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Department of Teaching and Leadership
College Of Education
Pittsburg State University
Spring 2012
Reading furnishes the mind only with materials for knowledge. It is thinking that makes what we
read truly ours.
--anonymous
Course Number: EDUC 252- 01
Title: Children’s Literature (Face-to Face Course)
Credit Hours: 3
Time Schedule: 10:00-10:50 MWF
Instructor: Dr. Susan Knell
Office Phone:
(620) 235-4506
E-Mail: sknell@pittstate.edu
Office: 112H Hughes Hall
Office Hours: 9:00-9:45 MWF, 1:30-3:00 MW,
9:30-11:30, 2:00-3:00 TTH, or by Appointment
I.
COURSE DESCRIPTION
Reading, selection, and presentation of suitable literature. Well-known illustrators, wellknown writers, and the history of children’s literature studied, and methods of using with
children.
II.
PREREQUISITES
If you are an Early Childhood/Late Childhood major, you must have completed
EDUC 261: Explorations in Education.
III.
PURPOSE OF THE COURSE
To study the history, tradition and current trends of children’s literature. To enrich the
student’s appreciation and understanding of children’s literature by experiencing a variety
of genre.
IV.
COURSE OBJECTIVES
Upon completion of this course, the student should be able to:
1. Learn the genre of children’s literature and the characteristics of each genre.
2. Learn to recognize literary quality and identify examples of quality children’s literature of
diverse cultures.
3. Identify and study outstanding authors and illustrators of children’s literature.
4. Select developmentally appropriate children’s literature.
5. Develop strategies for presenting and exploring literature in the classrooms.
6. Understand the nature of children’s response to literature and how to nurture response to
literature.
7. Develop oral and silent strategies for developing children’s response to literature.
8. Learn to plan and teach literature based units.
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9. Learn to integrate literature across the curriculum.
10. Develop strategies for accessing literature learning.
11. Discuss with parents and others how and why to use good literature with children.
PSU Effective Teaching Skills Indicators
1. Is dependable and punctual
2. Maintains a consistently pleasant, positive, and professional demeanor
3. Believes that all students can learn and that, as a teacher, he/she can make a
significant contribution to their learning
4. Understands and respects a diverse student/parent population and has a goal to
help all children learn respect for the traditions and cultures of others
5. Promotes a classroom environment which is characterized as caring, responsive,
and supportive to all students.
11.Communicates fluently using appropriate and grammatically correct oral
and written language
13. Demonstrates a desire to continually acquire knowledge and skills in emerging
educational technologies.
14. Participates in self-evaluation and reflection to enhance competence in
instructional effectiveness.
17. Models cheerful, supportive, enthusiastic behaviors which convey a caring,
equitable attitude towards all students.
18. Develops positive rapport with students by being empathic, firm, fair, and
appropriately friendly
19. Listens carefully to all students then responds in a professional manner.
38. Uses available educational technologies and teaching aids to enhance instruction
(e.g., computers, multimedia, the internet)
46. Gives clear directions
49. Provides instruction that maximizes time on appropriate tasks by keeping all
students involved in learning.
50. Demonstrates flexibility in teaching techniques as the situation requires.
V.
REQUIRED TEXT AND MATERIALS
Required text: Tunnell & Jacobs, Children’s Literature, Briefly, 5th ed.
Required trade book: Rylant, When I Was Young In the Mountains
Children’s Books
Assigned Readings/Handouts
Computer Lab: Use of Internet for information on children’s literature, authors,
awards, book reviews, etc.
E-Mail: Each candidate must have an e-mail address, either at home or on campus.
E-mail address must be appropriate for elementary students. Also, candidate’s
computer must be capable of viewing all components on Angel.
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VI.
INSTRUCTIONAL RESOURCES
*Teacher Education Computer Lab (TECL), Hughes Hall basement
*Instructional Resource Center (IRC) Basement- Hughes Hall- books, review
journals, Internet access.
*Pittsburg Public Library- books, review journals
*Journals and Magazines pertinent to children’s literature, such as:
The Horn Book
Book Bag
Book Links
Teaching Prekindergarten-8
Instructor
The Reading Teacher
The Mailbox
The Intermediate Connection
VI.
METHODS OF INSTRUCTION
Process-based teaching activities (cooperative learning)
Lectures with visuals and demonstrations
Readings
Small group discussion
Individual and small group projects
Power Point Presentations/Internet sites
Examinations and reviews of newly published children’s books
VII
REQUIREMENTS AND EVALUATION
A.
ATTENDANCE
Many demonstrations, books and activities are presented in class, so class
attendance is important! Yes, we ARE doing something in class when you’re gone!
AFTER SIX (6) ABSENCES, CANDIDATE WILL BE DROPPED FROM
THE CLASS. In other words, you have a maximum of 5 absences. There are NO
excused absences. If candidate is dropped after the 11th week, a grade of “F” appears
on candidate’s record. Attendance will be recorded at the beginning of each class
period. If the candidate is tardy, it his his/her responsibility to inform the instructor at
the end of class. After 5 tardies candidate’s grade will be dropped one letter grade.
Attendance will not be changed by the instructor at a later date.
B. ACTIVITIES
See “P. – Projects for detailed descriptions.
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C. EXAMINATION
One mid-term and final exam will be given over class notes and the text. Note that
exams are weighted 30%.
D. SCORING AND POSTING
The Candidate will be graded by a point system.
Assignments, projects, unit tests, and attendance will be assigned points.
No late work will be accepted. Completing an assignment in class when
assigned as a class assignment will not be accepted. If candidates arrive late
to class when an assignment is due, it will also not be accepted. Plan ahead
for computer glitches. Assignments will still be considered late if the
computer or printer doesn’t work and therefore not accepted. It is your
responsibility to be familiar with the operation of Angel. You will have until
11:55 p.m. on due dates to submit assignments for Digital Drop Box. No
exceptions.
It is your responsibility to keep track of all assignments submitted and to
regularly check your grades and your Angel email. No changes to anything
will be made after the last day of class.
It the candidate knows of future absence, he/she should make arrangements to do
the assignment /test /project early and it won’t be considered late.
Points Possible
Photo/Information on Angel
Shoebox Autobiography
Motivation Survey
Book Talk
*Book Genre Responses
8 @ 20 pts. ea.
“When I Was Young” Book
Annotated Book List
Midterm Exam
Final Exam
Grading Scale:
A: 513-570
B: 456-512
C: 399-455
20 pts
20 pts
50 pts
20 pts
160 pts
50 pts
50 pts
100 pts
100 pts
570 total points possible
D: 342-398
F: Below 342
These requirements are subject to change due to candidate needs and/or time
constraints.
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E. PROFESSIONALISM
Candidates are expected to maintain an attitude of professionalism at all times. Examples
of professionalism are: Showing respect by listening to the instructor and others who are
speaking to the class, taking notes when appropriate, not working on other class
assignments (or reading the newspaper!), participating in class discussions, refraining
from talking in class while the instructor or your peers are talking, being punctual to
class, not leaving before class is over, and maintaining a positive attitude towards the
course, the instructor, and peers. Talking or texting on cellular phones is not allowed
during class time. Turn your phone to either “silent” or turn off. Texting will be not
be tolerated. Cell phones are to be placed on the table while in class. No tolerance!
Laptops are not allowed use during class time. It is appreciated if hats/caps are removed
while in the classroom. Please remember: You are expected to take notes at each class
meeting. How are you going to know what to teach and why if you didn’t take notes?
Lack of professionalism will result in lowering of a student’s grade
F. ACADEMIC HONESTY
Teacher candidates are expected to follow the PSU Academic Honesty Policy,
which speaks to unethical acts associated with coursework or grades. The policy
lists specifically, but is not limited to, the following:
(a) giving or receiving unauthorized aid on examinations,
preparation of notebooks, papers, and other assignments:
(b) handing in the same work for more than one course without
instructor permission;
(c) plagiarism (examples of plagiarism will be discussed in class)
Full text of the policy can be found in the PSU University Catalog.
Violations of the policy will be presented by course instructor to the University
Academic Honesty Committee for review and action.
If the instructor finds evidence of cheating of any kind, such as plagiarism (copying from
internet or other sources), copying work from other students, etc. the candidate will be
notified of the charge and will be immediately dropped from the class. For more
information on Academic Integrity, Important dates, Inclement Weather, Financial
Assistance, etc., go to: http://www.pittstate.edu/dotAsset/c76cfbbd-c6ad-4bcf-b89f60d322b880f6.pdf
Textbook Readings: Please note it is expected that you will read the assigned chapters in the
textbook. This textual information gives you basic information that you will need for exams and
for your teaching career. You should read each chapter critically, meaning taking notes,
highlighting, using post-its, etc.
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IX.
COURSE CONTENT/SCHEDULE
Week Of
Reading assignments marked by bullets. You should be prepared to
discuss the chapters whenever the reading is due
Jan. 17
Class begins on Wed. Jan 18.
Course requirements, syllabus review, Angel review, textbook review
 Read Chapters 1-4 & Appendix D: Children’s Book Awards
Jan. 23
Children’s Book Awards/web sites
Picture Book Genre/Picture Books for Older Students
Author study/book sharing
Wed. Jan. 25: Homepage Update on Angel due
Fri Jan. 27: Meet at Pittsburg Public Library

Read Ch. 5-7
Jan. 30
Picture Book Genre due Wed. Feb. 1
Internet web sites on children’s literature
Picture Books for Older Children
Author Study/book sharing
Shoebox Autobiography due Fri. Feb. 3
 Read ch. 8 (Poetry)
Feb. 6
Author Study/ Book sharing
Author video/ Internet sites for children’s literature
History & Trends of Children’s Literature
Ideas for poetry in the classroom
Pre-Interview Permission emails due Mon. Feb. 6
Poetry genre due Fri. Feb . 10
 Read ch. 9 (Traditional Fantasy)
Feb. 13
Author Study/Book sharing
Internet sites
Using traditional fantasy in the classroom
 Read ch. 10 (Modern Fantasy)
Feb. 20
Author study/ book sharing/internet connections
Traditional Fantasy genre due Wed. Feb. 22
 Read ch. 11 & 16 (Contemporary Realistic Fiction & Controversial
Books)
Feb. 27
Author study/book sharing/internet connections
Contemporary Realistic Fiction genre
Censored vs. banned books discussion
* Read ch. 12 (Historical Fiction)
March 5
Author study/book sharing/Internet connections
Historical Fiction genre
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Author video and Pass the Book activity
Modern Fantasy genre due Wed. March 7
Friday, March 9: Mid-Term Exam
 Read ch. 13 (Biography)
March 12
Author study/book sharing/Internet connections
 Read ch. 14 (Informational Books)
March 19
Spring Break Week!
March 26
Contemporary Realistic Fiction genre due Mon. March 26
 Read Ch. 15 (Multicultural and International Books)
Author study/Book sharing/ Internet connections
“When I Was Young…” Books Due Friday, March 30
Incorporating multicultural literature into the curriculum
 Read Ch. 17 (Motivating Students to Read)
April 2
Informational Books genre due Wed. April 4
Author Study/book sharing/ Internet connections
Reading Motivation powerpoint and handouts
April 9
Author study/ book sharing/ internet connections
Historical Fiction genre due Wed. April 11
 Read ch. 18 (Teaching with Children’s Books)
April 16
Author Study/Book Sharing/Internet connections
Reading Motivation survey/results/recommendations due Fri. April
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Teaching Reading Through Literature/Classroom Libraries
 Read Appendix A (classroom libraries)
April 23
Biography Genre due Wed. April 25
Author Study/Book Sharing/Internet Connections
Building a Classroom Library
Multicultural Literature/Diversity in literature
Teaching Reading with Children’s Literature
April 30
Annotated Book List Due Mon, April 30
Catch-up week
Last day of class: Friday, May 4
Final Exam Schedule: Mon. May 7, 10:00-11:50
Note: Do not make plans to leave town before scheduled finals. Finals will not be
given early.
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X.
Projects
That is what learning is. You suddenly understand something you’ve
understood all your life, but in a new way.
--Doris Lessing
1.
2.
Shoebox Autobiography
Student will find a shoebox or similar container and fill it up with items that
represent who you are as a human being. These items are symbolic of things you
like, things you do, things you are. These will be shared in response groups.
HOMEPAGE UPDATE
This is a way for all of us to get to know each other online. If you have problems
uploading your photo, contact the Gorilla Geeks.
Please follow these instructions to update your Home Page:
Click on "Preferences" from the left sidebar > "Personal Information" > type in the
following information in the appropriate boxes and then submit:
A. About Me: Share any personal/professional information that will help us get to know
you.
B. Upload a picture of yourself. Photo will have to be saved as “email sized”.
To view others’ homepages, click on the "Communicate" tab, and click on "Course
Roster", then “Show Pictures”.
3.
Book Genre Responses
Book Information Format:
Title:
Author:
Illustrator:
Publisher:
Copyright:
Awards or Reviews:
Do not choose any Walt Disney Books, Golden Books, any books based on a
cartoon, character, or any book based on a tv show or movie. Books written by
celebrities who are not full-time children’s book authors will not be accepted.
In order for you to be exposed to various authors/illustrators, for each
assignment do not read more than one book per author and/or illustrator. Each
book genre must include at least two books that have received a children’s book
award. You may read books from Dr. Knell’s book lists. Reviews must include
the source and the review quote. Other than Dr. Knell’s books, books read must
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have at least a 1995 publishing date or more recent, unless you have cleared the
book with Dr. Knell. Books read are new to you as a reader. Complete each of the
genre responses and have them in class on the date they are due. Also, you are
required to bring the books on the due dates so that you can discuss your books in
small groups. Points will be deducted if books are not brought to class. Each
assignment must placed in the appropriate digital drop box in Angel. Please send
each genre as one Word document. Genres will not be accepted if sent in separate
documents. For each genre response you are to complete a two-part response per
book read.
Required number of books to be read for each genre:
Picture Books: 5
Traditional Fantasy: 5
Modern Fantasy: 4 (novels only. No picture books)
Contemporary Realistic Fiction: 4 (novels of at least 80 pages)
Historical Fiction: 2 novels and 2 picture books
Biography/Autobiography: 5
Poetry: 4
Nonfiction: 5
See attached instructions for writing a Book Genre Response
4.
Candidate-made Book & Presentation
Candidate will write, illustrate, and bind his/her own book based on the book When I
Was Young In The Mountains by Cynthia Rylant. Student will share the book orally in
small groups. (50 Pts.) See attached rubric and project guidelines.
5.
Book Talk
Each candidate will briefly share with the class a book he/she has read or are reading for
this class. A sign-up sheet will be passed around for each student to choose a date. The
student should plan an engaging introduction to the book that will be attention-getting. A
prop needs to be used along with the intro. Dr. Knell will model this in class. The
candidate should have the book in class and share the title, author, a brief summary and
personal reaction. Also select a short portion of the book to read aloud. A sign-up sheet
will be provided. See attached rubric.
Due______________. (20Pts.)
7.
Annotated Book List
Requirements:
You will keep an ongoing list that will contain a bibliography of all books booktalked in
class by Dr. Knell, your peers, all books you read for the course, and any guest speakers’
booktalks. You will include the following information in the format, alphabetically by
title. (book title, author/illustrator, genre(s). If you wish to submit differently, just explain
how you want to organize your booklist to Dr. Knell.
Example:
The Teddy Bear, David McPhail, Picture Book
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The bibliography will be typed and submitted to Dr. Knell on the due date.
50 pts possible.
8.
Reading Motivation Survey with Student
Candidate will choose a student in Miss Babs Tims’ 4th grade class. and administer
motivation survey provided by Dr. Knell. Candidate will then complete a written
evaluation and recommendations based on survey results. Also, the candidate will
provide a reading list of 5-10 books on the student’s interest level. Details will be given
in class. See written evaluations and rubric.
Due: Fri. April 20. 50 pts.
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RUBRIC FOR CANDIDATE-MADE BOOK& PRESENTATION
A (45-50 pts)
Book follows appropriate pattern. Book is bound neatly and looks
durable. Cover includes title, author, and an illustration. Book includes a
dedication page and “About the Author” page. Text is typed (at least 16pt.
Font), and no spelling or grammatical errors are found. Illustrations relate
to the text. Overall appearance is neat, creative, and appealing to the eye.
Book shows evidence of student’s life and personality. Text is interesting
and engaging. Text is more than just one or two sentences per page. Each
page is numbered. Text is at least 8 pages in length. Illustrations
compliment the text and are visually appealing.
B (40-44 pts)
Same as above except a few spelling and grammatical errors are found.
Text and pictures may be less interesting and engaging. Book does not
include an ending to give closure. Other elements may be missing.
C (35-39 pts)
Book does not follow a pattern. Binding is not secure, does not look
durable. A few spelling and grammatical errors are found. Illustrations do
not always relate to the text or are very sparse. Text may be brief or
lacking personality. Looks hastily prepared. Font is too small to be read
easily. Pages are not numbered. Required elements may be missing.
D (30-34 pts)
Same as for C grade, but many spelling and grammatical errors are found.
Book has sloppy appearance and it is not durable. Evidence that student
has not put time or effort into project seen.
POINTS/GRADE_________________________
COMMENTS:
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Candidate-Made Book Guidelines
Some hints to make your book one in which you can be proud

Be descriptive in your writing. Don’t just say “I went fishing”, but
describe the experience.

Use humor, if possible. Everyone likes to smile and laugh!

If using clip art, don’t just insert one image and call that your
illustration. Just like published picture books, the illustrations are just
as important as your text!

Use your creativity! Think about using border paper, scanned photos,
scrapbooking techniques, etc. Make your illustrations say “WOW”!

Take time to make the book cover look great. Sometimes we do judge
a book by its cover!

Avoid religious themes or religious experiences.

Practice reading your story aloud to someone. Get others’ input and
suggestions on how to make your story more appealing.

Give your book an identifiable ending.

Don’t wait until the last minute for this assignment. There is
absolutely no way to create an outstanding product in which you can
be proud by waiting until the 11th hour.
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Instructions for Writing a Book Genre Response
(One Response per Book Read)
Heading
Begin with a heading that clearly indicates the following:
1. your name
2. genre
Part 1: The first part of the response should include this information:
* Author’s Name
* Illustrator (if appropriate)
* Title of book (used italics or underline)
* Publisher
* Year of publication
* Number of pages
* Award or Review
Example:
E.B. White
Garth Williams
Charlotte’s Web
HarperCollins
1952
184 pp
Newbery Award
Part II: Personal Connection. The second part should be your own personal response to the
book. Describe the connections (feelings/emotions/thoughts, associations) the book elicits and
reflect on why the book had this effect on you as its reader. Provide details and examples (but
not long quotations) from the text to help you describe and explain your personal response. It is
appropriate to use “I” in this section, but not in the summary
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Rubric for Book Genre Response
20 pts. Possible
Not Met
Responses do not
follow correct format
0-4 pts.
Several grammar,
spelling, punctuation
errors found
0-2 pts.
Book(s) chosen do not
follow criteria
0-3 pts.
Summary is
incomplete, may not
include only factual
information
Met
Responses follow
correct format
4 pts.
A few grammar,
spelling, punctuation
errors found
3 pts.
Books chosen follow
correct criteria
4 pts.
Summary is complete
and includes only
factual information,
but no diversity
statement
Target
Responses follow
correct format
4 pts.
No grammar, spelling,
punctuation errors
found
4 pts.
Books chosen follow
correct criteria
4 pts.
Summary is complete
and includes only
factual information,
including statement of
diversity
0-2 pts.
Personal connection is
missing or vague. No
evidence is given on
the effect the book(s)
had on you as a reader
0-2 pts.
3 pts.
Personal connection is
written, but may not
include as detailed a
personal effect
4 pts.
Personal connection is
well written by
effectively describing
the effect the books
had on you as a reader
4 pts.
3 pts.
Score
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Rubric for Book Talk (20 pts. Possible)
Not Met
Met
Candidate does not
give an engaging
introduction to book
Candidate gives an
engaging
introduction to book
0-1 pt.
Candidate fails to
give title,
author/illustrator
information
0-3 pts.
Candidate retells
the story rather
than a brief
summary of the
book
0-1 pt.
Candidate fails to
share personal
reaction or reason
for choosing the
book
0 pts.
Candidate fails to
read aloud a short
portion of the book
0 pts.
Target
Candidate gives an
engaging
introduction to book
and includes a prop
to create interest in
the book
3-4 pts.
4 pts.
Candidate gives
Candidate gives
title,
title,
author/illustrator
author/illustrator
information
information
4 pts.
4 pts.
Candidate gives a
Candidate gives an
summary of the
effective brief
book, but it may lack summary of the
brevity or sufficient book without
detail
retelling the entire
story
2-3 pts.
4 pts.
Candidate shares
Candidate shares
personal reaction or personal reaction
reason for choosing
and shows
the book
enthusiasm about
the book
2-3 pts.
4 pts.
Candidate reads
Candidate reads
aloud a short portion aloud a short portion
of the book
of the book
4 pts.
4 pts.
Score
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Rubric for Reading Motivation Survey
50 pts. Possible
Not Met
Written
submission
does not
follow correct
format
Met
Written submission follows
correct format
Target
Written submission follow
correct format
0-3 pts.
Several
grammar,
spelling,
punctuation
errors found
0-2 pts.
Book(s)
chosen are not
appropriate
for student.
Fewer than 5
titles are
included
10 pts.
A few grammar, spelling,
punctuation errors found
10 pts.
No grammar, spelling,
punctuation errors found
6 pts.
Books chosen for student are
appropriate and include at least
5 titles
10 pts.
Books chosen for student are
high quality, recently published
books, appropriate for the age
and reading ability of student and
include at least 8-10 titles
0-3 pts.
Written report
is not
complete
and/or does
not include
the required
bullets for
each section.
8 pts.
Written report is complete but
may be brief, may not show
enough understanding of
interview and
interpretations/recommendations
10 pts.
Written report is complete,
understandable, and
demonstrates candidate’s
understanding of interview and
interpretations/recommendations.
0-2 pts.
8 pts.
Pre-Interview Pre-Interview emails are
emails are
submitted, but not prior to
not submitted. student interview.
0-2 pts.
8 pts.
10 pts.
Pre-Interview emails are
submitted by the due date.
10 pts.
Score
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Reading Motivation Survey Submission Requirements
(Please use each heading in your written report)
Before interviewing student, candidate MUST submit emails to and from Miss Tims to Dr.
Knell.
Bullets/Headings





Date of interview, student’s first name only, grade, school
Describe in at least one paragraph how the interview went.
Include any comments made by student, student attitude toward
interview, or any other behavior that you believe is important to
include.
Score survey, explain the results
Describe in at least two paragraphs your interpretations of survey
results. For example, what kind of reader do you perceive the
student to be, is he/she an avid, reluctant, or non reader? What
interests did you discover the student to have? Describe anything
else that you feel is important to share about the student based on
the interview.
Describe in at least one paragraph the types of books you would
recommend for the student, based on interview results. Include a
list of at least 5 books (include title, author, illustrator, genre) that
you would recommend to the student to increase his/her
motivation to read.