1
TE 530 Children’s/Adolescents’ Literature
Fall 2013 • Monday 4-6:40 pm • NE 85
Instructor:
Telephone:
E-mail:
Dr. Marva Cappello
(619) 594-1322
cappello@mail.sdsu.edu
Office:
BAM 215
Fax:
(619) 594-7828
Office Hours: Wed 4-6 pm & By Appt
Rationale
Children’s/Adolescent Literature reintroduces teachers to the vast array of books available
today for children as well as young adults. The course will increase student awareness of
appropriate criteria for evaluating the literary and artistic quality of children's books. We
will explore literature for children and adolescents and its relationship to social value and
aesthetic standards. A major purpose of the course is to provide students with a variety of
strategies for using children's literature in the classroom.
California’s Common Core Standards for English Language Arts and Literacy in History/Social
Studies, Science, and Technical Subjects calls for our students to engage with increasing
amounts of information text. In addition, the CCSS requires complex texts as primary
instructional material. Both of these important concepts are woven throughout the course.
In addition, it is important for us in Southern California to consider the 2012 English
Language Development Standards. We will be exploring the proficiency descriptors as we
make decisions about choosing texts to meet the needs of our students.
TE 530 for Reading Certificate candidates is designed to meet several Reading and Literacy
Added Authorization Standards including but not limited to promoting a culture of literacy
through a review of current research focusing on developing online and offline reading and
writing skills to meet the needs of diverse needs of students (2.1) and fostering students’
independence, engagement, motivation, and positive attitude towards reading, and development
of a lifelong habit of reading and writing for pleasure and information (2.4). This course will also
incorporate information literacy skills into classroom activities in which students learn to access,
evaluate, use and integrate information and ideas found in print, media, and digital resources
enabling them to function in knowledge-based economy and technologically-oriented society
(3.5 & 5.B4)
Required Texts
Required: Tunnell. M.O., Jacobs, J.S., Young, T.A., & Bryan, G. (2012). Children’s Literature,
Briefly, 5th Ed. Boston: Pearson
CSS/NGA. (2010) Common Core State Standards for English Language Arts & Technical
Subjects. Washington, D.C: Council of Chief School Officers & National Governors
Association. http://www.corestandards.org/
California Department of Education. (2012). English language development standards.
Sacramento: CDE. http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Many required readings and course materials are available on Blackboard. It is an essential
element for your success in this course.
2
Objectives
By the end of the course, students will:
1. Recognize and distinguish among the various representative genres of children's
literature;
2. Understand the values and purposes of literature for children;
3. Critically examine the contributions of outstanding authors and illustrators of children's
books using a variety of selection/evaluation tools;
4. Develop and demonstrate a variety of strategies for choosing and using children's books
in the classroom;
5. Develop skills in evaluating and using informational literature across the curriculum.
6. Recognize and explore technological resources related to the study of children’s
literature.
7. Analyze texts in relation to their text complexity using a variety of tools and approaches.
Expectations
Professionalism. Your participation in this course demonstrates your commitment to the
education field. Your understanding of the content and your participation in course
activities with your peers are vital to your on-going learning. Your professionalism grade
will be based upon class attendance, participation, and preparation.
Attendance/participation is required. Points will be deducted for each absence after the
first. Frequent tardiness will not be tolerated and will also impact your grade. Please
inform me of extenuating circumstances BEFORE you miss class. It is your responsibility
to sign the attendance sheet each class session. Failure to do so indicates you were
not present. If you come in late, see me and I will sign you in.
Preparation. You are also expected to prepare for discussions as indicated on the syllabus
and noted in class, complete all readings, and participate in informal group activities.
There are also several class meetings that require you to bring books to class. You do not
need to purchase these books. You may select books from your classroom, local, or
university library. Please select books that are new to you rather than old favorites.
•The SDSU plagiarism policy will be strictly enforced. Copying text from a website
constitutes plagiarism unless you cite all sources. If you do this, you will receive an F on the
assignment.
•The syllabus is subject to change as needed. Please check Blackboard regularly for updates
and accuracy of recorded grades. No changes will be made after the last date of class.
Course Assignments
All assignments must be typed and double-spaced using 12-point font. Please use Times or
Times New Roman. Keep a copy of every assignment for your records. The quality of all
written work is expected to be graduate level. Written work is evaluated for quality and
clarity of content, logical organization, and general mechanics such as spelling and
grammar. Many of your assignments will be submitted electronically through Blackboard.
These assignments are due by midnight on the date specified. Due dates are specified on
the course calendar in this syllabus. Late papers will be lowered one grade for each day
they are late.
3
Assignment Descriptions
1-Book Trailer or GLOG and Presentation (20 points)
You will sign up for an author and presentation date on the Blackboard Blog to ensure
there are no repeats. You may choose an author off the list with prior approval. The time
limit for this presentation will be 5 minutes. You will sign up for a presentation date.
Presentations will occur over two class periods 9/30 or 10/7 depending on the first letter
of your last name.
OR
Assignment 1A: Book Trailer
You will create a book trailer based on a book from one of the authors on the list.
Book trailers are designed to hook potential readers. Keeping that in mind, your
book trailer should briefly summarize the plot without giving it all away, include
images that reflect the main characters, setting, or themes, and include appropriate
narration and or music. You may include text, but emphasize the visual. Consider
copyright when choosing images and music. You will want to be sure to include the
name of the author and title at the beginning or end of your trailer. The best trailers
are 2-4 minutes long.
Assignment 1B: Glogster
You will create a GLOG, an online multimedia poster from one of the authors on the
list. You can sign up at glogster.com for a free trial and use the platform to create an
author presentation that may include text, photos, video, sound, data, drawing and
more. For our course, your GLOG should introduce classmates to an author and hook
potential readers. Represent your author’s overall style. You may highlight one or
more books on your GLOG.
http://soc3392.edu.glogster.com/kevinhenkes/?=glogpedia-source
2-Literature Circles (15 points)
This assignment requires you to read information about literature circles, print out role
sheets, select roles, complete role sheets, and participate in a literature circle discussion
about a young adult or middle level fiction book. Book choices will be presented in class.
You will chose a book and determine which role you will assume for the discussion.
You will:
a.
b.
c.
d.
read the selected book and complete the appropriate role sheet.
bring that role sheet to class on the date indicated
participate in the literature circle discussion with your group
submit the completed role sheet on Blackboard
3-Close Reading/Text Exemplars (25 points)
You will explore a Text Exemplar in the Common Core State Standards of English Language
Arts at your grade level and analyze its text complexity based on quantitative (Lexile) and
qualitative (rubric based) criteria. Based on your evaluation, you will use this text to create
a Close Reading lesson that reflects CCSS and meets the range of ELD proficiencies in your
classroom.
4
4- Information Trade Books: Key Assignment (30 points)
Part 1: Evaluating Informational Trade Books
Select three (3) informational texts on a related theme or a topic found in the science or
social science standards at your grade level. Create a text set that represents different text
types. Each book will target a specific English Learner Proficiency Level (emerging,
expanding, bridging) in your classroom. Evaluate them according to the 5 A's (authority,
accuracy, appropriateness, literary artistry, and attractiveness).
Part 2: Designing Instruction
How do these texts all work together toward your objective? How will you use these books
with your students? Create a narrative (no lesson plan needed) that describes the ways you
will use these text with your students. Focus on literacy and academic language
development. PLEASE USE THE TEMPLATE AND RESOURCES AVAILABLE ON
BLACKBOARD.
Course Calendar
Date
Topic
Class 1
8/26
Course Overview
What is Children’s
Literature?
9/2
Class 2
9/9
Class 3
9/26
Class 4
9/23
Class 5
9/30
Class 6
10/7
Class 7
10/14
Class 8
10/21
Class 9
10/28
Class 10
11/4
11/11
Children’s Book: History
Trends & Book Awards
Evaluating Literature
Key Assignment Review
What is a Good Book?
Yellowbook Road
Field Trip
Author Presentations
*Early Dismissal?
Analyzing Fiction and
Nonfiction
Visual Profile Module
Tasks
Assignments are listed on their due date
NO CLASS Labor Day
Tunnell et al. Chapters 1 & 5
Tunnell et al. Chapters 2 & 3
Bring a good book to class
English Language Development Standards.
Overview of Proficiency Level Descriptors
Author Presentations A-M
Coleman (2007)
Tunnell et al. Chapter 14
Bring 2 (1-fiction and 1-nonfiction)
thematically related books to class.
Author Presentations N-Z
Close Reading and Text
Fisher & Frey (2012)
Complexity
CCSS Appendices A & B
Picture Books and Visual
Tunnell et al. Chapters 4 & 7
Literacy
www.picturingbooks.com
Traditional Literature
Tunnell et al. Chapter 9
Literature Circles
Literature Circle Reading & Assignment Due
Multicultural Literature
Tunnell et al. Chapter 15
Mendoza & Reese (2001)
Bring a book from your culture to class
NO CLASS Veteran’s Day
5
Class 11
11/18
Class 12
11/25
Class 13
12/2
Class 14
12/9
Modern Fantasy/Science
Fiction Module
Poetry and Oral Traditions
Tunnell et al. Chapter 10
Close Reading/Text Exemplar Assign Due
Tunnell et al. Chapter 8
Postmodern Picture Books
Tunnel et al.
Biography
Trade Books across the
Curriculum
Tunnell et al. Chapters 13 & 18
Key Assessment Due
Please note: I have designed the curriculum so one major project is due each month.
Requirement
Professionalism
Book Trailer or GLOG/Presentation
Points
10
20
Literature Circle
Close Reading/Text Exemplars
Information Trade Books Key Assignment
TOTAL
15
25
30
100
Due Date
9/30 (A-M) or
10/7 (N-Z)
10/28
11/18
12/9
Evaluation
Points will be awarded for each assignment above. Grading scale is shown below:
A
AB+
B
BC
CF
100-94
93-89
88-85
84-80
79-77
76-70
69-65
Less than 65
I do not use a curve to grade. Everyone in this class has the potential to earn an A for the
course!
6
Professional Readings
Bang, M. (1992). Picture this: Perception & composition. Boston, MA: Little Brown.
Barrerra, R. B., Quiroa, R. E., & West-Williams, C. (1999). Poco a poco: The continuing
development of Mexican American children’s literature in the 1990s. New Advocate,
12, 315-330.
Beck, C. (2000). Historical fiction: Teaching tool or literary experience? Language Arts, 90,
546-555.
Blatt, G. (1993). Once upon a folktale. New York: Columbia University Press.
Carter, B. (2000). Literature in the information age. The New Advocate, 13, 17-23.
Coody, B. (1992). Using literature with young children. Dubuque, IA: Wm. C. Brown.
Daniels, H. (1994). Literature circles. Portsmouth, NH Heinemann.
Goldstone, B. (2001). Whaz up with our books? Changing picture book codes and
teaching implications. Reading Teacher, 55, 362-370.
Hall, S. (1990). Using picture storybooks to teach literary devices. Phoenix, AZ:
Oryx Press.
Huck, C., Hepler, S., Hickman, J., & Kiefer, B. (1997). Children’s literature in the
elementary school. Dubuque, IA: Wm. C. Brown.
Kiefer, B. (1995). The potential of picture books: From visual literacy to aesthetic
understanding. Englewood Cliffs, NJ: Prentice Hall, 1995.
Lukens, R. (1990). A critical handbook of children’s literature. 4th Edition. Chicago, Il:
Scott, Foresman & Co.
Miller-Lachmann, L. (1992). Our family, our friends, our world: An annotated guide to
significant multicultural books for children and teenagers.
Moss, J. (1990). Focus on literature: A context for literacy learning. Katonah, NY:
Richard Owen.
Peterson, R., & Eeds, M. (1990). Grand conversations: Literature groups in action.
New York: Scholastic.
Roser, N. L., & Martinez, M. (1995). Book talk and beyond: Children and teachers
respond to literature. Newark, DE: International Reading Association.
Routman, R. (1994). Invitations: Changing as teachers and learners K-12. Portsmouth,NH:
Heinemann.
Russell, D. L. (1997). Literature for children: A short introduction. New York: Longman.
Shanahan, T., Robinson, B., & Schneider, M. (1995). Avoiding some of the pitfalls of
thematic units. Reading Teacher, 48, 718-720.
Spiegel, D. L. (1998). Reader response approaches and the growth of readers.
Language Arts, 76, 41-49.
Vardell, S., & Young, T. (2002). Choosing and sharing poetry with ESL students.
Booklinks.
Zipes, J. (2001). Spells of enchantment. In M. Hallett & B. Karasek (Eds.).Folk and fairy tales
(pp. 370-393). New York: Broadview Press.