University of the Cumberlands
Education Department
REOL 536: Young Adult & Children’s Literature
3 Credit Hours
Fall, 2nd Bi-Term 2011
Class Time: Tuesday, 8:00 – 9:30 p.m.
Kentucky Teacher Standards
I
X
II
III
IV
V
VI
VII
VIII
IX
X
XI
XII
X
X
X
X
X
X
X
X
X
X
Standard 1:
The teacher demonstrates applied content knowledge.
Standard 2:
The teacher designs and plans instruction.
Standard 4:
The teacher implements and manages instruction.
Standard 3:
The teacher creates and maintains learning climate.
Standard 4:
The teacher implements and manages instruction
Standard 6:
The teacher demonstrates the implementation of technology.
Standard 7:
The teacher reflects on and evaluates teaching and learning.
Standard 8:
The teacher collaborates with colleagues, parents and others
Standard 9:
The teacher evaluates teaching and implements professional development
Standard 10:
The teacher provides leadership within the profession, school, community
Standard 11:
The teacher demonstrates the dispositions: caring, a strong work ethic, critical and creative thinking,
and a commitment to excellence.
Standard 12:
The teacher demonstrates a commitment to the Kentucky Education Professional Code of Ethics and
professional integrity.
NETS – National Educational Technology Standards
I
II
III
IV
V
NCTE – National Council for Teachers of English Standards (pre—service)
II
III
IV
Unit’s Conceptual Framework - The Department of Education at University of the Cumberlands has adopted the motto “Reflective
Constructors of Quality Learning Experiences through Critical Thinking” to communicate the key concepts of the conceptual framework for its
professional education programs. The goal is to ensure that candidates become reflective constructors of quality learning experiences through
critical thinking based on Christian values, respect for the truth, and concern for humanity. Emphasis is placed on providing experiences that
help all students learn. Each certification program is connected to this philosophy as shown in the logo, at the Conceptual, Strategic,
Evaluative or Communicative knowledge base. Course Alignment with the Conceptual Framework- Using the University’s Conceptual
Framework as a guiding principle, this course encourages candidates to examine their own learning through constructive methods. As such,
self-reflection is required on a continuous basis. For every assignment completed, candidates discuss strengths and growth areas and explore
methods for classroom implementation, exhibiting application of learning. Critical thinking is promoted through an evaluative Socratic
questioning approach to discussions.
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)
p. 2 of 16
University of the Cumberlands
REOL 536 - Young Adult and Children’s Literature
Professor: Dr. Melissa Gibson
E Mail Address: libramadre@gmail.com
Course Wiki: http://drjo.pbworks.com
Office Hours: Virtual – Please use the gmail account for communication
Recommended Materials: No text has been chosen for this course. I strongly recommend that you borrow
or buy used (any copyright within last 5 years) one of the following for reference.



Donelson, K.L. & Nilsen, A.P. (2004). Literature for today’s young adults. Boston: Pearson.
ISBN: 0205410359
Elliott, J.B. & Dupuis, M.M. (eds.) (2002). Young adult literature in the classroom: Reading it,
teaching it, loving it. Newark, DE: International Reading Association. ISBN: 0872071731
Lynch-Brown, C. L. & Tomlinson, C.M. (1999). Essentials of children’s literature. Boston: Allyn
& Bacon. ISBN: 0205281362 (Note: I get a LOT of information from this one!)
Required Materials: In addition, please get the following books for our three literature circles:
 Peck, R. (1995). The last safe place on Earth. New York: Bantam. (any publisher is fine)
 Pfeffer, S. (2006). Life as we knew it. Orlando: Harcourt.
 Say, A. (1993). Grandfather’s journey. Boston: Houghton Mifflin.
Finally, choose at least FOURTEEN or more additional books as directed from the genres listed below to
borrow from your library (buy only if you have to) from the lists beginning on page 6. If you choose from a
different list (such as one in the recommended texts or awards lists you can find on the Internet), be sure to
tell about that in your Response Journal.
Other materials for the course can be found in each week’s online notes and/or the suggested Internet sites
and online articles. Most reading materials are contained in the body of the course (except for the selfselected children’s and young adult novels). If you can get a text, you will get more in-depth information
about the topics.
Catalog Description: Designed to encompass all grade levels. Children’s books and young adult novels
with varying topics and maturity levels will be examined with a focus on how to incorporate them into the
curriculum. Opportunities to discover a study on the importance technology plays in teaching literature. 3
semester hours.
Course Description/Format/Pedagogical Features: This course is designed as an introductory course to
acquaint candidates with all major genres of children’s and young adult literature. A variety of authors and
illustrators will be investigated as well as current trends and issues. Course content emphasizes the
selection and integration of literature in the classroom and across the curriculum, with particular focus on
technology integration. Candidates are expected to engage in critical thinking and educational professional
development by exploring NCTE and NETS learned society standards and by taking an active role in
online discussions.
Course Guidelines and Behavioral Expectations: Candidates are expected to participate in weekly chats
and discussion boards in addition to completing assessment tasks. Failure to do so will reflect negatively
on your educational dispositions and will result in loss of points. If an absence from scheduled chat is
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)
p. 3 of 16
unavoidable, students are expected to notify instructor immediately via email. All work is to be submitted
on or before the documented due date. If the candidate experiences technology glitches, the instructor is to
be notified as soon as possible to discuss troubleshooting. In this class you are part of a learning
community, which means that not only are you responsible for your own learning, you also work with
others so that everyone can experience success. Also, plan to:





Complete readings and assignments on time
Be prepared to spend a minimum of 2-3 hours outside of class for each hour in class (you will
probably spend way more)
Be prepared to discuss material and ask questions each week for each session and discussion board
Attend class sessions. If problems arise, consult with instructor before missing class
Plan your reading the first week, so you can find the books you will need.
The wiki and links to candidate blogs for the class will be posted on the course wiki:
http://drjo.pbworks.com. Please follow that URL and request access right away.
Course Requirements and Evaluation: In this course, the candidate will meet Course Objectives by
primarily reading and responding to reading. A culminating project would be a wonderful assessment;
however, the choice was made to give you more time in order to read more widely. Each week, candidates
will be required to do the following:
Assessment Task
Participate in Chat each week
Post to the Literature Circle Discussion Board - Showing evidence of reading,
preparation, and reflection (see rubric below)
Add to group wiki – ideas for integrating literature in all subjects (see checklist)
Read selected books and Post to your Reading Response Blog (see rubric below)
Total points
Course Grading Scale
90-100% = A
80-89% = B
70-79% = C
Below 60 =F
172-up pts
153-171 pts
134-152 pts
below 134 pts
Pts / week
1
16 per
circle
5
12
Total
8
48
40
96
192
If course attendance is at a manageable size,
candidates will receive a weekly report card
(see example on wiki). Otherwise, candidates
will be notified by email of grades only if they
are not performing in an excellent manner.
Wiki Checklist
___ At least one post per week, on time
___ All parts of post are present (Title, author, grade level,
activity, weblink)
___ Activity is age-appropriate
___ Activity can include technology integration by teacher
or students (recommended for most posts)
___ Fewer than two mechanical, grammatical errors
___ At least one activity is outside of teacher’s grade level*
___ At least one post is made to each content area*
*If these are not present, points will be deducted during last
week
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)
p. 4 of 16
Literature Circle and Reading Response Blog Rubric
Journals will be graded weekly using the Conduct, Reasoning, and Reading criteria (12 points/wk).
Literature Circle Discussion Boards will be graded each instance using all four categories (16 points each time)
Conduct
Criteria
4-Excellent
3-Good
2-Fair
1-Unsatisfactory
Shows initiative by asking others for
clarification, bringing others into the
conversation, and moving
conversation forward. Avoids talking
too long, too much, or too
redundantly. Avoids nitpicking and
uses appropriate language. Takes
risks.
Generally shows respect for
learning process and shows
composure but may display some
impatience with contrary or
confusing ideas. Comments often
enough but does not necessarily
encourage others to participate.
May tend to get into debates.
If participating at all, the
student may be argumentative.
May use inappropriate language
and respond about individuals
rather than about ideas.
Responses display a lack of
preparation and/or
contemplation.
Response journal includes all
required reading for the week.
Response journal includes 75% of
required reading for the week.
Student expresses a belief that his/her
ideas are important in understanding
the readings. Word choice and tone
may send negative messages. The
participant may make some insightful
comments, however, insisting too
forcefully, or by not participating
enough, the participant may not
contribute much to the progress of the
conversation.
Reading
Discussion Board
Reasoning/Writing
Response journal includes 50% of
required reading for the week.
Response journal includes 25%
of required reading for the
week.
Expresses understandings of readings
and questions clearly and with
authority. Understands questions and
comments before responding. Moves
well beyond the literal. Ideas are
fully and appropriately developed
through analysis, commentary,
evidence, illustration, and/or
research. Cites support from readings
to give numerous examples of
literary devices and the author’s
writing style. Expresses complete
thoughts with excellent use of
English grammar and mechanics.
Comments are logical and insightful
and move the conversation forward.
Makes connections from ideas of
previous respondent or resolves
seemingly contradictory ideas.
Considers all sources, not just his/her
own. Shows use of comprehension
strategies that can be used in the
classroom.
Pays attention to details. Responses
take into account the responses of
other participants and demonstrate
that the student has kept up with the
dialogue. Points out illogic.
Successful in attempts to clarify and
assist in the creation of meaning and
understanding for self and others.
Raises thoughtful questions.
Expresses understandings of
readings. Responds to questions
voluntarily. Ideas are arranged and
presented in order, but not always
following clear logic or pattern.
Ideas are developed through some
evidence of literary devices, but the
analysis does not probe
sufficiently, or the relationship
among the parts is not clear. More
than three mistakes in mechanics
are noted. Comments are logical
but may not make connections
among previous speakers. Ideas are
interesting enough that other
participants respond to them.
Shows use of comprehension
strategies that can be used in the
classroom.
Understandings about the readings may
not come across clearly. Responds to
questions but may have to be solicited.
Comments indicate that the student has
not put much effort into preparing for
the discussion. Comments may not
take into account some important
details and may not always flow
logically from previous comments or
questions. Responses are inadequate/or
confusing. Ideas are present but have
not been suitable or sufficiently
expressed for a reader who is
unfamiliar with the material. Ideas are
either not logically ordered or not
developed through adequate analysis,
commentary, evidence, illustration,
and/or research. Few connections to
literary devices or comprehension
strategies are noted. More than six
mistakes in mechanics are noted.
Responses are brief and few in
number. Comments are so
illogical or tangential as to be
meaningless. May express
incomplete thoughts. Little or
no account is made of previous
comments or important ideas in
the readings. Little to no
analysis, commentary, evidence,
illustration, and/or research. No
connections to literary devices
or comprehension strategies are
noted. Does not move beyond
the literal. More than eight
errors in mechanics are noted.
Pays attention and responds
thoughtfully to ideas and questions
of other participants. Absorption in
own ideas may distract the student
from other participants' ideas.
Attempts to clarify and assist in the
creation of meaning and
understanding for self and others.
Appears to find some ideas
unimportant but responds to others.
Does not ask for clarification. Does not
seek to help create meaning beyond the
literal. Little evidence of literary
criticism.
Student is thoroughly familiar with
assigned readings. Incorporation of
textual support and references
demonstrate current with the reading
schedule as well as a thorough and
careful reading of materials.
Connections to student interest or
appropriateness are noted.
Student has solid familiarity with
the texts. Incorporation of textual
support and references demonstrate
current with the reading schedule
and understanding of materials.
Connections to student interest or
appropriateness are noted.
There is little evidence of serious
reflection prior to discussion.
Incorporation of general references.
Demonstrate basic understanding of
material. May be behind in reading.
Comments only once, not
responding to another
classmate’s post or trying to
keep a discussion going.
Comments may display
misinterpretations of questions
or comments of other
participants. Repeats comments
and questions previously made
in discussion.
Student is clearly unprepared.
No incorporation of textual
support. Clearly behind in
reading. No evidence of literary
criticism.
*Adapted from Carol H. Rohrbach’s Scored Discussion Rubric and General Criteria Rubric.
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)
p. 5 of 16
Checklist to simplify rubric!
Literature Circle
___ Connects to at least two literary terms
___ Connects to students
___ Connects to real life experiences
___ Mechanical errors
___ Covers weekly requirement
___ Begins the 1st week to reflect on the reading
___ Responds to at least one post the 1st week
___ Quality post on 2nd week
___ Responds to at least two others during the 2 nd week
___ Shows use of recommended or other comprehension
strategy
___ Raises thoughtful questions
___ Responds with more information (not just Oooh, I
loved it too!)
___ Connects to real life experiences
Response Journal
___ One post per book
___ Books are cited APA form at the beginning of each
post.
___ Tells why selection is the genre of the week
___ Talks about characters using literary terms
___ Does NOT give a blow-by-blow plot summary
___ Connects to at least four literary terms per week (not
per post)
___ Connects to students
___ Connects to real life experiences
___ Mechanical errors
___ Covers weekly requirement
___ Shows use of recommended or other comprehension
strategy, through text or graphic (digital camera or
scanner works great here)
___ Raises thoughtful question
Alignment of Course Objectives, Tasks and Outcomes as related to Standards, Themes and
Initiatives:
Course Objectives
Select literature that is age-appropriate
Describe characteristics of different genre and
identify works of several authors and illustrators
Discuss issues in children and YA lit such as
censorship, plagiarism, and best practices in
teaching
Explore and document a variety of books, novels,
and poetry written for children and young adults.
Use several strategies that facilitate students’
comprehension of and response to literature
Give examples of integrating literature at every
level of education;
Share instructional practices, approaches,
methods and curriculum materials to support
reading and writing instruction
Demonstrate professional, courteous behaviors
during all aspects of the course, including
developing original work, eschewing plagiarism,
adhering to copyright guidelines, maintaining
student and colleague confidentiality, and using
appropriate language in oral and written
communication.
Standards /EPSB Themes/Academic
Expectations (AE)
KTS:2, 3; AE: 1.1, 1.2, 1.11; EPSB:
Diversity, Literacy
KTS:1, 9; NCTE: 2; AE: 1.1, 1.2, 1.11;
EPSB: Diversity, Literacy
KTS:1, 2, 4, 6, 8; NCTE: 1, 2, 7, 8, 9; AE:
1.1, 1.2, 1.11; EPSB: Diversity, Literacy,
Assessment
KTS:1, 6; NCTE: 1, 2,
7, 8, 9; AE: 1.1, 1.2, 1.11; EPSB: Diversity,
Literacy
KTS:1, 4, 5, 6; NCTE: 1, 3,
4, 5, 6, 7, 8, 9, 11, 12; AE:
1.1, 1.2, 1.11; EPSB: Diversity, Literacy
KTS:1, 2, 4, 6, 10; NCTE: 1, 3, 4, 5, 6, 7,
8, 9, 11, 12; AE:
1.1, 1.2, 1.11; EPSB: Diversity, Literacy;
IRA: 2, 4
KTS/UC: 9, 10, 11, 12; EPSB: Literacy,
Diversity; IRA/NCTE: 11, 12 (student)
Learning Tasks
/Program Outcomes
Wiki, Response blog
Response blog, Weekly
DB (discussion board
posts)
Response blog, Weekly
DB, Wiki
Response blog, Weekly
DB
Response blog, Weekly
DB, Wiki
Response blog, Wiki
All course assessment
tasks
Field Experience Requirements: This course does not have a field experience requirement.
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)
p. 6 of 16
Class Attendance, Plagiarism and Grade Appeal Process: Refer to the University of the Cumberlands’
policies in the University Catalog and Student Handbook.
Plagiarism: Students have been using the Internet to do research for academic work in recent years, and, as
a result, plagiarism seems to be prevalent. You should realize that just as some students use the Internet to
plagiarize, teachers use it to catch plagiarists. If you are caught plagiarizing, the incident may be reported to
the Vice President of Academic Affairs for disciplinary sanctions. Refer to the University Catalog for more
information. If you do not understand how to cite sources or write original responses to literature, please
contact the instructor or a librarian – there is no shame in not knowing how, but there is danger in
remaining ignorant!!
Academic Accommodations: As found in the UC catalog, students who may have a disability meriting an
academic accommodation should contact the Academic Affairs Office in GATL 114 to ensure their needs
are properly evaluated and that documentation is on file. Any accommodations for disabilities must be recertified each semester by the Academic Affairs Office and the Special Accommodations Committee
before course adjustments are made by individual instructors.
Writing Expectations:
Candidates’ writing competencies will reflect the dispositions of critical thinking, strong work ethic, and
professional excellence. Critical thinking is shown in response journal and literature circle entries as
connections are made between readings, life experiences, and course content. Strong work ethic is shown
by on-time posts that are thoughtful and well-written. Professional excellence is shown through proper use
of grammar, sentence mechanics, spelling, responses that are appropriate to the readings, and through
thoughtful responses to fellow candidates.
Technology Outcomes
Candidates must have access to appropriate hardware and software required to participate in this online
course – a microphone is strongly advised for chat sessions – you will be giving booktalks aloud to
your colleagues. In order to facilitate student and faculty ease of use, courses are typically set to Microsoft
Office standard products (Microsoft Word, Excel, PowerPoint, Multimedia Player, etc.). Candidates should
submit their assignments using Microsoft Word, or a compatible file (save as RTF, PDF, or HTM). All
candidates must be able to perform searches on the World Wide Web and use e-mail. Candidates will get a
blog from http://blogspot.com for use as a response journal, and will subscribe to the Course Wiki at
http://drjo.pbworks.com and learn to contribute to a wiki page. Chat and Discussion Board posts use
ANGEL (iLearn).
Make your FOURTEEN or more choices from the list below. Try to choose a mix of children’s
literature and young adult literature – you will find that some titles work for all ages. Remember you
may also choose books from award-winning lists. My particular favorites are marked **
YA Reading
Children Reading (to 4th or 5th grade)
Picture Books – one per week for a total of EIGHT
Choose at least three from one author and three from other authors so you can compare styles.
ABC books
 Agee, Jon. (1988). The incredible painting of Felix
Clousseau. New York: Farrar.
 Hepworth, C. (1992). Antics! An alphabetical
anthology. New York: Putnam. **
 Anno, M. (1982). Anno's Britain. New York: Philomel.

Martin, B. (1989). Chicka chicka boom boom. New
 Baker, O. (1981). Where the buffaloes begin. New York:
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)
p. 7 of 16
F. Warne.
York: Simon & Schuster.
Browne, A. (1992). Zoo. New York: Knopf.
 Van Allsburg, C. (1987). The Z was zapped. Boston:
Houghton Mifflin. **
Browne, A. (1998). Voices in the park. New York: DK
Counting books
Pub.
 Feelings, M. (1971). Moja means one: Swahili
 Bunting, E. (1996). Train to somewhere. New York:
counting book. New York: Dial.
Clarion Books. **
 Giganti, P. (1992). Each orange had eight slices. New
 Collington, P. The coming of the surfman. New York:
York: Greenwillow. **
Knopf, 1994.
 Moss, L. (1995). Zin! Zin! Zin! A violin. New York::
 Dorros, A. (1991). Abuela. New York: Dutton.
Simon & Schuster. **
 Feelings, T. (1995). The middle passage: White
Concept books
ships/black cargo. New York: Dial Books.
 Hoban, T. (1995). Colors everywhere. New York:
 Gallaz, C. & Innocenti, R. (1985). Rose Blanche.
Greenwillow.
Mankato, MN: Creative. **
 Swartz, D.M. (1989). If you made a million. New
 Goble, P. (1984). Buffalo woman. Scarsdale, NY:
York: Lothrop.
Bradbury Press.
 Hastings, S. (1985). Sir Gawain and the loathly lady. NY: Patterned books
 Guarino, D. (1989). Is your mama a llama? New
Lothrop.
York: Scholastic. **
 Hooks, W. H. (1990). The ballad of Belle Dorcas. New

Wood, A. (1984). The napping house. San Diego:
York: Knopf. **
Harcourt Brace Jovanovich. **
 Wiesner, D. (1992). June 29, 1999. NY: Clarion.
Picture
story
books
 Lincoln, A. (1995). The Gettysburg address. Illustrated by

Baylor,
B. (1976). Hawk, I’m your brother. New
Michael McCurdy. Boston: Houghton Mifflin.
York:
Scribner’s.
 Macaulay, D. (1990). Black and white. Boston: Houghton
 Brown, M.W. (1947). Goodnight moon. New York:
Mifflin. **
Harper. **
 Macaulay, D. (1995). Cathedral. Boston: Houghton

Bunting, E. (1994). Smoky night. San Diego: Harcourt
Mifflin. **
Brace.
 Maruki, T. (1980). Hiroshima no pika. New York:

Bunting, E. (1989). The Wednesday surprise. New
Lothrop, Lee & Shepard Books. **
York: Clarion. **
 McKissack, P. C. & F. L. (1994). Christmas in the big

Henke, K. (1990). Julius, the baby of the world. New
house, Christmas in the quarters. New York: Scholastic.
York: Greenwillow. **
 Muth, J.J. (2002). The three questions. New York:
 Isaacs, A. (1994). Swamp angel. New York: Dutton.
Scholastic.
 Juster, N. & Raschka, C. (2005). The hello, goodbye
 Scieszka, J (1989).The true story of the three little pigs!
window. New York: Hyperion. **
By A. Wolf.. New York: Viking. **
 Polacco, P. (1988). The keeping quilt. New York:
 Scieszka, J. (1995). Math curse. New York: Viking. **
Simon & Schuster.
 Steig, W. (1976). The amazing bone. New York: Farrar.

Steig, W. (1969). Sylvester and the magic pebble.
 Tsuchiya, Y. (1988). Faithful elephants. Boston:
New York: Simon & Schuster. **
Houghton Mifflin.
 Van Allsburg, C. (1981). Jumanji. Boston: Houghton
 Van Allsburg, C. (1993). The sweetest fig. Boston:
Mifflin.
Houghton Mifflin. **
Wordless picture books
 Van Allsburg, C. (1991). The wretched stone. Boston:
 Feelings, T. (1995). The Middle Passage: White
Houghton Mifflin.
ships/black cargo. New York: Dial. Ages 9-14
 Sendak, M. (1993). We are all in the dumps with Jack and

Mayer, M. (1967). A boy, a dog, and a frog. . New
Guy. New York: Harper Collins.
York: Dial.
 Willard, N. (1991). Pish, posh, said Hieronymous Bosch..

Wiesner, D. (1991). Tuesday. New York: Clarion.
San Diego: Harcourt Brace.
Easy
to
read
books
 Selznick, B. (2007). The invention of Hugo Cabret. New

Lobel,
A. (1970-). Frog and Toad series. New York:
York: Scholastic. **
Harper.
**
 Wisniewski, D. (2000). Tough cookie. New York:

Minarik,
E. H. (1968). A kiss for little bear. New
Scholastic. **
York:
Harper.
 Wisniewski, D. (1996). Golem. New York: Clarion. **
 Parish, P. (1976). Good work, Amelia Bedelia. New
 Yolen, J. (1992). Encounter. San Diego: Harcourt Brace
York : Greenwillow Books.
Jovanovich.
 Yorinks, A. (1986). Hey, Al. New York: Farrar.
I plan on catching up with the Caldecotts that I haven’t read over the last 10 years! For more choices, check the awards lists
at http://ala.org/ala/awardsgrants/index.cfm


University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)









Non-fiction
Choose one
Biography
Anonymous. (1998). Go ask Alice. New York: Aladdin
Paperbacks. **
 Freedman, R. (1993). Eleanor Roosevelt: A life of
discovery. New York: Clarion. **
Aronson, M. & Newquist, HP. (2007). For boys only: The
biggest, baddest book ever. New York: Feiwel and friends.  Fritz, J. & Tomes, M. (1973). And then what happened,
Paul Revere? New York: Coward.
Bartoletti, S.C. (2005). Hitler youth: Growing up in
Hitler’s shadow. New York: Scholastic.
Informational picture book
DiSanto, R. L. (1990). Zen and the art of motorcycle
 Aliki. (1983). A medieval feast. New York: Crowell.
maintenance. New York: W. Morrow.
Freedman, Russell. (2004). The voice that challenged a
Informational book
nation: Marian Anderson and the struggle for equal
 Caputo, P. (2005). 10,000 days of thunder: A history of the
rights. New York: Clarion Books. (or anything by this
Vietnam War. New York: Antheneum.
author)
McCann, M.R. (2003). Luba: The angel of Bergen-Belsen.  Marrin, A. (2009). Years of dust: The story of the Dust
Bowl. New York: Dutton. **
Berkeley, CA: Tricycle Press.

Meltzer, M. (1969). Brother can you spare a dime. New
Nelson, P. (2002). Left for dead: A young man’s search
York: Knopf.
for justice for the USS Indianapolis. New York: Delacorte
Press.
 Paulsen, Gary. (1998). My life in dog years. New York:
Delacorte Press. **
Paulsen, Gary. (2003). How Angel Peterson got his name.
New York: Wendy Lamb Books.
Pelzer, Dave. (1995). A child called “It.” Deerfield Beach, Check also NCTE list for the Orbis Pictus Award at
http://www.ncte.org/awards/orbispictus
FL: Health Communications. **
Check the Excellence in non-fiction award for YA from
http://ala.org/ala/awardsgrants/index.cfm








p. 8 of 16
Also see Notable social studies trade books for children at
http://www.socialstudies.org/notable
Poetry
Choose two (one can count as a picture book).
Dahl, R. (1983). Roald Dahl's revolting rhymes. New
 Brown, M. & De Regniers, B.S. (1988). Sing a song of
York: Bantam.
popcorn. New York: Scholastic.
Glenn, M. (1997). Jump ball: A basketball season in
 Burgess, G. (1928). Goops and how to be them.
poems. New York: Lodestar Books/Dutton.
Philadelphia: J.B. Lippincott. **
Greenfield, E. (1978). Honey, I love. New York: Crowell.
 Fleischmann, P. & Barrows, E. (1988). Joyful noise. New
York: Harper & Row. **
Hesse, K. (1997). Out of the dust. New York: Scholastic.
 Milne. A.A. (1961). When we were very young. New
Hesse, K. (2001). Witness. New York: Scholastic.
York: Dutton. **
Poe, E. A. (any of his poetry)
 Prelutsky, J. (1976). Nightmares: Poems to trouble your
Walker, F. X. (2000). Affrilachia. Lexington, KY: Old
sleep. New York: Greenwillow. **
Cove Press.
 Westcott, N.B. (1994). Never take a pig to lunch. New
Whipple, L. (2002). If the shoe fits. New York: Margaret
York: Orchard. **
K. McElderry Books.
See also the NCTE Award at http://www.ncte.org/awards/poetry







Traditional & Multicultural Literature
Choose four (three can count as picture books)
Adoff, A. (1997). I am the darker brother: An anthology
 Aardema, V. (1975). Why mosquitoes buzz in people’s
of modern poems by African Americans. New York:
ears. New York: Dial. **
Aladdin.
 Aardema, V. (1991). Bourreguita and the coyote. New
Aliki. (1994). The gods and goddesses of Olympus. New
York: Knopf. **
York: HarperCollins.
 Demi. (1997). One grain of rice. New York: Scholastic.
Chase, R. (1943). Jack tales. Boston: Houghton Mifflin. **
 DePaola, T. (1975). Strega Nona. Englewood Cliffs, NJ:
Chase, R. (1976). Grandfather tales. Boston: Houghton
Prentice Hall. **
Mifflin. **
 DePaola, T. (1983). The story of three wise kings. New
dePaola, Tomie. (1983). The legend of the bluebonnet.
York: Putnam.
New York: Putnam.
 DePaola, T. (1988). The legend of the Indian paintbrush.
New York: Putnam.
Feelings, T. (1995). The Middle Passage: White
 Goble, P. (1978). Girl who loved wild horses. Scarsdale,
Ships/black cargo. New York: Dial.
NY: Bradbury. **
Flake, S. (1998). The skin I’m in. New York: Hyperion. **
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)



























p. 9 of 16
Grimm, J. and W. (1981). Hansel and Gretel. Illustrated
 Hastings, S. (1981). Sir Gawain and the Green Knight.
by Anthony Browne. New York: Knopf.
New York: Lothrop.
Hamilton, V. (1988). In the beginning: Creation stories
 Kellogg, S. (1984). Paul Bunyan. New York: Morrow.
from around the world. Illustrated by Barry Moser.
 Kimmel, E. A. (1992). The spotted pony: A collection of
Boston: Harcourt.
Hanukkah stories. New York: Holiday House.
Hamilton, V. (1995). Her stories: African American
 Louie, A. (1982). Yeh-Shen: A Cinderella story from
folktales, fairy tales, and true tales. New York: Blue Sky
China. New York: Philomel.
Press.
 Martin, R. (1992). The rough-face girl. New York:
Hersey, J. (1946). Hiroshima. New York: A. A. Knopf. **
Putnam. **
Hidier, T.D. (2002). Born confused. New York: Scholastic
 McDermott, G. (19720. Anansi the spider. New York:
Press.
Holt. **
Hodges, M. (1993). The hero of Bremen. Illustrated by
 McKissack, P. (1986). Flossie and the fox. New York:
Charles Mikolaycak. New York: Holiday House.
Dial. **
Kimmel, E.A.. (1994). I-know-not what, I-know-not McKissick, P. C. (1992). The dark-thirty: Southern tales
where: A Russian tale. New York: Holiday House.
of the supernatural. New York: Knopf.
Myers, W. D. (1999). Monster. New York: HarperCollins.
 Mosel, A. (1968). Tikki Tikki Tembo. New York: Holt. **
Osborne, M.P. (1991). American tall tales. New York:
 San Souci, R. D. (1989). The talking egg. New York:
Knopf.
Dial. **
Park, L. S. (2002). When my name was Keoko: A novel of
 San Souci, R. D. (1994). Soot-face: An Ojibwa
Korea in World War II. New York: Clarion.
Cinderella story. New York: Dragonfly.
Pyle, H. (1954). Some merry adventures of Robin Hood.
 Steptoe, J. (1984). The story of jumping mouse. New
New York: Scribner's.
York: Morrow. **
San Souci, R. D. (1995). The faithful friend. New York:
 Steptoe, J. (1987). Mufaro’s beautiful daughters: An
Simon & Schuster. **
African tale. New York: Lothrop. **
Staples, S.F. (1989). Shabanu: Daughter of the wind. New
 Young, E. (1989). Lon Po Po: A Red-Riding Hood story
York: Knopf. **
from China. New York: Philomel. **
Stowe, H. B. (1952). Uncle Tom’s cabin. New York:
 Zemach, H. (1973). Duffy and the devil. New York:
Dodd, Mead. **
Farrar.
Thuswaldner, W., reteller. (1994). Aesop's fables.
Also feel free to choose from the RIF Multicultural lists found at
Illustrated by Gisela Durr. Translated by Anthea Bell.
http://www.rif.org/us/literacy-resources/booklists.htm
New York: North-South Books
Woodson, J. (1998). If you come softly. New York:
Check the Bura Pelpre and Coretta Scott King awards at
Putnam.
http://ala.org/ala/awardsgrants/index.cfm
Yang, G. L. (2006). American born Chinese. New York:
First Second (Graphic Novel).
Realistic Fiction
Choose one
Anderson, L.H. (1999). Speak. New York: Farrar, Straus,
 Carrick, C. (1985). Stay away from Simon. New York:
and Giroux.
Clarion.
Angelou, M. (1970). I know why the caged bird sings.
 Cleary, B. (1977). Ramona and her father. New York:
New York: Random House. **
Morrow. **
Avi. (1991). Nothing but the truth. New York: Orchard
 Dahl, R. (1975). Danny champion of the world. New
Books. **
York: Knopf. **
Bauer, M. (1986). On my honor. New York: Dell
 Fitzgerald, J. D. (1995). The great brain is back. New
Publishing. **
York: Dial. **
Burch, R. (1966). Queenie Peavy. New York: Viking. **
 Fitzhugh, L. (1964). Harriet the spy. New York: Harper.
Byars, B. (1970). The summer of the swans. New York:
 Gardner, J. R. (1980). Stone fox. New York: Crowell.
Viking. **
 Konisburg, E. L. (1967). From the mixed-up files of Mrs.
Creech, S. (1994). Walk two moons. New York:
Basil E. Frankweiler. New York: Atheneum. **
HarperCollins. **
 Lowry, L. (1979). Anastasia Krupnik. Boston: Houghton
Crew, G. (1995). Angel's gate. New York: Simon &
Mifflin.
Schuster.
 MacLachlan, P. (1980). Arthur for the very first time. New
Dessen, S. (2004). The truth about forever. New York:
York: Harper Collins.
Viking.
 MacLachlan, P. (1993). Baby. New York: Delacorte Press.
Dessen, S. (2011). What happened to goodbye? New
 Mathis, S. B. (1975). The hundred penny box. New York:
York: Viking.
Viking.
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)




p. 10 of 16
Doherty, B. (1992). Dear nobody. New York: Orchard.
 Myers, W. D. (1988). Scorpions. New York: Harper.
Fine, A. (1997). The tulip touch. Boston: Little, Brown.
 Paterson, K. (1977). Bridge to Terabithia. New York:
Crowell. **
George, J. C. (1994). Julie. New York: HarperCollins.

Sachs, M. (1971). The Bears’ house. Garden City, NY:
Hentoff, N. (1982). The day they came to arrest the book.
Doubleday.
New York: Delacorte Press. **

Sobol, D. J. (1963) Encyclopedia Brown (and series). New
 Naylor, P. R. (1991). Shiloh. New York: Atheneum.
York: Lodesar/Dutton.
 Paterson, K. (1978). The great Gilly Hopkins. New York:
Crowell. **
 Paulsen, G. (1987). Hatchet. New York: Bradbury Press.
 Peck, R. (1994). The Last safe place on Earth. New York:
Bantam Doubleday. **
 Peck, R. (1998). Long way from Chicago. New York:
Dial. **
 Peck, R. (2000). A year down yonder. New York: Dial. **
 Philbrick, W.R. (1993). Freak the mighty. New York:
Blue Sky Press. **
 Raskin, E. (1978). The westing game. New York: Dutton.
 Sachar, L. (1998). Holes. New York: Farrar, Straus and
Giroux.
 Spinelli, J. (1997). Wringer. New York: HarperCollins.
 Staples, S. F. (1989). Shabanu: Daughter of the wind.
New York: Knopf.
 Stork, F.X. (2009). Marcello in the real world. New York:
Levine.
 White, R. (1996). Belle Prater's boy. New York: Farrar.
Other authors KY Teens are reading: Gary Paulsen, Louis
L’Amour, Terri Morrison, Caroline Cooney
Historical Fiction
Choose two (one can count as a picture book)
 Curtis, C. P. (1999). Bud, not Buddy. New York:
 Armstrong, J. (1995). Black-eyed Susan. New York:
Delacorte Press. **
Crown.
 Cushman, K. (1994). Catherine called Birdy. New York:
 Avi. (1990). The true confessions of Charlotte Doyle. New
Harper Trophy. **
York: Orchard**
 Fox, P. (1973). The slave dancer. Scarsdale, NY:
 Blos, J. (1979). A gathering of days: A New England girl’s
Bradbury. **
journal, 1830-32. New York: Scribner.
 Hersey, J. (1946). Hiroshima. New York: Bantam. **
 Brenner, B. (1978). Wagon wheels. New York: Harper.
 Hobbs, W. (1999). Jason’s gold. New York: Morrow
 Bunting, E. (1996). Train to somewhere. New York:
Junior Books.
Clarion Books. **
 Lyon, G. E. (1988). Borrowed children. New York: Watts.  Curtis, C. P. (1995). The Watsons go to Birmingham. New
York: Delacorte. **
 Meyer, C. (1999). Mary, bloody Mary. San Diego:
Harcourt Brace.
 Dalgliesh, A. (1954). The courage of Sarah Noble. New
York: Scribner’s.
 Park, L. S. (2001). A single shard. New York: Clarion
Books. **
 DeFelice, C. (1990). Weasel. New York: Macmillan. **
 Paulsen, G. (1998). A soldier’s heart. New York:
 Fleischman, S. (1986). The whipping boy. New York:
Delacorte Press.
Greenwillow.
 Paulsen, G. (1997). Sarny, a life remembered. New York:
 Fritz, J. (1958). The cabin faced West. New York:
Delacorte Press.
Coward.
 Peck, R. (1998). Long way from Chicago. New York:
 Giff, P. R. (1997). Lily’s crossing. New York: Delacorte.
Scholastic. **
 Lowry, L. (1989). Number the stars. Boston: Houghton. **
 Peck, R. (2003). The river between us. New York: Dial
 MacLachlan, P. (1985). Sarah plain and tall. New York:
Books.
Harper.
 Rees, C. (2003). Pirates! The true and remarkable
 Monjo, F. N. (1970). The drinking gourd. New York:
adventures of Minerva Sharpe and Nancy Kington, female
Harper.
pirates. New York: Bloomsbury.
 Polacco, P. (1994). Pink and Say. New York: Philomel. **
 Rinaldi, A. (1993). In my father’s house. New York:
 Vanderpool, C. (2010). Moon over Manifest. New York:
Scholastic. **
Delacorte.
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)































p. 11 of 16
Schmidt, G. D. (2004). Lizzie Bright and the Buckminster
 Wilder, L. I. (1932). Little house in the big woods. New
boy. New York: Clarion Books.
York: Harper.
Taylor, M. D. (1976). Roll of thunder, hear my cry. New
 Yep, L. (1993). Dragonwings. New York: HarperCollins.
**
York: Penguin. **
Taylor, M. D. (1987). The gold Cadillac. New York: Dial
Books for Young Readers.
Zusak, M. (2006). The book thief. New York: Knopf.
Fantasy
Choose two (one can count as a picture book)
Adams, R. (1974). Watership down. Macmillan.
 Ahlberg, A. (1995). The giant baby. New York: Viking.
Aiken, J. (1996). Cold shoulder road. New York:
 Avi. (1995). Poppy. New York: Orchard.
Delacorte.
 Baum, L. F. (illus. By Zwerger). (1996). The wizard of OZ
Alcock, V. (1993). Singer to the sea god. New York:
(and the series). New York: North-South Books. **
Delacorte.
 Bond, M. (1960). A bear called Paddington. Boston:
Alexander, L. (1964). The book of three. New York: Holt.
Houghton.
Arkin, A. (1976). The lemming condition. New York:
 Cleary, B. (1965). The mouse and the motorcycle. New
Harper.
York: Morrow. **
Babbitt, N. (1975). Tuck everlasting. New York: Farrar. **  Dahl, R. (1985). The giraffe, the pelly, and me. New York:
Farrar, Straus & Giroux**
Bellairs, J. (1983). The curse of the blue figurine. New
York: Dial.
 Dahl, R. (1961). James and the Giant Peach. New York:
Knopf. **
Card, O. S. (1986). Ender’s game. Garden City, NY:
Nelson Doubleday.
 DiCamilla, K. (2003). A tale of Despereaux. Cambridge,
MA: Candlewick Press.
Collins, S. (2008). The hunger games. New York:
Scholastic.
 Howe, D. & J. (1979). Bunnicula: A rabbit-tale of
mystery. New York: Atheneum. **
Conrad, P. (1990). Stonewords: A ghost story. New York:
Harper.
 Isaccs, A. (1994). Swamp Angel. New York: Dutton. **
Cooney, C. B. (1995). Both sides of time. New York:
 Levine, G. C. (1997). Ella enchanted. New York:
Delacorte.
HarperCollins. **
Cooper, S. (1965). Over sea, under stone. New York:
 Lewis, C.S. (1950). The lion, the witch, and the wardrobe.
Harcourt.
New York: Macmillan.
DuPrau, J. (2003). The city of Ember. New York: Random  McKinley, R. (1978). Beauty: A retelling of the beauty
House.
and the beast. New York: Harper.
Engdahl, S. (1970). Enchantress from the stars. New
 Milne. A.A. (1926). Winnie the Pooh. New York: Dutton.
York: Atheneum.
 Nolen, J. (19940. Harvey Potter’s balloon farm. New
Farmer, N. (1994). The ear, the eye and the arm. New
York: Lothrop.
York: Orchard.
 Norton, M. (1953). The borrowers. New York: Harcourt.
Gaiman, N. (2008). The graveyard book. New York:
 Potter, B. (1987). The tale of Peter Rabbit. New York:
HarperCollins. **
Warne. **
Hamilton, V. (1983). The magical adventures of pretty
 White. E.B. (1952). Charlotte’s web: New York: Harper.
**
pearl. New York: Harper.
 Yolen, J. (1981). Sleeping Ugly. New York: Coward. **
Huxley, A. (1932). Brave new world. New York:
Perennial Classics. **
Jacques, B. (1987). Redwall. New York: Philomel.
Keyes, D. (1959). Flowers for Algernon. New York:
Bantam. **
King-Smith, D. (1982). Pigs might fly. New York: Viking.
**
L’Engle, M. (1962). A wrinkle in time. New York: Farrar,
Straus, and Giroux. **
L’Engle, M. (1986). Many waters. New York: Dell. **
Le Guin, U. K. (1968). A wizard of Earthsea. Berkeley,
CA: Parnassus Press.
Lowry, L. (1993). The Giver. New York: Bantam. **
McGraw, E. (1996). The moorchild. New York:
Scholastic.
Merrill, J. (1964). The pushcart war. New York: Harper.
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)
p. 12 of 16


Napoli, D. J. (1996). Zel. New York: Dutton.
Ness, P. (2008). The knife of never letting go. Cambridge,
MA: Candlewick.
 Nixon, J. L. (1989). Whispers from the dead. New York:
Delacorte.
 Oppel, K. (2004). Airborn. New York: EOS.
 Paolini, C. (2003). Eragon. New York: Knopf. **
 Pratchett, T. (2008). Nation. New York: Harper Collins.
 Riggs, R. (2011). Miss Peregrine's home for peculiar
children. Philadelphia: Quirk.
 Rowland, J.K. (2001). Harry Potter and the sorcerer’s
stone. New York: Scholastic. **
 Sleator, W. (1984). Interstellar pig. New York: Dutton,
1984.
 Tolkien, J.R.R. (1938). The hobbit. Boston: Houghton. **
 Vande Velde, V. (2002). Heir apparent. San Diego:
Harcourt.
 Vande Velde, V. (2005). Now you see it. Orlando:
Harcourt.
 Yolen, Jane. (1988). The devil's arithmetic. New York:
Viking. **
Other authors Kentucky Tweens are reading: Anne
McCaffrey, Stephen King, Terry Brooks, Piers Anthony,
Robert Jordan
Professional Resources to have on hand in your school media center:






















Anderson, D. (1997). Amazingly easy puppet plays. Chicago: ALA.
Berman, M. (1995). What else should I read: Guiding kids to good books, vol. 1. Libraries Unlimited.
Bromann, J. (2001). Booktalking that works. New York: Neal-Schuman Publishers.
Cooper, J.M. (2006). Classroom teaching skills. Boston: Houghton Mifflin.
Donelson, K.L. & Nilsen, A.P. (2004). Literature for today’s young adults. Boston: Pearson.
Fisher, D. & Frey, N. (2008). Improving adolescent literacy: Content area strategies at work. Upper Saddle River, NJ:
Pearson.
Freeman, J. (1984). Books kids will sit still for. Alleyside Press.
Gillespie, J.T. & Barr, C. (2004). Best books for high school readers. Westport, CT: Libraries Unlimited.
Gillespie, J.T. & Barr, C. (2004). Best books for middle school and junior high readers. Westport, CT: Libraries
Unlimited.
Good, T. L. & Brophy, J. E. (2008). Looking in classrooms. Boston: Pearson.
Hamilton , M. & Weiss, M. (1996). Stories in my pocket: Tales kids can tell. Golden, CO: Fulcrum Publishing.
Henderson, D. L. & May, J. P. (2005). Exploring culturally diverse literature for children and adolescents. Boston:
Pearson.
Herrell, A. L. & Jordan, M. (2008). 50 strategies for teaching English language learners. Upper Saddle River, NJ: Pearson.
Lima, C. W. (1989). A to Zoo: Subject access to children’s picture books. New York: R.R. Bowker.
Lukens, R. J. (1994). A critical handbook of children’s literature. New York: HarperCollins.
Lynch-Brown, C. L. & Tomlinson, C.M. (1999-). Essentials of children’s literature. Boston: Allyn & Bacon. (Note: I
get a LOT of information from this one!)
Mack-Kirschner, A. (2005). Straight talk for today’s teacher: How to teach so students learn. Portsmouth, NH:
Heinemann.
Mahaffey, S. (1997). Flannelboard classic tales. Chicago: ALA.
Marsh, V. (1996). Story puzzles: Tales in the tangram tradition. Fort Atkinson, WI: Alleyside Press. Odean, K. (2002).
Great books for girls. New York: Ballentine Books.
Orlich, D.C., Harder, R. J., Callahan, R. C., Trevisan, M.S., & Brown, H. (2007). Teaching strategies: A guide to effective
instruction. Boston: Houghton Mifflin Company.
Readance, J.E., Bean, T.W., & Baldwin, R.S. (2004). Content area literacy: An integrated approach. Dubuque, IA :
Kendall/Hunt Publishing.
Reed, A. J. S. (1994). Reaching adolescents: The young adult book and the school. New York: Merrill.
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)









p. 13 of 16
Rothlein, L & Meinbach, A. M. ( 1996). Legacies: Using children’s literature in the classroom. New York: HarperCollins.
Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston: Allyn & Bacon.
Simmermann, S. & Hutchins, C. (2003). 7 keys to comprehension: How to help your kids read it and get it! New York:
Three Rivers Press.
Star, B. (2002). 101 reasons to read with your child. West Palm Beach, FL: StarGroup International.
The National Storytelling Association. (1994). Tales as tools: The power of story in the classroom. Jonesborough , TN : The
National Storytelling Press.
Tovani, C. (2000). I read it but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse
Publishers.
Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 6-12. Portland, ME: Stenhouse
Publishers.
Trelease, J. (1989). The new read-aloud handbook: Including a giant treasury of great read-aloud books. New York:
Penguin.
Tunnell, M.O. & Jacobs, J.S. (2000). Children’s literature, briefly. Upper Saddle River, NJ: Merrill.
Journals (for reviews in selecting literature)
Bulletin of the Center for Children’s
Books
 Booklinks
 Horn Book
 Reading Teacher
Internet Resources







School Library Journal
Publishers Weekly
Booklist
Children’s Literature in Education
Kirkus
See resources on the spotlist at http://drjo.pbworks.com
National Council of Teachers of English Standards:
NCTE 2.4 Design and implement instruction and assessment that assist students in developing habits of critical thinking
NCTE 2.6 Plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily
learning of their students
NCTE 3.1.2 Design, implement and assess instruction that engages all children in reading, writing, speaking, listening,
viewing and thinking as interrelated dimensions of the learning experience in English Language Arts
NCTE 3.2.2 Create opportunities and develop strategies for enabling students to demonstrate how they integrate writing,
speaking, and observing in their own learning processes
NCTE 3.2.4 Engage students in activities that provide opportunities for demonstrating their skills in writing, speaking and
creating visual images for a variety of audiences and purposes
NCTE 3.3.1 Respond to and interpret, in varied ways, what is read, teaching their students how to do this as well
NCTE 3.3.2 Discover and create meaning from texts and guide students in the same processes
NCTE 3.3.3 Use a wide variety of strategies to comprehend, interpret, evaluate, and appreciate texts and teach those strategies
to students
NCTE 3.5 Demonstrate knowledge of, and uses for, an extensive range of literature (3.5.2, 3.5.3)
NCTE 3.6.3 Incorporate technology and print/nonprint media into their own work and instruction
NCTE 4.2 Align curriculum goals and teaching strategies with the organization of classroom environments and learning
experiences to promote whole-class, small group, and individual work
NCTE 4.4 Create and sustain learning environments that promote respect for, and support of, individual differences of
ethnicity, race, language, culture, gender, and ability
NCTE 4.8 Engage students in making meaning of texts through personal response
NCTE 4.10 Integrate assessment consistently into instruction by using a variety of formal and informal assessment activities
and instruments to evaluate processes and products / assisting all students in becoming monitors of their own work and growth
in speaking, listening, writing, reading, enacting, and viewing
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)
p. 14 of 16
Bibliography of Course Readings (find this page with live links on Course Wiki)
Topic: What is Children’s Literature? What is YA Literature? & Evaluating/Selecting Literature
 Cooper, J.D. (1997). Literacy, literature, and learning for life. Retrieved September 20, 2011
from http://www.eduplace.com/rdg/res/literacy.html
 Dillard, M.R. (2007). Intro to young adult literature. Retrieved September 21, 2011
from http://www.suite101.com/content/intro-to-young-adult-literature-a12365/print
 Dunlevy-Scheerer, Heather. (2009). What are the defining characteristics of young adult literature? Retrieved
September 21, 2011
from http://www.associatedcontent.com/shared/print.shtml?content_type=article&content_type_id=2158371
 NCTE. (2011). NCTE Orbis Pictus Award for outstanding nonfiction for children. Retrieved September 28, 2011
from http://www.ncte.org/awards/orbispictus
 Noe, K.L.S & Johnson, N.J. (1999). Choosing books for literature circles. Retrieved September 20, 2011
from http://www.litcircles.org/ChoosingBooks/choosingbooks.html#teacher
 SLATE. (1996). Guidelines for selection of materials in English language arts programs. Retrieved September 21,
2011 from http://www.ncte.org/positions/statements/selectingelamaterial
 YALSA. (2011). Book awards and booklists. Retrieved September 21, 2011 from
http://www.ala.org/ala/mgrps/divs/yalsa/booklistsawards/booklistsbook.cfm#awards
 RIF. (2011). Guidelines for choosing multicultural books. Retrieved September 22, 2011 from
http://www.rif.org/us/literacy-resources/articles/guidelines-for-choosing-multicultural-books.htm
PowerPoint presentations by Dr. Comer on YA literature:
 http://www.youblisher.com/p/45808-Young-Adult-Literature-Defined
 http://www.youblisher.com/p/45807-Young-Adult-Literature-History
 http://www.youblisher.com/p/45787-Young-Adult-Literature-Strategies
 http://www.youblisher.com/p/45790-Young-Adult-Literature-Sample-Chapter
Topic: Picture Books & Genres
 Bucher, K. & Manning, M. L. (2011). Characteristics of poetry for young adults. Retrieved September 20, 2011
from http://www.education.com/reference/article/characteristics-poetry-young-adults/
 Ghoting, S. (n.d.). Characteristics of books and book sharing for each early literacy skill. Retrieved September 20,
2011 from http://www.earlylit.net/earlylit/bkskillhandout.doc (Handout)
 n.a. (n.d.) Literary genres at ppst.com. Retrieved September 21, 2011
from http://literature.pppst.com/genres.html (sets of PowerPoints created by different teachers)
 RIF. (2011). Getting the most out of picture books. Retrieved September 22, 2011 from http://www.rif.org/us/literacyresources/articles/getting-the-most-out-of-picture-books.htm
 Shaw, M. (n.d.) Characteristics of poetry. Retrieved September 20, 2011
from http://www.melodyshaw.com/CharacteristicsofPoetry.doc (Handout)
 Silgals, M.M. (1994). Literature genres. Retrieved September 20, 2011 from http://marysilgals.tripod.com/genre.html
Topic: Poetry/Verse Novels
 NCTE. (2011). NCTE Award for excellence in poetry for children. Retrieved September 28, 2011 from
http://www.ncte.org/awards/poetry
 Winship, M. (2010). Blending genres: Novels in verse. Retrieved September 20, 2011
from http://findarticles.com/p/articles/mi_m0PBX/is_5_36/ai_107202412/
Topic: Teaching
 Collins, N.D. (1993). Teaching critical reading through literature. Retrieved September 21, 2011
from http://www.ericdigests.org/1994/literature.htm
 Credaro, A. (2006). The instructional use of children's literature. Retrieved September 20, 2011
from http://warriorlibrarian.com/LIBRARY/inst_kidlit.html
 Gibson, M. (2011). Dr. Jo’s spotlist. Retrieved September 21, 2011 from http://libramadre.yolasite.com/personalhotlist.php
 IRA/NCTE. (2011). ReadWriteThink. Retrieved September 21, 2011 from http://www.readwritethink.org/
 Payne, R.K. (1996). A framework for understanding poverty. Retrieved September 28, 2011 from
www.ahaprocess.com/store/more/excerpts/book_Framework.pdf
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)




p. 15 of 16
Payne, R.K. & Grabill, D.L. (2002). Hidden rules of class at work. Retrieved September 28, 2011 from
www.ahaprocess.com/store/more/excerpts/book_HiddenRulesofClassatWork.pdf
Teachers Pay Teachers. (2011). Teachers pay teachers: An open marketplace for educators. Retrieved September 8,
2011 from http://www.teacherspayteachers.com/Product/FREE-Any-Book-Literature-Sampler-14-Printable-Pages
The National Capital Language Resource Center. (2004). Assessing learning: Alternative assessment. Retrieved
September 21, 2011 from http://www.nclrc.org/essentials/assessing/alternative.htm
Verizon Foundation. (2011). Thinkfinity. Retrieved September 21, 2011 from http://www.thinkfinity.org/ Find the
Literacy Network at http://www.thinkfinity.org/tln
Topic: Censorship
 ALA. (2011). Banned books and book burnings. Retrieved September 21, 2011 from
http://www.ala.org/ala/issuesadvocacy/intfreedom/censorshipfirstamendmentissues/bannedbooks/index.cfm
 American Library Association. Censorship & First Amendment issues.
(2011). http://www.ala.org/ala/issuesadvocacy/intfreedom/censorshipfirstamendmentissues/index.cfm - Links to
statements on censorship and banned books.
 National Council of Teachers of English. (2011). NCTE position statements on censorship and intellectual
freedom. Retrieved September 21, 2011 from http://www.ncte.org/positions/censorship - See in particular the
article, Guideline on Censorship: Don't Let it Become an Issue in Your Schools
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking
REOL 536 Young Adult and Children’s Literature, Fall 2011 (2nd bi-term)
p. 16 of 16
Tentative Schedule (Assignments are due by 5 pm each Monday)
Chat Date
Oct. 25
Nov. 1
Nov. 8
Nov. 15
Nov. 22
Nov. 29
Dec. 6
Dec. 13
Topic / Assignment
Book selection / Picture books
 Read selection articles from Bibliography above
 Read notes in Lesson 1 folder
 Get your reading response blog at blogspot (send
address to Dr. Gibson)
 Request access to wiki
 Collect books for the class this week, begin reading
picture books and posting on blog
Connecting literature to the curriculum
 Read notes in Lesson 2 folder
 Post picture book connections on wiki
 Post picture book responses on blog
Realistic fiction
 Read notes in Lesson 3 folder
 Read censorship articles
 Post realistic fiction connections on wiki
 Post realistic fiction choice(s) on blog
Traditional / Multicultural literature
 Read notes in Lesson 4 folder
 Post traditional/multicultural connections on wiki
 Post traditional/multicultural choice(s) on blog
Historical fiction
 Read notes in Lesson 5 folder
 Post historical fiction connections on wiki
 Post historical fiction choice(s) on blog
Fantasy
 Read notes in Lesson 6 folder
 Post fantasy connections on wiki
 Post fantasy choice(s) on blog
Poetry
 Read notes in Lesson 7 folder
 Post poetry connections on wiki
 Post poetry choice(s) on blog
Non-fiction
 Read notes in Lesson 8 folder
 Post Non-fiction connections on wiki
 Post Non-fiction choice(s) on blog
 Corporate Final Exam
Literature Circle Progress
Post Grandfather’s journey
discussion.
Read chapters 1 – 5, The last
safe place on earth. Use
bookmarks for notation.
Read chapters 15 – 10, The last
safe place on earth. Use post-its
for notation.
Read chapter 11 – 15, The last
safe place on earth.
Read chapters 1-11, Life as we
knew it
Finish Life as we knew it
University of the Cumberlands Education Department
Reflective Constructors of Quality Learning Experiences through Critical Thinking