Appalachian State University



Appalachian State University

RE 3240-102 World Literature for Children (3 hr)

Instructor: Maggie Christenbury

Spring 2004 Thurs. 5:00-7:30 EDH 327

Office hours: TBA

 

Telephone: 297-2240 (w); 263-0831 (h) e-mail: jmchris@

 

Course Description

This course introduces students to the range of children’s literature across cultures. Students will read and analyze translations and other children's books in English from countries around the world. Literary analysis of the books will form the basis for comparing and contrasting cultures, historical periods, and differing national worldviews of childhood. Other issues such as racism and sexism will also be examined. A major focus of the course will be how to introduce the concepts of story and information to children through books, storytelling, and multi-media. Course designators: Writing, Multicultural

 

Course Materials

Temple , C., Martinez , M., Yokota, J. & Naylor, A. (Eds.). (2002). Children's books in children's hands: An introduction to their literature 2nd edition. New York : Allyn & Bacon. (Rental)

Purchase from me

The Thief Lord , by Funke

The Giver , by Lowry

Esperanza Rising, by Ryan

A Single Shard , by Park

Newberry Pack (Sarah, Plain and Tall, The Whipping Boy, Charlotte ’s Web, 26 Fairmont Avenue , and My Father’s Dragon)

When Marian Sang

Skellig, by D. Almond

Selected articles and Website locations

Self-selected children’s literature (30 titles across genres, cultures, and grade levels)

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 international 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 from around the world 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.

Methods of Instruction

A combination of lecture, demonstration, modeling, and whole and small group learning situations, and a discussion board will be the major modes of instruction. Literature discussion groups and literature circles will be used to explore many novels in class. Videotape, internet examples, guest lecturers and possible classroom visits will be used to connect theory to practice.

 

Course Requirements

1.                   Regular class attendance and timely completion of readings and assignments (15 points) Active participation and engagement promotes deeper learning—come to class prepared and express your thoughts! Missing more than one class will result in lowering your final grade by one letter grade for each additional absence. If you will be absent for any reason, please call me and let me know! Two tardies are equivalent to one unexcused absence!

2.                 A database of 30 quality children’s books (15 points; due dates: Feb.12, March 18 and April 15 will be due dates.)

• You will be responsible for reading books (picture books and at least 6 novels) from each of the following genre: Traditional Literature; Fantasy/Science Fiction; Realistic Fiction; Historical Fiction; Biography; Informational; and Poetry. Select authors and titles from the recommended lists at the end of the book chapters, the book appendices, the American Library Association website (), or

       



•        Please select a good number of books that have been published in the last 20 years. These may also include the titles from your author/illustrator study. At least 10 titles in your collection should represent cultural diversity and authors/topics from other cultures and nationalities. You will also need to include Caldecott and Newberry Award or Honor books.

•        RCOE Children’s Literature Database

Children's Literature Database (enter new records)

Children's Literature Database (edit records)

Children's Literature Database (final changes and submit)

  can be found on the General Educational Technology Resources page off the RCOE homepage. Submit your book entries to the draft collection (first subheading), and include the following information: book title; author—last and first name; illustrator—last and first name (if appropriate); publisher, place of publication and publication date; reading level and age level; primary (and secondary) genre; primary (and secondary) subject; your rating of the book; your name; faculty name; a web site that might link to this book (optional); a 6-to-10 sentence summary of the book; instructional ideas (how you might use this book in your teaching/integrate it with areas of the curriculum); your personal response to the book.

•        You will submit 15 entries for review and editing by February 12 and the remaining entries by March 18. Five entries will be edited and submitted to the final collection, due April 15.

 

3.                 Reader Response Discussion Board (30 points)



 As you participate in a variety of readings, experiences, and activities, you will reflect on these through our very own Reader Response Discussion Board.

This discussion board 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 to what we are able to discuss in class. The discussion board will provide a forum for ongoing dialogue about books we have read as a class and books we are reading individually. You will be required to post at least twice a week. The first posting each week will be a response to the reading, speaker, professional development opportunity, an ongoing discussion continued from class, or one of the assignments listed below. These responses may take the form of predictions and responses, short essays, personal reflections, poetry, graphic organizers, double-entry diaries, etc. This must be posted before 5 p.m. Wednesday in order to receive full credit. The idea is to continue a discussion. We cannot do this if people are posting last minute!!! Your response must also demonstrate in-depth, critical thought, be well organized, and demonstrate considerable effort in order to receive full credit.

The second posting will be a reader response/critique of a book you have read that follows the same theme, genre, or author we have been exploring in class. There will be ten postings related to children’s books that you have chosen to read individually. This provides us with an opportunity to really engage in thoughtful discussion about the literature you are reading. The idea is that you will read and respond to each other’s postings and develop an appreciation for reader response and children’s literature.

These postings will be the basis for a learning log that you will develop over the course of the semester. You should type all postings in a word processing program and simply copy and paste the document onto the discussion board. This way you will have artifacts and a hard copy of your own learning log. I am really excited about this discussion board!

For ways that you may personally respond to a novel check out:

****************TO REGISTER*****************



You must go to the site and scroll down to RE 3240 and click on it. Then you will look on the left hand side and under the last heading “Utilities” you will click on “Register.” You will then go through all of the steps to register. Your user name should be your last name and then the first letter of your first name (fryeb). When you create your password, keep it very simple!

**********************************************

The following are examples of the kinds of assignments you will be asked to respond to:

•        Read and respond to Reader Response (Rosenblatt): Briefly summarize the main points of Rosenblatt’s theory and discuss your reactions. How do we view reading as a transaction? What does she mean by aesthetic and efferent reading? Can you think of examples where you have used each? How do you change your reading style as you encounter different types of text? Do you think children need to be shown how this works?

•        Read Aloud to Children You will choose a book to read aloud to a group of 3 to 5 children. Before reading the book aloud to them, you should prepare for the read-aloud by reading the book several times and familiarizing yourself with the book. You will also critique this book and give a personal response to the book. Next, ask the students some open-ended questions about the book: “What did you notice or what were you reminded of as you listened to the story?” Then have the students complete a written response (what they felt about the book) and an illustration (this could be a sketch-to-stretch). Write an analysis of how their response seems to reflect their particular ages and stages of development. You will scan the student’s work and post this on the discussion board along with their written responses (you will choose two written responses to word process and post).

•        Caldecott Award book comparison: Examine 3-5 recent Caldecott Award winners. Examine the text through characterization, perspective, illustrations, and the integration of the text and illustrations. Does the text alone hold the reader's attention? Is the art accessible and interesting to the intended audience? Do the illustrations communicate symbolically through the use of backgrounds, colors, framing, shading, texture, etc.? Does the illustrator's artistic media enhance the fit between text and pictures for these books? Which do you like/dislike and why? What characteristics of the book seem worthy of the award?

•        Censorship: We will read and review The Giver in relation to the issue of censorship. Do you agree/disagree that the book should be available in the classroom? Would you use it in your instruction? Write a brief reflection on the book and censorship based on classroom discussion and the information on ALA ’s website  

How might you handle a censorship question raised in your classroom?

•        Alphabet, concept, and counting books (In-Class): After reading chapter 6, examine 3 or 4 alphabet books, concept books (e.g., shape, opposites, colors), or counting books. What did you learn by exploring these books? Which ones seem most effective to you and why? How do they appeal to different ages? What are the purpose(s) of these texts and how are the books appropriate for the intended audience?

These are examples of what we will discuss through our “Discussion Board.”

 

4.                 Author or author/illustrator study (20 points; Sign up for 15 min. presentation. Go to the following website for links and authors:

•        The Author’s Study is a project where you choose an author and explore this author in every aspect.  You need to read as many books as possible by this author; at least 4-6.  For your project, you will present an impression of this author during a presentation, and turn in a word-processed paper.

•        In your 15 minute presentation, you need to share some type of brief biographical information, read aloud either a book or an excerpt, and present a critique and lesson plan of a book your author has written. Your lesson plan should include the materials needed, objective and goals of the plan, and how you will execute the lesson. You may choose to follow the following format for your lesson plan:

•        Materials

•        Goals and Objectives

•        Lesson Plan:

a. Engage      b. Explore     c. Explain     d. Expand      e. Evaluate

 

•        In a 4-6 page written paper to be typed and turned in, provide a profile of the author you selected—biographical information and subjects addressed in his/her books. You will need to explain your reasons—both aesthetic and efferent—for selecting this author: why do you like his/her work; what does it contribute to children’s education and the field of children’s literature?

•        You will also develop an in-depth literary critique for one of the books: highlight why this book appealed to you, what aspects of the book (e.g., characters, theme, plot, author's style, illustrations) seem to be its strengths, which its weaknesses

•        Please provide a reference section.

For a list of Authors and their websites visit the following sites:









(E-themes; great resource for Author Study and International Study)

      

5.                 International project and poster presentation (15 points; 4-6 page paper due April 8; sign up for group poster session presentations April 22) Groups of 4-5 students

This is an excellent site for countries and authors. This site has many wonderful themes and activities. Check it out!

• As a group, select a country or area of the world to study. Each group member will read at least three (4) children’s books either published in that country/area or written about the area (Read from different genre if possible).

• The team will research the history, geography, culture, politics, religion, economy, education found in this area/country using information from books, magazines, travel guides, text books, websites, etc. and human contacts (email or personal interviews). In addition, research the types of children’s books published in and about this area/country.

• Analyze your information in terms of the following issues:

1) How do children’s books from the region reflect the history, culture including customs and traditions, geography, and the indigenous people of the country (This should be an emphasis in your paper)? How is childhood perceived?

•        Goals and Objectives

•        Lesson Plan:

a. Engage      b. Explore     c. Explain     d. Expand      e. Evaluate

 

•        In a 4-6 page written paper to be typed and turned in, provide a profile of the author you selected—biographical information and subjects addressed in his/her books. You will need to explain your reasons—both aesthetic and efferent—for selecting this author: why do you like his/her work; what does it contribute to children’s education and the field of children’s literature?

•        You will also develop an in-depth literary critique for one of the books: highlight why this book appealed to you, what aspects of the book (e.g., characters, theme, plot, author's style, illustrations) seem to be its strengths, which its weaknesses

•        Please provide a reference section.

For a list of Authors and their websites visit the following sites:









(E-themes; great resource for Author Study and International Study)

      

5.                 International project and poster presentation (15 points; 4-6 page paper due Nov. 17; sign up for group poster session presentations December 1) Groups of 4-5 students

This is an excellent site for countries and authors. This site has many wonderful themes and activities. Check it out!

• As a group, select a country or area of the world to study. Each group member will read at least three (4) children’s books either published in that country/area or written about the area (Read from different genre if possible).

• The team will research the history, geography, culture, politics, religion, economy, education found in this area/country using information from books, magazines, travel guides, text books, websites, etc. and human contacts (email or personal interviews). In addition, research the types of children’s books published in and about this area/country.

• Analyze your information in terms of the following issues:

1)      How do children’s books from the region reflect the history, culture including customs and traditions, geography, and the indigenous people of the country (This should be an emphasis in your paper)? How is childhood perceived?

2)    Do children’s books reflect conflicts in the area? If so, how?

3)    Are there differences between children’s books written and published in the region and those written about the region?

•    Prepare a brief (4-6 page) typed paper to share your findings and organize a poster session highlighting the materials you read and what you learned about children’s literature in the area you explored.

 

• Possible areas for research:

Middle East Ireland/England Canada

India/Pakistan/Afghanistan Australia/New Zealand China

South America Mexico/Southwest U. S. Russia

Central America African Americans Korea

Eastern Europe Greece/Turkey Poland

Native Americans African nations Indonesia /Asia Japan

 

6.                 Final Exam (10 points)

The final exam will be a take-home exam. This will be given to you on the last day of class and due May 5. The exam will be cumulative. The exam will consist of short answer and short essay questions.

Grading System

1. Participation (In class assignments) 15%

2. Children's Book Database 15%

3. Author/Illustrator Paper & Presentation 15%

4. International Project & Presentation 15%

5. Final Exam 10%

6. Reader Response Discussion Board 30%

Total 100%

GRADING CRITERIA

Block guidelines are used in determining grades: 

(A ) Exceptional/Outstanding 94-100 = A, 90-93 = A-

Work shows excellence, demonstrates in-depth thought, critical thought, goes above and beyond requirements; shows creativity, critical thinking; is technically superior; and is well organized.  Demonstrates considerable effort.

(B ) Very Good 86-89 = B+, 83-85 = B, 80-82 = B-

 Work meets the basic expectations of the assignment; is technically accurate and organized.  Evidence of original thinking; clearly shows connections and understanding.

(C) Satisfactory 76-79 = C+, 73-75 = C, 70-72 = C-

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.

(D) Limited 60-69 = D, below 60 = Failure

 Work does not meet the minimum requirements.

 

Tentative Course Schedule

Date Topic

 1/15 Read Because of Winn Dixie and Ch. 1 Temple : The Child Responds to Literature

                            Imagination

1/22 BeginThe Thief Lord and Ch. 2 & 3, Temple: Literary Elements and The child reader responds to Literature.

  Assignments:

• The Thief Lord/Criteria of an outstanding children's book Discussion Post

•

• Double Entry Diaries

Websites of Venice, Italy

(News Story About Venice) 

(News Story saving Venice and its Masterpieces)

(Map of Italy and  geography questions Time For Kids)

(Excellent pictures of palace)

Doge’s Palace       St. Mark's Square

 (Venice)

 (San Marco) 

(Country of Italy- E-theme unit)

 

 

1/29 Finish The Thief Lord

 

2/05 beginThe Giver (Censorship)

                    Nappy Hair                                        



                    Other banned books                  

                    Writing Materials Selection Policy

                   

 

2/12 Read Esperanza Rising or A Single Shard  and Ch. 4 Temple : Literature Representing Diverse Perspectives

                    Esperanza Rising Background Information

                   

                   

 

                    Information for A Single Shard

                   

                   

                   

 

2/19 Ch. 5 Temple : Traditional Literature

                    Character Traits for Character Sketcher

                     

(3-5 Cinderella)

                   

                    (K-2 Animal Tales)

                   

                    (K-2 Fairy Tales Around the World)

 

2/26 Ch. 6 Temple : Picture Books

 

3/04 Ch. 8 Temple : Realistic Fiction

 

3/18 Skellig Ch. 10 Temple : Modern Fantasy and Science Fiction

                      (William Blake)

  (Birds)

  (Virtual owl pellet dissection)

   (owl pellets)

(purchase owl pellets)

3/25 Harry Potter



(Everything you need to know about J.K. Rowling and Harry Potter)







4/01 When Marian Sang and 26 Fairmont Avenue Ch. 11 Temple : Information Books and Biography





 

4/08 Sarah, Plain and Tall & Sweet Clara and the Freedom Quilt   Ch. 9 Temple: Historical Fiction  

 

4/15 Poetry Ch. 7 Temple : Poetry and work on International Project/Presentations

4/22 Work on International Project/Presentations

 

4/29 Reading Day, pick up take-home exams

5/5 Exams due.

Final Exam Monday, December 15, 6:00-8:30

 

 

 

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