ED 324B Children’s Literature and Writing
Professor :
Phone:
Louise Auclair, CSC, Ph. D.
897-8572
Class: T,R, 10:00-11:15 AM
E-Mail: lauclair@rivier.edu
Office Hours: M,W 1:00-4:00; T, R 11:30-12:00 Noon, 1:00-3:30 or other times by appointment
Number of Credits : 3
Course Description : This course explores the various genres of children’s literature. Students will learn to evaluate good literature and to use it appropriately in the reading program in the elementary classroom. Students will read a wide variety of children’s literature and share this in a variety of ways in the Ed 324 classroom. Writing will be used frequently to support the reading. Students will also develop projects that require application of the knowledge acquired in this course.
Required Texts :
Jacobs, J.S. & Tunnel, M.O. (2004). Children’s literature, briefly . Upper Saddle River,
N.J.:Prentice-Hall.
Website: http://www.prenhall.com/jacobstunnell
New Hampshire State Department of Education (1995). K-12 English language arts curriculum framework. Concord, NH: NH Department of Education.
Website: http://www.ed.state.nh.us/curriculumframeworks/k-122.htm
Course Objectives: Students will:
 Acquire a knowledge of children’s literature in order to help children develop a lifetime appreciation of literature;

Participate in a variety of writing experiences;

Develop Writing lessons using the Rivier College Lesson Plan Guidelines;

Become familiar with some of the writing programs available for teaching children how to write;

Identify characteristics of each genre of literature, such as traditional literature, modern fantasy, realistic fiction, historical fiction, poetry, and nonfiction;
 Use accepted criteria for evaluating children’s literature;


Develop strategies for using literature with students in the classroom;
Develop a familiarity with book selection guides;

Identify well-known authors and illustrators of children’s literature and their works;
 Read, analyze, and discuss children’s books for the purpose of recognizing quality literature;
 Use the INTERNET to find information relevant to children’s literature; and integrate various aspects of technology in their presentations and/or the activities created for students;
 Enjoy children’s literature.

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State Standards:
The course addresses the following New Hampshire Standards for Elementary Education certification (Ed 612.04):
Standard b.5.a Discuss all content areas taught in the elementary schools…children’s literature .
Evidence: Students will demonstrate:
 an understanding of the various genres, and the literary and visual elements applicable to children’s literature.
See Course Requirements #1, 3, 5, 8, and 10
 familiarity with authors and illustrators who have made or are making significant contributions to children’s literature.
See Course Requirements #1, 2, 3, 5, and 7
 the ability to identify and use appropriate children’s literature throughout the content of a school curriculum.
See Course Requirements #1, 4, 8, and 9
 the ability to evaluate the literary genres according to specific criteria.
See Course Requirements #1 and 10
 knowledge of multicultural literature.
See Course Requirements #1 and 5
Standard b.5.f Use a variety of methods and materials
Evidence: Students will demonstrate:
 an understanding of the commonly available sources that support the ability to maintain currency with present and future publications in the children’s literature field.
See Course Requirement #1, 2, and 3
 knowledge of various resources available to the classroom teacher.
See Course Requirements #1, 2, 4, 7, and 8
 knowledge of various ways of presenting children’s literature.
See Course Requirements #1, 2, 3, 4, and 8
Standard b.5.h Use audio-visual and electronic technology as integral parts of the teaching process
Evidence: The students will demonstrate:
 knowledge of audio-visuals and technological devices available on children’s literature.
 knowledge of the types of information available on INTERNET to assist teachers and students about children’s literature.
See Course Requirements #1, 2, 3, 4, and 8
Curriculum Standard 4 - Literature of the K-12 English Language Arts Curriculum Framework is also addressed in this course.
Evidence: The students will demonstrate:
 competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
See Course Requirements and Course Outline

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NETS-T Standards
The course also address the following NETS-T Standards:
2a. Planning and Designing Learning Environments and Experiences
– Teachers plan and design effective learning environments and experiences supported by technology by designing developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
See Course Requirements #1, 4, 8
2c. Planning and Designing Learning Environments and Experiences – Teachers plan and design effective learning environments and experiences supported by technology by identifying and locating technology resources and evaluating them for accuracy and suitability.
See Course Requirements #1, 2, 4, 8
4a. Assessment and Evaluation – Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies by applying technology in assessing student learning of subject matter knowledge and skills using a variety of assessment techniques.
See Course Requirements #1, 4
5a. Productivity and Professional Practice –Teachers use technology to enhance their productivity and professional practice by using technology resources to engage in ongoing professional development and lifelong learning.
See Course Requirements #1, 2, and 7
5b. Productivity and Professional Practice –Teachers use technology to enhance their productivity and professional practice by continually evaluating and reflecting on professional practice to make informed decisions regarding the use of technology in support of student learning.
See Course Requirements #1, 4, and 7
5c. Productivity and Professional Practice –Teachers use technology to enhance their productivity and professional practice by applying technology to increase productivity.
See Course Requirements #1, 2, 4
5d. Productivity and Professional Practice –Teachers use technology to enhance their productivity and professional practice by using technology to communicate and collaborate with peers, parents, and the larger community to nurture student learning.
See Course Requirements #1, 2, and 4
Teaching Strategies:
The course will include: large and small group discussions, activities, lecture, videos, projects, and individual/group presentations.
Writing Assisted Course:
Formal Writing activities will include:
Author/Illustrator paper (minimum of 6 pages)
Students will receive peer and instructor feedback on their paper and will use the information to revise their final draft.
Lesson Plan to teach writing (minimum of 6 pages)
Students will receive peer and instructor feedback on their paper and will use the information to revise their final draft.
Informal Writing activities will include:

Students will have the opportunity to write for 5 minutes or more in most classes.
Sometimes the writing will be in their reflection journals and other times they will do a
“quickwrite” on a specific topic.

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
Internet paper 1 or 2 pages

Biography on a classmate

Group poem

Midterm exam

Final Reflection

1 or 2 pages
1 page
3 pages

Final Exam

Lesson Plan to teach reading
2 or more pages
2 pages
6 or more pages
Other possibilities may include: writing a different ending to a story writing from a different point of view writing a children’s book
Americans with Disabilities Act (ADA): Rivier College wants to provide reasonable accommodations to students with disabilities. To accomplish this goal effectively and to ensure the best use of our resources, timely notice of a disability must be provided to the Office of Special Services for verification and for evaluation of available options. Any student whose disabilities fall within ADA should inform the instructor within the first two weeks of the term of any special needs or equipment necessary to accomplish the requirements for the course. To obtain current information on this procedure, contact Kate
Ricci, Special Services Coordinator, extension 8497, or see the Web Page @ www. Rivier.edu
1.
Class Attendance and Participation: Students are expected to attend each class prepared and to arrive on time. They must complete the assigned readings in order to participate in class discussions or group activities. When required, they must be prepared to present books that correspond to the genre discussed in class. Students will also become familiar with programs available to teach writing in the elementary schools, with audiotapes, videotapes, and CD-ROMS available for this subject. In addition, students will experience literature circles, reading aloud, journal writing, lesson planning, and
SSR (Sustained Silent Reading). Because this is a writing assisted course, students will have the opportunity to write in most classes.
2.
Internet: Students will use the Internet in order to become familiar with ways that it can be useful for children's literature. They will write a one or two page paper to report their findings.
3.
Author/Illustrator Paper: Students will research an author/illustrator and prepare a report which will convince other “teachers” to choose this person as one of the three authors and/or illustrators that will be taught during the coming year. A rubric with more specifics will be available. Students will share their findings with the class in a creative way either by preparing a brief commercial, a brochure, a newsletter, or other mode of publicity of their choice. Use of technology and audiovisual aids are highly recommended. Because this paper is one of the formal writing assignments for this course, students will receive feedback from their peer(s), revise their draft, receive feedback from the instructor, and prepare a final draft of their paper.
4.
Lesson Plans/Teaching Activities: Students will develop two lesson plans and create accompanying teaching materials. Students should try to integrate technology in their lessons/activities. A rubric will be provided for assessing the lesson plans.

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The second lesson plan will be the other formal writing assignment for this course.
Students will receive feedback from their peer(s), revise and present their revised copy to the instructor for additional feedback.
5.
Card File/Data Base: Students will prepare a card file or a database of the books read during the course. Each entry must include: title, author, publisher, copyright date, award(s), grade level, genre, skill(s) or concepts that could be taught, and a brief comment. Students will be required to read a specific number of books from each of the various genres. (See Rubric)
6.
Required Readings – Children’s Books:
Sachar, Louis. (1998). Holes. NY: Farrar, Straus & Giroux, Inc.
Hiaasen, Carl. (2002). Hoot. NY: Random House, Inc.
7.
Midterm Exam
8.
Theme Project: Students will choose a topic and will find books on various genres and levels that will be appropriate to teach a unit on that topic. They will use the software program INSPIRATION to present their final product.
9.
Bulletin Board: Students will create a bulletin board that correlates with a topic related to Children’s Literature.
10.
Reflection: At the end of the course students will write a reflection on how their knowledge of children’s literature has changed as a result of taking this class. A rubric will be provided to assist them with this reflective piece.
Final Exam: Students will analyze a nonfiction book, highlight some of its features, and apply the evaluation criteria.
Course Requirements and Assessment:

Attendance & Participation NB. Failure to participate, absences, and/or tardiness will affect the final grade.
Points for Attendance & Participation :
100 points
Participation 25
Attendance 25 X 3 75

Internet Project (1 to 2 page paper)
Due: Jan. 25
10 points

Author/Illustrator Paper Due: April 21
Minimum of 6 pages, and
Oral/Visual Presentation date TBA

Lesson Plans/Activities (2 @ 100 points each)
Due: Feb. 22 and March 22
1 st lesson plan will receive instructor feedback
2 nd lesson plan will receive peer feedback, include revision, and instructor feedback

Card File/Data Base
Deadline: April 26
50 points
200 points
25 points

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
Midterm
Feb. 22

Theme Project:
Due: April 28

Bulletin Board Due: See sign-up sheet
100 points
10 points
5 points

Final Exam/Reflection
May 5
Final reflection (2 or more pages)
100 points
Final exam (1 or more pages for the analysis of the
Nonfiction book)
TOTAL POINTS 600 points
NB.
All written assignments will be evaluated on content, correct spelling, correct grammar and sentence structure, neatness, and punctuality (turned in on time). Rubrics will be available for each assignment.
Two or more points will be subtracted from the final points of each assignment submitted late, unless special arrangements were made prior to the due date.
Classroom Policies: Students are expected to arrive before the scheduled time and be prepared to participate in class. Attendance at all classes is expected; lack of attendance and/or tardiness will impact the grade. They are also expected to stay on task and interact with all members of the classroom community with respect. The professor will adhere to scheduled class time, beginning and ending on time as often as possible. Students are responsible for all material covered in class regardless of absences. Students who must miss class should notify the professor and report the absence. (X8572 or lauclair@rivier.edu). Two or more consecutive absences will be reported to the Dean’s office.
Tentative Course Outline
Jan. 18
Jan. 20
Introduction, What Is Children’s Literature, Why We Read? What Is a Good
Book? Assignment (for next class): Read Chapter 1 pp. 4-11, Chapter 2 pp. 14-
20, Chapter 3 pp. 22-33.
Genres and Newbery, Caldecott, and Coretta Scott King Awards, Journal
Reflection, Assignment (for next class): Read Chapter 6, pp. 66-69; Internet assignment due Tuesday.
Bulletin Board Display #1
Jan. 25
Jan. 27
Literary Elements, Journal Reflection, Internet Assignment Due Today.
Assignment (for next class): Read Chapter 5 pp. 50-62.
History of Children’s Literature, Quickwrite, Assignment (for next class):
Read Chapter 4 pp. 36-45.

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Feb. 1 Artists and Their Illustrations, Quickwrite, Video: How a Picture Book Is Made.
Assignment (for next class): Read Chapter 13, pp. 174-181.
Feb. 3 Picture Books, Journal Reflection, Assignment (for next class): Read Chapter
17 pp. 246-256, and Chapter 18 pp. 262-268.
Feb. 8
Feb. 10
Feb. 15
The Reading Process, Read Aloud, Techniques for Reading Aloud, Picture Walk.
Journal Reflection, Assignment (for next class): Read Chapter 19, pp. 270-280.
Group Work on Reading Lesson Plans. Assignment (for next class): Read
Chapter 20, pp.284-293, and Chapter 15, pp. 216-222.
Multicultural and International Literature, Group Work on Reading Lesson Plans,
Quickwrite, Assignment (for next class): Continue to work on lesson plan which will be due Feb. 22
Feb. 17 Multicultural and International Literature, Introduce Literature Circles, Journal
Reflection, Assignment (for next class): Complete Lesson Plan #1 for next class.
Feb 22
Bulletin Board Display #2
Midterm, Lesson Plan #1 is due. Assignment (for next class): Read Holes by
Louis Sachar, pp. 3-76, Begin to work on the Writing Lesson Plan #2.
Feb 24 The Writing Process. Journal Reflection on Holes, Literature Circles #1.
Assignment (for next class): Read Chapter 7, pp. 72-82; read Holes, pp. 77-151.
Work on lesson plan.
Mar. 1 Traditional Literature, Literature Circles #2. Assignment (for next class): Read
Holes, pp. 152-end; read Chapter 21, pp. 296-311.Draft of lesson plan due today.
Mar. 3 Traditional Literature, Literature Circles #3. Assignment (for next class): Read
Chapter 8 pp. 88-94, and Ch. 22 pp. 314-325, Peer review of lesson plan.
Mar. 8 & 10 Winter Break
Mar. 15 Modern Fantasy, Journal Reflection. Students will receive their peer review and use the feedback to revise their lesson plan. Assign. Work - Author/Ill. paper
Mar 17 Modern Fantasy, Media and Technology, Quickwrite, Research on
Author/Illustrator paper should be in progress. Assignment (for next class):
Read Chapter 16, pp. 232-240. Revised Writing Lesson Plan #2 due next class.
Mar. 22 TBA. Revised Lesson Plan due today. Assignment (for next class – Tues.):
Read Chapter 9 pp. 102-109, Hoot pp. 1-84. Bring draft of part 1 of your author/illustrator paper.
Mar 24 No class – Holy Thursday

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Mar. 29
*** Saturday, March 26, Children’s Authors Fair at the Derry Village School***
Mar. 31
Contemporary Realistic Fiction, Peer review of part 1. Assignment (for next class): Read Hoot pp. 85-124. Bring draft of part 2 of your author/illustrator.
Contemporary Realistic Fiction, Censorship, Peer review of part 2 of your paper.
Assignment (for next class): Read Chapter 10, pp. 116-122, and read Hoot pp.
125-179. Bring in the draft of your persuasive statement.
Bulletin Board Display #3
Apr. 5 Historical Fiction, Journal Reflection, Peer review of persuasive statement.
Assignment: Read Hoot pp. 180-228. Use feedback from the peer review to prepare a revised draft of your paper for instructor. Revised draft due on April
12.
Apr 7 Historical Fiction, Journal Reflection, Author/Illustrator Presentations #1.
Assignment: Read Hoot pp. 229-292, and read Chapter 11, pp. 130-136.
Apr.12 Biography, Journal Writing, Author/Illustrator Presentations #2.
Revised draft of Author/Illustrator paper is due today. Assignment: Read Chapter 12, pp.
146-161.
Apr. 14
Apr. 19
Nonfiction/Information Books, Journal Reflection. Author Illustrator
Presentations #3
Nonfiction/Information, Journal ReflectionAuthor/Illustrator Presentations #4.
Assignment (for next class): Read Chapter 14, pp. 194-208. Completed
Author/Illustator paper due April 21.
Apr. 21
Bulletin Board Display #4
Poetry, Author/Illustrator Presentations #5. Author/illustrator paper due today. Assignment: Work on Card File.
Apr. 26
Apr. 28
May 5
Poetry.
TBA,
Card File/Data Base due today.
Theme Project is due today and share it with class
Final Exam/Reflection Time: 9:00-11:00 AM

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BIBLIOGRAPHY
Cullinan, Bernice E., and Galda, Lee. Literature and the Child, 4 th edition, New York: Harcourt
Brace & Co. 1998.
Daniels, Harvey. Literature Circles. York, ME: Stenhouse Publishers. 1994.
Harris, Violet J. ed. Teaching Multicultural Literature in Grades K-8. Norwood, MA:
Christopher-Gordon Publishers, Inc. 1993.
Lukens, Rebecca J. A Critical Handbook of Children's Literature, 7th edition. Boston,MA: Allyn
& Bacon. 2003.
Norton, Donna E. Through the Eyes of a Child, 6th edition. New Jersey: Prentice-Hall Inc. 2003.
Ramirez Jr., Gonzalo & Ramirez, Jan Lee. Multiethnic Children's Literature. New York: Delmar
Publishers. 1994.
Trelease, Jim. The Read-Aloud Handbook, 4th edition. New York: Penguin Books. 1995.
JOURNALS
Book Links
Bookbag
The Horn Book
Language Arts
The Reading Teacher
Booklist
Childhood Education
Instructor
The New Advocate
Teaching PreK-8
REFERENCE MATERIALS
Children's Literature Awards and Winners 3rd edition. 1994
REF Z 1037.A2 C545
Children's Literature Review Vol. 1-31 REF PN 1009.A1 C5139
The Horn Book Guides REF Z 1037.H67
Lima, Carolyn W., & Lima, John A. A to Zoo Access to Children's Picture Books, 5th edition.
New Jersey: RR Bowker. 1998. REF Z 1037.L715
Kingman, Lee. Newbery and Caldecott Medal Books 1966-1975. Hornbook. 1975. REF Z
1037.A2 N48.
Silvey, Anita (ed.). Children's Books and Their Creators. New York: Houghton Mifflin Company.
1995. REF PN 1009.A1 C5424
Something About the Author Vol. 1-130 REF PN 451.S6