Welcome to Children's Literature!

Transcription

1 1310-EDUC : Children's Literature My Portal HJF Library itunesu You are logged in as Judy Sweetman (Logout) Home My courses Children's Literature (Fall Sweetman) Turn editing off Navigation Home My home Site pages My profile My courses Children's Literature (Fall Sweetman) Participants Reports General Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6 Jacobson Ed Tech School Teacher (LDA) School Teacher (Spring Children's Literature (Spring Sweetman) Graduate Instructor's Site School Teacher Template EDUC 872: Children's Welcome to Children's Literature! This three-credit graduate course will reintroduce you to the many genres of children's literature, as well as help you to integrate children's literature across the curriculum. We will look at the genres in light of the English Language Arts Iowa Core Curriculum, specifically reading and writing, but also speaking, listening, and language. We will look at text complexity, and also how to read and write informational text vs. literature. Please download the syllabus and read it carefully. There are six units in this course, and readings and assignments for each specific unit. Please be sure to order your text as soon as possible. The text is available from Morningside College Bookstore, as well as online from amazon or Barnes & Noble: Lukens, R.J., J.J. Smith, & C.M. Coffel. (2013). A critical handbook of children's literature, 9th edition. Boston: Pearson. Additionally, please respond to the introductory forum found under the syllabus. Once you have responded to the forum, please respond to a minimum of two other people in the course. Module 1 is up and ready for you to begin. Once 1 of 15

2 Literature Template School Teacher (Fall Children's Literature (Fall Sweetman) School Teacher (June Children's Literature (Summer 2011 Sweetman) School Teacher (2011 Spri... Children's Literature (Spring 2011) School Teacher (Fall Children's Literature (Fall Sweetman) School Teacher (Summer 2010) Children's Literature (Summer 2010) you have completed your introduction, begin working on Module 1. The assignment and two forums are due by 11:55 on September 18. Let me know if you have questions. The easiest way to get in touch with me is via Judy Sweetman. I will do my best to respond within 24 hours. Enjoy the course! Instructions to Adjunct Instructors News forum START HERE--a book with general online course information Technology Assistance--Helping yourself and asking for help Research Tools--Accessing library resources and writing assistance A Student Guide Using Moodle Questions and Answers Syllabus Forum Rubric Getting to Know You Extra Credit - Survey Banned Books Week - Extra Credit Add a resource... Settings Course administration Turn editing off Activity chooser on Edit settings Users Filters Grades Outcomes Backup Restore 2 of 15 Add an activity... Topic 1 What Is Literature? Children's literature today ranges from the classics that are remembered fondly by parents and grandparents, to wordless picture books, to graphic novels, to ebooks. Although we will be exploring each of these, the objective is to create life-long readers of students. We want

3 Import Reset Question bank Legacy course files Switch role to... My profile settings Add a block Add... students to read for pleasure, to read to make sense out of life, to read for vicarious experiences, and to read critically for information. In this module, you will begin reading the textbook, you will begin perusing the Iowa Core standards for English Language Arts, and you will become familiar with textsets. You will also respond to two forums. Objectives: By the end of this module, participants will be able to: 1. Define literature for children. 2. Compare and contrast changes in children's literature. 3. Describe the attributes for books influenced by postmodernism. 4. Define the attributes of and develop a textset. Reading Assignment Read the Preface and Chapters 1-2 from Lukens, Smith & Coffel Read three books from the recommended list at the end of the assigned chapters Skim the Iowa Core English Language Arts curriculum Read the Reading Standards for Literature for your specific grade level(s) from the Iowa Core Curriculum Read the three articles from the Internet about graphic novels and also the article about wordless picture books Read through the Textset Lesson and complete the Review within the lesson Where to Start Textset Lesson 3 of 15

4 Iowa Core English Language Arts Using Comics and Graphic Novels in the Classroom Getting Graphic: Connecting with Students Using Graphic Novels Are Graphic Novels Good Enough for School Wordless Picture Books Checklist for Textset Assignment Textsets After going through the lesson on Textsets, reading the Preface and chapters 1-2 in our text, and studying the sample textsets from those chapters, create a textset of your own. This assignment is due by 11:55 on September In a Word document, describe your end goal. What is it you wish your students to learn, understand, and/or do by reading this textset. (10 points) What concept, topic, or theme is your textset? (5 points) Your textset contains a minimum of 20 resources at varying reading levels. (10 points) Each resource is briefly annotated, explaining why it is being included in the textset. (15 points) An activity, project, and/or instructional strategy to coincide with the textset is described in detail. The activity, project, and/or instructional strategy is rigorous and relevant, at the 4 of 15

5 6. upper end of Bloom's Taxonomy. (20 points) Upload your completed assignment here by 11:55 on September 18. Additionally, upload your completed assignment to the forum for others to read. Response to Reading Textsets Weekly Forum Grade Add a resource... Add an activity... Topic 2 Children's Book Awards The two best known children's book awards are the Newbery Award and the Caldecott Award. The Newbery Award was first given in 1922 to Hendrick Van Loon for The Story of Mankind. The award has been given every year since then to the best written children's book of the previous year. There are also honor books nominated, ranging from one to five books, depending on the year. The Caldecott Award is given every year for the best illustrated children's picture book. This award was first given in 1938 to Dorothy P. Lathrop for her illustrations in Animals of the Bible, A Picture Book. In order to enhance students' comprehension of picture books, it is important that they become visually literate. Visual literacy should be a critical 5 of 15

6 component of reading. Why is visual literacy so important? Visual literacy helps to: Develop critical thinking skills in relation to visual images Enhance verbal and written literacy skills Enhance vocabulary Integrate visual literacy across all curriculum areas Address underlying assumptions that are embedded in images Analyze and evaluate the values inherently contained in images When viewing the illustrations of children's picture books, students should be aware of three things: the media or medium used to create the illustrations, the artistic style, and the dominant elements and principles of design. Table 3.1, on pages in our textbook, explains various artistic styles. To introduce students to the elements and principles of design, view the teaching unit found here: /506/finalproject/introductiontounit.html. Google image obtained from: topchinatravel.com Reading Assignment: Chapters 3 and 4 of Lukens, Smith & Coffel Three children's books from the recommended list at the end of the chapters Writing standards for your grade level(s) from the Iowa Core Iowa Core Appendices B and C (skim) Articles from the Internet on John Newbery, Randolph Caldecott, and visual literacy PowerPoint presentation on the art of children's book illustrations 6 of 15

7 Internet unit on elements and principles of design Where to Begin The John Newbery Medal The Randolph Caldecott Medal Visual Literacy Across the Curriculum Visual Literacy Elements and Principles of Design Caldecott Critique Choose a Caldecott Award or Honor book that is of interest to you. Read the book carefully, and study the illustrations. Think about how the illustrations enhance or detract from the content or message of the book. What elements and principles of design jump out at you? How did these specific elements and principles enhance or detract from the illustrations and content of the book? Determine the medium or media used. Often this is found on the copyright page. Was this a good choice? Would another medium have been a better choice? Why or why not? Determine the artistic style used. Was this a good choice? Would a different style enhance the message/content of the book? Appeal more to children? Critique your chosen Caldecott book in a three-page paper, using APA style. The paper needs to be a minimum of three, double-spaced pages. After revising your paper for the content, please edit for grammar, punctuation, spelling, and typing errors. Upload your completed assignment here for grading by October 2, 11:55 p.m. Upload your completed assignment to the forum so your peers can learn from your critique. Rubric for Caldecott Critique 7 of 15

8 Response to Readings Caldecott Critique Forum Weekly Forum Grade Add a resource... Add an activity... Topic 3 Poetry Poetry is all around us. We may just not recognize it, as we are not as familiar with it as we are with other genres. Poetry is embedded in the Iowa Core Curriculum, as well. Students may use poetry to practice fluency, or to learn about the foundational skills of reading and writing. Above all, students should read, write, recite, and listen to poetry just for fun. Poets such as Shel Silverstein, Kalli Dakos, Bruce Lansky, Jeff Moss, and Jack Prelutsky have made children laugh, cry, ponder, and share for decades. Some poems tell stories and contain characters, setting, and plot. An example of a poem that tells a story is Adventures of Isabel by Ogden Nash. Some poems rhyme, while many do not. Some are written according to specific formula, such as the cinquain, diamante, or haiku. Poems can be found on nonfiction concepts. Others are to be recited with two or more voices, such as Paul Fleischman's Newbery Award book, Poems for Two Voices. During the next few weeks, you will have an opportunity to explore poetry in all its many facets. Have fun with it! Objectives: 1. Compare, contrast, and identify round characters and flat characters. 2. Describe the four types of plot. 3. Explain how setting influences character, conflict, and theme. 4. Describe the various types of settings. 8 of 15

9 5. Evaluate your curriculum for opportunities to integrate poetry. Reading Assignment: Read chapters 5, 6, 7, and 11 from Lukens, Smith & Coffel. Read through the speaking and listening standards from the English Language Arts Iowa Core for your grade level. Read a minimum of three children's books from the Recommended Reading at the end of the assigned chapters. Read through the six Web sites listed below, and the Word document on poetry formulae for writing models. Where to Begin Poetry File Collaboration Giggle Poetry Kalli Dakos Jack Prelutsky Poetry Teachers Poetry Lesson Plans How I Teach Poetry in the Schools Poetry Formula Poetry File Rubric Poetry File Response to Reading Poetry File Weekly Forum Grade Add a resource... Add an activity... Topic 4 ebooks As more and more schools are purchasing laptops or ipads for their students, ebooks are 9 of 15

10 becoming more and more prevalent. Is this a good idea or a bad idea? There are arguments for and against ebooks for the same reasons: environment, price, intellectual freedom, and so on. Some believe that ebooks will help the environment as we are saving trees. Others have researched what it costs environmentally to make an e-reader, and have concluded that we are plundering the earth at a much faster pace with e-readers than with paper, especially since trees can be replanted. Some believe it is less expensive to purchase ebooks. Others believe that the high cost of ebooks is only slightly less expensive than a paper copy of the same book. Some believe that technology affords greater intellectual freedom, while others believe that what we read on e-readers and any anecdotes made are kept track of and our privacy is being invaded. Some believe that e-readers are easier to read as one can set the size of the print, while others believe that nothing can take the place of curling up with a real book. Regardless of one's opinions, ebooks and electronic textbooks are being used in schools and universities. In this module, you will learn about ebooks, and also have an opportunity to write and illustrate your own ebook. Objectives: 1. Determine the pros and cons of ebooks. 2. Become familiar with several ebook data bases. 3. Learn how to write, illustrate, and publish an ebook. Readings: Read chapters 8-10 from our textbook. Skim through the Language standards for your grade level from the Iowa Core. Read a minimum of three children's/young adult books from the Recommended Reading at the end of the assigned chapters from our textbook. Read through the six Web sites listed below. 10 of 15

11 Where to Begin 30 Benefits of ebooks Are Ebooks Any Good? Environmental Impact of ebooks BookFlix Trueflix How to Write an ebook ebook Rubric ebook Response to Reading ebook 40 unread posts 41 unread posts Weekly Forum Grade Add a resource... Add an activity... Topic 5 Biography and Informational Text In the last decade or so, quality nonfiction for students in elementary and middle school has undergone a major transformation. The books are inviting, many illustrated with photographs. Authors consult with professionals in the field to ensure accuracy in their writing. Research has shown that young children prefer nonfiction as they have so many questions about their world. Teachers are encouraged to read nonfiction aloud and to include nonfiction books in the independent reading bins or shelves. Students do need to be taught how to read nonfiction, as it is so different from fiction. First, in the primary grades, teachers can do Think-alouds or Talk-alouds about the text conventions. These are the bold print, the charts, graphs, photographs, captions, index, Table of Contents, glossary, etc. Teachers can explain how 11 of 15

12 these conventions help them as a reader better understand what the author is explaining. Students need to have these pointed out, or they will skip over them, thus missing out on many learning opportunities. Additionally, students need to be taught the variety of text structures that are prevalent in nonfiction text. The predominant text structures are question and answer, compare and contrast, problem/solution, cause/effect, description, and sequence. Again, students can learn about these text structures from seeing the teacher model and think aloud about how s/he recognizes these text structures, and how knowing about these structures helps him/her to better understand the concept. Please read the following sites about nonfiction text structures for ideas on how to teach: /nonfiction-text-structures.html There are many authors known for writing quality biographies and/or quality nonfiction. The following authors are well-known for writing biography: Diane Stanley Robert Quackenbush Jean Fritz David Adler Some popular authors of quality nonfiction are: Gail Gibbons Bobbie Kalman Seymour Simon Russell Freedman Jim Brandenburg Kathryn Lasky Jim Arnosky Ruth Heller Brian P. Cleary Objectives: Describe the various nonfiction text conventions Explain the major nonfiction text structures Develop a rationale for using quality nonfiction 12 of 15

13 with children 4. Analyze a nonfiction book to determine its quality 5. Create a presentation about a quality nonfiction author Reading Assignments: Chapters in Lukens, Smith & Coffel. Read Appendix A of the Iowa Core. Read a minimum of three children's/young adult books from the Recommended Reading at the end of the assigned chapters from our textbook. Read through the four articles found below. Where to Begin What Teachers Need to Know about the "New" Nonfiction Nonfiction Books for Independent Reading Nonfiction in the Early Grades: Making Reading and Writing Relevant for All Students The Classroom Library: A Place for Nonfiction, Nonfiction in Its Place PowerPoint Presentation Rubric PowerPoint Presentation Extra Credit: Nominate an Orbis Pictus Book Response to Reading PowerPoint Presentation Weekly Forum Grade Add a resource... Add an activity... Topic 6 A Lifetime of Reading The important question for this final chapter is, "How can I get my students to become lifelong readers?" One way to do this is by reading aloud to your students every day, and preferably several times a day. Read 13 of 15

14 poems, snippets from nonfiction, excerpts from magazines or newspapers, paragraphs from fiction that make you laugh or cry. Model book talks with your students, stopping at a critical point in the book. Engage your students in interactive read alouds and shared reading, and allow time for independent reading. Ask the principal, superintendent, parents, and/or business people to come read to your students. Discuss books as a whole class, in small groups, and in literature circles. Have students participate in Readers' Workshop. Bring picture books (fiction, nonfiction, biographies, science fiction, historical fiction, poetry, etc.) into science, social studies, and mathematics. Introduce concepts in art, music, and physical education with children's and young adult books. This can be done in as few as three to five minutes. The idea is that you are sharing books, and students are learning that books are important. Objectives: 1. Describe at least five ways to promote reading in your classroom 2. Explain the importance of creating lifelong readers 3. Develop a literature unit Reading Assignments: Chapter 14 of Lukens, Smith & Coffel Range, Quality, and Complexity of Student Reading for your grade level (Iowa Core) Web sites and articles listed below Three children's/young adult books from the recommended list at the end of the chapter Teacher Book Wizard Widget Creating Lifelong Readers Creating a Lifelong Reader Helping Boys Develop a Lifelong Love of Reading Boys Read Reading Fun Literature Plan Rubric Sample Month for Literature Plan 14 of 15

15 Literature Plan Template Literature Plan Response to Reading Literature Plan Weekly Forum Grade Add a resource... Add an activity... Moodle Docs for this page You are logged in as Judy Sweetman (Logout) Home secs RAM: 16.4MB RAM peak: 16.8MB Included 503 files Contexts for which filters were loaded: 3 Filters created: 6 Pieces of content filtered: 0 Strings filtered: 0 get_string calls: 1262 strings mem cache hits: 1490 strings disk cache hits: 85 DB reads/writes: 121/19 Load average: 0.19 Session: 22.6KB 15 of 15