LIBRARY SCIENCE EDUCATION 402/502 Books and Related Materials for Young People Generic Syllabus with Tentative Schedule

Transcription

1 LIBRARY SCIENCE EDUCATION 402/502 Books and Related Materials for Young People Generic Syllabus with Tentative Schedule Credit: 3 hours Prerequisites: None (Recommended Junior Standing) Course Description: Library in relation to educational program of the school; reading needs and interests of young people; principles of selecting books and materials for young people; aids and tools in selection; reading and evaluating many books for adolescents; methods for guidance in use of library materials; examination of all types of printed audio-visual aids. General Statement of the Conceptual Framework: The COEHD s Conceptual Framework provides direction for the development of effective professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs. The are Knowledge of Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional Standards (PS). Diversity and Technology are included in the assessment process as themes that are integrated throughout all programs in the educational unit (diversity) (technology). Course Objectives: Components of the Conceptual Framework coded to objectives: 1) professional standards (PS) 2) knowledge of the learner (KL) 3) strategies and methods (SM) 4) content knowledge (CK) 5) technology (T) 6) diversity (D) It is intended that students in LSED 402 and 502 will meet the following major objectives: 1. To become widely acquainted with the vast amount of literature available to adolescents, particularly in grades 4 th 8 th. (PS, CK) 2. To be able to critically evaluate young adult novels from the standpoint of literary criteria and genre criteria. (PS, CK, SM) (LARC G3) 3. To be cognizant of the benefits literature can bring to the young adult. ((KL, CK, diversity) (LARC E3) 4. To realize the importance of reading interests, reading stages, reading levels, and developmental tasks in the creation of lifetime readers. (KL, CK, SM) (LARC E2) 5. To develop good techniques for promoting middle school reading, including classroom activities such as literature discussions where higher order are used and journal entries in response to reading. (SM, technology) (LARC A6, G5) 6. To become familiar with and be able to discuss landmark documents in the field of literature for young adults. (CK, PS, diversity) 7. To acquire effective presentation techniques for use in the guidance of young adult literature. (SM) 8. To become familiar with scholarly materials such as professional journals and selection aids that deal with young adult literature. (PS, CK, KL)

2 9. To plan ways to include issues of diversity and consider multicultural aspects. (CK, diversity) For LSED 502 only: 10. To research and report on some element of young adult literature. (PS, CK, technology) Professional Development Activities: As you complete any professional development activity, you are required to enter it into PASS-PORT. Possible Assignments (may vary from section to section 1. Exams: Midterm and final A study guide will provided for each. 2. Peck s Questions: Choose 10 YA books that you do not use for annotations. (You must read books you have not previously read.) Apply one question to each of the ten novels about a page for each. Match appropriate question to the different books. You will turn in the first 5 questions before mid-term and the last 5 before the end of the semester. These higher-order thinking questions can be used with MS students. 3. Reading Autobiography: You will write a reading autobiography that includes the good and bad memories of reading. Begin with your earliest memory of books. Discuss through time your particular interests. What literature influenced you at different times? Introduce any teachers or librarians who influenced you as a reader. Describe your reaction to assigned reading. Trace your memory of reading to today and explain what kind of reader you are today. About 3-4 pages, double-spaced, 12 pt. font. 4. Book Critique: You will present a book critique about a YA book. You will sign up for a book from a list the professor will provide. The purpose of the presentation is to discuss how the book matches the criteria for each genre. Your talk should take no less than 5 minutes and no longer than 10 minutes. It should include the use of technology. 5. Group Presentation: You will be divided into groups of students with similar teaching areas. As a group, you will select a YA novel that could be used in your field of study. The group will present the novel by using a dramatic format such as readers theater, skit, advertisement format, talk show, or any other way appropriate to reveal the contents of the books. The presentation should also include how the book can be used in the classroom. Every member of the group must participate. 6. Author/Illustrator Project: Choose an appropriate author from a list I provide. Research the author s personal background and also read a sample of his/her books. Present information about the author by using a poster session format. You will set up your posters so that classmates can rotate to your session. You should have a handout for them to take and several examples of the author s books. The poster should resemble a bulletin board for a middle school classroom. The handout is for your classmates and should include information they can use later to create their own study of that author. 7. Annotations: You will use the a data base provided for you on Blackboard to complete your annotations. The books are divided into seven sets that are due throughout the semester. The sets must be ed to me by the beginning of class the date it is due. Books to be reviewed in this format:

3 Set 1 20 picture storybooks (At least 10 Caldecott Medal Winners and 5 Coretta Scott King Winners) 5 Newbery Medal Winners Contemporary realistic fiction novel Adventure novel Paterson, K. Bridge to Terabithia Seybestyn, O. Words by Heart Set 2 Sports novel Mystery novel Supernatural novel Fantasy novel Science fiction novel Historical fiction novel Biography A nonfiction you can use in your field Peck, R. A Year Down Under Course Evaluation: Students will be evaluated on individual, class, and group participation. Students will also be graded on written and/or oral reports, as well as other assignments required by the instructor. Students will be given at least two written examinations. Each instructor reserves the right to establish additional course requirements and/or methods of evaluation. The grading scale is as follows: = A, = B, = C, = D.

4 Books and Articles: Reference List Anderson, N. A.. (2007) Elementary children s literature: The basics for teachers and parents (2 nd edition). Boston, MA: Pearson. Anonymous, (2007). Books with YA stamp of approval. Reading today. 25, 2, 34. Bauer, C. F. (1993) New handbook for storytellers. Chicago: A.L.A. Cart, M. (2007). TEENS and the future of reading. American libraries. 38, Carter, B. & Abrahamson, R. F. (1990). Nonfiction for young adults from delight to wisdom. Phoenix, AZ: Oryx Press. Children s catalog. New York: H.W. Wilson, 1930-(annual) Cummings, P. (1992). Talking with artists. New York: Bradbury Press.. (1999). Talking with artists, volume three. New York: Clarion Books. Donelson, K. L. & Nilsen, A. P. (2005). Literature for today s young adults. Boston: Pearson Education, Inc. Fuhler, C. J. & Walther, M. P. (2007). Literature is back!: Using the best books for teaching readers and writers across genres. New York, NY: Scholastic, Gallo, D. R. (ed). (1990). Speaking for ourselves: Autobiographical sketches by notable authors of books for young adults. Urbana, Illinois: National Council of Teachers of English. (ed). (1993). Speaking for ourselves, too: Autobiographical sketches by notable authors of books for young adults. Urbana, Illinois: National Council of Teachers of English. Horning, K. T. (1997). From cover to cover: Evaluating and reviewing children s books. New York: Harper Collins Publishers. Lynch-Brown, C. & Tomlinson, C. M. (2007). Essentials of young adult literature. Boston, MA: Pearson. Meyers, S. E. (1983). Treasury of the great children s book illustrators. New York: Abradale Press. Norton, D. & Norton, S. (2007). Through the eyes of a child (7 th edition). Upper Saddle Ridge, NJ: Merrill Prentice Hall. Trelease, J. (2006). The read-aloud handbook (6 th ed.). New York: Penguin Books. Journals: National Geographic World Junior Scholastic Scholastic News School Library Journal The Lion and the Unicorn Journal of Adolescent and Adult Literacy The Horn Book The Booklist Websites: Revised 11/21/07 Tentative Schedule

5 LSED 402: Young Adult Literature for Grades 4-8 Tentative Schedule of Lectures, Activities, Readings, and Assignments Class Topic Activity Assignment Due * Readings * Read Aloud * 1 Survey Information Watsons, Ch 1 Overview Get Acquainted Activity 2 Intro to YA Lit and Bloom s Taxonomy Groups: Using Bloom s Taxonomy, create questions and activities for the read aloud book. Donelson & Nelsen Ch 1: Understanding Young adults and Books Sweet Clara and the Freedom Quilt 3 Stages of Reading and Identifying Levels of Reading 4 History and Overview of Genres 5 Orientation for LRC Using 6 Author Studies 7 Criteria for Picture Books Problem 8 Novels Groups: work with Fry Graph and Cloze Procedure. Interpret independent, instructional, and independent reading levels. Create flow chart of genres for bulletin board and for Inspiration Dewey Decimal System Game Give out DDS bookmarks Write sequel to Sylvester Sort types of picture books according to format Literature Circle: Bridge to Terabithia D&N Ch 2: A Brief History of Adolescent Literature Watsons, Ch 7 Watsons, pp , Reading Autobiography Watsons, Ch 14 Poster and handout for assigned author D&N Ch 4: Contemporary Realistic Fiction: From Tragedies to Sylvester and the Magic Pebble, Steig Chicken Sunday, Polacco Excerpt from The Chocolate War

6 9 10 Realistic Fiction Poetry 11 Humor in YAL 12 Romanticism/ Rite of Passage & Female Characters Literature Circle: Bridge Read and write poetry Finish poetry Literature Circle: Bridge Kira- Kira Romances Bridge to Terabithia, Ch 1-3 Bridge to Terabithia, Ch 4-6 The Cay Out of the Dust D&N Ch 5: Poetry, Drama, and Humor There s a Boy in the Girl s Bathroom Point Presentations: Hatchet Are You There, God? It s Me Margaret Bridge, Ch 7-9 Excerpt from The Pigman Variety of poetry books Skinnybones Ericson, Hank the Cowdog 13 Hoffman, Amazing Grace

7 14 Multicultural Literature. 15 Mystery and Suspense 16 MIDTERM EXAM 17 Traditional Literature 18 Culture in Folklore 19 Modern Fantasy Literature Circle: Bridge Complete journal entry for read aloud and share In groups, create a secret knowledge story Write a nursery rhyme story Compare cultures of different versions of Cinderella using Circle Maps Literature Circle: A Year Down Under Julie of the Wolves My Louisiana Sky Annotations (Set 1) Taking Sides Point Presentations: The Giver The Kidnapping of Christina Lattimore Ella Enchanted 1 st 5 Peck Questions Point Presentations: Charlie and the Bridge, Ch D&N Ch 6: Adventure, Sports, Mysteries, and the Supernatural D&N Ch 12: Censorship: Of Worrying and Wondering D&N Ch 7: Fantasy, Science Fiction, Utopias, and Dystopias A Year Down Under, Prologue, and Ch 1-2 Uncle Jed s Barbershop Mitchell Wiseinewski, The Secret Knowledge of Grown-ups Stevens, And the Dish Ran Away with the Spoon Legend of the Indian Paintbrush Lewis, Edmund and the White Witch

8 Science Fiction Topic: Importance of Reading Aloud Historical Fiction 23 Using Historical Fiction in the Classroom Literature Circle: A Year Down Under Watch portions of Jim Trelease Video and write a short reflection Literature Circle: A Year Down Under Planning time for group presentations based on focus area groups 24 Using Movies with Literature 25 Finish Words by Heart and compare and contrast with Great Glass Elevator A Wrinkle in Time I Have Lived a Thousand Years: Growing in the Holocaust Roll of Thunder, Hear My Cry A Year Down Under, Ch 3-5 D&N Ch 8: History and History Makers: Of People and Places A Year Down Under, Ch 6-7, and Epilogue D&N Ch 10: Evaluating, Promoting, and Using Young Adult Books Mckissack, Mirandy and Bro. Wind Freedom Summer Hank the Cowdog Watch Words by Heart Words by Heart Last Peck Questions

9 26 Biographies book using double bubble map Brnstrm ways to use movies in the classroom successfully. Write bio-poems 27 Nonfiction Using some resources for teaching activities, groups will decide upon a teaching concept and activity for each nonfiction book students bring to class. Word Sort 28 Nonfiction Use thinking maps with informational books Rosa Parks: My Story Mrs. Frisby and the Rats of NIHM D&N Ch 9: Nonfiction: Information, Literary Nonfiction, Biographies, and Self-Help Books A nonfiction book in your field Polacco, Thank You, Mr. Falker Bash, Desert Giant Poetry selections 29 Presentations Group Presentations 1&2 Wallace, A Dog Called Kitty 30 Presentations Annotations (Set 2) Group Presentations 3&4 Houston, My Great Arizona *Titles of books for individual Power Point Presentations vary according to class size, and student choice. Read alouds and literature circle readings vary each semester.