ENG433 Children's Literature

Transcription

1 Azusa Pacific University College Humanities Liberal Studies ENG433 Children's Literature ENG-433 FA SU2 18 Section All 4 Credits 07/26/17 to 08/26/18 Modified 05/09/18 Course Description This course examines the purpose, nature, and power of literature for children, classic as well as contemporary, particularly as it relates to the role literature plays in child development at home and school. Emphases include the nature of literature for children, evaluating and selecting books, responses to literature, understanding and experiencing the genres of literature, reading aloud and writing about literature, as well as becoming conversant with major writers and illustrators of children s literature, with special attention to multicultural literature. Please note that because this is a 4-unit course, the minimum hours per week spent in active learning is higher than a 3-unit course. Please refer to the Academic Catalog for specific expectations. Who We Are PURPOSE/MISSION STATEMENT University College exists to deliver high quality, accessible Christ-centered education to learners everywhere. ADULT LEARNING University College vigorously pursues the goals of Christ-centeredness, academic excellence, affordability, accessibility, and relevance to the contemporary world. A UC course week extends from Monday to the following Monday with the exception of the final week, which ends on Friday. Graded assignments are due on the days listed in the Course Calendar. All deadlines refer to Pacific time, unless a different time zone is set up by learners in their individual Profile settings. Required Texts and Resources Accessing Integrated Textbooks from VitalSource.com: Any required textbooks that are offered in etextbook versions through VitalSource.com (shown below) are integrated into your course shell. You can purchase or rent the etextbook version from Vitalource.com before your course begins using a credit card or PayPal account by following the Integrated etextbook instructions ( (opens in a new window) to set up a VitalSource.com account for first time users. Then follow steps provided on VitalSource.com to locate, purchase, or rent the etextbook and view it in your web browser, or download it into the VitalSource Bookshelf mobile or desktop app. Or you can wait until you have access to your course shell to follow steps presented there for account set up, purchase and instant access to the etextbook. Course Required Texts and Resources Bunting, E., & Diaz, D. (1994). Smoky night. San Diego: Harcourt Brace. Cleary, B., & Zelinsky, P. (1983). Dear Mr. Henshaw. New York: Morrow. 1 of 10

2 Hacker, D. & Sommers, N. (16). A writer s reference (8th ed.). Boston, MA: Bedford-St. Martins. Kellogg, S. (1991). Jack and the beanstalk. New York: Morrow Junior Books. Lewis, C. (1950). The Lion, the Witch, and the Wardrobe. New York: The MacMillan Company. Macaulay, D. (1990). Black and White. Boston: Houghton Mifflin. Martin, R. (1998). The Rough-Face Girl. New York, NY: G.P. Putnam's Sons. Munoz-Ryan, P. (01). Esperanza Rising. New York: Scholastic Press. Shields, C., & Meisel, P. (1995). Lunch Money and Other Poems About School. New York, NY: Dutton Children's Books. Taylor, M. (1987). The Friendship. New York, NY: Puffin Books/Penguin Group. Temple, C. (15). Children's books in children's hands: An introduction to their literature (5th ed.). Boston, MA: Pearson Education. Affordability Options Vitalsource.com ( - etextbook Rental Option Young, E. (1992). Seven Blind Mice. New York, NY: Philomel Books. As a core organizational principle, University College is committed to economic affordability. To this end, learners are free to choose the textbook format that best suits their needs. Formats include: rental or purchase of e-textbooks (in most cases the most affordable option), used paperback or hardcover textbooks, or new paperback or hardcover textbooks. Outcomes Course Learning Outcomes Method of Assessment CLO 1 Learners will describe all genres of children s literature, (re)discovering the pleasure of literature for children. Discussion Forum, Guided Reading Assessment, Author Report CLO 2 Learners will apply the Common Core Standards to classroom instruction in Children s Literature. Discussion Forum CLO 3 Learners will develop a repertoire of texts and authors from various genres for use in settings where reading texts is called for to benefit child development. Discussion Forum, Library Field Study CLO 4 Learners will evaluate and select literature using resources available to assist that process, with due regard to censorship issues, and with sensitivity to multicultural concerns. Discussion Forum, Guided Reading Assessment CLO 5 Learners will demonstrate greater individual facility in using language for presentation and discussion of literary texts, evidencing critical thinking skills and performance skills in reading aloud genres such as poetry. Discussion Forum, Guided Reading Assessment, Author Report, Library Field Study CLO 6 Learners will investigate children s literature published in multimedia format, identifying the strengths and weaknesses in comparison to children s literature in book form. Discussion Forum, Guided Reading Assessment, Library Field Study Course Requirements Discussion Forum (Online Course Only) Learners will respond to two discussion forum posts per week. The two posting are in response to the assigned readings and should reference the material reviewed that week. Learners will also respond to their peers' postings. Sample topics include instructional strategies, response to literature, and evaluating literature for children. The purpose of the discussion forum is for learners to research, state a position, discuss and defend their viewpoint in a forum. 2 of 10

3 Classroom Participation (In-Person Course Only) Learners will attend classroom meetings where they will participate in activities and discussions. Author Report Learners will spend time studying a well-known and respected children s author. Learners will prepare a written paper and presentation about the author s children s books and the characteristics of excellence displayed in those books that deserve our attention as teachers, parents, and librarians. The purpose of the assignment is to study in-depth the content, style, and motivation of the writing of an author/illustrator, and present that information in written and presentation form. Library Field Study Learners will visit a children s library in the local community. Learners will survey the library s layout, book offerings, and reading incentives, and analyze how those factors impact a visiting child s motivation to read. Learners will interview a librarian, asking about issues of book selection and censorship, as well as the library s programs and policies in regards to developing young readers. Learners will write a report detailing the experience. Reader Response Log Learners will respond to the assigned reading for the week in a narrative prompt. This assignment is designed to apply theory of children s literature to examples learners will read. Guided Reading Assessments Learners will complete a series of graphic organizers that focus on understanding deeper themes within children s literature. The purpose of this assignment is to enhance understanding of various children s books through a deeper analysis of themes. Evaluation An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments. Final Grades The following scale will be used when calculating final grades: A 93%- 100% B- 80%- 82% D+ 67%- 69% A- 90%-92% C+ 77%- 79% B+ 87%-89% C 73%- 76% B 83%-86% C- 70%- 72% D 63%- 66% D- 60%- 62% F < 60% FN Learners who fail to submit at least 50% of their assignments (as determined by the possible points for the course), or miss more than a specified number of face-to-face classes (see catalog) will receive an FN grade, which could impact financial aid. Checking Grades Be sure to check your grades often via the gradebook. 3 of 10

4 Course Assessment Graded Activities and Assignments Total Points Discussion Forum (Online Course Only) / Participation (In-Person Only) 3 Library Field Study 140 Author Report Presentation 100 Author Report Written 150 Reader Response Log 140 Guided Reading Assessments 150 Total 1000 Course Policies Learner Participation University College sees active participation as a means to build an effective learning community within a campus-based or online environment. Engagement among learners and the facilitating instructor is foundational to a successful academic experience. Adult learners who dialog with their classmates and instructor on a regular basis and in a meaningful fashion typically do well in their learning experiences. Relationship building can occur in many ways, including (but not limited to) participation in class discussions, through group assignments and/or online discussions. Instructors are available for more personal discussions as well. Academic growth and development is achieved not only through the completion of scholastic work, but also through participation in the academic community. Academic Policies Faculty Response Time ( (opens in a new window) Guidelines for Online Communication ( (opens in a new window) Writing Standards ( (opens in a new window) Late Work Policy ( (opens in a new window) Academic Integrity ( (opens in a new window) Incomplete Grades ( (opens in a new window) Attendance Policy (for face-to-face courses) ( (opens in a new window) Disability Accommodations ( (opens in a new window) Other Academic Policies ( (opens in a new window) 4 of 10

5 Withdrawals, Add/Drops, Grade Appeals, etc. Academic policies governing course withdrawals, grade appeals, and other issues appear in the University catalog, which can be accessed on the University College website ( Copyright Notice Materials used in connection with this course may be subject to copyright protection. Learners and faculty are both authors and users of copyrighted materials. As a learner you must know the rights of both authors and users with respect to copyrighted works to ensure compliance. It is equally important to be knowledgeable about legally permitted uses of copyrighted materials. Information about copyright compliance, fair use and websites for downloading information legally can be found on the APU Library copyright information page ( (opens in a new window). Additional Items ASSESSMENT RUBRIC: Discussions Performance Levels Beginning Developing Accomplished Exemplary Possible Points Ideas and Support Minimal presentation of ideas/support, or not attempted. Partial presentation of ideas/support. Ideas are not clearly stated, or support lacks vital details, definitions, and/or descriptions. Adequate presentation of ideas/support. Ideas are clearly stated; details, definitions, and/or descriptions are mostly present. Clear presentation of ideas; ideas supported with substantive details, definitions, and/or descriptions Analysis/Synthesis Minimal discussion of how ideas connect; response simply states obvious facts, or not attempted. Partial discussion of how ideas connect, or response lacks sufficient depth. Adequate discussion of how ideas connect, response mostly reflects sufficient depth. Connected ideas are discussed beyond face value; Discussion reflects critical thought Research/Citations and References Minimal description of research; outside sources not consulted. Minimal intext-citations or reference list, or not attempted. Partial description of research, or fewer than 2 sources; research may not be from reputable, current, academic sources. Provides incorrectly intext-cited sources, or does not use APA format; Partial or missing reference list at the end of the response. Adequate description of research (2 sources minimum); research is from reputable, current, academic sources. Provides incorrectly intext-cited and referenced sources. Full and detailed description of research outside of immediate readings (2 sources minimum); research is from reputable, current, academic sources. Provides correctly in-textcited sources using APA style; Includes a full reference list at the end of the response Writing Conventions Many minor or major errors are present in the response; style is inappropriate to the audience and occasion, or not attempted. Some minor errors are present in the response; style is occasionally inappropriate to the audience and occasion. Few minor errors are present in the response; style is adequate to the audience and occasion. Reflects correct spelling, punctuation, grammar and syntax; uses formal style appropriate to the audience and occasion of 10

6 Classmate Responses Minimal response to classmates; or not attempted Partial response to classmate(s); response(s) may be surface level or simple statement(s) Adequate responses to classmates; Responses indicate the author has read and understood the original post; language is respectful Substantive responses to classmates; Responses are detailed, exhibit analysis and synthesis of original post; language is respectful Total ASSESSMENT RUBRIC: Library Field Study Performance Level Beginning Developing Accomplished Exemplary Possible Score Description of Facility Provides little to no description of the children s facility Describes children s facility, but does so with cursory detail or description Describes children s facility in detail, including basic layout and areas for reading, technology, décor, etc Describes children s facility in substantive detail, including rich descriptions of how the layout and areas might impact the experience of a visiting child Ease of Use Provides little to no description of facility s ease of use Describes facility s ease of use, but does so with cursory detail or description Describes facility s ease of use, including specific details as to how the section is organized to appeal to the physical and cognitive needs of a child Describes and evaluates facility s ease of use, including substantive supporting details as to how the section is organized to appeal to the physical and cognitive needs of a child; the evaluation provides suggestions for how the library could be more accessible to children Appeal to Children Provides little to no description of facility s appeal to children Describes facility s appeal to children, but does so with cursory detail or description Describes facility s appeal to children, including specific details as to the physical and emotional environment of the facility (décor, programs designed to attract children, etc) Describes and evaluates facility s appeal to children, including specific, substantive details as to the physical and emotional environment of the facility (décor, programs designed to attract children, etc); ; the evaluation provides suggestions for how the library could appeal more to children of 10

7 Interview with Librarian: General information about library and book collections; Book Selection and Challenges Provides little to no description of interview of librarian in regards to general information about the library and book collections; Provides little to no description of interview of librarian in regards to how books are selected and how challenges are handled at the facility librarian in regards to general information about the library and book collections, but does so with cursory detail or description; Describes interview with librarian in regards to how books are selected and how challenges are handled at the facility, but does so with cursory detail or description librarian, including sufficient general information about the children s facility and book collections; Describes interview with librarian, including sufficient information about how books are selected and how challenges are handled at the facility librarian, including substantive information about the children s facility and book collections; descriptions connect to other sections of the paper, creating an image of the library as a whole; librarian, including substantive information about how books are selected and how challenges are handled at the facility; descriptions connect to other sections of the paper, creating an image of the library as a whole Interview with Librarian: Programs to Attract and Support Children and Families Provides little to no description of interview of librarian in regards to what programs and policies are in place to support the needs of children and families in the community/school librarian in regards to what programs and policies are in place to support the needs of children and families in the community/school, but does so with cursory detail or description librarian, including sufficient information about what programs and policies are in place to support the needs of children and families in the community/school librarian, including substantive information about what programs and policies are in place to support the needs of children and families in the community/school; descriptions connect to other sections of the paper, creating an image of the library as a whole Appendix Appendix is missing Appendix is limited in content, or includes those handouts available solely online Appendix includes sufficient content to support points in the essay Appendix includes handouts that reference specific points in the paper in regards to community programs, book collections, etc Written Presentation Essay does not meet length requirements; many errors in mechanics and/or writing requirements; some errors in mechanics and/or writing requirements; few errors in mechanics and /or writing ; style and voice are appropriate to the occasion requirements; minimal errors in mechanics and /or writing ; style and voice are appropriately reflective and objective of 10

8 Total 140 ASSESSMENT RUBRIC: Author Report Presentation Performance Level Beginning Developing Accomplished Exemplary Possible Points Content: Importance of author to field, contributions to genre, biographical information Presentation minimally addresses Importance of author to field, contributions to genre and biographical information; or not attempted Presentation partially addresses Importance of author to field, contributions to genre, and biographical information; includes cursory description or detail to support claims Presentation adequately addresses Importance of author to field, contributions to genre, and biographical information; information is relevant and connected Presentation substantively addresses Importance of author to field, contributions to genre and biographical information; information is relevant and connected; includes substantive description or detail to support claims Content Specific Examples of Excellence and Critical Review Presentation minimally addresses specific examples of excellence and critical review, or not attempted Presentation partially addresses specific examples of excellence and critical review; includes cursory description or detail to support claims Presentation adequately addresses specific examples of excellence and critical review; includes adequate description or detail to support claims Presentation substantively addresses specific examples of excellence and critical review, includes specific, substantive description or detail to support claims Organization Slide composition Presentation is fewer than 5 slides; minimally uses visual aids/screenshots/graphics to describe content, or not attempted Presentation is 6-7 slides long; presentation partially uses visual aids/screenshots/graphics to describe content; visual aids do not add to the content or quality of the presentation Presentation is 8+ slides long; presentation mostly uses visual aids/screenshots/graphics to describe content; visual aids add to the content and quality of the presentation Presentation is 8-10 slides long; presentation substantively uses visual aids/screenshots/graphics to describe content; visual aids add significant content and quality to the presentation Style Audience and Appeal Presentation minimally takes into consideration intended audience and purpose of the presentation; or, not attempted Presentation partially takes into consideration intended audience and purpose of the presentation; information is cursory or only surface-deep Presentation adequately takes into consideration intended audience and purpose of the presentation; information is relevant and interesting Presentation effectively takes into consideration intended audience and purpose of the presentation; information is, connected, and engages the learner through content and presentation Total 100 ASSESSMENT RUBRIC: Author Written Report 8 of 10

9 Performance Levels Beginning Developing Accomplished Exemplary Possible Points Importance of author to field; contributions to genre Minimal description of Importance of author to field and contributions to genre; or not attempted Partial description of Importance of author to field and contributions to genre; support is minimal or lacking detail Adequate description of Importance of author to field and contributions to genre; support mostly descriptive and relevant Full description of Importance of author to field and contributions to genre; support is descriptive and relevant, and provides a thorough analysis of author s contributions to Children s Literature Specific Examples of Excellence Minimal discussion of specific examples of excellence according to standards of evaluation of Children s Literature; or, not attempted Partial discussion of specific works and examples of excellence according to standards of evaluation of Children s Literature; or, identification is cursory or lacking detail Adequate discussion of author s specific works and examples of excellence according to standards of evaluation of Children s Literature; response is sufficiently detailed Substantive discussion of author s specific works and examples of excellence according to standards of evaluation of Children s Literature; response is substantively detailed and analyzes works in deep and meaningful ways Author s Life Minimal description of author s life; or, not attempted Partial description of author s life, and/or descriptions are purely biographical and do not connect to the author s works Adequate description of author s life; connects author s works to biographical events Substantive description of author s life; connects author s works to biographical events in meaningful ways, with specific examples Critical review of author s works Minimal description of critical review of author s works; or, not attempted Partial description of critical review of author s works; review is largely a survey of criticism Adequate description of critical review of author s works; some detail in explaining why and how the author elicited the response; references actual works Detailed description of critical review of author s works; uses specific examples of author s work to describe the critical analysis, and provides commentary that explains critical response Length and writing Essay does not meet length requirements; many errors in mechanics and/or writing requirements; many errors in mechanics and/or writing requirements; some errors in mechanics and/or writing requirements; few errors in mechanics and /or writing of 10

10 Format and references Missing in-text citations and reference list; Essay not formatted in APA format Missing in-text citations or reference list; Essay formatted incorrectly in APA format In-text citations and reference list present, although incorrectly listed or formatted In-text citations and reference list present; formatted correctly in APA format Total of 10