2 completed and submitted in order to pass the course; this work is not eligible for reworking for a better grade. If you have a legitimate problem

Transcription

1 English 204A - Fall 2010 Literature for Children and Youth Dr. Millsaps - Office HH 301, Phone , emillsaps@cn.edu Office Hours: MWF 10-11; MW 1-3; R 1-2 (other times by appointment) CATALOG DESCRIPTION: Selection, analysis, and uses of literature from early childhood through middle school. History of children's literature and study of illustrators. OBJECTIVES: By the end of the course, the student will 1. know the important milestones in the history of children s literature as evidenced by answers to specific test questions; 2. be able to identify major authors, literary elements, illustrators, methods, and styles of illustrations as evidenced by answers to specific test questions; 3. be able to articulate the main genres and trends of literature for children and youth as evidenced by answers to specific test questions; 4. know how to present children's literature to its intended audience as evidenced by the outside elementary/middle school teacher s evaluation of the Appalachian book presentation; 5. know how to research an author and reviews of a book and present findings in a paper using MLA format which will be assessed by a rubric for the Appalachian book presentation project; and 6. be able to recognize some of the best Appalachian children s books and identify stereotypes in Appalachian texts. METHODS OF INSTRUCTION: 1. Modified lecture with emphasis on class discussion 2. Audiovisual aids where appropriate 3. Collaborative learning techniques 4. Writing to facilitate learning TEXTBOOKS: Barker, Vicki, and Ellen Millsaps. Appalachian Children s Literature: A Workbook for Students. 2 nd ed. Curtis, Christopher Paul. The Watsons Go to Birmingham NY: Bantam Doubleday Dell, Lowry, Lois. The Giver. NY: Bantam Doubleday Dell, Millsaps, Ellen, ed. Writing at Carson-Newman College. 5 th ed. Jefferson City: Jefferson Printing Co., Paterson, Katherine. Bridge to Terabithia. NY: Harper Collins, Temple, Charles, et al. Children s Books in Children s Hands: An Introduction to Their Literature. 4th ed. Boston: Allyn and Bacon, White, E. B. Charlotte s Web. NY: Dell, GENERAL REQUIREMENTS: 1. Late Work: Late work will not be accepted unless pre-arranged or unless proof is produced of verifiable, extenuating circumstances. Although late work will receive a 0, it must be

2 2 completed and submitted in order to pass the course; this work is not eligible for reworking for a better grade. If you have a legitimate problem with a deadline, contact me as soon as possible before the due date. If you miss a test for a valid reason such as illness, it is your responsibility to initiate a makeup time within one week after you have returned to class. (NOTE: Having another test on the same day is not a valid reason for missing a test.) 2. Attendance: Attendance Policy: C N College Catalog, p. 27: Any student who does not attend class during the first two weeks of the semester will be administratively dropped from the class for non-attendance. Enrollment status (full-time/part time, etc.) may be affected by this withdrawal which may impact billing and financial aid eligibility. If a student fails to attend class for three (3) consecutive weeks, the student will be administratively withdrawn from the course. A recalculation of earned financial aid will be processed for students who are administratively withdrawn from all courses before the end of the term due to lack of class attendance; these students may render themselves ineligible to receive financial assistance. If the FINAL absence occurs ON OR BEFORE the last day to drop the course with a W, the student will be assigned a grade of VW. If the FINAL absence occurs after the last day to drop the course with a W, the student will be assigned a grade of VF. A grade of VF will be computed as a grade of F which carries hours attempted and 0 quality points. A grade of VW is not computed into the student s grade point average. Hours attempted for grades of VW and VF will be computed into the student s satisfactory academic progress for financial aid purposes. Class attendance is limited to the instructor(s) of the course, registered students, and official guests of the College. Humanities Division Policy: For TR classes, you will receive a warning after 4 missed classes; after 9, you will receive an F for the class. For an absence for which you have verifiable documentation (i.e., doctor s statement, message from nurse in Wellness Center, message from coach, etc.), you will be allowed to make up work with no penalties, but the absence will still be counted. Contact me or a classmate if you miss class, and come to the next class fully prepared. Additionally, three tardies count as one absence. If you come in late, it is your responsibility to ask me to change the absence to a tardy after class. Otherwise, the absence stands. 3. Plagiarism: Do your own work. Using someone else's ideas or words without acknowledging that source is PLAGIARISM and results in an F for the course and possible disciplinary action from the college (see pages of Writing at Carson-Newman College). 4. Conferences: If you experience any difficulties with this course, see me. I will be glad to discuss the expectations of the course and your status, but don't wait until the last of the semester to become concerned. 5. Class Conduct: Please take care of any necessary business before class begins. Once we start, there should be no random getting up to go to the trash can or to get water, etc. Likewise, if you are so sleepy that you must put your head down on the desk or sleep in class, or if you text or use other electronic devices in class, I will mark you absent. Especially when we have guests, I expect you to be on your best behavior. 6. Syllabus Changes: It may be necessary to make changes to this syllabus. Therefore, always check with a class member about the assignment for the next class or any other changes if you must be absent. I reserve the right to adjust the grading procedure according to any necessary changes.

3 *Please Note: Any student with a special documented disability (learning, sight, hearing, mobility, etc.) which may affect class activities should contact Mr. David Humphrey, Kathleen Manley Wellness Center, , and provide appropriate documentation. 3 EVALUATION: 12 Notecard book reviews: 120 possible points: 40 for 3 due dates Book presentation project: 200 possible points Three tests and final exam: 400 possible points: 100 points each Daily work, quizzes 35 possible points 880 possible points GRADING SCALE: A = ( points) B = ( points) C = ( points) D = ( points) F = 0-64 (0-571 points) CONFERENCES: Office hours are listed on this syllabus and posted on my office door. Please come by if you need help or have questions about any part of this course. ENGLISH 204: WRITING ASSIGNMENTS I. 12 Notecard Book Reviews: Due Sept. 28, Oct. 28, and Nov. 23. Early submissions welcomed. Read 8 Caldecott or Caldecott Honor books and 4 chosen from either Newbery, Newbery Honor books, or the list on pages 4-5 of this syllabus (books used as class texts and the 5 Appalachian books are not included; also, choose only one book per author and books you have not previously read). Each book review should be completed on a 4" x 6" notecard (both sides may be used if needed). It may be handwritten in ink. Each card should have your name, the date, and the book review number (i.e., #1, #2, etc.) in the top right corner; number your cards consecutively, The following information should be given at the top of the card in proper bibliographical style according to MLA format (don t guess at this: see the example below; if you have questions, consult Writing at Carson-Newman College): Author. Title. Illustrator (if different from author). City of publication: publisher, date of publication. Print. Baylor, Byrd. The Desert Is Theirs. Illus. Peter Parnall. NY: Macmillan/McGraw-Hill, Print. (Underneath this, give) The genre of this book (realistic, fantasy, historical, biographical, poetry, etc.): Awards (if any) Synopsis: (Give a one- to three-sentence summary of the plot.) Illustrations: (Do this part only for Caldecotts: describe the illustrations--their style, placement, media used) Literary elements: (Examine in a few sentences one significant aspect of one of the following terms as it applies to your book; also consider its importance to the work as a whole: character (flat/round, static/dynamic, foil, stereotypes), plot (episodic, progressive, open, flashbacks, foreshadowing); type of conflict [person against self, person against person, person against nature, person against society], recurring plots [the initiation story, the journey]), theme (explicit/implicit), implied reader (identifying with characters, taking the intended moral stance,

4 4 filling in the gaps), setting (time and place), point of view (first person, omniscient [3 rd person], limited omniscient [3 rd person]), style (word choices, sentence length, figurative language [imagery, simile, metaphor, personification], tone. Critical evaluation: (Based on specific reasons/evidence which you cite, give your own critical evaluation of this book; state if you would use this book in a classroom or recommend it to others and why or why not) SAMPLE NOTECARD BOOK REVIEW Your name Sept. 14, 2010 #1 McCloskey, Robert. Blueberries for Sal. New York: Viking Press, Print. Genre: Picture Book Awards: Caldecott Honor for 1949 Synopsis: While a little girl, Sal, and her mother pick blueberries to can for the winter, a mother bear and her cub eat berries in preparation for their winter s rest. Both Sal and the cub get lost and follow the "wrong" mother. Both mothers are very surprised when they turn around to check on their children. Eventually, they find their children and go home. Illustrations: McCloskey used blue for all of the illustrations as well as for the type to go with the subject of the book: blueberries. They were probably drawn with pencil. Each page has a detailed picture; some of the scenes cover two pages. The human characters are portrayed realistically, but the animals have been personified to show emotions. The text is arranged at times to create suspense: the reader must turn the page to find out what is making a noise, for example, and sometimes McCloskey playfully leads us astray, also! (Back of Card) Literary Elements: Character Sal and the bear cub are flat characters because we know little about them other than that they both are easily distracted and let their stomachs rule their actions. They are also static characters in that neither changes permanently. Both conditions emphasize the similarities between the two as one character parallels the typical childlike actions of the other. Critical Evaluation: This is a good book, especially for grades K-3. Children can easily understand it, the plot is interesting (home-adventure-home), and the illustrations reinforce the story. For these reasons, I would use this story in my classroom. Teaching Idea: It would be good to bring in some blueberries for the children to taste. You could also have the children draw their own picture based on this story using a blue crayon. NOTE: The last category, Teaching Idea, is not required, but if you are planning to teach at a grade level where the particular book you are reviewing would be appropriate, you might want to add this section. English 204 READING LIST TO SUPPLEMENT NEWBERY LIST IN TEXT Classics Alcott, Louisa M. Little Women or, Meg, Jo, Beth and Amy. Burnett, Frances Hodgson. The Secret Garden. Grahame, Kenneth. The Wind in the Willows.

5 5 Lewis, Clive S. The Lion, the Witch, and the Wardrobe. (or other of the Narnia Chronicles) Milne, A.A. The House at Pooh Corner. Milne, A. A. Winnie-the-Pooh. Montgomery, L.M. Anne of Green Gables. Norton, Mary. The Borrowers. Wilder, Laura Ingalls. Little House in the Big Woods.(or any of the other Little House books) More Recent Books- Babbitt, Natalie. Tuck Everlasting. Byars, Betsy. The Pinballs. Cole, Brock. The Goats. Cormier, Robert. I Am the Cheese. Fox, Paula. One-Eyed Cat. Greene, Bette. Summer of My German Soldier. Hunter, Mollie. Sound of Chariots. Paterson, Katherine. Lyddie. Paterson, Katherine. The Great Gilly Hopkins. Paulsen, Gary. Hatchet. Petry, Ann. Tituba of Salem Village. Pullman, Philip. The Golden Compass. Rowling, J. K. Harry Potter and the Sorcerer s Stone Wolff, Virginia. Make Lemonade. Woodson, Jacqueline. Maizon at Blue Hill. Yolen, Jane. The Devil s Arithmetic. Reading Autobiography In 1 ½ to 2 pages, typed and double-spaced, write a paper detailing the experiences and influences that have made you the reader you are today. What are your earliest memories of reading? Were you read to as a child? If so, by whom? What are your memories of reading at school? What books do you remember reading? Do you have any favorites? Any particularly positive or negative influences on you as a reader? What is your attitude toward reading today? What kinds of things do you read? In other words, try to let us see what has contributed to the attitude about reading that you have today. Your paper will be worth 25 points and will be evaluated on the basis of development of ideas, specific details, organization, grammar, punctuation, and spelling (see Diederich Scale on BB). Appalachian Book Presentation Project An important part of sharing books with children is learning how to present them effectively. To give you practice in doing this and to share our Appalachian literature, you will have the opportunity to present a book written by Appalachian authors to a selected classroom. Your Appalachian Children s Literature workbook will guide you through the various steps. ASSIGNMENTS WEEK 1

6 6 Aug. 26 Introduction to course WEEK 2 31 Reading Autobiography due (see p. 8 of syllabus); read Chapter 1, pp Workbook (WB): pages 1-3, and Task 1 on page 4. Sept. 02 Read Chapter 2, pp , on setting and character; Charlotte s Web, chapters 1-7; WB: Task 3, pp WEEK 3 07 Read Chapter 2, pp , on plot and theme; Charlotte s Web, ch. 8-14; WB: Authors, pp. 7-11, Tasks 1 (10) and 2 (11) 09 Read Chapter 2, pp , on implied reader, point of view and style; Charlotte s Web, ch ; WB: Literary Elements, pp , Tasks 1, 2, and 3. WEEK 4 14 Chapter 3: Picture Books, pp ; WB: Illustrators, p. 13, Task 1. WB: Authors, p. 12, Task 3 (see also pp ) 16 Picture Books, pp ; WB: Literary Elements, p.17, Task 4, and p. 18, Task. WEEK 5 21 Picture Books 22 ALPHA CHI SCHOLASTIC BOOK FAIR: 9:00-5:00 p.m. SAC Grand Hall 23 Test I WEEK 6 28 Chapter 4: Literature Representing Diverse Perspectives ;WB: Illustrators, p. 14, Task 2. 4 Notecard Book Reviews due 30 Chapter 5: International Literature ;WB: Overview of the Appalachian Project, p. 19; see Sample paper on pp ; Writing the Summary and Critique Section of Your Paper, p. 20, Task 1. WEEK 7 Oct. 05 Chapter 6, pp , Poetry for Children ; WB: Choosing the site for your presentation, p. 32; Using Book 07 Chapter 6, pp (Poetry);WB: Researching Your Author, p. 25; Researching Your Illustrator, p. 26. WEEK 8 12 Chapter 7: Traditional Literature, pp ; WB: Introducing Your Appalachian Project, pp ; Extension Activities for Your Appalachian Project, pp Chapter 7: Traditional Literature, pp ; WB: p. 31. Rough drafts due for Appalachian projects (if you want to do your presentation over Fall Break, let me know early so that I can approve your plans from the draft stage before you leave.) WEEK 9 19 FALL BREAK 21 Test II; Presentation Plans paper for Appalachian Project due. WB: pp Read before you go to do your presentation; project to be completed between Oct. 26-Nov. 24(I must approve your plans before you make your

7 7 presentation, so see me if you want to present your book before these dates). Your Reaction paper is due within one week of presentation. See sample on pp of workbook. WEEK Chapter 9, pp : Realistic Fiction ; Bridge to Terabithia, ch Chapter 9, pp ; Bridge to Terabithia, ch. 8-13; 4 Notecard Book Reviews due WEEK 11 Nov. 02 Chapter 11: Information Books and Biography, pp Chapter 11 continued WEEK Chapter 10, pp : Historical Fiction; The Watsons Go to Birmingham 1963, ch Chapter 10, pp ; Watsons, ch. 5-end WEEK Test III 18 Chapter 8, pp : Modern Fantasy and Science Fiction ; The Giver, ch. 1-7 WEEK Chapter 8, pp ; The Giver, ch. 8-15; 4 Notecard Book Reviews due 25 THANKSGIVING HOLIDAYS WEEK The Giver, ch ; Chapter 12, pp : Literary Meaning Making and Children s Reponses to Literature Dec. 02 Chapter 14: Encouraging Response to Literature, pp WEEK Chapter 15: Literary and Content Units, pp ; Review for exam 14 EXAM 10:30 a.m. 12:30 p.m. Grading Rubric for Appalachian Projects Book Presentation Plans 1. Summary and book reviews Information about the author Information about the illustrator, if available Plans for introducing the book Extension activity Correct documentation within paper Works Cited page Correct grammar Correct punctuation, spelling Clarity and conciseness Totals Book Presentation Plans points out of 50 x 2 = points out of 100

8 8 Reaction points out of 50 plus Presentation Evaluation points out of 50 = points out of 100 TOTAL for Appalachian Project out of 200 points GRADING RUBRIC FOR READING AUTOBIOGRAPHY 1 = not present 2 = needs extensive revision 3 = satisfactory 4 = strong 5 = outstanding Development of ideas Specific details Clear organization Grammar Punctuation and spelling Comments: Final Grade