LAE 3005: Children’s Literature
Spring 2017, Section 4588 University of Florida
Lin Deng Office Hours*: Instructor Tuesdays: 11:00 a.m. –12:00 a.m. 2216 Norman Hall [email protected]
*Office hours are also available by appointment. The instructor will notify students via email and course website if office hours need to be rescheduled for a particular week. Notifications may also be posted on the office door.
Class Meetings:
Our section meets on Mondays periods 2 – 4 (8:30 a.m. – 11:30 a.m.) in NRNA 2331. Class will begin promptly. There will be a short break at an appropriate time during class activities.
*Please note that instructor reserves the right to make changes to this syllabus. Students will be updated of any changes.
Latest Syllabus Update: Spring 2017
Course Description
The purpose of this course is to provide you with the theoretical knowledge and practical experience for designing an elementary school curriculum for a classroom focused on social justice themes and where instruction is based in children’s literature. Literature is an authentic resource that can be the foundation of a literacy (reading/writing/speaking/ listening/viewing) program, as well as a major resource for other curriculum areas. In this course, which uses a genre approach to literature study, you will learn how to select high quality children’s literature to serve classrooms with diverse student populations. You will also learn how to plan for a literature studies curriculum, integrate technology into your curriculum, meet the needs of English language learners, and assess your own and children’s critical responses to literature.
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Course Objectives
1. To grow in your capability to critically read, analyze, and respond to literature. 2. To demonstrate your ability to select high-quality current, multicultural literature in a wide variety of genres to share with a diverse student population. 3. To demonstrate your understanding of the theoretical underpinnings of a critical reader response approach to analyzing and teaching literature. 4. To use a wide variety of print, Internet, and technological resources to gather information about children’s books, authors, illustrators, and curriculum applications. 5. To demonstrate your mastery of the Florida Educator Accomplished Practices (FEAPs) through the Educator Assessment System (EAS) tasks developed in this course.
Required Course Materials
Required Texts: o Short, K. G., Lynch-Brown, C., & Tomlinson, C. M. (2013). Essentials of Children’s Literature (8th Ed.). Boston: Pearson. ISBN: 9780133066739 o Two novels for which you will sign up in class. You can purchase hard copies or download copies of these two novels.
Additional Required Readings: (These readings will be posted on Canvas.)
Burns, E., Kimmel, S., & Garrison, K. L. (2013). How common is common? An analysis of the recommended text exemplars. Teacher Librarian, 41(1), 23-27.
Dalton, B., & Grisham, D. L. (2013). Love that book: Multimodal response to literature. The Reading Teacher, 67(3), 220-225.
Kovalcik, B., & Certo, J. L. (2007). The poetry café is open! Teaching literary devices of sound in poetry writing. The Reading Teacher, 61(1), 89-93.
Schrodt, K., Fain, J. G., & Hasty, M. (2015). Exploring culturally relevant texts with kindergartners and their families. The Reading Teacher, 68(8), 589-598.
Course Website Information
This course will involve interaction with UF’s Online Learning Management System Canvas. To access this course on Canvas, go to
Course Requirements and Evaluation
Readings: As you will learn in this and subsequent courses, wide reading builds background knowledge, which contributes to comprehension. Accumulating a deep knowledge base necessary for effective literacy teaching is a serious commitment and expectation of this program. All assigned readings are required to be completed before class and it is recommended to take notes and record questions while reading. Reading guides are provided on Canvas for each reading so that you know on what to focus on in each reading. Class discussion and collaborative learning is dependent upon this requirement; students will be held accountable in various ways, including class discussions, online discussions, quizzes, written responses, and presentations.
1. Attendance and Professionalism: Attendance and conduct of a professional nature is expected of all students for every class session. Attendance in this course is mandatory. Professional conduct includes exhibiting academic honesty, submitting work reflective of professionals, and respecting instructors and classmates. You are required to notify the instructor of any absence for any reason through email and/or voicemail PRIOR to the class meeting time. Failure to do so will affect your grade as well as acquisition of knowledge. Points will be deducted for unexcused absences, tardies, and early departures from class for each occurrence. The instructor deserves the right to deduct 5 points per absence and 2 points per tardy or early departure from your attendance and professionalism grade. The instructor deserves the right to request a doctor’s note for medical appointments. Students should also display professionalism in emails to the instructor and in correspondence with other class members. Attendance and demonstration of professionalism represent 10% of the final grade.
2. Participation: You are expected to participate in all class activities and discussions about readings and content covered in class both during class sessions and on the course website. Active participation will enhance your learning and includes extending ideas presented in class, supporting and elaborating ideas and perspectives, asking questions, making connections between the readings and your knowledge and beliefs, and completing assignments. Participation credit may be awarded for discussion posts on Canvas, task completion during small group activities, quizzes, class discussions, responses to instructor questions, participation in small-group conversations, and other activities at the discretion of the instructor. Your lowest quiz grade of the semester will be dropped. You should bring all required materials to class each period. Please bring a charged laptop to each class meeting. Another aspect of active participation is avoiding inappropriate and unnecessary technology use during the class period. Failure to participate actively in a given class period will result in 2 points being deducted from
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your overall participation grade. Points based on participation in all class activities and discussions represent 10% of the final grade.
3. Assignments: You will be responsible for completing assignments pertaining to the topic of the week and/or overall objectives for the course for most class sessions. The assignments consist of finding, reading, and bringing books of a particular genre to class and preparing various products. These products and the book genre will vary from week to week and are listed in the course schedule later in this syllabus. You will also create two technological resources (i.e. a Goodreads electronic library with 40 books). You will receive one grade for having at least 20 books in your electronic classroom library at the midterm and another grade for having at least 40 books in your classroom library at the conclusion of the course. You are encouraged to add commentary and rate the books on your Goodreads account. This resource will be valuable as you begin your career as a teacher. You are expected to complete each assignment prior to class and share your books and products in various ways with classmates. These assignments also serve as models for the types of responses to literature students you can ask your students do. Whereas a general rubric provided on Canvas denotes how most assignments will be graded, the instructor will provide assignment-specific rubrics for some assignments. You can access a Google Doc on which models of and resource for weekly assignments are provided on Canvas. For each day an assignment is late, 10 points will be deducted from each assignment's total points. Your assignment grades represent 30% of the final grade.
4. Exams: Two exams will be administered this semester. The first exam will cover what you have learned in the first half of the course. The second exam will cover what you have learned in the second half of the course. Exams will cover material presented in class presentations, class discussions, and assigned readings and will consist of multiple choice, short answer, and essay responses. You will incur a severe grade deduction if you miss an exam. Missed exams will need to be made up at a time convenient for the instructor. Together, the exams represent a total of 30% of the final grade (15 % each).
5. Literature for Diverse Students Paper: To apply learned principles for choosing and using appropriate literature to reach a diverse population of students, you will select an assortment of books from various categories. You will be expected to read and critique these books and write a critical review of findings about literature for a diverse society and inform the reader about how those books can be integrated into an elementary school curriculum. Some of the books you use for your paper can be the same books you use for your weekly assignments. More information about this assignment will be provided in a separate document and explained in class. 10 points will be deducted for each day the final paper is late. The Literature for Diverse Students Paper represents 20% of the final grade.
All weekly assignments, exams, and the final course paper need to be submitted to be eligible for a passing grade in the course.
* Each assignment marked with an asterisk is a key task in the EAS system and has FEAP or Reading Competency indicators attached. 4 Spring 2017
You will be provided with feedback in a timely manner so that you can monitor your progress. The instructor will post grades on Canvas as they are available and will return graded assignments in class with comments and guiding questions. You are encouraged to seek feedback throughout the semester for ongoing projects.
Percentages will determine the final grade according to the following scale. Please note that grades are not rounded up at the .5 decimal place. Please visit the UF undergraduate catalogue for more information on UF Grading Policies at https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx.
95.0 – 100 A 74.0 – 77.9 C 91.0 – 94.9 A- 71.0 – 73.9 C- 88.0 – 90.9 B+ 68.0 – 70.9 D+ 84.0 – 87.9 B 64.0 – 67.9 D 81.0 – 83.9 B- 61.0 – 63.9 D- 78.0 – 80.9 C+
Policies
Academic Honesty: You are bound by the guidelines and regulations established by the University of Florida’s policies on academic honesty and integrity. UF students agree to uphold the tenets of the Student Honor Code and violations will be addressed appropriately. The following is The Honor Code as stated in the student handbook (UF, 2008, 6C1-4.041): We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity by abiding by the Honor Code. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” Each of us is held accountable for the enforcement of UF policies. Examples of violations include plagiarism, unapproved collaboration on projects, submission of any part of another student’s (past or present) work, using significant portions of text found on websites or in other resources regardless of correct citations, and collaboration and discussion on out-of-class activities. For more information, please review the guidelines on: http://www.dso.ufl.edu/sccr/honorcodes/honorcode.php.
* Particular to this course: Any writing that you do in this course must be entirely your own work. You must document in APA style all sources of information that you use for every assignment, including those retrieved from the Internet. Refer to this site https://owl.english.purdue.edu/owl/resource/560/01/ if you need help with APA citation. It is strongly advised that you develop a note-taking system that helps you avoid accidental plagiarism. Paraphrase and summarize from original sources as you take notes. If your notes are not copied word-for-word from the original source, but are put into your own words instead, you are less likely to plagiarize. Plagiarism is a criminal offense and will be penalized by failing the course. In addition, for every assignment, it is required that you read 5 Spring 2017 the literature your share and review. It is NOT acceptable to read only book reviews written about the literature. Reading only the book reviews in lieu of the actual text will be considered a violation of academic honesty.
Accommodations: If you are requesting accommodations as a result of a disability, you should consult with the instructor and contact the Office of the Dean of Students, Services for Students with Disabilities of The University of Florida (http://www.dso.ufl.edu/drc). An official letter outlining authorized accommodations will be provided when requested. If you have a need for accommodations, please schedule a meeting during office hours after receiving documentation from the Dean of Students office.
Student Health, Counseling and Wellness Services: If you have academic concerns related to this course, you should contact the instructor in person or via email. You also may occasionally have personal issues that arise in the course of pursuing higher education or that may interfere with their academic performance. If you find yourself facing problems affecting your coursework, you are encouraged to talk with an instructor and to seek confidential assistance at the UF Counseling and Wellness Center, 352-392-1575. Visit the website for more information: http://www.counseling.ufl.edu/. Also, crisis intervention is always available 24/7 from: Alachua County Crisis Center: 352-264-6789.
Writing Center: You are encouraged to visit the Writing Studio, 302 Tigert Hall, 846-1138, for help with brainstorming, formatting, and writing papers. http://writing.ufl.edu/writing-studio/
Attendance: Class attendance is MANDATORY and essential to success in the course. You are expected to attend ALL class sessions on time and demonstrate professional participation during all activities both in and out of class. All absences due to illness will require medical documentation that must be submitted to the course instructor within 48 hours of the absence. Without documentation, the student is expected to attend class. Absences related to personal reasons (e.g., family visits or trips, outside work commitments, social or sorority events, etc.) are NOT acceptable and will not be excused. Extreme circumstances (e.g., a death in the family) will be considered on a case-by-case basis at the discretion of the instructor. You are responsible for satisfying all academic objectives and requirements of the course and will be held accountable for all material covered in missed classes. Make-up exams, quizzes, or extended due dates for assignments will not be allowed for any absence without prior notification, except in the event of an emergency. The lowest quiz grade of the semester will be dropped. Make-ups may be arranged for absences with prior notification and if documentation is submitted and at the discretion of the instructor. Absences and tardiness will result in grade reduction and your standing in the program. Please refer to the UF Attendance Policy for more information: The university recognizes the right of the individual professor to make attendance mandatory. After due warning, professors can prohibit further attendance and subsequently assign a failing grade for excessive absences. https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx.
Evaluations: You are expected to provide feedback on the quality of instruction in this course based on 10 criteria. These evaluations are conducted online at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three 6 Spring 2017 weeks of the semester, but you will be given specific times when they are open. Summary results of these assessments are available to you at https://evaluations.ufl.edu.
Timeliness and Format of Assignment Submissions: Assignments need to be submitted to Canvas by the beginning of each class period unless otherwise noted. You risk losing points for late assignments regardless of circumstances, including school practicum or technological problems. 10 points will be deducted for each day an assignment is late. You are advised to retain a copy of all assignments in both hard copy and electronic format when possible, in the event of loss of or damage to submitted assignments. All written assignments must be typed using a word processing program.
Uniform Core Curriculum – College of Education Educator Assessment System (EAS) for Florida Educator Accomplished Practices (FEAP), Reading Competencies, and ESOL Standards: The state of Florida requires all entry-level educators to master the knowledge, skills and dispositions of 12 Florida Educator Accomplished Practices (FEAPs). In addition, there are reading competencies that each entry-level educator must meet in order to fulfill program requirements and seek state certification.
This course addresses many of the reading competencies for which you will complete key tasks as a measurement of mastery of each indicator. For each key task, your performance will be rated as “Unsatisfactory” or “Accomplished.” To pass this course, you must complete successfully all the tasks and receive a rating of “Accomplished.” No exceptions are made to these rules even if you do not plan to teach after graduation. If you receive an “Unsatisfactory” rating, you will have the opportunity to redo a Key Task or remediate and, in some cases, complete a comparable task assigned by the instructor.
Florida Reading Endorsement Competencies
Competency 2: Application of Research-Based Instructional Practices Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process. Performance Indicator B: Oral Language Literature for Diverse (2.B.2) Create an environment where students practice appropriate social Students Paper/ Course and academic language to discuss diverse texts. Discussions Competency 4: Foundations of Applications of Differentiated Instruction Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process. Literature for Diverse (4.1) Understand and apply knowledge of socio-cultural, socio-political and Students Paper / Social psychological variables to differentiate reading instruction for all students. Justice Technology In- Class Assignment Literature for Diverse (4.8) Select and use developmentally appropriate materials that address Students Paper / Social sociocultural and linguistic differences. Justice Technology In- Class Assignment
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The candidate demonstrates knowledge of how to ______. The Accomplished candidate is prepared to apply this skill in a practical setting.
The candidate demonstrates little knowledge of how to Unsatisfactory ______.
ESOL Standards and Performance Indicators
The following performance standards are addressed in the content of this course as part of the infused ESOL program in the Unified Elementary and Early Childhood Programs (PROTEACH):
LAE 3005 ESOL Standard 1 ESOL Standard 2 ESOL Standard 3 Domain 1 1.1a,c,d Domain 2 2.2b-c Domain 3 3.3a-c Domain 4 4.1b 4.2a-c Domain 5
Course Readings Activities Assessment Objective
Domain 1: Culture (Cross-Cultural Communications) Standard 1: Culture as a Factor in ELLs’ Learning Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities. 2, 5 Short, K. G., Lynch-Brown, Readings & Quizzes; (1.1. a.) Understand and apply knowledge about C., & Tomlinson, C.M. children’s Activities; cultural values and beliefs in the context of (2013). Essentials of book Exams; teaching and learning of ELLs, from diverse Children's Literature discussions Literature for backgrounds and at varying English proficiency Diverse levels. Students Paper 2, 5 Short, K. G., Lynch-Brown, Readings & Quizzes; C., & Tomlinson, C.M. children’s Activities; (1.1.c.) Use a range of resources in learning about (2013). Essentials of book Exams; the cultural experiences of ELLs and their families Children's Literature discussions Literature for to guide curriculum development and instruction. Diverse Students Paper 2, 5 Short, K. G., Lynch-Brown, Readings & Quizzes; (1.1.d.) Understand and apply knowledge about C., & Tomlinson, C.M. children’s Activities; the effects of racism, stereotyping, and (2013). Essentials of book Exams; discrimination in teaching and learning of ELLs Children's Literature discussions Literature for from diverse backgrounds and at varying English Diverse proficiency levels. Students Paper Domain 2: Language and Literacy (Applied Linguistics) 8 Spring 2017
Course Readings Activities Assessment Objective Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning. 2, 5 Short, K. G., Lynch-Brown, Readings & Quizzes; C., & Tomlinson, C.M. children’s Activities; (2.2.b.) Recognize the importance of ELLs’ home (2013). Essentials of book Exams; languages and language varieties, and build on Children's Literature discussions Literature for these skills as a foundation for learning English. Diverse Students Paper 2, 5 Short, K. G., Lynch-Brown, Readings & Quizzes; (2.2.c.) Understand and apply knowledge of C., & Tomlinson, C.M. children’s Activities; sociocultural, sociopolitical, and psychological (2013). Essentials of book Exams; variables to facilitate ELLs’ learning of English. Children's Literature discussions Literature for Diverse Students Paper Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL)
Standard 3: Effective Use of Resources and Technologies Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies. 1,2, Short, K. G., Lynch-Brown, Readings & Quizzes; (3.3.a.) Use culturally responsive/sensitive, age- 4,5 C., & Tomlinson, C.M. children’s Activities; appropriate and linguistically accessible materials (2013). Essentials of book Exams; for ELLs of diverse backgrounds and varying Children's Literature discussions Literature for English proficiency levels. Diverse Students Paper 1,2, Short, K. G., Lynch-Brown, Readings & Quizzes; 4,5 C., & Tomlinson, C.M. children’s Activities; (3.3.b.) Use a variety of materials and other (2013). Essentials of book Exams; resources, including L1 resources, for ELLs to Children's Literature discussions Literature for develop language and content-area skills. Diverse Students Paper 1,2, Short, K. G., Lynch-Brown, Readings & Quizzes; (3.3.c.) Use technological resources (e.g., Web, 4,5 C., & Tomlinson, C.M. children’s Activities; software, computers, and related media) to (2013). Essentials of book Exams; enhance language and content-area instruction Children's Literature discussions Literature for for ELLs of diverse backgrounds and varying Diverse English proficiency levels. Students Paper Domain 4: ESOL Curriculum and Materials Development Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. 1,2, Short, K. G., Lynch-Brown, Readings & Quizzes; 3,4 C., & Tomlinson, C.M. children’s Activities; (4.1.b.) Create supportive, accepting, student- (2013). Essentials of book Exams; centered classroom environments. Children's Literature discussions Literature for Diverse Students Paper Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies.
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Course Readings Activities Assessment Objective 1,2, Short, K. G., Lynch-Brown, Readings & Quizzes; 3,4 C., & Tomlinson, C.M. children’s Activities; (4.2.a.) Select and adapt culturally (2013). Essentials of book Exams; responsive/sensitive, age-appropriate, and Children's Literature discussions Literature for linguistically accessible materials. Diverse Students Paper 1,2, Short, K. G., Lynch-Brown, Readings & Quizzes; (4.2.b.) Select and adapt a variety of materials 3,4 C., & Tomlinson, C.M. children’s Activities; and other resources including L1 resources, (2013). Essentials of book Exams; appropriate to ELLs’ developing English language Children's Literature discussions Literature for and literacy. Diverse Students Paper 1,2, Short, K. G., Lynch-Brown, Readings & Quizzes; (4.2.c.) Select technological resources (e.g., Web, 3,4 C., & Tomlinson, C.M. children’s Activities; software, computers, and related media) to (2013). Essentials of book Exams; enhance instruction for ELLs of diverse Children's Literature discussions Literature for backgrounds and at varying English proficiency Diverse levels. Students Paper
10 Spring 2017 11 Course Schedule of Topics and Assignments
The following schedule is offered as a guide. CHANGES MAY OCCUR as the course progresses and adjustments may need to be made regarding topics, readings, and/or assignment due dates. All readings should be completed before the class session on the day for which they are assigned. Be prepared to SHARE all assignments with a small group or the entire class.
ECL = Essentials of Children’s Literature textbook
CLASS TOPICS READINGS WEEKLY ASSIGNMENT DUE SESSION Session 1 Introduction to Children’s Literature Bolded parts indicate graded weekly assignments that January 9 will be assessed. *Course Syllabus and Requirements *Reading Identities and Introductions Reading guides will be provided for each course *5 Elements of Literacy reading. Please see Canvas. *Characteristics of Quality Children’s Literature Please see Canvas for a Google Doc that provides models for most of the weekly assignments.
Session 2 Developing Readers and Language Skills ECL: Chapters 1, 2, and 3 o Read and bring in at least 3 books for young children January 23 Look over Read-Aloud to class for discussion. One of your books should be a *Promoting Language Development Assignment bilingual book or a book about immigrant experiences. {DVD} The other two books can be a combination of bilingual *Practice CAR methods with Sample books, books about immigrant experiences, board Books books, or interactive books. *Models of Reading (Comprehension o Submit a 200- to 300-word book review to Canvas Model, Reader Response Model, Critical (See Models Google Doc and Goodreads for Theory Response Model) examples) for the bilingual book or book about *Efferent versus Aesthetic Reading immigrant experiences. You can also submit this real *Valuing Home Languages and Cultures in review on Goodreads. You can use your own voice; do Children’s Literature Discussion not feel the need to have an academic voice in the review. Include a brief summary of the book, a few Education Library Workshop in sentences about what you liked and did not like about classroom 9 a.m. the book, and a few sentences about how including this book in a classroom library may do some of the following: help students understand issues of diversity, help students value others’ home languages, or help 11 Spring 2017 12 counter stereotypes. Please use APA in-text citation and include a Reference section. Session 3 Traditional Literature ECL: Chapter 6 o Read and bring in 2 versions of the same folktale from January 30 Look over Library Analysis two different cultures. *Characteristics of Traditional Literature Assignment o Examine the cultural content of these folktales and *Oral Tradition Practice submit a quote chart (no more than one typed page). *Small Group Discussions (Focus: Culture) Include quotes and implied messages from the books *Read-Aloud Recordings and Reflection that provide insight about characters’ gender roles, explicit or implicit power dynamics in the book, and any other cultural content (e.g. clothing, food, education, government, religion, celebrations, economics) that are shared in the books. o Please use APA in-text citation and include a Reference section. Session 4 Picture Books ECL: Chapter 4 o Read and bring in a Caldecott Medal winner or February 6 Honor book from within the last 20 years to class for Look over Suggested Literature discussion. Baldwin Library Session at Baldwin Response Activities o Find and read three of your illustrator’s books (at least Library o two of the books should have been published in the last Begin reading your modern 10 years). Bring one of your illustrator’s books to *Read-a-thon in the library fantasy novel class. * Read-Aloud Practice o Use the Internet, library, or other sources to locate *Illustrator Presentations information about your selected illustrator and how he *Caldecott Medal and Honor Book or she creates illustrations. Think about what questions Illustration Analysis you might have for the illustrator and contact them if possible to ask about their work. Compose a one-slide PowerPoint presentation. The instructor will create a shared PowerPoint presentation with a model slide for the class and post the link on Canvas. Session 5 Modern Fantasy ECL: Chapter 7 o Read and bring in your fantasy novel. February 13 Fantasy Novel o Place sticky notes at passages of your fantasy novel that *Book Club Discussions (Focusing on “Love That Book” article you particularly liked and/or at places where you thought Student Responses to Literature, of a question. Write down the question and write it on Curriculum Fit, Genre Fit, and Student- Novel Choices: the sticky note. Bring your book to class with the sticky Generated Questions) - Flora and Ulysses: The notes inside. *Student Responses to Literature and Illuminated Adventures o Prepare and bring in a note card. Write down your “Love That Book” article - The Graveyard Book critique (why you liked the book or did not like the - 11 Birthdays book) on one side of the card. Write down 3 open-ended questions for your classmates on the other side of the 12 Spring 2017 13 - Ninth Ward card. One of your questions should relate to the topic of - Doll Bones genre. - When You Reach Me Session 6 Poetry ECL: Chapter 5 o Read and bring in 2 children’s books. These books February 20 should be children’s plays, children’s poetry books, *Elements of an Effective Read Aloud with and/or children’s songbooks. Bilingual Poetry Book (Instructor Demo) o Submit a parent letter in which you introduce the poet *Characteristics of Poetry you signed up for in class. Include a reason for writing *Literary Devices (to share that your class will be studying a particular *Poetry Readings in Small Groups poet), a short biography of the poet, his/her website (if *Choral Reading available), what types of poems this poet writes, a poem *Critique v. Summary (Parent Letter or poem excerpt, a summary of one of the poet’s poems, Analysis) a critique of this poem (share what you liked or did not *Exam 1 review like about the work), how you are going to incorporate this poet’s work into your elementary classroom, and how your students will benefit from studying this poet’s work. Keep your letter under 500 words. Please use in-text APA citation within your letter and include a References section. o Print out and practice reading aloud one of your poet’s poems. Be prepared to do a read aloud to your classmates. Session 7 Exam 1 o Submit Library Analysis by Midnight Friday February 27 *Understand Requirements for Final Paper o Submit your read aloud assignment feedback I by *Midterm Evaluation Midnight Friday *FLEX DAY Session 8 Literature for a Diverse Society / Planning ECL: Chapter 11 o Read and bring in 2 books that could help English March 13 for English Language Learners “Exploring Culturally Relevant language learners. One of these books will be a bilingual Text with Kindergartners and book. *Considerations of ELL Learners Their Families” article o You will read 3 books this week. One of your books *In-Class Social Justice Technology will be a bilingual book. Each of your other two books Project Begin reading your realistic should fit into one of the following categories: a book fiction that features a minority culture, a book that features a character with a mental or physical disability, or a book that includes a child who speaks a language other than English. You are encouraged to use Coretta Scott King and Pura Belpré books for this assignment. o Submit a chart (no more than one typed page) in which you provide the following for each of your three 13 Spring 2017 14 books: whose perspective is shared, whose perspective is missing, which character(s) have power, which character(s) do not have power, what stereotypes are challenged, and what stereotypes are reinforced. Session 9 Realistic Fiction ECL: Chapter 8 o Read and bring in your realistic novel. Put sticky notes March 20 at five points in the book that provide information *Characteristics of Realistic Fiction Realistic Fiction Novel about the main characters’ culture. Bring your book *Instructor Read-Aloud of Children’s Choices: to class with the sticky notes inside. Realistic Fiction Texts Home of the Brave o Prepare and bring in a note card on which you write *Socratic Seminars in the Elementary Inside Out and Back Again down five thought-provoking, open-ended questions School Classroom (Videos) Brown Girl Dreaming about the book. These questions will help inform the *Small Group Discussions (Learning How discussion in the Socratic seminar. Fish in a Tree to Ask Effective Discussion Questions) The Absolutely True Diary of a Part-Time Indian - Absolutely Almost Session 10 Historical Fiction and Biography ECL: Chapter 9 o Read and bring 2 sample historical fiction books March 27 and/or biographies to class for discussion. *Characteristics of Historical Fiction and o Find and read two historical fiction picture books or Biography biographies about the same topic/person. Search the *Audio Book: Catching the Moon (Foci: Internet and/or other published documents for Voices Heard / Themes) information on the person or topic. *Lesson Planning: Beginning with the End o Create and bring in a drawing or collage (no more in Mind (Themed Text Sets) than 1 page) on which you represent similarities and differences between the accepted story of the actual historical event/person and the fictional story of the actual historical event/person. o Start Annotated Bibliography for Final paper. Session 11 Literature Curriculum and Engagement ECL: Chapters 12 and 13 o Select a content area (e.g. math, social studies, science, April 3 art, etc.). Locate and read professional journal article *Article Discussion Article: How Common is related to teaching this content area with children’s *CCSS and Text Exemplars Common literature in the elementary grades. Then find at least *CRP Analysis and Discussion two books that can be used to teach that specific subject area. Bring these two books to class. o Create a press release for one of the books you read. Look at the model for Flowers are Calling for inspiration. Incorporate knowledge gained from your two books and the professional journal article in your press release. 14 Spring 2017 15 Session 12 Nonfiction/ Informational Books ECL: Chapter 10 o Find and read an informational book that has won April 10 the Robert F. Sibert Informational Book Medal or *Think-Aloud Considerations the Orbis Pictus Award for Outstanding Nonfiction *Characteristics of for Children. Nonfiction/Informational Books [http://www.ala.org/alsc/awardsgrants/bookmedia/s *Critical Analysis of ibertmedal; Nonfiction/Informational Books http://www.ncte.org/awards/orbispictus] *Exam 2 review o Find a fictional book that relates to the same theme or topic as in your nonfiction book. Bring both the informational and the fiction book to class. o In a one-page drawing (use crayons, watercolors, oils, colored pencils, markers, etc.), compare the important characteristics from the fiction and nonfiction book. o Complete Annotated Bibliography for Final Paper. o Submit your read aloud assignment feedback II by midnight Friday Session 13 EXAM 2 o Bring in a hard copy of your Final Paper Draft April 17 Final Paper Peer Editing *FLEX DAY Finals Week Submit Annotated Bibliography and Literature for Diverse Students Paper (DUE before 5 p.m. on Tuesday April 25)
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