Literature for Children, Adolescents and Young Adults
EDRD 314
Spring 2013
Instructor:
Dr. Suzette Youngs
Office:
McKee Hall 310
Email:
suzette.youngs@unco.edu
Office Hours:
Tuesdays and Thursdays 11-12:00 (please make an
appointment)
Class Hours:
T/R 9:30-10:45
Location:
McKee 336
Required Materials
Markers and post it notes, goodreads app on your phone 
Textbooks:
Required:
Eeds &Peterson (2007). Grand Conversations. New York: Scholastic
Books: (Available from, Amazon, UNC bookstore and local libraries)
Required:
Henry’s Freedom Box OR
Ellen Levine
Rose Blanche
Robert Innocenti
Voices in the Park
Anthony Browne
Flotsam
David Weisner
Out of My Mind, Panic, Jericho Trilogy Sharon Draper
or Copper Sun
Historical Fiction Chapter book
Realistic Fiction or Fantasy Chapter
Choose One:
Book:
Inside Out and Back Again- Lai
Choose One:
The Invention of Hugo Cabret- Selznik
Watsons go to Birmingham- Curtis
Wonderstruck- Selznik
Book Theif- Zusak
Dead End in Norvelt- Gantos
Wonder-Palacio
Savvy-Law
The Fault in Our Stars- Green
Ivan the One and Only-Applegate
A Monster Calls-Ness
When You Reach Me-Stead
Other Readings: You will be required to read other articles, chapters, and picturebooks.
Catalogue description: Consider interests and abilities governing choice of literature
from kindergarten through young adult. Survey literature. Emphasize modern literature,
uses of literature in curriculum, and multiple responses to literature.
Course Goal: The goal of this course is to provide an understanding and awareness of
the variety of texts that can be used to motivate and interest students in reading.
1
Course Objectives
Understanding Self as
Reader
1. To develop and
understanding of the
importance of reading.
2. To understand the
significance of being a
teacher who models reading.
Developing Awareness of
Children’s Literature
3. To enhance awareness of
categories of children’s
literature. To understand the
connection between genre
and reading strategies.
Literacy
PBSCT
IIb
Ib
Ib
Ib, Id
5. To discover specific
criteria that can be used to
select and evaluate
children’s literature.
Ia, Ib,
Id
7. To understand how to
promote children’s aesthetic
and efferent responses to
texts
8. To learn ways to motivate
students to read a variety of
texts for a variety of
purposes.
Other
SPA
IRA:
4.4
IRA:
4.3
Readings & Assignments








4. To create an awareness of
the many authors and
illustrators who write and
illustrate children’s books.
Teacher of Children’s
Literature
6. To develop an awareness
of different texts that can be
used to help children
become interested and
engaged readers.
Content
Ia,
IRA:
2.3
4.2
IRA:
2.3
4.2
IRA:
2.3
IRA:
2.3
4.2
Id, IIa,
IIb,
IIc, IId
IRA:
4.4
IIIb,
IIIe,
IVa
IRA:
4.1, 4.2



























Responses and discussions of course
readings
Read Aloud and Reflection
6 Word Memoir
Class Activities
Responses and discussions of course
readings
Read Aloud and Reflection
6 Word Memoir
Literature Studies and Response
Goodreads post and Book Talks
Responses and discussions of course
readings
Genre Exploration and Guide Sheets
Read Aloud and Reflection
Literature Studies and Response
Responses and discussions of course
readings
Read Aloud and Reflection
Goodreads post and Book Talks
Genre Exploration and Guide Sheets
Literature Studies and Response
Responses and discussions of course
readings
Genre Exploration and Guide Sheets
Goodreads post and Book Talks
Literature Studies and Response
Read Aloud Text Set
Class activities
Responses and discussions of course
readings
Read Aloud and Reflection
Class Activities
Literature Studies and Response
Goodreads post and Book Talks
Responses to literature
Literature Studies
Read Aloud and Reflection
Responses and discussions of course
readings
Read Aloud and Reflection
Literature Studies and Response
2
Course objectives: This course is based on the Colorado Performance-Based Teacher
Standards (CPBTS) issued by the Colorado Department of Education Personnel. The
course also reflects the most current International Reading Association Standards. The
following chart lists the course objectives, the related standards and how each of you will
demonstrate your attainment of them.
Every class session will relate to at least one of these general objectives. Specific
objectives will be stated at the beginning of each class session and will provide the focus
for that session. Instruction will take on a variety of forms. Lecture, class discussion,
cooperative learning activities, and demonstrations are among the teaching strategies I
will use this semester.
GENERAL REQUIREMENTS
When thinking about course requirements, I first want to call your attention to the five
responsibilities that the University of Northern Colorado Personnel has established for
students. Students have the responsibility to:
1. Inquire about course requirements if they do not understand them or are in doubt
about them.
2. Maintain the standards of academic performance established for individual courses
and for programs of study.
3. Initiate and investigation if they believe their academic rights have been violated.
4. Learn the content of any course of study.
5. Act in accordance with commonly accepted standards of academic conduct.
Assignments
All assignments completed out of class must be typed; assignments must be
completed by due date and turned in at the designated days/times below for full
credit.
Late Assignments will be accepted with a 10% reduction every day they are late.
Course policies and expectations
STE Charter contains the following Student Expectations:

Students have a responsibility for their own learning, which includes knowing
course expectations and being prepared for class. Students enrolled in all STE
courses are expected to:
 Demonstrate professional integrity in classes and field experience settings
 Complete at least two hours of outside work per week per credit hour;
 Know and follow the UNC Student Handbook, and the Honor Code;
 Utilize campus resources (i.e., library, Writer's Lab, Math Lab, Student
Technology Center, etc.) as needed or required;
 Recognize that the faculty member is the primary resource for questions regarding
the course requirements, student expectations, and evaluation; and
 Adhere to APA style, citation, ethical principles for research and writing.
For Faculty Expectations, see http://www.unco.edu/cebs/teachered/PDF/charter.pdf
3
INCLUSIVITY
The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning
environment where diversity and individual differences are understood, respected, appreciated, and
recognized as a source of strength. We expect that students, faculty, administrators and staff within
CEBS will respect differences and demonstrate diligence in understanding how other peoples'
perspectives, behaviors, and worldviews may be different from their own.
Diversity Statement:
The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning
environment where diversity and individual differences are understood, respected, appreciated
and recognized as a source of strength. We expect that students, faculty and staff within CEBS
will be accepting of differences and demonstrate diligence in understanding how other peoples’
perspectives, behaviors, and world views may be different from their own. Furthermore, as stated
by UNC, “The University will not engage in unlawful discrimination in…educational services
against any person because of race, religion, gender, age, national origin, disability, or veteran
status. It is the University’s policy to prohibit discrimination in…educational services on the basis
of sexual orientation or political affiliation.” (See http://www.unco.edu/hr/AAEO_TitleIX.htm
<http://www.unco.edu/hr/AAEO_TitleIX.htm> ).
Please visit the CEBS Diversity and Equity Committee website for more information on our
commitment to diversity (http://www.unco.edu/cebs/diversity).
COURSE EXPECTATIONS
ATTENDANCE
It is expected that you will attend each class, participate in discussion, share books with
your classmates and discuss literature through literature study groups. Participation and
attendance are essential. You cannot participate if you are not here. You cannot
participate if you are unprepared. In-class assignments cannot be made up. You can’t
make up for a discussion that you missed in class. Although, you will participate in class
discussions to various extents, you are responsible for involving yourself in the class
activities. There will be a 2.5% reduction off your final grade for each class missed after
your first absence. It is your responsibility to sign the attendance sheet each class. Two
tardies will be equivalent to one absence.
Cell Phone Policy I invite you to use your phones for classroom and learning purposes.
We will explore many ways your phone can be a resource. However using a cell phone
or text messaging during class or when your classmates are speaking is the ultimate
demonstration of disrespect for your fellow classmates and instructor. Please use
them respectfully and purposefully.
Lap Top Use Policy Laptops may be useful for certain assignments or for note-taking
during various aspects of the course. If the use of one’s laptop ventures past the
focus of the class, students will be directed to shut them down.
4
Participation
It is expected that you will attend each class, participate in discussion, share books with
your classmates and discuss literature in depth through literature study groups.
Participation and attendance are essential. You cannot participate if you are not here. You
cannot participate if you are unprepared. In-class assignments cannot be made up. You
can’t make up for a discussion that you missed in class. Although, you will participate in
class discussions to various extents, you are responsible for involving yourself in the
class activities. You will be graded and held accountable for your participation.
1. 6 WORD READING MEMOIR & SHOEBOX AUTOBIOGRAPHY
Can you sum up your reading experiences in just 6 words? Inspired by Ernest
Hemingway's legendary shortest of short stories ("For sale: Baby shoes, never
worn"). Write a 6 Word Reading Memoir with images.
Shoebox Autobiography:
Find a shoebox or similar container and fill it up with items that represent who
you are as a human being and as a reader. The show box items should support
your 6 Word Memoir. These items are symbolic of things you like to read, do, and
are interested in. These artifacts should also show how literature is important to
you. . This is a great opportunity to explore your personal background and to
celebrate the person you are. It helps your groups understand why you respond to
literature the way you do.
Favorite Book:
Bring in your favorite piece of children’s literature. These will be shared in
literature study groups.
Read Tunnell and Jacobs Ch 2 (on blackboard). This chapter will help you to
think about what makes quality children’s literature. Think about the book you are
bringing in; use the criteria within the chapter to highlight what makes it
quality literature. Mark places in your book (with sticky notes) that
highlights the qualities you see in this book. Bring book and notes to share
with your group.
2. BOOK TALKS and Genre Guide Sheets
Book Talks
Please bring your 2 books for each topic/genre and conduct a book talk for each
book. A book talk requires that you read the book first. You are expected to share
salient details of each book and genre with your group. There are 10 book talks each
are worth 10 points.
Genre Guide Sheets
Please complete a genre guide sheet as indicated on the calendar due dates. Each
sheet is worth 10 points
5
3. LITERATURE STUDY PARTICIPATION AND RESPONSE
Literature Study Participation
Read the book
Bring book
Mark book with post its, bring book log
And participate in book discussion
2pts
2pts
6pts
There are 9 literature studies each one will be worth 10 points (I will give you 10 to
begin)
You will participate in “in class” literature study groups. You will need to read the
selected books BEFORE the scheduled class (see list below) and then be prepared to
extensively discuss these books during the scheduled class.
As you read the book:(Coding Text/Post-its) – Use post-its to mark (code) important
passages that you want to share with your literature study discussion group. On each
post-it, write a word or two that describes why you marked that particular passage.
After reading the book: Review all of the post-its and reflect on any patterns that
may be revealed as you complete the assigned response for the book.
Submit assignment to Blackboard and bring in a hard copy to class
Lit Study Order:
1. Voices in the Park
2. Flotsam
3. Award Winner
4. Traditional Literature
5. Henry’s Freedom Box
6. Historical Fiction/choice
7. Informational text/choice
8. Realistic Fiction/ choice
Response
Code for ideas and patterns- group analysis
Code for ideas from article and framing
Code for visual design elements/Picturebook analysis
Code for visual design and literary elements
Code for visual design elements (use article)
Sketch to stretch
Code for ideas from article
Code for ideas and patterns
4. Picturebook Analysis
Each group will choose one award winning picturebook to read and
analyze. All group members will read the same book and complete a
picturebook analysis. The analysis will be a combination of
multimedia and text. The analysis will be a group project. You may
use iMovie, Prezi, glogster,Wiki, google docs, etc. to collaborate on
the final project. Use class handouts, class presentations, and Sipe articles
to inform your Picturebook Analysis. It is expected that you will use these
terms and ideas in your analysis!!! (See score sheet)
6
5. Extended Metaphor and Themed Triangle
Extended Metaphor:
After reading your Author Study novel you and your literature study group will create
an extended metaphor poster to present in class. This poster will visually represent
your interpretations of the book and the extended metaphor your group identified.
Themed Triangle:
Secondly, our group will explore the ideological implications of the text as you make
connections to other books, media, art, etc. More information and examples will be
presented in class.
6. READ ALOUD PROJECT
Proposal: You will complete a read aloud proposal in which you identify a theme
or author/illustrator study and gather 5 books of different genres (if applicable)
around that theme. You will be graded on the connections you make between each
book, the description of how you decided on the order in which you will read, and
your explanation of how the books connect and build on your theme. An example will
be provided in class for you.
Read Aloud Field Experience: You will be completing a series of read alouds
in the field.
Final Reflection: At the end of your read alouds you will complete a read aloud
rubric and reflection. The final reflection should focus on your success, challenges
and what you learned about yourself as a teacher of readers. A handout will be given
in class and made available on BB.
7. COMPREHNSIVE EXAM (FINAL): Guide sheet and review session will be
provided
7
Grades
Assignments will receive a letter grade according to the following rubric. Pluses and minuses will indicate
relative strength of the letter grade.
Grades will be assigned based upon the following general holistic rubric:
Grade
A
B
C
D
F
Description
Work is superior in every way. It exceeds both written and spoken instructions along many
dimensions of scholarly and professional work including research, analysis, criticism, connections,
and presentation. Such superior work will offer new and vital insight into the assignment. It may
provide an unusual or surprising analysis, use multiple and varied resources (for example, deep library
research), and make critical connections among theory, practice, and personal history. Presentation is
professional, appropriate, and may be uniquely creative.
Work is well done. The assignment has some intriguing insights into research, analysis, criticism,
connections, and/or presentation. The reader of this work will find some new ways to think about the
assignment in terms of the teaching and learning of literary response.
Work is adequate. Guidelines, instructions, and expectations are met though not pushed for added
insight into the assignment. The work satisfies basic university-level demands for research, analysis,
criticism, connections, and presentation.
Work is inadequate.
Failing.
94-100=A
90-93= A87-89= B+
84-86= B
70-79 =C
61-70=D
60 and below =F
80-83= B-
Evaluation
REQUIREMENTS
6 Word Memoir and Shoebox Autobiography
Book Talks and Genre Guides
Literature Study Participation and Response
Picturebook Analysis
Extended Metaphor and Multimodal Response Project
Read Aloud and Reflection
Final Exam
POINT
VALUE
5%
10%
15%
20%
10%
25%
15%
8
8-27 T
8-29-R
Course
Overview
Learning about
Ourselves as
Readers
Book Whisperer
Chapter 2 & 5
Tunnell and Jacobs Ch
2
(All articles are on BB)
9-3-T
Genre
Exploration &
Selecting
Literature
9-5-R
Award winners
9-10-T
The Art of the
Picturebook
9-12-R
The Art of the
Picturebook
9-17-T
Postmodern
Literature
Book Talk:
Favorite Book
Bring in one resource for
selecting literature
Shoebox
Autobiography
And 6 Word Memoir
(Bring in hard copy)
Favorite Book
Bring book with sticky
notes to code for ideas
from CH 2
Tunnell and Jacobs Ch
6
Book Talk:
1 Caldecott published
before 1985 (winner or
honor)
1 After 1985 (winner or
honor)
1 from another award Orbis Pictus, Coretta
Scott King, Pura Belpre,
etc. (see BB for lists of
awards)
Article: Sipe and
picturebook terms
Literature Study:
Voices in the Park
Bring in info about the
award
Choose:
Picturebook Award
Winner
Response:
Highlight 2 or 3 ideas
from the Sipe article.
Code ideas for
discussion.
Quiz: Picturebook
analysis (use article and
coding to prepare for
quiz)
Literature Study:
Choose:
Voices in the Park Cont’d Traditional Tale (Group
must choose same tale)
Article: The Framed
and the Framing in
Flotsam
Literature Study:
Flotsam
Response: Highlight 3
ways framing is used in
Flotsam
Book Talk: 1 other book
on the Postmodern
Genre Guide Sheet:
picturebook list (see list
Complete and bring to
on BB or my shelf on
class
goodreads)
Bring book to class
Choose:
Historical Fiction and
Realistic Fiction
Chapter book
9
9-19R
Visual Literacy
and Award
Winners
9-24 T
Traditional
Literature
Grand Conversations
Ch 4 (literary
Elements)
Literature Study:
Award Winner
Picturebook
Response: Written
DRAFT of picturebook
analysis
Book Talk:
2 Traditional Literature
Selections
Genre Guide Sheet:
Complete and bring to
class
Literature Study:
Group Fairy Tale Choice
Response: Code ideasanalyze literary
elements and be
prepared to discuss
Traditional
Literature
Literature
Studies
Grand Conversations
CH 1& 2
Grand Conversations
CH 3
Literature Study:
Group Fairy Tale Choice
Author and Literature
Study: Sharon Draper
10-3 R
Literary
Elements
Review
Grand Con. Ch 4
Author and Literature
Study: Sharon Draper
Response:
Code for discussion and
attend to literary
elements (use
bookmark)
Present Poster
10-8 T
Exploration of
Ideology
Grand Conversations
Ch 5
Critical Literacy
Questions (On BB)
Author and Literature
Study: Sharon Draper
Response:
Bring in pop culture/
media connections
9-26R
10-1 T
Response: code for
discussion
Choose one Critical
Literacy Question to
pose to your group
Present Poster
Final Draft of Award
Winner Picturebook
Analysis due to BB or
wiki
10-10 R
Contemporary
Realistic Fiction
& Censorship
Book Talk:
Bring in a book that has
been challenged or
banned.
Literature Study:
Realistic Fiction Chapter
book Choice
Genre Guide Sheet:
Complete and bring to
class
Choose:
Informational Topic
10
10-15 T
Historical
Fiction
Article:
Comprehension
Strategies for HF
Literature Study:
Henry’s Freedom Box or
Rose Blanche
Book Talk: 1 other
Historical Fiction
selections
10-17 R
10-22 T
Historical
Fiction
Informational
books
Literature Study: HF
Chapter book Choice
Article: McTigue and
Flowers
Literature study: Bring
in book for science
informational topic
(Group chooses same
topic but reads different
books)
Response: Code for
textual and visual
elements and ideas for
discussion. Use article
to inform reading.
Genre Guide Sheet:
Complete and bring to
class
Response: Sketch to
stretch image
Response: Code for
discussion. How is this
topic presented?
Use article to inform
ideas for discussion
Informational Genre
Guide Sheet: Complete
and bring to class
10-24 R
10-29 T
Book Talk: Bring in
1Biography and 1
Informational text
selection
Biography and
Informational
books
Introduction to
Reading Aloud
Read Aloud Guide
Review Grand
Conversations Reading
Aloud
And Read Aloud
Rubric
Book Talk:
Find one or two text sets
you are interested in and
bring in one book from
each set
Genre Guide Sheet:
Complete and bring to
class
Begin Draft of read
aloud proposal
10-31 R
Read Aloud
Read Aloud: Text set
Selections
(Bring in all 5)
Draft of read aloud
proposal
11-5 T
Read Aloud
Bring Read Aloud Text
Set
Final Read aloud
proposal due
Practice first two Read
alouds in class
11
11-7 R
Read Aloud
11-12 T
Read Aloud
11-14 R
Review of Read
Aloud &
Discussion
Read Aloud #1 at
University Schools
Read Aloud #2 at
University Schools
Review Read Alouds
11-19 T
Read Aloud #3 at
University Schools
11-21 R
Read Aloud #4 at
University Schools
11-26 T
Prepare for final read
aloud
12-3 T
Read Aloud
12-5 R
Read Aloud and
Response
12-9
In Class Final
Read Aloud #5 at
University Schools
Creating Space for
Children’s Literaturearticle
8:00-10:30
Review for Final Exam
Final Read Aloud
Rubric and Reflection
Due on BB
12