ENG 254.03 Children's Literature, Fall 2013
Tuesdays and Thursdays, 11:00 AM – 12:27 pm, Room 107, Jackson North Campus
Instructor: Martha Petry
Email: petrymarthaj@jccmi.edu
Phone: 517-796-8530
Office: BW 244 Office Hours: 8-11 MW, 5:30-6 W, after class, and by Appointment
Course Description: “Students survey the various genres of children’s literature from a critical
point of view. Course emphasizes developing student competency in oral reading and
presentation of children’s literature.” Prerequisite: ENG 131
Text: Literature and the Child, Lee Galda and Lawrence Sipe, 8th Edition, ISBN: 978-1-133-60207-1
The Course: This course examines outstanding children's literature and explores ways to introduce
literature to young readers. The course provides a comprehensive, activity-based literature
program for children at the preschool, primary, and junior high school levels. The first part of the
course gives a historical overview of children’s literature and the social and cultural forces
that have influenced it. The second part of the course addresses ways to develop
responsive readers and a literature-based curriculum. The third part of the course
examines the many genres of children literature and best teaching practices in using
children’s literature. Often we work in small groups as we read and share with each other
hundreds of literary works for children.
Course Objectives, Student Outcomes, and Assessment Criteria for ENG 254
(These course objectives mirror the Skills and Behaviors, described in ADO 5—Aesthetics)
1. Meaning/Understanding—Understands the historical, cultural, and social contexts of
children’s books; distinguishes features of various genres (measured through Quizzes;
Reflective Journals);
2. Analysis and Interpretation—Applies methods of analysis and interpretation via writing and
speaking. Confidently and fluently uses discipline-specific language to support critical
reflection (measured through Reflective Journal; Genre Project; Lesson Plans for In-Class
and On-Site Presentations);
3. Engagement—Initiates and sustains discussions about children’s book authors and genres of
children’s literature (measured through Participation in Small Group Projects and
Discussions);
4. Evaluation— Differentiates between outstanding and lackluster children’s books, based
upon aesthetic criteria and children’s development (measured through Selections of
Books for In-Class and On-Site Presentations);
5. Appreciation— Approaches children’s books with openness and interest; appreciates the
world of the creative imagination as a form of knowledge expressed in formal discussion
or writing (measured by Mid-term and Final Course and Self-Evaluations);
6. Speaks clearly, concisely, and intelligibly, measured by oral reading of children’s books and
presentation of children's books through lesson plans and interactions;
7. Exhibits through writing an Awareness of Purpose and Audience, Organizational and
Development Skills, Meaning and Understanding—these writing skills are measured in
reflective journals, the genre project, and narrative of on-site presentation;
8. Works productively with other students in gaining understanding of Children's Literature
and in the design and execution of presentations and projects, measured through
participation, interaction, and completion of small group projects;
9. Explores culturally diverse works of children's Literature and discovers similarities and
differences with other cultures, measured through multicultural project and on-going
explorations of culturally diverse Children's Literature in journals.
These course objectives reinforce JCC’s Associate Degree Outcomes. The Board of Trustees has
determined that all JCC graduates should develop or enhance certain essential skills while enrolled
in the college. Several of these Associate Degree Outcomes are addressed in this class, including
communicating clearly, concisely, and intelligibly using both written and oral communication skills,
ADO #1 and #2; working collaboratively with others, ADO #9, and understanding aesthetic
experience and artistic creativity, ADO #6.
Course Work: Participation is absolutely essential. This means reading, discussing and presenting
assigned "texts" (the textbook and children's literature). Participating fully demands thinking
about the ideas that permeate the course and expressing your own ideas in class discussion. You
will also participate through both group and individual hands-on activities including dramatic
readings, storytelling, art projects, and creating a children's book. These will help you build a
portfolio of teaching ideas and activities from which to draw upon as you prepare to introduce
children to the world of literature. Absences: If you are absent for any reason, you need to contact
me before class begins so that small group work can proceed smoothly. After two absences, your
final grade will be lowered one full grade for every subsequent absence.
Grading:
12 Chapter Quizzes Journal of ideas, Responses to Text, Literature, Activities,
Design and Presentation of Two Hands-On Activities
Creation and Execution of Children's Book
30% of your final grade
30% of your final grade
30% of final grade
10% of your final grade
COLLEGE ACADEMIC HONESTY POLICY
Academic honesty is expected of all students. It is the ethical behavior that includes producing
their own work and not representing others’ work as their own, either by plagiarism, by cheating,
or by helping others to do so. Plagiarism is the failure to give credit for the use of material from
outside sources. Plagiarism includes but is not limited to: Using data, quotations, or paraphrases
from other sources without adequate documentation; submitting others’ work as your own, and,
exhibiting other behaviors generally considered unethical.
Please let me know what I can do to help you in your learning or comfort.
Tutors (plus additional services for academic success) can be accessed by calling 796-8415 or by
stopping by the Center for Student Success, Bert Walker Hall Room 123.
Students requiring special assistance (including those affected by the Americans with Disabilities
Act) should contact the Center for Student Success. This is the first step in acquiring the
appropriate accommodations to facilitate your learning.
Children’s Literature Calendar of Activities, Weeks 1-8
Week of August 27
Tuesday: Handouts: Course Description/Syllabus. Calendar of Activities. How to Keep
Response Journal. Complete School Volunteer Record Check.
Assignment: Write Introductory Letter to Martha. Begin reading Chapter 1,
Children’s and Adolescent Literature, 3-36. Begin Journal #1: First, respond to 2
Ideas, Issues, Insights in this Chapter. Next, write your thoughts, reactions,
impressions, and concerns about this week’s classes. See Journal Handout for More
Info. Remember that your entries should not be notes, but should be reflective
connections with your own personal experiences and your own observations. Please
bring to class on September 4th your favorite book when you were a child. If you no
longer own this book, don’t worry. Just be prepared to discuss it. Also bring to class
two picture books—one from the past (preferably before 1960) and one that was
recently published (from 2000-2013).
Thursday: Collect Introductory Letters. Introductions. Discuss Course Concerns.
Discussion: What is children’s literature? What influences are shaping the books now
being published? In Class Journal Writing re: your favorite book.
Assignment: Complete reading of Chapter 1 for Quiz #1 on Tuesday, September 3.
Please bring to class on September 3rd your favorite book when you were a child. If
you no longer own this book, don’t worry. Just be prepared to discuss it. Also bring to
class two picture books—one from the past (preferably before 1960) and one that
was recently published (from 2000-2013).
Week of September 3
Tuesday: Chapter 1 Quiz at the Start of Class. Collect Journal Responses; Discussion of
Journal Responses. In Class Writing: Favorite Book.
Assignment: Begin reading Chapter 2, Literature in the Lives of Young Readers, 3756. NO JOURNAL—I’ll be reading your first set of journal entries and will give you
comments about your journal writing, what goes well, where development is needed.
Thursday: Compare Picturebooks of Past and Present, in Small Groups (Handout).
Assignment: Complete reading of Chapter 2 for Quiz #2 on Tuesday, September 10.
Week of September 10
Tuesday: Chapter 2 Quiz at the Start of Class. Return Journals—Discuss improvements.
Read class examples. Discussion: Positive and Negative Experiences with Reading in
Classrooms. Who are you as an aesthetic reader and when and why do you find
yourself in efferent mode? Begin Journal #2 Responses for Chaper 11
Assignment: Begin reading Chapter 11, Literature-based Instruction: Kindergarten
through Third Grade, 333-351.
Thursday: Discussion of Response Activities. Modeling of Reading Aloud, Asking Effective
Questions, and Planning Response Activities to Winn Dixie; Small Group Project:
Response Activities.
Assignment: Complete reading of Chapter 11, Literature-based Instruction:
Kindergarten through Third Grade, 333-351. Select one children’s book and practice
reading it aloud. Make sure that you bring this book with you to our next class
meeting, September 17th; you will be reading it to a small group. Read and Review
Handouts: Tips for Reading Aloud, Asking Effective Questions. Complete Journal #2:
Respond to 2 Ideas, Issues, Insights in this Chapter and also select one particular
activity, idea, and write your thoughtful reflections and connections.
Week of September 17
Tuesday: Chapter 11 Quiz at the Start of Class. Collect Journal Responses. Practice reading
aloud in small groups and asking open-ended effective questions. Develop Reading
Aloud Response for Journal.
Assignment: Begin reading Chapter 12, 353-369, Response-Centered, LiteratureBased Instruction in Intermediate Grades and Middle School. Begin Journal #3:
Respond to 2 Ideas, Issues, Insights in this Chapter and include your thoughtful
reactions to this week’s class. Review 2nd part of Journal Handout to ensure that you
are fully addressing what, how, and why you learn (or don’t ) through class activities.
Thursday: Explore Personal Attitudes and Beliefs through an- Class Writing re: 9-11 and
September Roses.
Assignment: Complete Chapter 12, 353-369, Response-Centered, Literature-Based
Instruction in Intermediate Grades and Middle School. Complete Journal #3 for
September 26th due date.
Week of September 24
Tuesday: No Class Project Success Day!
Thursday: Chapter 12 Quiz at the Start of Class. Collect Journal Responses. Peruse
contemporary realistic fiction intermediate and advanced children’s books: graphic
books, homelessness, gender stereotypes, ideology, cultural diversity). Assign
Picture Books for October 1st Small Group Thematic Project—Content: 1) Board
Books and Participation Books, 2) Concept Books, 3) Alphabet Books, 4) Counting
Books, 5) Wordless Books (and Books with very sparse text), and 6) Predictable or
Patterned Books.
Assignment: Read these specific pages in Chapter 3, Picturebooks: A Unique Format in
Children’s Literature, 57-70 and 101-135. Remember to bring to class books your
group’s assigned books. These books are needed for our small group activity, Oct. 1
and October 3. No Journal.
Week of October 1
Tuesday: Chapter 3 Quiz on these specific pages 57-70 and 106-123 at the start of class.
Small Group Projects involving exploration and evaluation of themes. 1) Board Books
and Participation Books, 2) Concept Books, 3) Alphabet Books, 4) Counting Books, 5)
Wordless Books (and Books with very sparse text), and 6) Predictable or Patterned
Books. In Class work/writing: Ideas re: Your Children’s Book.
Assignment: Read pp. 70-106, Chapter 3. These pages for on Illustration, Artistic
Style, and Overall Design Elements. Journal #4: Complete Mid-term Evaluation.
Thursday: No Quiz on pages 70-106. Collect Mid-term Evaluations. Begin an assorted
array of Small Group Activities with Picture Books, Artistic Elements, Illustration,
Format. Oral Report-Outs. Review Criteria for Individual Presentations. Make
selections for In-Class Genre Presentations and Response Activities.
Assignment: Journal #5: Response to 2 ideas, issues, insights in the Chapter on
Picturebooks and your reflections about October 1 or October 3 Class.
Reminder: Begin preparing for In-Class Projects/Presentations. To work effectively
and efficiently, bring genre books to discuss with your fellow presenters. Some of
October 8 class will be devoted to your planning with your team. All of Sept. 10th
class will be devoted to design of your presentation. It is essential that you attend
so that your group can plan roles, layout and design of your presentations and
response projects.
Week of October 8
Tuesday: Collect Journals. Distribute Handout: 2nd Part of Course Calendar of Activities.
Martha’s Model of Folklore Presentation. Questions and Concerns re: genre
presentations and projects. Some In-class time is for you to plan your in-class
presentation with your team.
Assignment: Investigate web sites, search the internet for teaching ideas, interviews
with authors, response activities, etc.
Thursday: Class time is devoted to your presentation work.
Assignment: Read Chapter 4, Poetry and Verse, 127-156. Journal #6: Response to 2
Ideas, Issues, Insights in this Chapter. No Response to Class is needed since you are in
Phase I of your partner/group/self evaluation of your process and progress re: InClass Presentations.