EDE 311 Children's Literature for Early Childhood and Elementary Teachers
FA 2006 HO
Hennessy, Gail B.
Copley Room 211
8:30-10:00 M, T, Th, F
Aug 21-Dec. 11 (final Dec. 11, 10:15-12:15)
11:00 - 12:15 PM
Textbook: Cullinan, B., & Galda L. (2006) Literature and the Child (6th ed.). New York: Harcourt Brace.
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The instructor's philosophy is one of interactiveness based on literature readings, lectures, dialogues, presentations, projects, and writings. The instructor will engage each learner in developing a love for good children's books, a feeling for the wonderful possibilities of children's books, the ability to select and use children's books critically, and the desire to share good literature with children in the classroom.
Learning Outcomes: Core Learning Outcomes
Resource file of 100 annotations of
1. Some motivational activity or device to get the children's attention, build motivation, and tap into prior knowledge. It is important to include some open-ended discussion. This is called an anticipatory set.
2. Reading all or parts of the book in a well practiced, interesting manner.
3. An activity that relates to the book. Again, incorporate open-ended discussion. There is a wide range of possibilities, but the activity should do one or more of the following:
1. Integrate with teaching topics and learning outcomes
2. Allow students to express themselves creatively
3. Help students understand the diversity in our society.
4. Build literacy (reading, writing, speaking, listening, critical viewing, visually representing)
For lesson presentations, please submit the following:
A 2 page lesson plan outlining the activities you did before, during, and after reading (or sampling) the book. At the top, include a full bibliography for the book. Follow the format given to you for a formal lesson plan. Include examples of anything you would give to the children if were doing this with a classroom of children. If a creative project is involved, include a sample or samples. Included in the lesson plan you need to make suggestions of what will be done to accommodate or adapt your lesson to meet two different individual's needs. Please make a copy of your lesson plan for each member of the class as well as the instructor (you do not have to make activity samples for everyone, just the instructor). If this is not financially feasible, please let the instructor know and she will have it done for you. These should be submitted the day of your lesson presentation.
A self-evaluation that includes: what you think went well, what did not, what you would do differently next time, how you decided on the book, activity, how you went about planning, other ideas you may have come up with before, during, or after, and general reflections about what you learned from doing this. This should be two or more pages. You submit this to the instructor the next class period following your presentation.
· Accommodations and/or Adaptations for Special Needs Students in the Regular Classroom
There will be discussions that will focus on the needs of diverse learners. Lesson plans must have 2 identified areas that the the presenter (you) will consider. Each identified area needs 3 possible interventions or considerations. Points are assigned to this and can be found in the grading plan section of the syllabus.
This is an organizational activity arranging teaching materials and lesson plans by the instructor and fellow students. This is to be submitted the last week of class. Its organization will be individual preference, but easily understood and deemed functional by the instructor.
These exams will actually be open-ended activities that will allow you to integrate ideas from your reading to higher levels of learning. Early in the course, you will receive a set of options. You will then select one of these options to complete over the specified time. Options will vary, but each will stress higher level outcomes: application to the classroom, analysis, synthesis/creative thinking, and evaluation/critical thinking. They will be keyed to various MOSTEP standards so you can use them as “artifacts” in your departmental portfolio.
Daily Attendance 2 points each session
Chapter Assignments/Participation 3 points each session
Interim Resource File Check 20 points each
Final Resource File Check 80 points
Book Reading 25 points
Book Reading self-reflection 15 points
Book Reading & Lesson Plan Presentation 25 points
Lesson Presentation self-reflection 15 points
Lesson Plan 25 points
Accommodation/Adaptation 10 points
Teaching Resource Notebook 15 points
Quality Indicator 10 points
Midterm/Final Project 40 points each
Late Submission of Course Materials:
Timely completion is built into some assignment criteria. Late work of daily assignments will be accepted up to one week late, but the grade will be reduced. Late submission of reading files will not be accepted and will be recorded as a “zero”. Late submission of presentations, take-home midterm exam, group presentation, resource notebook, and take-home final exam will result in grade reductions of 25%. Absolutely no late work will be accepted after the assigned time of the final. Any missing assignments after the finals date will be recorded as a “zero”.
Classroom Rules of Conduct:
As future teachers, the students in the environment should practice dispositions that are listed in the Philosophy and Frameworks of the Education Department. Each class participant should be a positive, polite contributor to the classroom.
As computers and technology have made writing and revising easier and more productive, they have also created unique problems. Printers run out of ink and hard drives crash. Students must be responsible for planning ahead and meeting deadlines. Be sure to save your work for backup purposes. Do not use cell phones or text messaging during class.
Course intro, Genres in children's literature, your resource file
Assignment: Find one or more children's libraries to work with this semester
Evaluating children's books, sharing books with children
Reading: Cullinan, ch 1 & Appendix E (History of Children's Lit)
Select book reading date begins 9-8
Picture books, Children's book awards, reading aloud
Reading: Cullinan, ch 2 & Appendix A (p. 371)
Picture books, reading aloud, postmodernism
Reading: Cullinan ch 3, Appendix B, C, and D
Assignment: Work on RESOURCE FILE, prepare for book reading
Labor Day – No Class
Commercialism, Poetry, Bloom's taxonomy, lesson plan
Reading Cullinan ch 4
Book Reading (be sure to turn in reflection the class after your book reading)
Assignment: Work on RESOURCE FILE Resource check on Oct. 2. You should have 35-45 annotations done. Files will be collected and checked.
Poetry, Accommodations/Adaptations Bloom's taxonomy, lesson plan
Assignment: RESOURCE FILE, Midterm and Final Exam distributed
Mid-term due Oct. 13
Poetry, Lesson Plan, Accommodations/Adaptations
Assignment: Select date to read book and lesson plan beginning Oct. 27
Traditional Literature, Folklore, Lesson Plan
Reading: Cullinan, ch. 5
Assignment: Resource file check Oct. 2.
Assignment: Do some pre-planning for your lesson plan, Class discussion and questions about plan Oct. 2
Modern Fantasy/ Science Fiction
Reading: Cullinan ch. 6
Assignment: Resource file, Mid-term due Oct. 13
Modern Fantasy/Science Fiction
Discussion and questions on Lesson Plan
Resource File 1st check Files will be collected
Assignment: 2nd Resource File check Nov. 3 You should have 65-75 annotations. Resource files will be collected and checked, Lesson Plan Presentation begins Oct. 27
Contemporary Realistic Fiction; Questioning Techniques
Assignment: Cullinan ch. 7 Mid-term due Oct. 13, lesson plan, resource file
Contemporary Realistic Fiction, Teaching Ideas & Resources
Assignment: Midterm, resource file, lesson plan
Lesson Plans, Accommodations/Adaptations, Resources (mini-books), Theme books
Mid-term is due, Share mid-term
Contemporary Realistic Fiction
Reading: Cullinan ch 7
Assignment: Lesson plan presentations begin Oct. 27, the class session after your lesson plan presentation turn in your 2 or more page reflection, resource file (65-75) collected Nov. 3
Contemporary Realistic Fiction, discussion of quality indicator/performance indicators
Lesson Plan Presentations
Assignment: Make sure to take notes on accommodations/adaptations that can be done with each book reading/lesson plan. You will turn in a graphic organizer showing ways to accommodate/adapt for individuals in a classroom. It will be due Nov. 17, Quality Indicator/Performance Indicator due Nov. 27
Assignment: Resource File due Dec. 4, Final & Resource notebook due Dec. 8
Historical Fiction, discussion of quality indicator/performance indicators
Reading: Cullinan ch 8
Collect resource file (65-75) TODAY
Assignment: Quality Indicator/Performance Indicator due Nov. 27
Veterans Day – No class
Quality Indicator/Performance Indicator due Nov. 27
Cullinan ch. 9
Cullinan ch 10
Assignment: Resource file due Dec. 4 (100 or more annotations)
Final & Resource notebook due Dec. 8
Thanksgiving – No Class
Reading: Cullinan ch 11
Developing Responsive Readers
Reading: Cullinan ch 12
Reading: Cullinan ch 13 or 14
RESOURCE FILE DUE
Share Final Projects
FINAL & RESOURCE NOTEBOOK DUE
Required meeting NOTICE: Absolutely no late work will be accepted after the designated final date. Dec. 12 at 10:15
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2006-2007 Undergraduate Catalog Page 87-89
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:7/20/2006 12:04:55 PM