DE PAUL UNIVERSITY
SCHOOL OF EDUCATION
EE 347: CHILDREN'S LITERATURE
Spring 2006
Friday, 8:30-11:30
Roxanne Farwick Owens, Ph.D.
Associate Professor, Teacher Education Department
SAC 364, 773.325.4329, rowens@depaul.edu
COURSE BLACKBOARD SITE: http://oll.depaul.edu
COURSE DESCRIPTION
This course familiarizes students with quality children’s literature for infancy through
young adulthood. Students will select, discuss, critique, and share orally books
appropriate for this age span, focusing primarily on ages 5-14 years. The influences of
child development, culture, technology, and education stakeholders (i.e., parents,
students, teachers, administrators, and their community) on literature selection are
emphasized, along with developing suitable teacher responses to them. Students will
develop skills in evaluating books and planning children’s responses to literature, as well
as using literature across the curriculum. Students enrolled in EE 347 will be encouraged
to become child advocates, positive role models for their students, effective colleagues
and collaborators, and lifelong learners.
BECOMING AN URBAN PROFESSIONAL MULTICULTURAL EDUCATOR:
THE CONCEPTUAL FRAMEWORK OF THE SCHOOL OF EDUCATION AS IT
RELATES TO THIS COURSE
The theoretical and philosophical underpinnings of our School of Education’s Teacher
Educator Model reflect and embody the mission of the University, the professional
practices and ethics of our specialty fields (e.g., elementary and early childhood
education), and the commitment of our faculty and staff. Course learning objectives and
outcomes support the conceptual framework of the DePaul Urban Professional
Multicultural Educator Model (see the SOE Web site at
http://condor.depaul.edu/~educate/other/urban_model.html). The core values of this
professional preparation model include developing the ability to:
 balance theory and practice;
 consider multiple perspectives;
 exhibit Vincentian personalism;
 promote positive transformations; and
 function as a lifelong learner.
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To achieve these five broad professional development goals, students in EE 347 will:
Balance Theory & Practice
 Read and discuss quality children’s literature.
 Familiarize themselves with authors, illustrators, and trends in literature for children
and young adults.
 Explore various genres including poetry, drama, folktales, myths, fairy tales, science
fiction, fantasy, realistic and historical fiction, journals, biography, plus informational
stories and expository books.
 Investigate ways to evaluate, extend, and incorporate literature across the curriculum.
 Participate actively in literature discussion groups for sharing perspectives and
generating discussion of quality literature as well as learning more about issues in its
use with children and youths.
 Demonstrate their growing familiarity with child development principles, key
educational concepts, plus the language and methodology used in professional
writings in the field.
 Apply their understanding of the teaching-learning process and how the principles
and methods of teaching as well as learning relate to typical and exceptional children.
 Demonstrate information-gathering skills through continued use of the following
resource types: libraries, Internet, professional organizations, and community
outreach programs (e.g., bookstores, theatre groups, parent organizations).
Consider Multiple Perspectives
 Select and plan ways to use multicultural/multilingual literature that help children
recognize and appreciate cultural/language diversity, as well as support their socialemotional and cognitive development.
 Explore and critique the historical and current portrayals of marginated populations in
literature for children.
 Choose literature appropriate for deepening children’s grasp of a topic/theme/author
of investigation while enriching their knowledge of genres, peoples, and societal
issues.
 Demonstrate understanding of the needs of developmentally diverse children,
including those with special needs or language difference.
 Exhibit respect for individuals who may be different in attitudes, values, or needs.
Exhibit Vincentian Personalism
 Demonstrate appropriate communication and conferencing techniques, interpersonal
and group communication skills, and other techniques for working with (future)
school personnel as part of an instructional team.
 Demonstrate an understanding of family and community relations plus the
communication skills appropriate for working with parents/promoting parent
involvement.
 Exhibit an awareness of how cultural diversity applies to their work with families and
school communities.
 Convey their awareness of legislation, public policy, plus legal rights and
responsibilities as they apply to educational settings and professionals.
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Promote Positive Transformations & Function as a Lifelong Learner
 Demonstrate (a) concern for effecting positive change in persons and society; (b) an
understanding of the role of education as a lifelong process in their own as well as
their future students’ lives; and (c) how to carry these attitudes into their future
classrooms as well as those at the University.
 Use professional publications in the field of children’s literature for curriculum
planning, instructional support, and broadening awareness of issues in the use of
children’s literature in schools.
 Determine and consult community resources (e.g., libraries, bookstores) plus Web
sites to support ongoing professional development as well as enlarge children’s
experiences with literature.
 Demonstrate a strong respect for and loyalty to the teaching profession through
careful study of education’s critics, by maintaining awareness of current issues,
trends, and perspectives, as well as by attending professional meetings and/or reading
professional literature.
METHODS OF INSTRUCTION USED IN THIS COURSE
Course activities supporting the development of an Urban Professional Multicultural
Educator and informed user of children’s literature include: Reading, Guided Reflections,
More Reading, Lectures, Observations, Modeling and Demonstration Lessons,
Interviews, Group Discussions, Planning, Independent Studies, Self-reflections, Book
Analyses, More Reading, Guest Speakers, Field Trips, Evaluations (analytical writing,
empirical investigation), Internet-based Research, Audio/Video Perusals, and …Reading.
The content of this syllabus is supplemented throughout the quarter by our course
Blackboard Web site. All students are required to participate in the course Blackboard in
order to receive updates on course amendments, handouts, and other resources for
exploration and completing course assignments. The Blackboard site also will enable us
to communicate with each other as we build our teaching-learning community this
quarter. If you need help in developing your technology proficiencies, please contact Dr.
Owens immediately for assistance.
Students who need special accommodations (e.g., members of the University’s PLuS
Program) should arrange to work closely with the Instructor to determine their
appropriate modifications (e.g., reading aid, periodic office meetings). Please be sure to
make an appointment to discuss these or related matters by the end of the first class
meeting.
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PROGRAM PERFORMANCE STANDARDS and ISBE STandards
This course is required for Early Childhood and Elementary Education majors. It is
designed so that Elementary Education candidates will achieve the following Multiple
Perspectives as well as Theory and Practice Standards of their program:
Elementary Education (Type 03 Certificate): Program Standard 19 (ACEI 3e):
Instruction—Communication. Elementary teacher candidates use their knowledge
and understanding of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the
classroom.
Please refer to the SOE Web site page that explains the Program Standards in
detail, contains the rubrics for assessing them, and outlines which courses assess
which particular standards, located at:
http://education.depaul.edu/html/resources/program_standards.asp
Various course activities and assignments will be used to determine Elementary
candidates’ achievement of the Program Standard. Each assignment’s description and
grading criteria include mention of which aspects of each Program Standard it will help
candidates demonstrate proficiency in meeting.
The Program Standards for Elementary and Early Childhood Education programs
include and embody the professional standards of a variety of professional organizations,
especially the National Association for the Education of Young Children (NAEYC;
www.naeyc.org), the Association for Childhood Education International (ACEI;
www.acei.org), and the Illinois State Board of Education’s Core and Content-area
Standards for Teachers (see www.isbe.state.il.us/profprep/Default.htm). As part of our
course, we will examine these standards and how they relate not only to the course
activities but to the Illinois Learning Standards as well as the Illinois Early Learning
Standards for children http://www.isbe.state.il.us/ils/Default.htm (use these for
assignments that require you to note an ISBE standard—link to Goals and Standards
under English/LA on right side of page), issued by the State Board of Education.
COURSE MATERIALS
Required Text:
Stoodt-Hill, B.D., & Amspaugh-Corson, L.B. (2005). Children’s literature:
Discovery for a lifetime. Upper Saddle River, NY: Pearson Merrill Prentice Hall.
Students are encouraged to peruse the CD-ROM that accompanies the textbook, as well
as its Web site, throughout the quarter. The publisher and authors created a wealth of
resources for learning more about children’s books plus links to professional
organizations, reviews of books, author studies, and study guides for the content of this
course.
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Additional readings will be assigned as necessary and appropriate. These readings will
be distributed in class, mounted on the Blackboard (check for weekly changes on the
Announcement page), or put on reserve in the Lincoln Park campus library.
COURSE REQUIREMENTS
Participants will enjoy and excel in this course if they attend and arrive on time to all
classes. This way they are assured of fully experiencing peer collaboration, instructorshared information/clarification, and discussion of assignments. Students will be
responsible for meaningful participation in and contribution to the regular class
discussion activities. Clinical/life experiences plus research and assigned readings should
be reflected routinely and regularly in each individual's contribution. Students are
expected to attend all classes. If the student is not in class, the instructor assumes s/he
has a “good reason.” Instructor does not make judgments about “excused” vs.
“unexcused” absences. Students should leave a voicemail or email for the instructor by
8:15 a.m. if they will be missing class. Penalties apply to each absence as well as to
habitual lateness or early leave-taking. Such penalties are applied at the end of the
quarter in the final grading tally and are reflected in the grade summary sheet enclosed in
your returned course materials packet. Two or more absences will result in lowering of
final grade.
If a student anticipates being absent for class, assignment will be accepted via email that
day with no penalty. (Student should not skip class if s/he does not have an assignment
completed.) Points are deducted per day for late assignments.
It is in the best interest of the student to communicate regularly with the professor,
particularly if special situations arise.
In order to familiarize students with as many authors/illustrators/books as possible,
students should not use the same author/illustrator/book for more than 1 assignment.
Students should use books they have not read previously. It’s great to have “old
favorites”, but take the opportunity to familiarize yourself with new favorites in this
course.
ALL assignments must be typed/word processed. (Book Hook
Assignments maybe be downloaded from Blackboard and
answers typed directly on the forms.)
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LEARNING EXPERIENCES:
1) Book Hook Project: Students will complete a series of focused, relevant
assignments designed to enhance exposure to and use of children’s literature.
1A) Caldecott/Picture Book Analysis: Students will bring one Caldecott
Award winning book to class published from 1996 – present OR another picture
book of their choice published within the last 5 years. Complete Book Hook
Form 1A. (5 points; Due 4/7)
1B)
Award Winning Novel: Students will bring 1 novel that has won a major
literature award such as the Newbery, Rebecca Caudill, IRA, Coretta Scott King,
(not an award for illustrations) within the last 10 years (1996-present) to class.
(See Appendix A, page 348 in text for suggestions.) The book should be one the
student has never read before. Students need to have read the novel and completed
Book Hook Form 1B (Available on Blackboard). An in-class
assignment will also be completed. (5 points; Due 4/21)
1C) Genre Literature Groups: Students will sign up to participate in a book
discussion group related to a particular genre. Choices include: Non fiction,
Biography, Realistic Fiction, Historical Fiction, Science Fiction. Students will
read a book in this genre (agreed upon by the group) and will complete an in-class
assignment related to the book. Books selected should be appropriate for 4th-8th
grade. (5 points; Due 4/28)
1D) Literacy and Literature in the Community:
Students will attend one literary event in the community (a
workshop/seminar/book discussion/author lecture presented at a bookstore,
library, school…) and will write a 2-3 page summary of connections they made
between the event and the course content. See websites for local libraries,
bookstores… Also look in Chicago Tribune/Sun Times Book Sections for
“Literary Events.” (See Book Hook Form for complete description). (5 points;
Due 5/26)
1E) Hot Topics in Children’s Literature: Identify 1 issue relevant to children’s
literature that has been the source of some debate or discussion. Find 1
professional journal article on this topic by using the ERIC database. Summarize
this article on Book Hook Form 1C (Available on Blackboard). (Possibilities
include Censorship; Pros and Cons of Using Rewards to Motivate Children To
Read; Gender Issues in Children’s Books; Violence in Children’s Literature;
Electronic Books). (5 points; Due 6/2)
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1F) Books and Children:
We will hold class on Friday, May 12th at Herzl School. DePaul students will
each be partnered with one child. DePaul student will interview the child and will
bring a variety of books to peruse with the child to determine interests and
approximate reading levels. On May 28th, we will meet the children at the
Borders Bookstore on Michigan Avenue downtown and we will help the children
purchase books. DePaul students write a 3-5 page reflection on this experience
connecting it to specific aspects of course content. What did it help you learn
about choosing books with children? About reading? About teaching? About
children? What other connections can you make to course content? Students can
receive 4 clinical hours for this experience. Students should follow the School of
Education Professional Dress Code for both dates with the children (no jeans, no
gym shoes, no belly baring shirts, no low slung pants, no facial piercings). (10
points, Due Finals Week )
2) Author/Illustrator Study AND Literature Response:
a. Author/Illustrator Study: Students will select one author or illustrator
from an approved list and will become an expert on this author/illustrator.
Students will read books by the author (the number of books required
depends upon the type of books—authors for young children tend to write
shorter books, so it would be expected that more books would be read.)
Students will research the author’s background and will prepare a 2 page
handout about this author. Information should include websites related to
the author, websites with lesson plans using the author’s books, interesting
biographical facts about the author, a list of the author’s books, a list of
awards the author has won…The goal is to develop a comprehensive
understanding of this author/illustrator and his/her body of work and how
it might be used with children. The handout should be informative and
should have an attractive layout. Instructor will photocopy the handout for
distribution to classmates. (9 points; Due 5/5)
b. Literature Response: Integrating the visual arts or other arts into
literature is an important way to build on a child’s individual talents.
Students will prepare a response to the above author/illustrator’s book(s).
Possible responses include but are not limited to: creating a collage of
images from the books you read (include an explanation of the images
selected); writing a substantive letter to the author; writing a poem;
dramatizing an excerpt from the book, creating a scrapbook about one of
the characters, performing a song related to the author’s work, writing a
Reader’s Theatre Script... The response should capture something
meaningful from the book. It should be evident that the student put time
and effort into the response…(6 points; Due 5/5)
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3) Quiz: Students will be given the opportunity to demonstrate understanding of
key concepts during an In Class Multiple Choice/Short Answer Essay Quiz, (30
points; 5/19).
4) Final Project: DEPENDING UPON YOUR MAJOR AND YOUR INTERESTS,
CHOOSE ONE OF THE FOLLOWING ASSIGNMENTS TO COMPLETE.
Students will be asked to select their final project choice by May 26th. Final Project
Due Finals Week during scheduled finals time.)
Research Paper (20 pts.) Through careful consideration of the issues raised and
addressed in the course plus your own research, identify an issue in using children’s
literature (e.g., the 'Disneyfication' of traditional literature; censorship in schools
and/or libraries; determining true multiculturalism in children's literature; technology
vs. ‘The Book’; gender depiction…). You may choose to expand on the issue you or
others selected in Book Hook Project 1E. You are to secure at least six professional
reference sources to (1) analyze and synthesize the arguments surrounding the issue
(or the author's life and work) then (2) present your personal position on the issue (or
how the author and her/his work relates to ideas and issues discussed in our course).
Do NOT summarize each article separately. Integrate the ideas from the articles
throughout the paper. Please do not recycle a paper written for another course. 10-12
Double spaced pages. Students must use APA 5th edition for references.
Literature Unit Sketch (20 pts.) Students will select a theme/topic you wish to
explore with a particular age/grade group and secure at least six literature selections
to support/expand upon it. Students should tie in at least 3 Illinois State Standards,
should outline at least 3 clear learning objectives for the unit, and should provide a 23 page overview of the unit. Students should include details of 5 specific learning
experiences connected to the unit. One of those experiences should be an Opening
Lesson designed to hook the students into the topic. The remaining 4 experiences
should be equally meaningful and should clearly integrate at least one other area of
the curriculum (the arts, science, math). Unit should include an assessment plan. The
Unit should be an original unit created by the student. Please do not try to “recycle” a
unit completed for another course or to join together a collection of lessons
downloaded from the Internet or another source. Unit should be original.
Children’s Book (20 points): Students will write, illustrate, and bind an original
book. The book should exemplify the qualities of whatever genre it represents.
Illustrations should complement the text appropriately. Binding process used should
be sturdy. Student will write an explanation of how the book meets the qualifications
of the genre, who the appropriate audience would be for this work, how the book
could be used in a classroom (include at least 1 ISBE standard and an explanation of
why this standard is appropriate), and should provide details for 2 engaging follow up
learning experiences that could be used with children after they have read the book.
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PLAGIARISM
Our University maintains a strict policy on plagiarism. Students in this course, as well as
in all courses in which independent research or writing play a vital part in the course
requirements, should be aware of the strong sanctions that will be imposed against
someone guilty of plagiarism. If proven, a charge of plagiarism could result in an
automatic F in the course and possible expulsion from the University. The strongest of
sanctions will be imposed upon anyone who submits as her/his own work a report,
examination paper, computer file, clinical fieldwork report, or any other assignment that
has been prepared by someone else. If you have any questions or doubts about what
plagiarism entails or how to properly acknowledge source materials, be sure to ask for
clarification from a colleague, the Instructor of this course, or refer to the writing aids
posted on the Course Blackboard and distributed by the University’s Writing Center.
GRADING
Points are allotted for each assignment. READ INSTRUCTIONS CAREFULLY AND
COMPLETE ASSIGNMENTS ACCORDING TO THE INSTRUCTIONS TO
RECEIVE MAXIMUM POINTS. Instructor will make every attempt to return
assignments in a timely manner so students have a sense of their on going progress.
Where appropriate, rubrics are available on the Course Blackboard site. A percentage of
points will be deducted for late assignments PER DAY and for assignments which do not
adhere to stated specifications. Extra credit assignments and “make-up work” are not
given.
INCOMPLETES
Incompletes are strongly discouraged and are granted only in extreme situations.
Students should contact instructor directly if an extreme situation arises. Student must
complete required paperwork to request an Incomplete.
CELL PHONES/PAGERS
Please remember to turn cell phones and pagers OFF during class. Do not handle cell
phones during class.
FOOD/BEVERAGES: Beverages may be consumed during class. Food may be
consumed during break.
PROFESSIONAL BEHAVIOR
Instructor expects students to engage in mature, professional behavior during class
sessions and during any class related outside activities (e.g., field experience). This
includes participating appropriately in class discussions, listening respectfully to
classmates, refraining from extraneous conversations during class time, completing
assignments according to specifications (typed and with attention to detail), meeting
deadlines, contributing meaningfully to group projects, arriving punctually to class,
and working to the best of your ability in all class endeavors. Failure to do any of
the above will result in the lowering of final course grade. (I know you know all this,
but past experience has shown that it’s best to be clear and upfront about
expectations.)
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SUPPLEMENTARY READING LIST
The following journal and magazine titles plus specific print sources are offered as a way
of starting your investigation of the field of children’s literature. As you progress
through EE 347, it is assumed you will share with all participants any additional
noteworthy sources you secure. Reminder: Pertinent Web sites appear in the textbook
publisher’s Web site plus on our course Blackboard site.
JOURNALS & MAGAZINES
Reviews of books for elementary-age children appear regularly (or are the prime feature
of) the titles on this list. This list is not intended to be exhaustive—many other
education-related periodicals feature book reviews as well. Our local newspapers (SunTimes, Tribune) feature children’s book reviews in their Sunday editions, along with
notices about appearances by children’s book authors at bookstores and other venues.
Appraisal
Booklinks
Booklist
Bulletin of the Center for Children’s Books
CBC Features
Children’s Book Review
Children’s Literature in Education: An
Horn Book Magazine
International Quarterly
Instructor
Journal of Children’s Literature
Kirkus
Language Arts
The Lion & The Unicorn
The New Advocate
The Reading Teacher
School Library Journal
BOOKS & ARTICLES
Anderson-McElveen, S. & Dierking, C.C. (2000/2001) Children's books as models to
teach writing skills. The Reading Teacher (54), 362-364.
Bamford, R.A., & Kristo, J.V. (1998) Making facts come alive: Choosing quality
nonfiction literature, K-8. Norwood, MA: Christopher-Gordon.
Buss, K., & Karnowski, L. (2000) Reading and writing literary genres. Newark, DE:
International Reading Association.
Castle, M. (1994) Helping children choose books. In: Cramer, E.H. and Castle, M. (eds.),
Fostering the love of reading: The affective domain in reading education. Newark, DE:
International Reading Association.
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Chaney, J.H. (1993) Alphabet books: Resources for learning. The Reading Teacher (47),
96-104.
Codell, E.R. (2003) How to get your child to love reading. Chapel Hill, NC: Algonquin
Books.
Cole, A.D. (1998) Beginner-oriented texts in literature-based classrooms: The segue for a
few struggling readers. The Reading Teacher (51), 488-501.
Evans, K.S. (2001) Literature discussion groups in the intermediate grades: Dilemmas
and possibilities. Newark, DE: International Reading Association.
McClellan Tiedt, I. (2000) Teaching with picture books in the middle school. Newark,
DE: International Reading Association.
McKean, B. (2000/2001) Speak the speech, I pray you! Preparing to read aloud
dramatically. The Reading Teacher (54), 358-360.
McMahon, S. (1997) Book clubs: Contexts for students to lead their own discussions. In:
McMahon, S.I. & Raphael, T.E. (eds.), The book club connection. New York: Teachers
College Press, pp. 89-106.
Miller, H.M. (2000/2001) Teaching and learning about cultural diversity: A dose of
empathy. The Reading Teacher (54), 380-381.
Moen, C.B. ( ) Better than book reports: More than 40 creative responses to literature.
Scholastic. (There are a series of these for various grade levels.)
Moen, C.B. (1995) Teaching with Newbery books. Scholastic.
Moen, C.B. (2004). Read-alouds and performance reading: A handbook of activities for
the middle school classroom. Norwood, MA: Christopher Gordon.
Norton, D. (2001) Multicultural children’s literature: Through the eyes of many children.
Upper Saddle River, NJ: Merrill/Prentice-Hall.
Rosenblatt, L.M. (1995) Literature as exploration, fifth edition. New York: Modern
Language Association.
Scala, M.C. (2001) Working together: Reading and writing in inclusive classrooms.
Newark, DE: International Reading Association.
Teale, W.H. (2003). Reading aloud to young children as a classroom instructional activity: Insights
from research and practice. In A. van Kleeck, S.A. Stahl, & E. Bauer (Eds.), On reading books to
children: Parents and teachers (pp. 114-139). Mahwah , NJ : Lawrence Erlbaum.
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WEBSITES
http://www.guysread.com Book Recommendations for boys
Book Recs: www.nancykeane.com http://www.scils.rutgers.edu/~kvander/ChildrenLit/
http://www.hoagiesgifted.org/hot_topics.htm http://library.webster.edu/childlit.html
Book Links
http://www.ala.org/BookLinks (book recommendations)
Horn Book
http://www.hbook.com (book recommendations)
Riverbank Review
http://www.riverbankreview.com (interviews with authors)
The Center for the Improvement of Reading Instruction
http://www.ciri.csus.edu
The Children’s Book Council
http://www.cbcbooks.org
The Children’s Literature Web Guide
http://www.acs.ucalgary.ca/~dkbrown/index.html
The International Reading Association
http://www.reading.org
The John Newbery Medal Home Page
http://www.ala.org/alsc/newbery.html
The National Institute for Literacy
http://novel.nifl.org
The National Right to Read Foundation
http://www.nrrf.or
The Randolph Caldecott Medal Home Page
http://www.ala.org/alsc/caldecott.html
General Websites for Teachers
http://www.inspiringteachers.com Beginning teacher’s toolbox
www.TeachersFirst.Com Lesson Plans, Many Great Resources
http://discoveryschool.com/schrockguide/
lists of education web sites
http://oeri.ed.gov/pubs/TeachersGuide/
teacher’s guide to the us dept of education—contains info on free reports.
www.pbs.org/teachersource
integrating curriculum, professional development, and community resources
www.nytimes.com/learning
provides free lesson plans and interactive resources based on the content of the
newspaper
www.ciera.org
reports on greatest influence on children’s early reading achievement
www.ncte.org/news/articles.htm
National Council of Teachers of English web site---interesting articles
http://www.electronic-school.com/index.html
Electronic School
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FAVORITE QUOTES
Reading is the sole means by which we slip, involuntarily, often helplessly,
into another’s skin, another’s voice, another’s soul. Joyce Carol Oates
To read a book properly is to wake up and live, to acquire a renewed
interest in one’s neighbors, more especially those who are alien to us in
every way. Henry Miller
It is no accident that books are sacred to civilization. They open the past
to us. A book is magical; it transcends time and space. Daniel Boorstein
When I got my library card, that was when my life began. Rita Mae
Brown
I have always imagined that Paradise will be a kind of library. Jorge Luis
Borges
The gift of creative reading, like all natural gifts, must be nourished or it
will atrophy. And you nourish it, in much the same way you nourish the
gift of writing—you read, think, talk, look, listen, hate, fear, love, weep—and
bring all of your life like a sieve to what you read. That which is not worth
of your gift will quickly pass through, but the gold remains. Katharine
Paterson
When I discovered libraries, it was like having Christmas everyday. Jean
Fritz
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Point Tally Sheet
Attendance/Participation
Regular and punctual attendance, Timely completion of assignments,
Ongoing participation that demonstrates knowledge of content material
___Consistently met expectation (0-1 Absence)
___Frequently met expectation (1-2 Absences)
___Did not meet expectation (More than 2 Absences)
Classes Missed:________ ________ ________ ______
Late Arrival/Early Departure _____ ______ ______
Book Hook Projects
Picture Book Sharing
Novel
Genre
Community
Issue
Children
_____(5 points;4/7)
_____(5 points; 4/21)
_____(5 points; 4/28)
_____(5 points; 5/26)
_____(5 points; 6/2)
_____(10 points; Finals Week
Author Study
_____(9 points; 5/5)
Literature Response _____(6 points; 5/5)
Quiz
_____(30 points; 5/19)
Final Project
_____(20 points; Finals Week)
Total Points_______
Point Deduction for Two or More Absences _____
Final Point Total__________
Final Grade______
Subject to Change by a point or two, but the following scale can serve as a guideline:
94-100=A
90-93 = A84-89 = B
80-83 = B74-79 = C
70-73 = C64-69 = D
60-63 = D59 and below = F
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Tentative Calendar
Date
3/31
4/7
4/14
4/21
4/28
5/5
5/12
5/19
5/26
6/2
Finals
Week
Reading Assignment Due
Building a Literacy Community
Text : 1 and 2
Intro to Children’s Lit;
Understanding Literature
Text:3 and 4
Connecting Children and Lit;
Picture Books
Assignment Due
Good Friday University Closed
No Class, but Please Read
Text: 5, 6, 7
Poetry; Traditional Lit; Modern
Fantasy
Text: 8 and 9
Realistic Fiction; Historical
Fiction
Text: 10 and 11
Nonfiction; Biography
University Closed
Text: 14 and 15
Oral and Silent Literature;
Engaging Children
Text:12 and 13 and 16
Special Issues; Unit Studies
Author/Illustrator Study
And Literature Activity Due
Book Hook 1A:
Picture Book Analysis Due
Book Hook 1B:
Award Winning Novel Due
Book Hook 1C:
Genre Book Due
Meet at HERZL SCHOOL
9:30
Quiz
Meet at Borders on Michigan Downtown
(across from Water Tower)
Book Hook 1D:
Literacy in the Community Due
Book Hook 1E:
Hot Topic Due
Final Project Due
Book Hook 1F Due (Herzl Reflection)