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Literature for Children and Youth – Spring 2004
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Literature for Children and Youth – Spring 2004


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  • 1. SEGL 484-001<br />Children’s Literature (3 Credit Hours)<br />Fall 2009<br />Tues/Thurs. 12:15 – 1:30 (URC 249)<br />Instructor Information<br />ProfessorDr. Greta Freeman<br />OfficeHEC 3007<br />Office Phone864-503-5524 <br /><br />Office Hours: Tuesdays 8:20-8:50 & 11:35-12:05 & 1:35-2:05<br />Thursdays8:20-8:50 & 11:35-2:35<br />Also other times by appointment<br />Required Reading Materials<br />60 picture books of your choice (20 of the 60 must be from the “Recommended Reading” List provided to you at the beginning of the semester. 5 must be of a nonfiction genre. 5 must be award winners. (You can check these out at a library or get them at Barnes & Noble, Walmart, etc.)<br />Poems for Poetry Anthology<br />Watchdog and the Coyotes (Wallace)<br />The Watson’s Go To Birmingham (Curtis)<br />Gooney Bird Greene (Lowry)<br />any Junie B. Jones book<br />any children’s book of poetry<br />Beowulf (children’s version to be provided by instructor)<br />Recommended Reading Material:<br />Children’s Literature Discovery for a Lifetime by Stoodt-Hill & Amspaugh-Corson (3rd ed.)<br />ISBN 0-13-118185-8<br />Required Physical Materials<br />Container for Personal Poetry Anthology<br />Index Cards/Markers or Crayons/Old Magazines<br />Course Description<br />Representative works in children’s literature appropriate for the elementary school child.<br />USC Upstate School of Education Conceptual Framework<br />Core Dispositions <br />The faculty and candidates of the USC Upstate School of Education: <br />value reflective teaching practice; <br />value learner-centered pedagogy; <br />value performance-based assessment; <br />are committed to and affirm diversity; and <br />are committed to professional responsibility. <br />Preparing Reflective Professionals<br />USC Upstate School of Education Undergraduate Mission Statement <br />Teachers prepared at USC Upstate possess a broad knowledge of the liberal arts and applicable content areas, the latest developments in curriculum and instruction, and the foundations of education. They understand and respect cultural diversity and place the welfare and educational needs of their students first. As reflective practitioners they are committed to a service ideal which is built upon professional standards and ethics.<br />Course Goals & Objectives<br />Develop a detailed, specific knowledge of authors, illustrators and books (picture and chapter) in the field of children's literature.<br />Explore social issues that impact learning, literacy and enjoyment of literature in relevant classrooms, and explore literacy issues that impact the cultures in which students live and function.<br />Develop a rationale for using literature and techniques for involving young readers that will meet the SC standards for the English language arts curriculum.<br />Become competent in the identification, assessment, and selection of books in the various literary genres written for children.<br />Relate the selection of literature to the physical, emotional, social, intellectual, and aesthetic needs in human growth and development.<br />Evaluate realistic fiction for a balanced portrayal of issues of contemporary concern, such as: gender bias, racism, and other social issues, multiculturalism, and negative stereotyping.<br />Evaluate contemporary and historical literature in the context of the period in which they were written or set. <br />Develop a knowledge base of presentation techniques for involving young readers in experiencing literature and responding to what they read in concrete ways.<br />Examine evaluation methods appropriate to literature study. <br />Demonstrate the use of literature to enhance the study of other curricular areas. <br />Utilize technology skills to locate materials that will enhance literature study.<br />Course Requirements & Policies<br />Bring two – three books to each class and be ready to show and talk about that book with an independent reading group or the whole class. Failure to do so could result in lowered grade.<br />Demonstrate high ideals of professionalism in behaviors and attitudes. No cell phones or laptops. <br />Attend class regularly, promptly and prepared to participate. You will be allowed two absences for the semester. For each absence thereafter your final grade will be dropped by one letter. Extenuating circumstances may be discussed with proper documentation.<br />Abide by the rules of academic honesty. Plagiarism will not be tolerated and will be handled according to USC Upstate’s policy. The handbook defines plagiarism as, “literary theft, in any writing assignment: using others’ words or ideas without consistent, correctly formatted acknowledgement. This includes sources the student knows personally-friends, other students, relatives, etc., as well as all text, internet and other sources.<br />Grade Failure Due to Violation of Honor Code: Students who admit responsibility or who are found responsible through the Student Code of Conduct will receive the appropriate grade determined by the professor, which may include an X to signify academic dishonesty. Grades with an X are not subject to grade forgiveness.<br />Read and discuss the textbook chapters, books, handouts, etc. as assigned.<br />Utilize technology for research and to present learning.<br />Make assessments of all books, other readings, etc. <br />Present visual or telecommunication displays of information.<br />Read a picture book, story, poem, etc. to class.<br />Present a book talk and participate in a literature circle with peers.<br />Participate in a Reader’s Theater program.<br />Demonstrate knowledge of general references in the field.<br />Demonstrate knowledge of Children’s Literature awards.<br />Grades for the course will be based on the following:<br />Reading Reports - (300 points)<br />
    • You are responsible for reading 60 children’s picture/chapter books from the following categories:
    Non-fiction/Informational<br />Biographies<br />Realistic Fiction<br />Fantasy<br />Poetry books<br />Historical Fiction<br />Multi-cultural books <br />Traditional Literature<br />Award Winners (Caldecott, Newberry, etc.)<br />Math related books <br />Chapter books for grades 2 – 5 (suggested list on Blackboard course site)<br />Value and Character books<br />You must read at least three (3) per category. You will write a summary of each book (reading report) and email it to me. If you want to add other categories such as authors you may feel free to do this. Consider the South Carolina curriculum standards when you choose the books you read and summarize. The information below shows you how to complete your reports. You will receive ½ point for each complete and correct summary. Email directly to me.<br />Name of Book and AuthorDate publishedOne sentence (picture books) and one paragraph (chapter books) synopsisGenre or category from list above“Good” or “bad” book and reason for your choice.Example: 1. The Very Hungry Caterpillar by Eric Carle2. 19693. The little caterpillar is hungry, and finds many types of food to eat. The little caterpillar is not so little anymore after it eats a massive amount of food. In the end, the caterpillar is transformed into a beautiful butterfly.4. Fantasy5. Good: I want to own this book because I think it is a great way for children to learn how to count and I can use it in my classroom. It is also a neat story of how a caterpillar becomes a butterfly.<br />Chapter Book Quizzes X 4 (50 points each = 200 points) – If you make an A (90-100 points final average) you will be exempt from the paper assignment. If you are absent for a quiz you will not be allowed to make it up and will have to write the paper to earn those points.<br />Reader’s Theater Performances (100 points)<br />Paper - (100 points). From the four chapter books from the required readings list, you are to write a 7-10 page (12pt font, double spaced) paper including the following:<br />1.) State and discuss the following literary elements (Setting, characters, theme, plot, style, conflict and resolution) for each book. Approximately one page of your paper should be dedicated to each book.<br />2.) Describe in detail a classroom activity you might develop that responds to the literature (can be one or all books). Minimum one page should be dedicated to this section.<br />3.) Imagine that the main characters from the four books meet. Tell a story about what takes place between the two characters, giving examples from the books. Minimum two pages should be dedicated to this section.<br />Poetry Anthology - (100 points) 100 points will be awarded for a complete anthology (20 poems (with author’s name) copied and colorfully illustrated on index cards and displayed in a decorated container). Somewhere on the outside of the container should state the purpose.<br />Final Exam – (100 points)<br />There is a possibility of obtaining a total of 1000 points. At the end of the semester your total earned points will be divided by ten for your final grade.<br />90-100 = A<br />85-89 = B+<br />80-84 = B<br />75-79 = C+<br />70-74 = C<br />65-69 = D+<br />60-64 = D<br />Below 60 = F<br />Attendance & Class Participation/Blackboard Posts (100 points)<br />You will be allowed one absence for the semester. For each absence thereafter you will lose 10 of the 100 points. Extenuating circumstances may be discussed with proper documentation.<br />Penalty for Late Work<br />Late work will not be accepted unless you have an extenuating circumstance and have documented proof. <br />Handicapping Conditions Accommodations Statement<br />Section 504 of the Vocational Rehabilitation Act of 1973, as amended, and Title II of the Americans with Disabilities Act of 1990 state that " otherwise qualified disabled individuals cannot be denied access to, or participation in, any activity or program solely on the basis of disability." Individuals who are protected under these statues include those with physical, sensory, or learning disabilities, chronic health impairments, and other disabilities. The purpose of the USCS Office of Disability Services is to ensure that the same services offered to all students are available to students with disabilities. Any student qualified for services as described above should contact Disability Services located at 232/233 Campus Life Center. The phone number is 503-5199.<br />Education Economic Development Act (EEDA) Compliance Statement<br />On May 27, 2005, Governor Mark Sanford signed the Education and Economic Development Act (EEDA), new legislation designed to give South Carolina students the educational tools they need to build prosperous, successful futures. The EEDA Standards for Teacher Education Programs in SC require that teacher candidates be proficient in the following: (1) the career guidance process, (2) career clusters and Individual Graduation Plans, (3) SC career guidance standards and competencies, (4) character education, (5) contextual teaching, (6) cooperative learning, and (7) diverse learning styles. Depending on your program, some of these standards may be addressed in this course. You can obtain additional information about the EEDA at the SOE website.<br />Schedule:<br />DATE TOPICS TO BE COVERED/TO BE PREPARED FOR August 20Syllabus; Introductions, When I was a child…poem; Reading Exps.August 25What is Children’s Literature? Book SamplingAugust 27No Class Mtg. Visit Barnes & Noble children’s section on your own; Blackboard Post to Partner on Barnes & Noble visit; (Exit 21B from I-26; Near Westgate Mall; 1489 WO Ezel Blvd.)September 1Picture Books; Traditional Lit.; Award Winners, Picture Book SharingSeptember 3No Class Mtg. Read Beowulf and post your response to Blackboard Partner.September 8Reading & writing Fables; Make books – step book, Timeline…September 10No Class Mtg. Read Gooney Bird Greene and post response to Blackboard Partner.September 15Gooney Bird Quiz; Poetry; Bring children’s poetry books to share; Poetry Anthologies Due (Be prepared to read your favorite poem or one you have written)September 17No Class Mtg. Read Watchdog and the Coyotes. Post your response to your partner on Blackboard.September 22Modern Fantasy; Quiz on Watchdog and the Coyotes – Story Elements (groups & handout) – Pass-A-Story ActivitySeptember 24No Class Mtg. Read “Literature Circles” handout and post any questions you have on Blackboard. Be prepared next class meeting to participate in Lit. Circle.September 29Book Sharing; Literature CirclesOctober 1No Class Mtg. Visit a children’s section in a public library (Spartanburg downtown, Boiling Springs, etc.); Discuss your experience to your Blackboard group.October 6Reports on 30 Picture Books Due; Realistic FictionOctober 8Fall Break (No Class) October 13Multicultural Literature sharing and discussionOctober 15No Class Mtg. Read The Watsons Go To Birmingham. Post your response to your partner on Blackboard.October 20Nonfiction – Pumpkins; Autobiographical Collage; Children’s Literature WebsitesOctober 22No Class Mtg. Find five children’s books related to a social theme (see list/handout) and post the names and authors of the books on the blackboard site. Alphabetical by author’s last name.October 27Holiday books. Bring your favorite Holiday book to share.October 29No Class Mtg. Find a children’s literature website that you think is interesting/beneficial to children/teachers and share the site and your opinion/response with you partner on Blackboard.November 3Historical Fiction sharing and discussionNovember 5No Class Mtg. Read Junie B. Jones. Post your response to your partner on Blackboard.November 10Quiz on Junie B. Jones; Reports on 30 Picture Books Due -- Real Life – Discuss Reader’s TheaterNovember 12No Class Mtg. Post the title and author of a banned children’s book on Blackboard. Search for Reader’s Theater Script with Blackboard Group.November 17Paper Due! Writing a children’s book; publishing; Oral & Silent Lit., share your children’s bookNovember 19No Class Mtg. “Reader’s Theater” (Practice); Blackboard groups choose a script and practice. November 24Reader’s Theater PerformancesNovember 26Thanksgiving Break (No Class)December 1The Polar ExpressDecember 3Responding to Children’s Literature; Sharing and final exam review.December 8Final Exam Due (No Class Meeting)<br />100 Picture Books Everyone Should Know<br />Chosen by the New York Public Library<br />(Recommended Reading List)<br />. A CHAIR FOR MY MOTHER,Vera B. Williams<br />· BEN'S TRUMPET,Rachel Isadora.<br />· BLUEBERRIES FOR SAL, Robert McCloskey.<br />· BREAD AND JAM FOR FRANCES,Russell Hoban. <br />· BROWN BEAR, BROWN BEAR, WHAT DO YOU SEE?, Bill Martin Jr. <br />· CAPS FOR SALE, Esphyr Slobodkina.<br />· CHICKA CHICKA BOOM BOOM, Bill Martin, Jr <br />· CORDUROY, Don Freeman.<br />· CURIOUS GEORGE, H. A. Rey.<br />· DEAR ZOO, Rod Campbell.<br />· DOCTOR DE SOTO, William Steig.<br />· FARMER DUCK,Martin Waddell..<br />· FREIGHT TRAIN, Donald Crews.<br />· GEORGE AND MARTHA, James Marshall.<br />· GO AWAY, BIG GREEN MONSTER!, Ed Emberley.<br />· GOOD NIGHT, GORILLA, Peggy Rathmann<br />· GOODNIGHT MOON ,Margaret W. Brown..<br />· GRANDFATHER'S JOURNEY, Allen Say.<br />· HAPPY BIRTHDAY, MOON, Frank Asch.<br />· HAROLD AND THE PURPLE CRAYON, Crockett Johnson.<br />· HARRY THE DIRTY DOG, Gene Zion. <br />· HENNY PENNY, Paul Galdone.<br />· HORTON HATCHES THE EGG, Dr. Seuss.<br />· I KNOW AN OLD LADY WHO SWALLOWED A FLY,Glen Rounds.<br />· IF YOU GIVE A MOUSE A COOKIE ,Laura J. Numeroff. <br />· IS IT RED? IS IT YELLOW? IS IT BLUE?, Tana Hoban.<br />· IT COULD ALWAYS BE WORSE: A YIDDISH FOLKTALE, Margot Zemach.<br />· JOHN HENRY,Julius Lester. <br />· JULIUS ,Angela Johnson..<br />· KOMODO! ,Peter Sís.<br />· LEO THE LATE BLOOMER, Robert Kraus. <br />· LITTLE BLUE AND LITTLE YELLOW,Leo Lionni.<br />· LITTLE RED RIDING HOOD,Paul Galdone<br />· LUNCH, Denise Fleming<br />· LYLE, LYLE, CROCODILE, Bernard Waber<br />· MADELINE,Ludwig Bemelmans<br />· MAISIE GOES SWIMMING, Lucy Cousins<br />· MAKE WAY FOR DUCKLINGS, Robert McCloskey<br />· MARTHA CALLING, Susan Meddaugh<br />· MIKE MULLIGAN AND HIS STEAM SHOVEL, Virginia L. Burton<br />· MILLIONS OF CATS, Wanda Gág<br />· MISS NELSON IS MISSING, Harry Allard and James Marshall<br />· MORRIS' DISAPPEARING BAG, Rosemary Wells<br />· MOUSE PAINT, Ellen S. Walsh<br />· MR. GUMPY'S OUTING, John Burningham<br />· MUFARO'S BEAUTIFUL DAUGHTERS: AN AFRICAN TALE, John Steptoe. <br />· MUSHROOM IN THE RAIN, Mirra Ginsburg<br />· OFFICER BUCKLE AND GLORIA, Peggy Rathmann<br />· OLD BLACK FLY, Jim Aylesworth. <br />· OVER IN THE MEADOW,John Langstaf· . · OWEN, Kevin Henkes..<br />· PAPA, PLEASE GET THE MOON FOR ME, Eric Carle<br />· PEREZ AND MARTINA, Pura Belpré<br />· PIERRE: A CAUTIONARY TALE,Maurice Sendak<br />· ROSIE'S WALK, Pat Hutchins.<br />· ROUND TRIP, Ann Jonas<br />· RUMPELSTILTSKIN, Paul O. Zelinsky<br />· SEVEN BLIND MICE, Ed Young<br />· STONE SOUP, Marcia Brown<br />· STREGA NONA,Tomie De Paola<br />· SWAMP ANGEL, Anne Isaacs<br />· SWIMMY,Leo Lionni<br />· SYLVESTER AND THE MAGIC PEBBLE,William Steig<br />· TEN, NINE, EIGHT,Molly Bang<br />· THE BOSSY GALLITO:,Lucia M. Gonzalez.<br />· THE CARROT SEED,Ruth Krauss.<br />· THE DAY JIMMY'S BOA ATE THE WASH, Trinka H. Noble..<br />· THE FORTUNE-TELLERS ,Lloyd Alexander. <br />· THE JUDGE: AN UNTRUE TALE ,Harve Zemach. <br />· THE LITTLE DOG LAUGHED,, LucyCousins<br />· THE LITTLE OLD LADY WHO WAS NOT AFRAID OF ANYTHING, Linda Williams. <br />· THE MONKEY AND THE CROCODILE, Paul Galdone<br />· THE NAPPING HOUSE, Don Wood<br />· THE POLAR EXPRESS, Chris Van Allsburg<br />· THE RANDOM HOUSE BOOK OF MOTHER GOOSE:,Arnold Lobel.<br />· THE SNOWY DAY, Ezra Jack Keats<br />· THE STORY OF BABAR, Jean de Brunhoff<br />· THE STORY OF FERDINAND ,Munro Leaf. <br />· THE TALE OF PETER RABBIT, Beatrix Potter<br />· THE THREE BILLY GOATS GRUFF,P.C. Asbjfrnsen and J.E. Moe.<br />· THE THREE ROBBERS, Tomi Ungerer<br />· THE TRUE STORY OF THE THREE LITTLE PIGS, John Scieszka.<br />· THE VERY HUNGRY CATERPILLAR, Eric Carle<br />· THE WHEELS ON THE BUS Paul O. Zelinsky<br />· THERE'S A NIGHTMARE IN MY CLOSET Mercer Mayer<br />· TIKKI TIKKI TEMBO,Arlene Mosel.<br />· TUESDAY,David Wiesner<br />· TWO OF EVERYTHING: A CHINESE FOLKTALE,Lily Toy Hong<br />· WE'RE GOING ON A BEAR HUNT, Michael Rosen. <br />· WHEN I WAS YOUNG IN THE MOUNTAINS, Cynthia Rylant. <br />· WHERE THE WILD THINGS ARE, Maurice Sendak<br />· WHERE'S SPOT?, Eric Hill<br />· WHISTLE FOR WILLIE, Ezra Jack Keats<br />· WHY MOSQUITOES BUZZ IN PEOPLE'S EARS: A WESTAFRICAN TALE, Verna Aardema.<br />· ZOMO THE RABBIT: A TRICKSTER TALE FROM WESTAFRICA, Gerald McDermott.<br />Genres in Children’s Literature<br /> Poetry Books Definition:  Poetry books can range from poetry that rhymes to free verse and concrete verse. It takes the sound of language and arranges it in beautiful forms. Each word is chosen carefully for its sound and its meaning. It appeals to both the thoughts and feelings of the reader. <br /> Traditional Literature Definition:  This literature is born of oral tradition, and is passed orally from generation to generation.  It often has " retold by" or " adapted by" in front of the author, on the title page of the book.  It often starts with the phrase " Once upon a time..." and often has a happy ending. The story often includes patterns of 3 (3 characters, 3 tasks, 3 events, etc.). There are many versions of the same story. Good always conquers evil. Sub-genres of traditional literature include fairy tales, folk tales, Mother Goose rhymes, legends, myths, proverbs, epics, and fables. <br /> " Fractured" Fairy Tales, Modern Fantasy (and Science Fiction) Definitions:   " Fractured" Fairy Tales are traditional tales, told with a new " twist." Modern fantasy is rooted in traditional literature, but has an identifiable author. Modern fantasy also includes modern fairy tales like those from Hans Christian Andersen. In general, modern fantasy stories involve magic, the " quest," and/or " good versus evil."   Fantasy creates an alternative universe, which operates on laws different than our own. Sub-genres of fantasy include animal fantasy, quest fantasy, machine fantasy, toy and doll fantasy, time fantasy, comic fantasy, high fantasy, and other world fantasy. High fantasy are complex stories characterized by recurring themes and often take place in created or imaginary worlds. Science fiction speculates on what might happen in the future in our universe, so it has some basis in our reality. The books in this genre address themes of love, justice, truth, loyalty, goodness, courage, wisdom, etc. Sometimes the line between fantasy and science fiction is blurred, with elements of both genres in the story.  <br /> Contemporary Realistic Fiction Definition:  Titles dealing with the problems and joys of living today.  There is often an element of character growth or self-realization in the book. Titles can promote tolerance and understanding of others and their experiences. It " extends children's horizons by broadening their interests, allowing them to experience new adventures and showing them different ways to view and deal with conflicts in their own lives" (Through the eyes of a child (2003), p. 363)<br />Historical Fiction and Biography Definition:  Realistic fiction set in the past. Readers can gain an understanding of the past and relive past events vicariously. Biography includes biographical fiction, fictionalized biography, authentic biography and autobiography. <br /> Informational Books Definition: Informational books can also be called non-fiction books. Informational books must be accurate, authentic, up-to-date, factual, clearly organized, and include illustrations when needed. These books should avoid anthropomorphism, stereotypes and generalizations. Sub-genres include photo documentaries, narrative texts, how-to books, question and answer books, activity books, field guides/identification books, survey books, concept books and life-cycle books. <br /> <br /> When I Was a Child<br /> When I was a child, I wanted to be... <br /> I believed... <br /> I hoped... <br /> I loved... <br /> I learned... <br /> I was certain... <br /> <br /> When I began to grow,<br /> I wanted to be... <br /> I believed... <br /> I hoped... <br /> I loved... <br /> I learned... <br /> I was certain... <br /> <br /> Now that I am almost grown,<br /> I want to be... <br /> I believe... <br /> I hope... <br /> I love... <br /> I have learned... <br /> I am certain... <br /> When I was a child... <br />