Greensheet winter 18
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This document provides information about the ELIT 58 Introduction To Children's Literature course offered in Winter 2018. The course will be taught by Judy Hubbard and will focus on exploring children's literature from around the world and throughout history, including genres such as folktales, poems, picture books, fantasy, realistic fiction, and historical fiction. Students will analyze selected texts, discuss themes, and learn methods for evaluating children's literature. Assessment will include quizzes, participation, essays, presentations, and a final project. The required text is Crosscurrents of Children’s Literature: An Anthology of Texts and Criticism and students must also read The Giver by Lois Lowry.
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This document provides information about the ELIT 58 Introduction To Children's Literature course offered in Winter 2017. The course will be taught by Judy Hubbard and will focus on exploring children's literature from around the world and throughout history, including genres such as folktales, poems, picture books, fantasy, realistic fiction, and historical fiction. Students will analyze selected texts, discuss themes, and learn methods for evaluating children's literature. The course will also examine the influence of four filmmakers who adapted children's books to film. Students will be graded based on quizzes, participation, essays, presentations, and a final project. The required text is an anthology of children's literature and the novel The Giver.
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This document provides information about the ELIT 58 Introduction To Children's Literature course offered in Winter 2017. The course will be taught by Judy Hubbard and will focus on exploring children's literature from around the world and throughout history, including genres such as folktales, poems, picture books, fantasy, realistic fiction, and historical fiction. Students will analyze selected texts, discuss themes, and learn methods for evaluating children's literature. The course will also examine the influence of four filmmakers who adapted children's books to film. Students will be graded based on quizzes, participation, essays, presentations, and a final project. The required text is an anthology of children's literature and the novel The Giver.
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3. Through an identifying item like a lost shoe, ring, etc. she is identified as the one the prince falls in love with and marries, with good triumphing over evil.
Class one
This document discusses children's literature and its various forms and genres. It lists different perspectives from which children's literature can be viewed, such as from parents, educators, psychologists and more. It then instructs groups of 4 students to discuss books and films that were important to them as children, how the books were presented to them, and whether they were read to or introduced through television or movies. The groups are asked to make a list of favorites from when they were little to their teenage years and note any works that had an impact on their lives. Finally, it provides reading assignments from specific texts on fairy tales.
Midterm #1 list of terms and names
This document contains a list of names including fairy tale characters like Snow White and Cinderella as well as names like Saba, Lugh, Epona, Ash, Emmi, Mercy, Jack, Maev, Nero, and names from different cultures such as Anh Mei Hsu and Rose Hsu Jordan. It also lists terms for methods of criticism including Feminist Criticism, Queer Theory, and Kyriarchy/Intersectionality.
Short paper assignment folktales
This document outlines an assignment to analyze and compare five fairy tales - Snow White, Rapunzel, Cinderella, Sleeping Beauty, and Beauty and the Beast - based on elements identified in critical essays by Lois Tyson and Marcia K. Lieberman. Students must use quotes from both the fairy tales and critical essays in each paragraph. The analysis should interpret quotes from the tales to show underlying meanings, and find quotes from the essays that provide psychological depth beyond superficial outcomes like marriage. The paper must be at least two pages and follow MLA formatting.
Folktales presentation
This document discusses how folktales and fairy tales socialize children into patriarchal gender norms. It summarizes Lois Tyson's analysis of common folktales like Cinderella, Sleeping Beauty, and Snow White, noting how they encourage feminine passivity, depict marriage as women's only goal, and portray good women as submissive, virginal, and in need of male rescue. The document also discusses Marcia K. Lieberman's analysis of patterns in folktales, such as beautiful girls being initially punished but later rewarded without agency, and poor girls being chosen by princes based on their beauty alone. Students are asked to analyze these tales using Tyson and Lieberman's frameworks and
A Best Friend EWRT 1A 4 pm
This document outlines the characteristics of a best friend, including respecting each other's independence and differences, having a true connection built on trust, having a natural chemistry and understanding each other's needs, and being someone who helps the other person grow and is there for them when they need support.
A best friend EWRT 1A 1:30
A best friend is genuinely happy for their friend's accomplishments, brings them up during difficult times, and feels completely comfortable around them. They are considerate of each other's time, share humor in an appropriate way, and are open while also defending each other from criticism or abuse. A best friend understands that people make mistakes, aims to balance giving and receiving help, and supports their friend while also providing helpful criticism during difficult times.
Rapunzel
1) A childless couple longs for a baby. The wife craves rapunzel from a nearby walled garden belonging to a feared sorceress.
2) The husband retrieves rapunzel but is caught by the sorceress, who agrees to their child in exchange. She names the baby girl Rapunzel.
3) At age 12, the sorceress locks Rapunzel in a tower, visiting by calling up for her long hair. A prince hears Rapunzel singing and plans to visit her.
Beauty and the Beast
This summary provides the key details from the document in 3 sentences:
Beauty agrees to stay with the Beast to save her merchant father's life after he picks a rose for her and angers the Beast. She finds the Beast's enchanted castle well-appointed with everything she could need for comfort and amusement. Though frightened of the Beast, Beauty retains her courage and virtue, hoping her sacrifice will allow her father to live and return home safely.
Snow White
Snow White is a fairy tale about a beautiful princess with skin as white as snow, lips as red as blood, and hair as black as ebony. She is raised by her stepmother, a vain queen who is threatened by Snow White's beauty and asks a huntsman to kill her. The huntsman spares Snow White and brings back the heart of a wild boar instead. Snow White finds refuge with seven dwarfs and keeps house for them. The jealous queen, in disguise, tricks Snow White twice using poisoned accessories but is eventually defeated when Snow White is revived.
The sleeping beauty in the wood
The Sleeping Beauty tells the story of a princess who is cursed by an evil fairy to prick her finger and die on her 17th birthday. A good fairy modifies the curse so that the princess will instead fall asleep for 100 years until awakened by a prince's kiss. On her 17th birthday, the princess pricks her finger and falls asleep along with the entire castle. Exactly 100 years later, a prince discovers the sleeping princess and awakens her with a kiss, breaking the enchantment. They fall in love and are married.
Cinderella
Cinderella is mistreated by her stepmother and stepsisters, but her fairy godmother helps her attend the king's ball. At the ball, Cinderella dances with the prince but must flee before midnight, losing one of her glass slippers. The prince searches for the woman whose foot fits the slipper, and Cinderella is revealed as the beautiful woman from the ball when her foot fits the slipper. She marries the prince and lives happily ever after.
Feminism and Patrarchy
This document discusses concepts related to patriarchy, feminism, and gender norms. It presents lists of stereotypes and expectations for women and men under patriarchal systems, such as expectations around emotions, careers, relationships and more. The document also discusses how these norms are taught from an early age through folktales and cultural lessons. Students analyze how these norms impact and damage individuals and society, and consider whether they are changing. They are asked to find relevant quotes from assigned readings and discuss how their own views have changed through class discussion.
Class 2: Feminism and Patriarchy
This document discusses introducing concepts of patriarchy and feminism through an in-class exercise. Students are asked to work in gendered groups to identify societal expectations and norms for "good/bad" women and "real/inadequate" men. They then share their lists and discuss where these roles come from and how they impact individuals and society. The discussion is meant to help students examine their own views on patriarchy and feminism in relation to assigned readings. Students are also asked to analyze how folktales teach early gender norms and complete related homework.
Sisterhood
Sororities provide opportunities for sisterhood through intimate friendships, loyalty, trust, and emotional and physical affection. However, they can also encourage conformity, dependence on men, and exclusion from some activities typically associated with empowerment like sports or protest movements. While sororities nurture caring bonds, they may also involve backstabbing, cliques, and dishonesty between members.
Brotherhood
This document discusses characteristics of male-centered groups such as fraternities, sports teams, and militaries. It notes that these groups emphasize camaraderie, loyalty, and proving one's toughness through activities like hazing. They also tend to have hierarchical structures and encourage members to suppress emotions, take risks, and avoid seeking help.
First class
This document outlines a course on women in literature through the ages. It will examine how gender roles and cultural expectations are socialized through folktales told to children and the representations of women in various stages of life in literature. The course will analyze works including folktales, young adult fiction like Blood Red Road, The Joy Luck Club which explores the mother-daughter relationship, short stories by women of color and lesbians, and Tillie Olsen's novella Tell Me a Riddle about an old woman. Students will discuss concepts of sisterhood and brotherhood, complete a reading from Lois Tyson on feminist criticism, and read 100 pages per week from assigned works.
Readings and assignments sp 19
This document outlines the reading and assignment schedule for a literature course on women and literature for the spring semester. It includes:
1) Readings from feminist criticism books and folktales like Cinderella and Beauty and the Beast due in mid-April.
2) Assignments on those folktales and the novel Blood Red Road in late April.
3) Readings in May from books like the Joy Luck Club and course reader essays on mothers and daughters.
4) More assignments and quizzes on those works through mid-May.
5) Final readings in June include Tell Me a Riddle and an essay on aging women, culminating in a final exam and essay at
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- 1. ELIT 58 Introduction To Children's Literature Winter 2018 Judy Hubbard Office: F11m Office Phone: 864-8476 Office Hours: T-Th 12:30-1:20 Email: hubbardjudy@deanza.edu Website: https://hubbardchildrenslit.wordpress.com COURSE EMPHASIS In this course we will discuss the power, the beauty, the instructional and play value, the history, and the importance of children’s literature. We will read, analyze and discuss a variety of selections from all over the world and throughout the ages as we explore some of the enormous amount of children’s literature including folktales, poems, picture books, fantasy, realistic fiction, and historical fiction. We will look at literature aimed at very young children and literature aimed at young adults. Our folktales are from around the world. We cover some criticism and analysis of children’s literature as we look for themes and methods of evaluation of the works we read. Since children’s literature now has to include the films that introduce many children to the world of literature, we will focus on four filmmakers and their influence ion the literature they present through film. We cover a lot this quarter as you can see and, while it’s impossible to cover everything as thoroughly as I would like, it feels like we have a good fit of variety and depth. It’s fun and the time always flies by. TEXT Required: Crosscurrents of Children’s Literature: An Anthology of Texts and Criticism by J.D. Stahl, Tina Hanlon and Elizabeth Lennox Keyser. Oxford University Press The Giver by Lois Lowry COURSE REQUIREMENTS Assigned Reading (see list) Reading Quizzes and exercises 30 points* Participation 25 points (this includes attendance) Midterm 25 points The Giver essay 30 points Class Presentation 25 points Second midterm 25 points Picture book paper 10 points Final Project/Essay 30 points
- 2. * Most of the quizzes will be reading quizzes given at the beginning of the class; some may also be class projects and a few take home assignments. There will be a possibility for some make up points during the quarter, but please don’t ask if you can make up a quiz you are late for on a particular day. GRADING A+ = 201 + points A =184-200 points A- = 180-183 points B+ = 177-179 points B =164-176 points B- = 160-163 points C+ = 157-159 points C =140-156 points D+ = 137-139 points D = 120- 136 points F = Fewer than 120 points ATTENDANCE: Please plan to attend every class and participate. This is an enjoyable class, but it is also a serious academic subject and you have to attend the class in order to learn the subject matter that will be on the midterms and final. You are allowed a maximum of THREE absences. Don't be tardy, as reading quizzes will be given during the first few minutes of class. Please keep track and save yourabsencesfor when you need them. ASSIGNMENT GUIDELINES: 1. The Giver essay, picture book paper and the final essay assignment must be typed, double-spaced, with one inch margins. 2. You cannot make up any quizzes or in-class assignments, but I will be giving some extra credit assignments throughout the quarter if you are sick on the day a quiz is given. Finally, Welcome! I'm looking forward to exploring children's literature with you this quarter. I know I will learn a lot from you, and I appreciate the opportunity to share what I know and have learned.