Department of Curriculum and Instruction
College of Education
Pittsburg State University
Preparing Competent, Committed, Caring Professionals
Spring 2010
Course Number: CURIN 834-99
Title: Advanced Children’s & Young Adult
Literature
Credit Hours: 3
Course Time: Web-Based
Instructor: Susan Knell, PhD
Office Phone: 620-235-4506
Office: 112H Hughes Hall
Office Hours: By Appointment
e-mail: sknell@pittstate.edu
HOW TO ACCESS COURSE INFORMATION ON ANGEL
1. Log on to www.pittstate.edu and click on ANGEL
2. Type in the following information:
Name: PSU ID Number (all 7 digits)
Password: Last four digits of your social security number
3. Click on Intermediate Reading and Language Arts with Practicum
4. Announcements – Watch for updated information
5. Lessons – You will find all assignments and documents under the Lesson tab
Students can contact Gorilla Geeks Help Center at 109 Whitesitt, 620-235-4600 or
geeks@pittstate.edu with questions.
Books, to the reading child, are so much more than books-they are dreams and knowledge,
they are a future, and a past.
--Esther Meynell
I. COURSE DESCRIPTION
Books and other print media for encouragement of reading, history, traditions, current themes
and trends; strategies for promoting enjoyment of reading; techniques for assessing reading
interests and selecting materials
II. PREREQUISITES – None
III. PURPOSE OF THE COURSE
1. The graduate reading program is designed to develop in educators a greater understanding
of and competence in teaching literacy; a strong commitment to students who are developing
literacy skills; and a caring environment in which students can learn.
2. The purpose of the course is to provide background in and the study of children's and
adolescent literature, both current and classic; to learn strategies for teaching through the use
of good literature; and to learn techniques for assessing reading interests and selecting
materials.
IV. COURSE OBJECTIVES
Teaching Standards for Kansas Educators
Reading Specialist: Early Childhood through Late Adolescence/Adulthood; PreK-12
Standard # 1
The reading specialist demonstrates understanding of theories concerning literacy
development.
Knowledge
1. The reading specialist acknowledges the importance of literacy for personal and
social growth.
2. The reading specialist recognizes that literacy can be a means for transmitting moral
and cultural values.
Standard #2
The reading specialist demonstrates a knowledge base for reading.
Performance
9. The reading specialist teaches classic and contemporary children's and young adults'
literature, and easy-reading fiction and nonfiction for adults, at appropriate levels.
Standard #5
The reading specialist demonstrates understanding of the literacy environment in
relation to reading development.
Knowledge
1. The reading specialist recognizes and understands the need to create a literate
environment that fosters interest and growth in all aspects of literacy.
2. The reading specialist recognizes and understands the necessity of providing a variety
of multi-level texts and trade books to stimulate interest, promote reading growth,
foster appreciation for the written word, and increase the motivation of students with
literacy learning problems to read widely and independently for information, pleasure,
and personal growth.
3. The reading specialist recognizes the need to model and discuss reading and writing
as valuable lifelong activities.
4. The reading specialist understands that learners need to select from a variety of
written materials to read extended texts, and to read for many authentic purposes.
5. The reading specialist recognizes the need to provide opportunities for creative,
personal, critical, and evaluative responses to literature, including storytelling.
7. The reading specialist recognizes the need to use instructional and information
technology to support literacy learning.
V. REQUIRED TEXTS
Hancock, Marjorie R. A Celebration of Literature and Response: Children, Books, and Teachers
in K-8 Classrooms. 3rd Edition, NJ: Prentice Hall. ISBN# 0-13-110902-2
Lesesne, Teri. Making the Match: The Right Book for the Right Reader at the Right Time Grades
4-12, Stenhouse Publishers, ISBN# 1-57110-381-3
VI. REQUIREMENTS AND EVALUATION
A. ATTENDANCE
This is a web-based course; therefore, candidates will be doing all readings and assignments
individually. Candidates are encouraged to e-mail other classmates regularly for discussions,
questions, etc. No late work will be accepted! Because of speed variations of e-mail servers, it is
to the candidate’s advantage to e-mail early in order to avoid technical problems. It is also the
candidate’s responsibility to learn and understand the components of Angel.
B. ACADEMIC HONESTY
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:

giving or receiving unauthorized aid on examinations, preparation of notebooks,
papers, and other assignments:
 handing in the same work for more than one course without instructor permission;
 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 candidates, etc. the
candidate will be notified of the charge and will be immediately dropped from the
class. A grade of “XF” will be assigned to the student’s transcript.
C. ACTIVITIES
Homepage Update – 20 Points
Due: Thurs. Jan. 21
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.
C. Upload a picture of yourself
To view other's homepages, click on the "Communicate" tab, and click on "Course
Roster"
Note: If you have any technical problems uploading your photo, you are to contact the
Gorilla Geeks for technical assistance.
CHALLENGED BOOK PLAN
Due: Monday, Jan. 25
Read pages 175-77 (Hancock book) and pages 217-18 (Lesesne book) and the
Censorship folder of web links found on ANGEL External Links located under Lessons.
Submit a plan that includes the following:
 a statement of your obligation as a librarian to keep books on the shelves as
appropriate
 what your plan would be when someone challenges a book in your library
 your plan for book selection in your own library
This should be a fairly brief report, but one that demonstrates your clear understanding
of the issue of censorship and your role as a librarian. Include some type of form for
challenged books in your plan.
BOOKTALKS
Due: no later than Monday, March 29
Candidates will do one booktalk in their classroom or library on one of the children’s or
young adult books being read for this course. Please read the information on
booktalking found in “Booktalks” folder in Websites folder in Lessons.
Submit a reflection that contains the following information:
1. Bibliographic information on the book that was “talked”
2. Summary of how you presented the booktalk and to what group of students
3. Summary of student reactions to your booktalk.
4. Reflection on the success or problems with your booktalk.
5. A photo of you presenting the booktalk to students (See rubric)
LITERATURE CLUSTER
Due: Monday April 19
Candidates will create a new (not one previously used by you) literature cluster based
on concepts from the Hancock text, pages 380-390. Candidates will submit a document
that includes a photo of the literature cluster displayed in a classroom See guidelines
and rubric in Literature Cluster Folder found in Lessons .
YOUNG ADULT BOOK READINGS & READER RESPONSES
Due: Monday, Feb. 22
Read through the Lesesne book (I predict you'll really enjoy this book!) and chapters 1 &
2 (Hancock book) on Rosenblatt's Reader Response Theory.
Candidates will read four young adult books based on the following criteria. Each book
must be a winner or runner-up of a recognized young adult award, such as the Alex
Awards, Best Books for Young Adults, or the Michael Printz Award
(www.ala.org/yalsa/booklists/index.html), and be published no earlier than 2000. These
books need to be ones not previously read by you. These books are ones that middle
schoolers and high schoolers would choose to read. Please choose books from the
above listed awards only.
Prepare a document for each book that includes:
 a picture of each book. (May be copied from sites such as Amazon)
 a bibliography (book title, author, copyright date, publisher, award(s));
 a brief summary of the book; pertinent themes and diversity found;
 and your own personal reaction to the book.
 Also include two response activities for each book read, based on Rosenblatt's
theory of reader response found in the Hancock text. Each activity should keep
in mind the different learning styles of students, as well as their varying
interests. Each response should enhance the appreciation of the book and NOT
include worksheets, or other activities that trivialize the reading experience.
(See rubric)
CHILDREN'S BOOK READINGS & READER RESPONSES
Due: Monday, April 26
Read chapters 3-13 Hancock text
Candidates will read:
three picture books
two poetry books
one contemporary realistic fiction novel
one historical fiction novel
two traditional fantasy books (folk, fairy, tall tale, etc.)
one biography or autobiography
one modern fantasy
one informational/nonfiction
Each book must be either an award winner (state or national) or be reviewed in a
children's literature publication and be published no earlier than 2000.
(www.ala.org/parents/index/html) These books need to be ones not previously read by
you.
Prepare a document for each book that includes:
 a picture of each book
 a bibliography (book title, author, illustrator, copyright date, publisher, award or
review source)
 a brief summary of the book and its illustrations if applicable; pertinent themes
and diversity found
 your own personal reaction to the book
 include two response activities for each book read, based on Rosenblatt's theory
of reader response found in the Hancock text. Each activity should keep in mind
the different learning styles of students, as well as their varying interests. Each
response should enhance the appreciation of the book and NOT include
worksheets, or other activities that trivialize the reading experience. (See rubric)
DISCUSSION FORUM
Each candidate will participate in eight topics and also respond in kind to each group
members responses.
Discussion Forum Guidelines
Each candidate is required to participate in eight (8) discussion topics and also respond
to at least one other candidate’s responses to the topics. Each response should be
thoughtful, in-depth, and reflect evidence that the text has been read to assist in
discussing the topics. Responses should be grammatically correct with no spelling or
punctuation errors. When responding to the other group members' responses,
discussions will remain professional and thoughtful.
Remember, Great Minds Do Not Think Alike! You will not always agree with others'
responses. Keep discussions polite and professional in tone. Discussion Forum Topics are
found in Lessons.
Discussion Forum Topic #1
After reading chapters 1 & 2 (Hancock text), discuss your own interpretation of Louise
Rosenblatt's transactional theory of reader response. Use the terminology developed by
Rosenblatt to describe the interaction of the reader and the text in an
individual encounter with literature.
Due: Thurs. Jan. 21
Candidate responses due no later than Fri. Jan. 22
Discussion Forum Topic #2
Read Part III (Lesesne book). Discuss the role motivation plays in producing life-long
readers, not just school-time readers. Share your thoughts on what you believe will
produce motivated readers. Caution: Think twice before sharing any extrinsicallyoriented activity, such as prizes, points, etc.
Due: Thurs. Feb. 4.
Candidate responses due no later than Fri. Feb. 5.
Discussion Forum Topic #3
Read Part I: (Lesesne book). Discuss your plan for getting to know your students'
interests and their development into adolescence. How does this knowledge aid you in
choosing the right book for the right reader at the right time?
Due: Thurs. Feb. 18
Candidate responses due no later than Fri. Feb. 19
Discussion Forum Topic #4
Read Part II (Hancock book). Discuss one or more genres that you feel has been
neglected in either classroom or school libraries. What is your plan to increase interest
in these genres? Also include in your discussion the importance of appreciating cultural
and global diversity through children's literature.
Due: Thurs. March 4
Candidate responses due no later than Fri. March 5
Discussion ForumTopic #5
Read Part III (chapters 9-13, Hancock book) and discuss the importance of celebrating
responses to literature. Share ideas that you use or would like to use with your students
that will further their appreciation of the literature read.
Due: Thurs. March 25
Candidate responses due no later than Fri. March 26
Discussion Forum Topic #6
Read Part II (Lesesne book) and discuss anything from the chapters that is important to
you.
Due: Thurs. April 8
Candidate responses due no later than Fri. April 9
Discussion Forum Topic #7
Read Chapter 15 (Hancock text) and discuss the importance of assessment in literaturebased programs. Share how you can or have used some of the assessments discussed in
the chapter.
Due: Thurs. April 22
Candidate responses due no later than Fri. April 23
Discussion Forum Topic #8
Read the Epilogue: Continuing the Celebration (p. 447-450) of the Hancock text.
Discuss ways that you will begin your own celebration of literature and response with
students and how you will continue your growth in children’s and young adult literature
and reader response to literature.
Due: Thursday May 6
Candidate responses due no later than Fri. May 7
Tegrity Viewings
There will be three (3) Tegrity recordings that you will view throughout the
semester. Each one will be announced to you as to your time frame of viewing. The
recordings will NOT be available for you to view until you receive an email from me
giving you dates and deadlines for viewing. Following the viewing you will need to
send to me an email briefly stating your reaction to the recording, such as new
knowledge, added insight, etc.
Due Dates will be announced. Each viewing is worth 20 points, 60 pts. total.
C. GRADING Pts. Possible
Home Page Creation:
Challenged Book Plan
Young Adult Book Reading
& Reader Responses
Children's Book Reading
& Reader Responses
Book talk
Literature Cluster
Discussion Board Participation:
Tegrity Recordings
20 points
20 points
(four books x 20 points each = 80 points)
(twelve books x 20 points = 240 points)
25 points
100 points
(eight events 20 pts. each = 160 points)
(3 viewings, 20 pts. each= 60 points)
GRADING SCALE
A
90 – 100%
B
80 – 89%
C
70 – 79%
D
60 – 69%
F
0 – 59%
When we read a story we inhabit it. The covers of the book are like a roof and four
walls. What is to happen next will take place within the four walls of the story. And
this is possible because the story's voice makes everything its own.
--John Berger