KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS
DEPARTMENT OF ELEMENTARY EDUCATION
ELU 221 Literature for Upper Elementary and Middle Level Learners
I.
Course Description
A.
This course focuses on literature for upper elementary and middle level students
with emphasis on classroom applications. Literary theory, genre, form, and
illustrations are considered in the context of lesson implementation. Approaches
to evaluating the quality of literature, selecting literature for instruction, planning
response experiences, and the development of specific teacher skills related to the
use of literature at the fourth through eighth grade levels are included. Employing
professional resources in planning literature experiences, as well as strategies for
engaging in on-going professional development as a literacy educator, are also
incorporated. Prerequisite: Three credit course in English literature.
3 c.h., 3 s.h.
II.
Course Rationale: Upper elementary and middle level educators must demonstrate a
disposition toward the use of literature in the classroom. It is essential that they employ a
research based rationale for the inclusion of literature across the curriculum, as well as
possess instructional skills necessary to successfully utilize literature within language arts
and content area instruction. They must be empowered to serve as strong models of
lifelong learning through literacy.
III.
Course Objectives/ Student Learning Outcomes
A.
Relationship to Competencies and Standards
Course Objectives/ Student Learning Outcomes
PDE
Competencies
ACEI
Standards
1. Demonstrate a disposition toward the use of literature
in the upper elementary and middle level classroom
utilizing a research based rationale for the inclusion of
literature.
2. Apply knowledge of genre and form in the
classification of literature for examination, discussion,
and classroom application.
1, 3, 9, 11, 2.1
12, 13
1
7
3, 4, 5, 6,
7, 9, 10,
11, 12, 14
1
4
6
7
2.1
INTASC
Standards
ISTE
Standards
II.C
II.D
Course Objectives/ Student Learning Outcomes
PDE
Competencies
ACEI
Standards
INTASC
Standards
3. Apply literary theory in the use of literature in the
upper elementary and middle level classroom.
1, 2, 3, 4,
6, 7, 14
2.1
4. Utilize the contributions of illustrations within
literature.
2, 4, 6, 7,
12
2.1
5. Evaluate the quality of literature in making selections
for classroom use and assisting students with selections
for independent reading.
2, 9, 12,
13
2.1
1
4
7
1
4
6
7
1
2
3
6
7
8
1
2
3
4
6
7
8
1
3
6
7
1
3
4
6
7
8
1
2
3
4
6
7
8
1
3
4
6
7
8
1
6. Apply considerations involving audience, purpose, use, 1, 2, 7, 9, 2.1
control, trends, and issues in selecting literature for upper 11, 12, 13,
elementary and middle level learners.
14, 16
7. Employ professional resources in planning literature
experiences at the 4th through 8th grade levels.
3, 7, 9, 10, 2.1
11, 12, 14
8. Apply goal and alignment considerations in planning
and implementing a wide variety of response to literature
experiences for the upper elementary and middle level
student.
1, 2, 3, 4, 2.1
6, 7, 8, 11,
12, 13, 14,
15, 16
9. Employ specific instructional skills, strategies and
techniques in the use of literature at the 4th through 8th
grade levels.
1, 2, 3, 4, 2.1
5, 6, 7, 8,
9, 10, 11,
12, 13, 14,
15, 16
10. Utilize the lived-through experience of literature to
enhance instruction, add depth of understanding, and
reflect on dispositions.
2, 4, 5, 6, 2.1
8, 9, 11,
12, 13, 14,
15, 16
11. Engage in on-going professional development as an
upper elementary and middle level literacy educator.
3
2.1
ISTE
Standards
II.A-E
II.E
II.A-E
II.E
Key to Selected PDE English/Language Arts and Reading Competencies:
1. Demonstrate expertise in language and reading development.
2. Demonstrate concepts, knowledge, and skills essential for direct and explicit reading
instruction, particularly in comprehension.
3. Implement foundational knowledge from current literacy research.
4. Provide instruction in vocabulary and text comprehension.
5. Develop skills in listening.
6. Direct, explicit comprehension instruction, which is instruction in the strategies and
processes that proficient readers use to understand what they read, including
summarizing, keeping track of one’s own understanding, and a host of other practices.
7. Implement effective instructional principles embedded in content, including language arts
teachers using content-area texts and content-area teachers providing instruction and
practice in reading and writing skills specific to their subject area.
8. Implement text-based collaborative learning, which involves students interacting with
one another around a variety of texts.
9. Provide instruction from multiple sources of diverse texts, which are texts at a variety of
difficulty levels and on a variety of topics.
10. Include technology as a tool for and a topic of literacy instruction, including using
technology-based reading materials.
11. Use content-area texts and content-area instruction and practice in reading and writing
skills specific to subject areas.
12. Utilize a variety of text material at different difficulty levels and on a variety of topics.
13. Making overt connections between and across the curriculum, students’ lives, literature,
and literacy.
14. Planning lessons that connect with each other, with test demands, and with students’
growing knowledge and skills.
15. Supply prompts that support thinking.
16. Design follow-up lessons that cause students to move beyond their initial thinking.
B.
Relationship to Conceptual Framework:
Knowledge:
Communication
Interpersonal Skills
Skills:
Scholarly Inquiry
Reflective Wisdom
Integration of Discipline
Dispositions:
Cultural Awareness
Conceptual Framework Elements:
Objectives 2, 3, 4, 5, 6, 8, 9, 10 through participation in group projects
involving sharing of literature, co-planning and implementation of novel
projects, and presentation of author talks.
Objectives 2, 3, 4, 5, 6, 8, 9, 10 through group projects and presentations.
Objectives 1, 3, 5, 7, 8 through tasks requiring analysis of literary merit and
response to literature.
Objectives 8, 9, 10 through critiques of candidate completion of the selfevaluation component of the reflective response required within all lesson
plans.
Objectives 2, 7, 8, 9, 10 through sharing of a variety of literary forms and
genres across content areas and the text set component of the literature project.
Objectives 1, 2, 5, 6, 8, 9, 10 through the variety of authors, themes, and
And Acceptance
selections within the required reading list and additional selections shared in
class.
Objectives 2, 6, 7, 8, 9. 11 through completion of course requirements which
include use of literature data bases for text set creation, web posting of literature
reviews, and on-line author studies.
Integration of
Technology
IV.
Assessment
A.
Core Assignment
Will be added when faculty teach the course
B.
V.
Other Assessments as a subset of the following:
1.
Presentation of storytellings, book talks, literature sharings, read aloud,
and author presentations.
2.
Projects such as creating text sets, literature based displays and learning
stations, author based displays and learning stations, and literature related
instructional materials.
3.
Written lesson plans for literature based lessons.
4.
Classroom implementation of literature based lessons.
5.
Demonstration of response to literature experiences and facilitation of
literature conversations.
6.
Written literature based units of study.
7.
Written summaries and reading logs.
8.
Written literature reviews and critiques.
9.
Quizzes and tests.
Course Outline
A.
I.
Outline of Course Content
Rationale for literature in the upper elementary and middle level classroom.
A.
B.
C.
D.
E.
F.
G.
H.
Schema development, world knowledge.
Vocabulary development: listening, speaking, reading, writing, image.
Flow of language, language pattern, influence on writing ability.
Instruction in language arts and content areas, addressing standards.
Enjoyment, entertainment.
Communication, connection versus isolation, the human experience.
Lifelong learning, the literate person.
Literary tradition.
II.
Classification of literature for examination, discussion, and classroom application at
the 4th through 8th grade levels.
A. Examination by content/meaning of literature – genre.
1. expository text
a. concept
b. informational
c. biography, autobiography, memoir
2. fiction
a. traditional fantasy (fairy, pourquoi, tall, beast, cumulative,
numbskull, realistic, fable, myth, legend, epic, etc.)
b. modern fantasy (nonsense, animal, enchantment, modern folktales,
science fiction, etc.)
c. contemporary realistic fiction (self/friends/family, sports, humor,
mystery, crime, romance, etc.)
d. historical fiction (events, figures, eras, culture, war, etc.)
B. Examination by shape of literature – form.
1. storytelling
2. wordless
3. graphic
4. picture book
5. chapter book
6. short story
7. novella, novel
8. poetry
9. drama
10. periodicals
11. reference
12. journal, diary
13. correspondence
14. electronic and on-line
C. Identification, characteristics, and application of sub-categories of each genre and
each form.
D. Application and significance of exposure to and use of a wide variety of genre and
form.
E. Application and significance of exposure to and use of genre across forms of
literature.
F. Implications of the artificial nature of categories. (documentary narrative, etc.)
III.
Application of literary theory within the upper elementary and middle level literature
experience.
A. Elements of literature.
1. setting
2. character
3. plot
4. point-of-view
5. theme
B. Literary devices.
1. figurative language (simile, metaphor, personification,
metonymy, symbolism, allegory, paradox, overstatement,
understatement, connotation, denotation, irony, etc.)
2. musical language (alliteration, assonance, consonance, onomatopoeia, rhyme,
rhythm, meter, etc.)
3. emotional devices (comic relief, suspense, surprise observation, tone, etc.)
4. plot devices (major dramatic question, foreshadowing, flashback, etc.)
5. other devices (aside, allusion, imagery, pattern, etc.)
C. Reader response theory.
1. significance and contribution of the reader
2. theorists
3. theories
D. Interaction of elements, devices, and reader response and their
varied roles and significance across genre and form.
IV.
Contribution of illustrations within literature for the upper elementary and middle
level learner.
A. Media, technique, style. (painterly techniques, cartoon art, collage, etc.)
B. Function. (set mood, establish setting, communicate plot, reinforce plot, extend
storyline, contradict storyline, elaborate beyond the text, etc.)
V.
Evaluation of the quality of literature for use at the 4th through 8th grade levels.
A. Approaches to evaluation.
1. reader taste (prior experiences, interests, meaningful to reader, etc.)
2. literary merit (development and cohesion of elements, effective devices,
precise vocabulary, flow of language, suspension of disbelief, etc.)
3. scale of value (achievement of central purpose, significance of central
purpose, range and depth of revelation, etc.)
4. truth (inclusion/omission, subjectivity/objectivity, accuracy, sources, etc.)
B. Interaction of taste, merit, value, and truth.
C. Recognition of indicators of low quality literature.
1. dumbed-down text
2. condescension
3. sentimentality
4. didacticism
5. commercial literature
6. vanity press
VI.
Considerations in selecting literature for upper elementary and middle level learners.
A. Audience (reader, listener, viewer)
1. level (emergent, developmental, corrective, remedial)
2. habit (reluctant, regular, prolific)
3. taste/interests
C.
D.
E.
F.
G.
VII.
4. prior experiences
Purpose and Use
1. entertainment, instructional
2. individual, small group, total class
Control
1. free choice
2. limited choice
3. assigned
Current Trends
Ideology
Censorship Issues
Employing professional resources in planning literature experiences at the 4 th through
8th grade levels.
A. Professional organizations, publications, and on-line resources. (ALA, NCTE,
IRA, etc.)
B. Award lists. (Newbery Medal, Michael Printz Award, Scott O’Dell Award,
Outstanding Trade Book in Science, Coretta Scott King Award, Caldecott, etc.)
C. School, community, and on-line librarians.
D. School, community, and on-line library collections.
E. Local storytelling groups, book clubs, community library organizations.
VIII.
Planning response to literature experiences for the upper elementary and middle level
student.
A. Goals of structured response to literature experiences.
1. Communication. (opportunity to interact with, reflect upon, share,
discuss, extend, challenge the literature, etc.)
2. Connections. (opportunity to relate the literature to oneself, others,
society, additional literature, content areas, etc.)
3. Continued learning. (opportunity to extend learning beyond the
literature; learn more about self, others, society, additional literature,
content areas, etc.)
B. Menu of response experiences and activities, importance of variety, role of
choice.
C. Importance of alignment between the literature selection, goal of response,
and response experience or activity.
D. Applications for teacher selected/implemented, student selected/implemented,
and independent reading.
Employing specific instructional skills, strategies and techniques at the 4th through 8th
grade levels.
IX.
A.
B.
C.
D.
Conducting storytellings.
Previewing and promoting a selection, presenting a book talk.
Sharing a selection, reading aloud.
Conducting and facilitating literature discussions, grand conversations.
E. Conducting author studies, presentations, displays.
F. Utilizing literature for enjoyment, direct instruction, supplemental materials,
reference, research.
G. Employing literature to integrate instruction.
H. Creating literature based units of study.
I. Building and utilizing text sets.
J. Assisting students in selecting literature.
K. Conducting literature circles.
L. Creating literature based learning stations.
M. Creating reading areas in the classroom.
N. Building and maintaining a classroom library.
O. Evaluating routines for implementing and methods of managing
independent reading and making modifications to increase effectiveness.
(Sustained Silent Reading, Accelerated Reader Program, etc.)
P. Applications for use of literature in a departmental setting.
Q. Serving as a resource person for an instructional team.
X.
Utilizing the lived-through experience of literature to enhance instruction, add depth
of understanding, and reflect on dispositions.
A. Content area instruction. (historical sense, environmental awareness, etc.)
B. Diversity. (cultural, social, exceptionalities, etc.)
C. Universality. (core values, human experience, etc.)
XI.
Engaging in on-going professional development as an upper elementary and middle
level literacy educator. (continued reading, conference attendance, professional
memberships, etc.)
VI.
Instructional Resources
Print
Altmann, Anna E and de Vos, Gail. (2001). Tales, Then and Now: More Folktales As
Literary Fictions for Young Adults, Libraries Unlimited.
Brewbaker, James and Hyland, Dawnelle. (Eds.). (2002). Speaking of Poets: Interviews
with Poets Who Write for Children and Young Adults, National Council of
Teachers of English.
Brinkley, Ellen Henson. (1999). Caught Off Guard: Teachers Rethinking Censorship and
Controversy. Boston: Allyn Bacon.
Carter, James Bucky. (Ed.). (2007). Building Literacy Connections with Graphic Novels:
Page by Page, Panel by Panel, National Council of Teachers of English.
Copeland, Jeffrey S. (1993). Speaking of Poets: Interviews with Poets Who Write for
Children and Young Adults, National Council of Teachers of English.
Cullian, Bernice E. and Person, Diane G. (2003). The Continuum Encyclopedia of
Children’s Literature. New York: Continuum Pub. Group.
Darrigan, D., Tunnell, M. and Jacobs, J. (Eds.). (2002). Children’s Literature:
Engaging Teachers and Children in Good Books. (First edition). Upper Saddle
River, NJ: Pearson.
Drew, Bernard A. (2002). 100 More Popular Young Adult Authors: Biographical
Sketches and Bibliographies, Libraries Unlimited.
Freeman, Evelyn and Lehman, Barbara. (2001). Global Perspectives in Children’s
Literature. Boston: Allyn & Bacon.
Gangi, J. M. (2004). Encountering Children’s Literature: An Arts Approach. Boston:
Pearson.
Gates. Pamela S., Steffel, Susan B. and Molson, Francis J. (2003). Fantasy Literature for
Children and Young Adults. Lanham, MD: Scarecrow Press.
Hanncock, M. (2000). A Celebration of Literature and Response. Upper Saddle River,
NJ: Prentice Hall.
Huck, C. S., Kiefer, B., Hepler, S. and Hickman, J. (2004). Children's Literature in the
Elementary School. (Eighth edition). New York: Mc Graw Hill.
Ivey, Gay and Fisher, Douglas. (2006). Creating Literacy-Rich Schools for Adolescents,
National Council of Teachers of English.
Jacobs, James S. and Tunnell, Michael O. (2004). Children’s Literature, Briefly. (Third
Ed.). Boston: Pearson.
James, Kathryn. (2008). Death, Gender, and Sexuality in Adolescent Literature,
Routledge.
Jenkins, Carol Brennan. (1999). The Allure of Authors. Portsmouth, NH: Heinemann.
Jweid, Rosann and Rizzo, Margaret. (2004). Building Character Through Multicultural
Literature. Lanham, MD: Scarecrow Press.
Karolides, N. (Ed.). (1997). Reader Response in Elementary Classrooms. Mahwah, NJ:
LEA Publishers.
Koelling, Holly. (2004). Classic Connections: Turning Teens on to Great Literature,
Libraries Unlimited.
McClure, Amy A. and Kristo, Janice. (Eds.). (2002). Adventuring with Books: A Booklist
for Pre-K—Grade 6, 13th Edition, National Council of Teachers of English.
Mingshui, Cai. ( 2002). Multicultural Literature for Children and Young Adults:
Reflections on Critical Issues, Greenwood Press.
Reed, Althea J. (1993). Reaching Adolescents: The Young Adult Book and the School,
Prentice Hall.
Spaulding, Amy E. (2004). The Wisdom of Storytelling in an Information Age.Lanham,
MD: Scarecrow Press.
Sprague, Marsha M. and Keeling, Kara K. (2007). Discovering Their Voices: Engaging
Adolescent Girls With Young Adult Literature, International Reading Association.
Trousdale, Ann M., Woestehoff, Sue A, and Schwartz, Marni. (Eds.). (1994). Give a
Listen: Stories of Storytelling in School, National Council of Teachers of English.
Weiss, Jacqueline Shachter. (2001). Profiles in Children’s Literature. Lanham, MD:
Scarecrow Press.
Westfahl, Gary. (2000). Science Fiction, Children's Literature, and Popular Culture:
Coming of Age in Fantasyland, Greenwood Press.
Wood, Jaime R. (2006). Living Voices: Multicultural Poetry in the Middle School
Classroom, National Council of Teachers of English.
Yokota, Junko. (Ed.). (2001). Kaleidoscope: A Multicultural Booklist for Grades K–8,
Third Edition, National Council of Teachers of English.
Zarian, Beth Bartleson. (2004). Around the World with Historical Fiction and Folktales.
Lanham, MD: Scarecrow Press.
Zarnowski, Myra, Kerper, Richard, and Jensen, Julie. (Eds.). (2001). Best in Children's
Nonfiction, The: Reading, Writing, & Teaching Orbis Pictus Award Books,
National Council of Teachers of English.
Non-Print
American Library Association: http://ala.org/
Professional organization of librarians and others interested in the services libraries
provide. Includes links educators, book awards, and professional development.
American Library Association’s Young Adult Library Services Division:
http://www.ala.org/ala/yalsa/yalsa.cfm
Offers a young adult literature symposium, award lists, and resources.
Carol Hurst’s Children’s Literature Site: http://www.carolhurst.com
Provides book reviews, curriculum connections, themes, and professional topics of
interest.
Children’s Authors and Illustrators:
http://webtech.kennesaw.edu/jcheek3/authors.htm
Picture books listed by authors with links to lesson plans, activities, etc.
De Grummond Children’s Literature Collection:
http://www.lib.usm.edu/~degrum
Includes a showcase section of virtual exhibits and photos of items on display.
Encyclopedia Mythica: http://pantheon.org
An encyclopedia of mythology, folklore and legend.
Exploring Everyday Folklore:
http://teacher.scholastic.com/writewit/mff/folklore_what.htm
Explores what folklore is, everyday folklore and how to write folklore.
http://teacher.scholastic.com/writewit/storyteller/listen.htm
Introduces storytelling as well as how to do storytelling. An audio by the storyteller is
available.
Grimm’s Fairy Tales: http://www.nationalgeographic.com/grimm/
Provides many of the Grimm Brothers folktales with audio.
International Reading Association: http://www.reading.org/
Professional organization for the teaching of reading. Offers resources, instructional
tools, and professional development opportunities.
Lady Pixel: http://www.ocbtracker.com/ladypixel/legend.htm
Information on Native American legends, folklore and stories (Legends of the Blackfeet
and Kiowa).
Mazza Museum: http://www.mazzamuseum.org
Offers a virtual tour of the collection of illustrator’s art work.
National Book Foundation: http://www.nationalbook.org/index.html
National organization to celebrate outstanding American literature, expand audience, and
enhance the value of writing. Includes information about Authors in Schools, Teen Press,
and the National Book Award for Young People’s Literature.
National Children’s Literature Collection:
http://www.lib.uconn.edu/online/research/speclib/ASC/children/index.html
Offers aids for teacher-researchers in the form of lesson activities listed by author or
illustrator.
National Council of Teachers of English: http://www.ncte.org/
Professional organization for the promotion of literacy and teaching of English.
Offers resources for instruction and professional development.
Oyate: http://www.oyate.org
Links to Native American books to avoid and a catalog of Native American Literature for
all ages.
Poetry Lover’s Page: http://www.poetryloverspage.com
Provides poems of all types. Readers can add their own poem. Join discussions and
receive a newsletter.