childrens literature course syllabus

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Any University of Puerto Rico Cidra Campus

Department of Education Prof. Talía Méndez

Course Syllabus

I. General Information Course Number: ENGL 3440 Course Title: Children’s Literature in English Credits: 3 II. Course Description: Study and analysis of literature geared towards the preadolescent reader and the criteria used in its selection in the teaching of English as a second language.

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III. Course Objectives COMPETENCIES GENERAL OBJECTIVE SPECIFIC OBJECTIVES EVALUATION

CRITERIA WEIGHT

By the end of the course, the student will have developed the following competencies: 1. Ability to discuss the historical background related to children’s literature.

By the end of the semester and by means of varied learning experiences, the student will: 1.1 Demonstrate knowledge of the historical background of children’s literature.

As a result of the learning experiences developed through out the semester, the student will: 1.1.1 Identify the major writers, works, and periods of children’s literature. 1.1.2 Explain the historic development of literature for children. 1.1.3 Match major children’s writers with their works.

Test

20%

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COMPETENCIES GENERAL OBJECTIVE SPECIFIC OBJECTIVES EVALUATION CRITERIA

WEIGHT

2. Ability to evaluate and select appropriate literature for children.

2.1 Demonstrate knowledge of criteria used to evaluate and select literary material for children.

2.1.1 State the criteria for selecting and evaluating appropriate literary material for children. 2.1.2 Identify literary elements as essential components for selecting and evaluating literature for children. 2.1.3 Identify criteria and factors used for selecting appropriate literature for children.

Annotated Bibliography

5%

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WEIGHT

3. Ability to develop strategies for increasing children’s appreciation for literature.

3.1 Demonstrate knowledge of strategies used to promote children’s literary appreciation.

3.1.1 Enumerate and describe specific strategies that will aid the ESL teacher in using literature as an integral part of the curriculum. 3.1.2 Distinguish between the different strategies. 3.1.3 Use strategies in a mini-class presentation. 3.1.4 Explain how literary elements influence the young reader’s appreciation and understanding of literature.

Test

Portfolio

10%

15%

5


WEIGHT

4. Ability to develop skills in preparing lessons incorporating children’s literature.

4.1 Demonstrate knowledge of skills for lesson preparation incorporating children’s literature.

4.1.1 Create and use didactic materials that are appropriate for the teaching of children’s literature. 4.1.2 Construct a mini-class using appropriate teaching strategies and literature to teach specific objectives. 4.1.3 Prepare a list of readings suitable for ESL pre-adolescent learners. 4.1.4 Demonstrate the following teaching/learning strategies and skills in using children’s literature: choral reading, reader’s theater, puppet plays, dramatic reading, role playing, and oral reading.

Mini class

25%

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5. Ability to evaluate the images of childhood revealed in children’s literature vis-`a-vis philosophical, psychological, and sociological theories in education.

5.1 Demonstrate knowledge of evaluating images used in children’s literature. 5.2 Demonstrate knowledge of influence of children’s literature on child development.

5.1.1 Explain how illustrations in children’s literature contribute to the enjoyment of a specific work. 5.1.2 Explain how visual elements influence the reader’s appreciation of literature. 5.2.1 State how reading has an effect on a child in the following areas: linguistic development, cognitive development, emotional development, social development, and psychological development. 5.2.2 Define cognition and metacognition 5.2.3 Explain how literature enhances child development. 5.2.4 Enumerate the various aspects of children development. 5.2.5 Identify the major educational trends and philosophies and state their influence on the development and use of children’s literature. 5.2.6 Read and critique articles on the teaching of reading and ESL.

Test

Critiques

10%

5%

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6. Ability to suggest and evaluate appropriate websites and educational software, which complments the use of children’s literature in the classroom.

6.1 Demonstrate knowledge of technological resources to complement children’s literature.

6.1.1 Prepare and evaluate a list of websites suitable for ESL pre-adolescent learners. 6.1.2 Prepare and evaluate a list of websites suitable for using children’s literature in teaching ESL pre-adolescent learners. 6.1.3 Select and critique computer software which facilitates using children’s literature to teach ESL to pre-adolescent learners.

Portfolio

10%

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IV. COURSE CONTENT

1. Promoting children’s development through literature. 2. Reading process 3. Responses to literature 4. History of children’s literature 5. Evaluating and selecting literature for children: standards, literary elements, visual elements, age, interests, ESL ability. 6. Types of literature:

a. Traditional literature b. Poetry c. Contemporary realistic fiction d. Multicultural literature

7. Teaching strategies / Mini-classes 8. Internet research for teaching ideas

V. Activities

1. Discussions of readings and assignments 2. Critiques 3. Responsive writings 4. Mini-class presentations 5. Internet searches for information related to children’s literature 6. Evaluations of children’s literature 7. Prepare a portfolio 8. Exams

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VI. EVALUATION CRITERIA

TOOL WEIGHT CRITERIA

Exams 40% History of Children’s Literature, strategies, effect of literature on children, other.

Portfolio Assignments Internet research

25% Webpages, responsive writings, reading strategies

Mini-classes 25%

Classes which demonstrate the use of children’s literature, ESL objectives,

curriculum content Critiques, Annotated bibliography 10% Evaluations of children’s literature,

professional article readings TOTAL 300 100

Standard Curve will be used: 90 – 100% A 80 – 89% B 70 – 79% C 60 – 69% D 0 – 59% F

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V. RESOURCES AND DIDACTIC MATERIALS

A. Suggested Texts and Reference Materials

Textbook: Huck, Charlotte and Barbara Z. Kiefer, et al. (2006). Children’s literature in the elementary school, 9th ed. New York: McGraw-Hill.

B. Periodicals Instructor Teacher Technology and Learning K-8 Teacher

C. Bibliography

Resources available in the Inter American University System. Books Bainbridge, Joyce and Malicky, Grace. Constructing meaning. (2000). Scarborough, ON. Bennett, William. The book of virtues. (1993). New York: Schuster. Bennett, William. The moral compass. (1998). New York: Schuster.

Huck, Charlotte and Barbara Z. Kiefer, et al. (2004). Children’s literature in the elementary school, 8th ed. New York: McGraw-Hill. Wong, Harry and Wong, Rosemary. The first days of school. (1998). Mountain View, CA: Harry Wong Publications

Recommended Books Hancock, M.R. (2000). A celebration of literature and response. Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall. Norton, D. (1995). Through the eyes of a child: An introduction to children’s literature. New Jersey: Prentice-Hall.

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Web Sites

www.aesopsfables.com www.bartleby.com http://www.bpib.com/illustrat/lawson.htm http://www.darsie.net/talesofwonder/ http://dir.yahoo.com/Society_and_Culture/Mythology_and_Folklore/Folklore/Folk_and_Fairy_Tales/ http://www.dusklight.com/aesop/ http://www.enchantedlearning.com/Rhymes.html http://www.geocities.com/EnchantedForest/Dell/3942/ http://www.highlights.com/ http://www.indianchild.com/nursery%20rhymes.htm http://www.internet-at-work.com/hos_mcgrane/folk/folkhome.html http://www.literature.org/authors/aesop/fables/ www.netrover.com/~kingskid/108.html www.pacificnet.net/~johnr/aesop/ http://www.pitt.edu/~dash/grimmtales.html http://www.onestopenglish.com

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www.pantheon.org/mythica http://www-personal.umich.edu/~pfa/dreamhouse/nursery/rhymes.html http://scriptsforschools.com/ http://www.sleepytimeponies.com/ http://www.storiestogrowby.com/ www.teachers.net http://teacher.scholastic.com/writewit/mff/ http://www.zelo.com/family/nursery/