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Childrens Literature Course Syllabus


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Childrens Literature Course Syllabus

  1. 1. Any University of Puerto Rico Cidra Campus Department of Education Prof. Talía Méndez Course Syllabus I. General Information Course Number: ENGL 3440 Course Title: Children’s Literature in English Credits: 3 II. Course Description: Study and analysis of literature geared towards the preadolescent reader and the criteria used in its selection in the teaching of English as a second language. 1
  2. 2. III. Course Objectives COMPETENCIES GENERAL OBJECTIVE SPECIFIC OBJECTIVES EVALUATION WEIGHT CRITERIA By the end of the course, the By the end of the semester and As a result of the learning student will have developed the by means of varied learning experiences developed through following competencies: experiences, the student will: out the semester, the student will: 1. Ability to discuss the 1.1 Demonstrate knowledge of 1.1.1 Identify the major writers, historical background related to the historical background of works, and periods of children’s children’s literature. children’s literature. literature. 1.1.2 Explain the historic development of literature for children. 1.1.3 Match major children’s Test 20% writers with their works. 2
  3. 3. COMPETENCIES GENERAL OBJECTIVE SPECIFIC OBJECTIVES EVALUATION WEIGHT CRITERIA 2. Ability to evaluate and select 2.1 Demonstrate knowledge of 2.1.1 State the criteria for appropriate literature for criteria used to evaluate and selecting and evaluating children. select literary material for appropriate literary material for children. children. Annotated 5% 2.1.2 Identify literary elements as Bibliography essential components for selecting and evaluating literature for children. 2.1.3 Identify criteria and factors used for selecting appropriate literature for children. 3
  4. 4. COMPETENCIES GENERAL OBJECTIVE SPECIFIC OBJECTIVES EVALUATION WEIGHT CRITERIA 3. Ability to develop strategies 3.1 Demonstrate knowledge of 3.1.1 Enumerate and describe for increasing children’s strategies used to promote specific strategies that will aid appreciation for literature. children’s literary appreciation. the ESL teacher in using literature as an integral part of the Test 10% curriculum. 3.1.2 Distinguish between the different strategies. 3.1.3 Use strategies in a mini- Portfolio 15% class presentation. 3.1.4 Explain how literary elements influence the young reader’s appreciation and understanding of literature. 4
  5. 5. COMPETENCIES GENERAL OBJECTIVE SPECIFIC OBJECTIVES EVALUATION WEIGHT CRITERIA 4. Ability to develop skills in 4.1 Demonstrate knowledge of 4.1.1 Create and use didactic preparing lessons incorporating skills for lesson preparation materials that are appropriate for Mini class 25% children’s literature. incorporating children’s the teaching of children’s literature. literature. 4.1.2 Construct a mini-class using appropriate teaching strategies and literature to teach specific objectives. 4.1.3 Prepare a list of readings suitable for ESL pre-adolescent learners. 4.1.4 Demonstrate the following teaching/learning strategies and skills in using children’s literature: choral reading, reader’s theater, puppet plays, dramatic reading, role playing, and oral reading. 5
  6. 6. 5. Ability to evaluate the 5.1 Demonstrate knowledge of 5.1.1 Explain how illustrations in images of childhood revealed evaluating images used in children’s literature contribute to in children’s literature vis-`a- children’s literature. the enjoyment of a specific work. vis philosophical, psychological, and sociological 5.2 Demonstrate knowledge of 5.1.2 Explain how visual theories in education. influence of children’s elements influence the reader’s literature on child development. appreciation of literature. Test 10% 5.2.1 State how reading has an effect on a child in the following areas: linguistic development, cognitive development, emotional development, social development, and psychological development. 5.2.2 Define cognition and metacognition 5.2.3 Explain how literature Critiques 5% enhances child development. 5.2.4 Enumerate the various aspects of children development. 5.2.5 Identify the major educational trends and philosophies and state their influence on the development and use of children’s literature. 5.2.6 Read and critique articles on the teaching of reading and ESL. 6
  7. 7. 6. Ability to suggest and 6.1 Demonstrate knowledge of 6.1.1 Prepare and evaluate a list Portfolio 10% evaluate appropriate websites technological resources to of websites suitable for ESL pre- and educational software, complement children’s adolescent learners. which complments the use of literature. children’s literature in the 6.1.2 Prepare and evaluate a list classroom. of websites suitable for using children’s literature in teaching ESL pre-adolescent learners. 6.1.3 Select and critique computer software which facilitates using children’s literature to teach ESL to pre- adolescent learners. 7
  8. 8. IV. COURSE CONTENT 1. Promoting children’s development through literature. 2. Reading process 3. Responses to literature 4. History of children’s literature 5. Evaluating and selecting literature for children: standards, literary elements, visual elements, age, interests, ESL ability. 6. Types of literature: a. Traditional literature b. Poetry c. Contemporary realistic fiction d. Multicultural literature 7. Teaching strategies / Mini-classes 8. Internet research for teaching ideas V. Activities 1. Discussions of readings and assignments 2. Critiques 3. Responsive writings 4. Mini-class presentations 5. Internet searches for information related to children’s literature 6. Evaluations of children’s literature 7. Prepare a portfolio 8. Exams 8
  9. 9. VI. EVALUATION CRITERIA TOOL WEIGHT CRITERIA Exams History of Children’s Literature, strategies, 40% effect of literature on children, other. Portfolio Webpages, responsive writings, reading Assignments 25% strategies Internet research Mini-classes Classes which demonstrate the use of 25% children’s literature, ESL objectives, curriculum content Critiques, Annotated bibliography Evaluations of children’s literature, 10% professional article readings TOTAL 300 100 Standard Curve will be used: 90 – 100% A 80 – 89% B 70 – 79% C 60 – 69% D 0 – 59% F 9
  10. 10. V. RESOURCES AND DIDACTIC MATERIALS A. Suggested Texts and Reference Materials Textbook: Huck, Charlotte and Barbara Z. Kiefer, et al. (2006). Children’s literature in the elementary school, 9th ed. New York: McGraw- Hill. B. Periodicals Instructor Teacher Technology and Learning K-8 Teacher C. Bibliography Resources available in the Inter American University System. Books Bainbridge, Joyce and Malicky, Grace. Constructing meaning. (2000). Scarborough, ON. Bennett, William. The book of virtues. (1993). New York: Schuster. Bennett, William. The moral compass. (1998). New York: Schuster. Huck, Charlotte and Barbara Z. Kiefer, et al. (2004). Children’s literature in the elementary school, 8th ed. New York: McGraw-Hill. Wong, Harry and Wong, Rosemary. The first days of school. (1998). Mountain View, CA: Harry Wong Publications Recommended Books Hancock, M.R. (2000). A celebration of literature and response. Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall. Norton, D. (1995). Through the eyes of a child: An introduction to children’s literature. New Jersey: Prentice-Hall. 10
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