group learning experiences will be the major modes of instruction. Literature discussion groups and literature circles will be used to explore many novels in class. Videotape, film, Internet examples, and guest lecturers may be used to connect theory to practice.

Course Expectations

Attendance, Disposition and Participation : The expectations for this class are identical to those of your future school employers. Tardiness is unacceptable. Attendance is expected for all classes. If for some reason you are unable to make it to class, you must notify me prior to class (however, note grading policy below). The learning that I expect for you in this course (understanding, clarifying, testing, and justifying ideas) depends largely on your attendance and active participation. In addition, this class will involve much student participation, and it is particularly important that you come prepared for class by completing readings and other assignments prior to class. You cannot participate if you are not here and if you are not prepared. Each of you is responsible for developing a professional disposition. The professional disposition I would like you to present is one where you are excited and enthusiastic about teaching reading/language arts, where you complete every assignment to the best of your abilities, where you are engaged in class activities and discussions, and where you are in class (every class) on time and ready to work. To this end, in my grading system two times tardy is equivalent to one time absent. Leaving class early two times is equivalent to one time absent. More than one absence will reduce your final grade.

As will be expected of you as an employed teacher, your most considerate, professional behavior is required at all times.  Think about the impact of your behavior on others’ learning. Cell phones and other potential annoyances must be disabled during class.

Texting during class is unacceptable. If you have an idea or a question, share it. If you need clarification, ask for it. If you disagree with my views or those of classmates, challenge the ideas, not the person. Be a good listener. Be an active contributor, and work hard to be a good colleague to me and to your classmates. Class work and concerns beyond the focus of any given class meeting should be put on hold during class. Please feel welcome to discuss with me concerns you have about our class. I am here to assist your learning. Have fun with reading good children’s literature!

Ethics: Again, the expectations for this class are identical to those of your future school employers. You are entering a profession in which you will serve as a model for children’s beliefs and behaviors. Parents will trust their children’s safety, health, education, and happiness to you each school year. You must, therefore, hold yourself to the highest standards of academic and personal integrity.

This course will follow the provisions of the Academic Integrity Code, Attendance Policy, Religious Observance Policy, Statement on Student Engagement with Courses, and Disability Services statement, which can be found on the Academic Affairs Web Site:

See also, Office of Student Conduct Web Site:

Course Requirements

Regular class attendance and timely completion of readings, responses and assignments

Active participation and engagement promotes deeper learning; come to class prepared, and express your thoughts. You will be completing readings and assignments that will be due every class. Please bring the appropriate materials to class each week. You are strongly encouraged to be prompt for each class. Two tardies equal one absence. Leaving class early two times is equivalent to one absence. More than one absence will result in the lowering of your grade.

All assignments must be submitted on time in order to be eligible to be awarded maximum credit. I reserve the right to lower your grade for late assignments.

Individual Blog

You will set up a blog for this course that will house your assignments as well as other information. You are to set up the blog and maintain it throughout the semester. Assignments will be submitted to your blog, and are due prior to the class meeting when the assignment is due (posted due date). As you participate in a variety of readings, experiences, and activities, you will reflect on these through individual blogs. These blogs will provide an opportunity for us to respond to the books we are reading and engage in dialogue outside of class. Because we meet only once a week, we are limited in what we are able to discuss in class. The blogs will provide a forum for ongoing dialogue about books we have read as a class and books we are reading individually.

What will you post on your blog? Post your Reader Response entries on your blog (see below). Also, you will be asked to respond in various ways to class discussions and readings. Your response must indicate in-depth, critical thought, be well-organized, and demonstrate considerable effort in order to receive full credit. Also, please use correct spelling, grammar, and punctuation as you write on your blog. This is a writing-designator course.

On certain weeks, you will be required to comment on at least two of your classmates’ posts. In these cases, you are required to post three times. The first posting is your response to the assignment. This must be posted before 8:00 p.m. Friday in order to receive full credit. The idea is to continue a discussion. We cannot do this if people are posting at the last minute. The second and third posts will be responses to two classmates’ posts. You are required to comment on at least two of your classmates’ posts by 8:00 p.m. Sunday in order to receive full credit.

Assessment of Blog Posts in General

|70% of Grade for this |Blog Entries: Extremely thorough. It is clear that readings and class discussions were understood and |

|Assignment |incorporated into responses. Makes specific references to readings. Opinions are fully supported. Response is deep|

| |and broad; it may lead to more questions or discussion. A paragraph or more is given as a response. Sophisticated |

| |writing with correct spelling and grammar. Meets or exceeds required number of postings. Entries always posted on |

| |time. |

|30% of Grade |Comments to Others: Gives original relevant feedback on many classmates’ postings. Comments are thoughtful. |

| |Offers both original opinions of the posted topic and constructive review. Comments feature correct spelling and |

| |grammar. |

Reader Response Log

You are invited to read and respond to at least 30 high-quality children’s books. Your response logs will be kept on your blog for the course and will be checked three times during the semester. Also, keep your Response Blog Checklist on your blog and update it as you read and respond to books. A minimum of eight entries are due on September 21, the next twelve entries (minimum 20) are due on October 26, and the final ten entries (minimum 30) are due on November 23. Please print paper copies of the first three entries and turn them into me as soon as you can for feedback—this should be done long before September 21. This way I will be able to give you feedback in case you need to make changes to your responses before they are graded—this will help ensure that you understand the quality of work I am expecting. The remaining response entries may be submitted as blog postings only.

You will be responsible for reading books (picture books and novels—minimum 4 novels altogether) from the following genres:

Traditional Literature (at least 3 titles)

Fantasy and Science Fiction (at least 3 titles, at least 1 novel)

Realistic Fiction (at least 3 titles, at least 1 novel)

Historical Fiction (at least 3 titles, at least 1 novel)

Biography (at least 3 titles)

Informational (at least 3 titles)

Poetry (at least 3 titles)

Genre definitions and resources can be found on the Belk Library IMC website () ()

()

()

or in your textbook.

Select authors and titles from the recommended lists at the end of the book chapters, the book appendices, the American Library Association website:



or the following websites:







Other resources for finding books and authors:













Lists of Children’s Literature Awards and Award Winners:





Please choose books (not necessarily all) that have been published in the last 30 years. These may also include the titles from your author/illustrator study. At least eight titles in your collection should represent cultural diversity and authors/topics from other cultures and nationalities. You will also need to include Caldecott (5) and Newbery (4) Award or Honor books. Feel free to enter the novels we read in class; however, these will not count toward the 30 required entries.

I suggest that you write and edit your responses in MSWord (spell check and edit) then copy and paste into your blog. Please organize your entries according to genre—I suggest a separate blog page for each genre or if you put responses in blog posts use categories function to label the genre.

Book Level Sites: Use to look up the approximate grade level of a book:

• Scholastic: Gives you their reading level (and sometimes GRL and Lexile score)



• Guided Reading Levels (GRL): Gives you levels from A to Z, use table to convert to grade levels:

• Lexile Levels: Gives you a numerical score—use table to convert to grade level scores

• AR Levels: Gives you BL which is grade level equivalent



Include the following in responses:

1. Title

2. Author(s) (last name, first name)

3. Illustrator(s) (last name, first name), if applicable

4. Genre and

5. Date of publication

6. ISBN number

7. Other Designators (multicultural, novel, Newbery, or Caldecott)

8. Approximate Reading Level (range) of the book: K, 1st , 3rd , 4th , 5th , etc.

Use the book level sites to give you the approximate grade level—list (a) scholastic (reading level), (b) grade level (from guided reading reported from A to Z – use converter table to get grade level), (c) lexile level, (d) AR (BL). Then you decide what is most likely the correct grade level.

If the book you are responding to has no reported grade level, indicate the grade you think is appropriate for the book.

9. Summary: A brief synopsis of the book written in your own words

10. Response: This is your personal reaction to the book. What is your overall opinion of the book? What did you notice? How did the book make you feel? How does it relate to your own experiences? Did you make any connections to other books you have read?

11. Curriculum Connections: For informational, biography, and books of historical fiction, please relate the book to the NC Standard Course of Study in the area of Social Studies, Science, or Language Arts.

12. OPTIONAL - Teaching Ideas: How might you use this book in your teaching and integrate it with areas of the curriculum?

Assessment of Reader Response Log:

|30% of Grade |At least 30 high-quality books by a variety of authors are represented. All required information is provided and |

|for this |written thoughtfully without errors. Entries are organized by genre. Multicultural, Caldecott, and Newbery books are |

|Assignment |clearly indicated. Reading level is indicated. The Response Check Sheet is completed accurately. Writing is clear and |

| |without error. |

|30% of Grade |Summaries are organized and clearly written; they explain the basic plot of the book. It is clear that the student has |

| |read and understands the book. |

|20% of Grade |Personal responses show evidence of higher-level thinking. The student expresses a personal reaction that demonstrates |

| |insight and depth of thinking about the book. |

|20% of Grade |Curricular connections are relevant and varied. |

Author or Author/Illustrator Study

You and your partner will sign up for a 25 minute presentation. You may work alone if you desire to do so. Author studies will be presented October 5 – November 2; two or three author studies will be presented each class meeting. For a list of authors and their websites, visit the following sites:

▪

▪

▪

▪

▪ (Excellent video clips)

Our Instructional Materials Center (IMC), part of the ASU library, will be most helpful to you. Here is a link to their many resources and websites:



Criteria for the Author/Illustrator Study

You and your partner will each:

1. Read at least 3-6 books (depending on length) written and/or illustrated by this person.

2. If your author/illustrator is the recipient of a Caldecott or Newbery medal or honor or another major award, be sure that you have read the award book(s).

3. Locate at least three references about the author/illustrator’s life and work. You are also required to use at least one print resource. Something about the Author (IMC Ref 928 S696) and Children’s Literature Review (IMC Ref 028.52 C536) are good sources. There are biographies and autobiographies about many children’s authors and illustrators available in the IMC biography section. You may also use trustworthy Internet sites or other print resources.

4. Together, you and your partner will prepare a PowerPoint, Webquest, or other professional presentation to share with the class. Use key points and speak directly and enthusiastically to your audience. Your presentation should include the following:

▪ Biographical information related to the person’s career (possibly some type of timeline)

▪ Genre, subjects, themes, or concepts addressed by author/illustrator

▪ Description of what makes this person’s work distinctive

▪ Writing style and/or artistic style and media

▪ Creative display of books by the author/illustrator

▪ Brief overview of one book with teaching suggestions

▪ Most important awards this person has received

▪ Comprehensive list of all books by newer authors or a selected list of an experienced author’s most noteworthy books

▪ References (at least three)

Show enthusiasm for your topic, as this is a reflection of your professional disposition. You will work together creating and sharing your presentation. Each of you are invited and required to read aloud from a children’s book written/illustrated by your author/illustrator.

5. Please provide each student a one to two page handout or brochure that you and your partner have created together. This should include the following features:

▪ Picture of the author/illustrator

▪ Brief profile of interesting facts about the author/illustrator

▪ Comprehensive list of all books by newer authors or a selected list of an experienced author’s most noteworthy books

▪ Meaningful quotation(s) from the author reflecting his/her craft

▪ Additional information or graphics for added interest

▪ Related websites

▪ Bibliography of sources of information (include at least one print resource)

▪ Teaching connections for a book or books (optional)

So, in summary, post your presentation to your blog, so that it can be downloaded and post your informational brochure also to be downloaded and print copies for our class. You will need to make enough copies of the brochure or handout for each class member. Your presentation should not exceed 25 minutes.

Exploring the Culture Created in Books

You will work alone, with a partner, or as a group of three to explore children’s literature that takes you (the reader) to a different culture/place that you have never been to before. This place may be a foreign culture, setting, or perhaps a different world.

Roshan Cultural Heritage offers the following definition of “Culture”

Culture refers to the following Ways of Life, including but not limited to:

• Language : human communication and expression

• Arts & Sciences : expression in arts and development of scientific understanding; technological advances

• Thought : the ways in which people perceive, interpret, and understand the world around them.

• Spirituality : the value system transmitted through generations for the inner well-being of human beings, expressed through language and actions.

• Social activity : the shared pursuits within a cultural community, demonstrated in a variety of festivities and life-celebrating events.

• Interaction : the social aspects of human contact, including the give-and-take of socialization, negotiation, protocol, and conventions.

All of the above collectively define the meaning of Culture.

The definition of culture we will consider for this assignment is open ended and may refer to cultural groups such as: African Americans, Chinese Americans, Latino/Hispanic Americans, Japanese Americans, Jewish Americans, Native Americans, Korean Americans, and Middle Eastern Americans. For these the following websites may be helpful to you:





But culture may also refer to historical cultures (Greek culture) or subcultures (gang culture or gay culture) or imagined cultures such as the distopias in The Giver or The Hunger Games.

More on the Criteria for this assignment will be provided later.

Final Grading System

|1. |Participation, including timely completion of assignments |15% of Grade |

|2. |Individual Blog |10% of Grade |

|3. |Reader Response Log |35% of Grade |

|4. |Author/Illustrator Presentation |20% of Grade |

|5. |Culture Created in Books Presentation |20% of Grade |

| | | |

| |Final Grade Total |100% of Grade |

Grading Criteria

|A |Exceptional/Outstanding: Work shows excellence; demonstrates in-depth thought; goes above and beyond requirements; shows |

| |creativity and critical thinking; is technically superior and well organized; demonstrates considerable effort. |

|A- | |

|B+ |Very Good: Work meets the basic expectations of the assignment; is technically accurate and organized; shows evidence of |

| |original thinking; clearly demonstrates connections and understanding. |

|B | |

|B- | |

|C+ |Satisfactory: Work meets the minimum requirements but has some problems with technical expertise (mechanics); includes general |

| |information but lacks descriptive detail; needs more substantive content or details; needs more organization and structure. |

|C | |

|C- | |

|D |Limited: Work does not meet the minimum requirements. |

|F |Unacceptable |

List of Topics for the Semester

1) Blogging, Picture Books, Genre, Children’s Literature Awards

Children’s Literature, Ch. 3 (pp.58-84)

2) Traditional Literature, Story Elements for Fiction

Mufaro’s Beautiful Daughters

Children’s Literature, Ch. 4 (pp.94-115)

3) Fantasy and Science Fiction

Tuck Everlasting and The Hunger Games

Children’s Literature, Ch. 5 (pp.124-144)

4) Realistic Fiction

Just Juice

Children’s Literature, Ch. 7 (pp.186-204)

5) Historical Fiction

Pirate Diary: Journal of Jake Carpenter

Children’s Literature, Ch. 8 (pp.212-229)

6) Biography (Non-Fiction)

Dave the Potter: Artist, Poet, Slave

Children’s Literature, Ch. 9 (pp.238-258)

7) Informational Books (Non-Fiction)

What Do You Do With a Tail Like This?

Children’s Literature, Ch. 9 (pp.238-258)

8) Poetry

A Kick In the Head: An Everyday Guide to Poetic Forms

Children’s Literature, Ch. 6 (pp.154-177)

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