Appalachian State University
RE 3240-105 World Literature for Children (3 hr)
Dr. Beth M. Frye
Spring 2008 Tuesday 5:00-7:30 EDH 225
Office Hours:
Office: EDH 201 F
Telephone: 262-7623 (w) e-mail: fryeem@appstate.edu
Course Description
This course introduces students to the range of children’s literature across cultures. Students will read and analyze translations and other children's books in English from countries around the world. Literary analysis of the books will form the basis for comparing and contrasting cultures, historical periods, and differing national worldviews of childhood. Other issues such as racism and sexism will also be examined. A major focus of the course will be how to introduce the concepts of story and information to children through books, storytelling, and multi-media. Course designators: Writing, Multicultural
Course Materials
Required Children's Books to Be Purchased from Black Bear Books:
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v The Thief Lord by Cornelia Funke v Because of Winn Dixie by Kate DiCamillo v Becoming Naomi Leon by Pam Munoz Ryan v Harry Potter and the Sorcerer's Stone by J.K. Rowling
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Required Children's Books to Be Purchased from ASU Bookstore:
Carnival at Candlelight by Mary Pope Osborne
Weedflower by Cynthia Kadohata
Baseball Saved Us by Ken Mochizuki
Aleutian Sparrow by Karen Hesse
Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford (Author), Kadir Nelson (Illustrator)
What Do You Do with a Tail Like This? by Robin Page (Author), Steve Jenkins (Illustrator)
Lon Po Po (Paperstar) by Ed Young (Author)
Swamp Angel (Paperback) by Anne Isaacs (Author), Paul O. Zelinsky (Illustrator)
Selected articles and Website locations
Self-selected children’s literature (25 titles across genre, culture, and grade level)
1. Students will read from and identify characteristics of the many genres available in children's literature, and they will develop critical criteria for evaluating and appreciating these materials.
2. Students will explore literary theory in relation to international literature for children. Elements of story as derived from personal story and the oral storytelling tradition will be examined.
3. Students will read and experience a wide range of children's books from around the world and become familiar with significant authors and illustrators.
4. Students will come to understand their own transactions with literature through reader response. They will expand their knowledge of censorship and intellectual freedom and develop critical reading skills to identify the literary qualities of children’s books.
5. Students will examine historical and cultural worldviews represented in children’s literature, including the significance of children’s books as they reveal race, ethnicity, gender, and social mores.
6. Students will identify developmental characteristics of children as readers of literature to improve their ability to select materials appropriate for children’s abilities and preferences.
7. Students will become familiar with strategies to support and enhance children’s development as readers of literature by: a) reading aloud and storytelling; b) identifying instructional and assessment tools to increase children’s knowledge of literature; c) using internet sources to complement literature instruction; and d) exploring effective complementary uses for children's literature across the curriculum.
DPI/NCATE Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literatures written by women and authors of color and works written for children and young adults.
Excellent Resources for you!
Methods of Instruction
A combination of lecture, demonstration, modeling, and whole and small group learning situations, and a discussion board will be the major modes of instruction. Literature discussion groups and literature circles will be use to explore many novels in class. Videotape, film, and internet examples; guest lecturers; and possible classroom visits will be used to connect theory to practice.
Academic honesty and integrity are expected of all students. Any work that you or your team submits must be your own work. Any ideas, information, approaches, or formats that you use based on the work of others must be acknowledged by citing the appropriate sources.
All assignments must be submitted on time in order to be eligible to be awarded maximum credit. I reserve the right to lower your grade for late assignments.
1. Regular class attendance and timely completion of readings and assignments (25 points) The learning that I aim for in this course (clarifying, testing, and justifying ideas) depends largely on your attendance and active participation. Attendance is expected for all classes. This class will involve much student participation, thus it is particularly important that you come prepared for class--complete readings and other assignments--because class and group discussions will generally be based upon them. Your participation in our class activities and discussions is important not only for your learning but also the learning of others. Participation and attendance are essential. You cannot participate if you are not here and if you are not prepared. Each of you is responsible for developing a professional disposition, and each of you is responsible for involving yourself in the class activities and discussions. In-Class Assignments cannot be made up. You just can’t make up a discussion that you missed in class. Included in this professional disposition is the attitude which you choose to embrace. I expect you to be excited and enthusiastic about this course.
2. Multicultural Study: Celebrating Cultural Diversity (25 points)
You will work with a group of four or five to explore children’s literature which accurately portrays distinct cultural groups. You will choose your cultural group from the following: African Americans, Chinese Americans, Latino/Hispanic Americans, Japanese Americans, Jewish Americans, Native Americans, Korean Americans and Middle Eastern. The following web sites may be helpful to you:
v http://www.multiculturalchildrenslit.com/
v http://falcon.jmu.edu/~ramseyil/multipub.htm
v http://teacher.scholastic.com/products/instructor/multicultural.htm
Create a presentation supporting the thesis that children can learn about other cultural groups by reading children’s literature that accurately portray those cultures. As you choose books & prepare to explore and celebrate, keep in mind what information about a country or culture really interests children in grades K- 6.
Criteria for the multicultural study include:
D. Include in your presentation brief descriptions of each book & noteworthy information from the book that supports the thesis. For example, you may want to describe a celebration/holiday which a book includes as a significant event in that culture as evidence that children can learn about that culture by reading this book. Include a bibliography listing the books you read for this study.
E. Mention any significant similarities or differences between your country/cultural group & mainstream United States as seen through the children’s literature.
F. Please prepare a one page handout for our class which highlights the most important features of your presentation. Include the bibliography of books.
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_________/5 Oral presentation shows evidence of planning and enthusiasm for cultural group. |
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_________/5 Research on history, geography, culture, social mores, customs & traditions of cultural group is evident. |
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_________/5 Descriptions of at least five children’s books are included and cited, representing realistic & historical fiction, traditional tales, and informational books. |
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_________/5 Connections are made between children’s books and information about geography, history, culture, etc. relevant to K-6 students. |
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_________/5 Writing is focused, well-organized, and incorporates appropriate sentence variety and word choice to convey meaning clearly. Grammar and usage are correct. |
3. Individual Reader Response BLOG (75 points)
You are invited to create your own Children's Literature Blog! You will go to https://www.blogger.com/start or http://wordpress.com/ to create your site. You are invited to design your own blog devoted specifically to Children's Literature. Your blog should include the following:
(Be sure to use the information on our class web page to help you locate your favorite sites.)
Reader Response Entries:
You will read and respond to at least 25 high-quality children’s books.
Your response entries will be posted throughout the semester; you are required to post 15 responses by February 26; the final 10 responses should be posted by April 29.
v You will be responsible for reading books (picture books and at least 5 novels) from each of the following genres: Traditional Literature; Fantasy/Science Fiction; Realistic Fiction; Historical Fiction; Biography; Informational; and Poetry. Genre definitions can be found on the Belk Library IMC http://www.library.appstate.edu/imc/index.html or in your Temple Text.
v Select authors and titles from the recommended lists at the end of the book chapters, the book appendices, the American Library Association website (www.ala.org), or
v http://www.overbooked.org/genres/youth/allchild.html
v http://www.acs.ucalgary.ca/~dkbrown/authors.html
v Please select books (most but not all) that have been published in the last 20 years. These may also include the titles from your author/illustrator study. At least 10 titles in your collection should represent cultural diversity and authors/topics from other cultures and nationalities. You will also need to include Caldecott and Newbery Award or Honor books. Feel free to enter the novels we read in class; however, these will not count toward the 25 required entries.
Each entry will include the following:
A. Title
B. Author (last name, first name)
C. Illustrator (last name, first name) (if applicable)
D. Publisher and date of publication
E. Genre (Indicate if multicultural)
F. Age range for which the book is appropriate (K-3 or 4-6)
G. Summary (a 4-to-6 sentence summary of the book written in your own words)
H. Response. This is your personal reaction to the book. (What is your overall opinion of the book? What did you notice? How did the book make you feel? How does it relate to your own experiences? Did you make any connections to other books you have read?)
I. Teaching Ideas. (How might you use this book in your teaching and integrate it with areas of the curriculum?)
Assessment 75 points:
____________15 The blog presents an attractive, engaging, and usable layout. White space, graphic elements and/or alignment are used effectively to organize material. All of the following required elements are present and are easy to locate:
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___________ /15 At least 25 high-quality books by a variety of authors are represented. All required information is provided and typed. Entries are organized by genre. Multicultural, Caldecott, and Newbery books are clearly indicated. |
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___________/15 Summaries are organized and clearly written; they explain the basic plot of the book. It is clear that the student has read and understands the book. |
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___________/15 Personal responses show evidence of higher-level thinking. The student expresses a personal reaction that demonstrates insight and depth of thinking about the book. |
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___________/15 Teaching connections and curricular uses are varied and creative. They provide specific ideas for implementation in the classroom. Linked lessons or web sites are provided for at least 5 books. |
4. Class BLOG (30 points)
Assessment
As you participate in a variety of readings, experiences, and activities, you will reflect on these through our very own Reader Response Blog.
This BLOG will provide an opportunity for us to respond to the books we are reading and engage in dialogue outside of class. Because we meet only once a week, we are limited to what we are able to discuss in class. The BLOG will provide a forum for ongoing dialogue about books we have read as a class and books we are reading individually. We will not use the BLOG every week, but when we do, you will be required to post twice each week. The first posting each week will be a response to the reading, BLOG Guest, professional development opportunity, an ongoing discussion continued from class, or one of the assignments listed below. These responses may take the form of predictions and responses, short essays, personal reflections, poetry, graphic organizers, double-entry diaries, etc. This must be posted before 8 p.m. Monday in order to receive full credit. The idea is to continue a discussion. We cannot do this if people are posting last minute!!! Your response must also demonstrate in-depth, critical thought, be well-organized, and demonstrate considerable effort in order to receive full credit. Also, please use correct spelling, grammar, and punctuation as you blog. This is a writing-designator course!
The second posting will be a response to another post. You may even choose to post about a book you have read that follows the same theme, genre, or author we have been exploring in class. This provides us with an opportunity to really engage in thoughtful discussion about the literature you are reading. The idea is that you will read and respond to each other’s postings and develop an appreciation for reader response and children’s literature.
I am really excited about our BLOG!
For ways that you may personally respond to a novel check out: http://www.teachersdesk.org/readnovel.html
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http://fryechildlit.blogspot.com/
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The following are examples of the kinds of assignments you may be asked to respond to:
· After reading The Thief Lord, please evaluate it according to the criteria of a good children's book located on p.7 in the Temple text. How does it fare? Be thorough in your critique of The Thief Lord. Please remember to title your thread and also include your name.
· Langer (1990) identifies four stances readers assume as they read. Keep a journal as you read Because of Winn Dixie. Choose at least one journal entry to post. These journal entries should include your personal responses to the book. Included with your responses to the book should be the stance (s) you took through your reader response and an explanation of how your response reflects that particular stance. Also, describe your specific experiences of the book Because of Winn Dixie as being either aesthetic or efferent reading and explain your reason.
· Censorship: We will celebrate our freedom to read and review Harry Potter and the Sorcerer's Stone in relation to the issue of censorship.
· In addition, please read the article by Jim Trelease
· http://www.trelease-on-reading.com/censor_entry.html http://www.trelease-on-reading.com/rah_treas_ful_nov_p2.html
·
and the
information on ALA’s site
http://www.ala.org/ala/oif/bannedbooksweek/bannedbooksweek.htm
Do you agree/disagree that the book should be available in the classroom? Would
you use it as part of your instruction? Write and post a detailed reflection
about the book and the issue of censorship. Be sure to include the information
your read from the web sites to support your reflection; think about how you
might handle a censorship question raised in your classroom.
·
Literature
Representing Diverse Perspectives-
You will read Becoming Naomi León and then post a detailed and thorough
personal response to the book. Your response should include explanations from
the novel to support your post.
This response to the book should be based on criteria for good multicultural
literature. Please consider the following and respond to these questions using
specific examples from the book:
* Does the author present cultural details and markers authentically and
multidimensionally? Are these cultural details integrated naturally?
* Does the author present insider perspectives?
* Does the author use details accurately and does this work avoid stereotypes?
* Does the author use language authentically?
v These are examples of what we may discuss through our Blog.
Class Blog Rubric
Category |
9-10 |
7-8 |
4-6 |
0-3 |
Blog Entries |
Extremely thorough. It is clear that readings and class discussions were understood and incorporated into responses. Makes specific references to readings. Opinions are fully supported. Response is deep and broad; it may lead to more questions or discussion. A paragraph or more is given as a response. Sophisticated writing. Meets or exceeds required # of postings. Entries always posted on time. |
It is clear that readings and class discussions were understood and incorporated into responses. Makes subtle connections. Well-supported by arguments and novel thinking may be displayed. Goes beyond what is obvious or what was explicitly taught. Meets required # of postings. Entries consistently posted on time. |
An account that relates some depth and personal ideas. Responses are supported, but insufficient or inadequate evidence or argument is given. Does not meet required # of postings. Entries usually posted on time. |
An incomplete account but with apt ideas. Sweeping generalizations are made that are not supported. Limited evidence or support from readings and class discussions. Less than 3 sentences or written in incomplete sentences. Does not meet required # of postings. Entries rarely posted on time. |
Making |
Within the postings, several direct connections are made between the learning experience and class readings. There is also attention to connections with personal experience, additional texts and class discussions. These connections serve as evidence to support arguments and themes. |
Within the postings there are several connections made to personal experiences or ideas from class discussions. |
Within the postings there are limited connections made to personal experiences or ideas from class discussions. |
There is a lack of connections evident within the postings. |
Comments to |
Gives original relevant feedback on many classmates’ postings. Offers both original opinions of the posted topic and constructive review. |
Gives feedback on several classmates’ postings. Offers some opinions and/or constructive review. |
Rarely provides feedback on classmates’ postings. Shows little thoughtfulness. |
Gives little or no feedback or responses to classmates' postings. |
5. Author or author/illustrator study (35 points)
You and your partner will sign up for a 25 minute-presentation. Author studies will be presented February 19-April 15; two author studies will be presented each class meeting. Go to the following website for links and authors: http://www.lesn.appstate.edu/fryeem/ADVANCEDCHILDLIT/authorillustrator.htm
For a list of Authors and their websites visit the following sites:
v http://www.acs.ucalgary.ca/~dkbrown/authors.html
v http://www.overbooked.org/genres/youth/allchild.html
v http://www.emints.org/ethemes/resources/by-title.shtml#A (E-themes; great resource for Author Study)
v Our Instructional Materials Center (IMC), part of ASU's Library, will be most helpful to you! Here is a link to their many wonderful resources and websites:
v http://www.library.appstate.edu/imc/index.html and Children's Literature Guides - including awards, book lists, topics, genres.
v http://www.readingrockets.org/books/interviews (Excellent video clips!)
Author/Illustrator Study (Assessment)
For the Author/Illustrator study you and your partner will select an author and/or illustrator (many are both) from the list provided by your professor. You will each complete the following:
v Read at least 3-6 books (depending on length) written and/or illustrated by this person.
v If your author/illustrator is the recipient of a Caldecott or Newbery medal or honor or another major award, be sure that you have read the award book(s).
v Locate at least three references about the author/illustrator’s life and work. You are required to use at least one print resource. Something about the Author (IMC Ref 928 S696) and Children’s Literature Review (IMC Ref 028.52 C536) are good sources. There are biographies and autobiographies about many children’s authors and illustrators available in the IMC biography section. You may also use trustworthy internet sites or other print resources.
v Together, you and your partner will prepare a PowerPoint, Webquest, or other professional presentation to share with the class. Use key points and speak directly and enthusiastically to your audience.
o Your presentation should include the following:
§ Biographical information related to person’s career (possibly some type of timeline)
§ Genre, subjects, themes, or concepts addressed by author/illustrator
§ Description of what makes this person’s work distinctive
§ Writing style and/or artistic style and media
§ Creative display of books by the author/illustrator
§ Brief overview of one book with teaching suggestions
§ Most important awards this person has received
§ Comprehensive list of all books by newer authors OR a selected list of an experienced author’s most noteworthy books
§ References (At least 3)
Show enthusiasm for your topic, as this is a reflection of your professional disposition. You will work together creating and sharing your presentation. Each of you are invited and required to read aloud from a children’s book written/illustrated by your author/illustrator.
v Please provide each student a one to two page hand-out or brochure. This should include the following features:
- picture of the author/illustrator
- brief profile of interesting facts about the author/illustrator
- comprehensive list of all books by newer authors OR a selected list of an experienced author’s most noteworthy books
- meaningful quotation(s) from the author reflecting his/her craft
- additional information or graphics for added interest
- related websites
- bibliography of sources of information (include at least one print resource)
- teaching connections for a book(s)
You will work together creating your hand-out or brochure.
*Individually, you will complete a literary critique for a book your author has written and/or illustrated. This critique need not be part of your presentation; you will turn this in separately.
- To begin your literary critique, you will need an introduction explaining your reasons—both aesthetic and efferent—for selecting this author: why do you like his/her work?
- Explain how this author contributes to children’s education and the field of children’s literature.
- Provide a brief summary of the book including the major elements of story (characters, setting, plot, theme, etc.) or for informational text highlight the important features of the text.
- Include a brief explanation of the genre of the book. Be sure to reference your Temple text.
- Comment on the criteria for a good book (again reference your Temple text and IMC handout). You will continue by highlighting why this book appeals to you- what aspects of the book (e.g., characters, theme, plot, author's style, illustrations) seem to be its strengths and which its weaknesses-if any.
- Describe classroom connections to your author's book(s). When writing your critique, please remember to provide specific examples from the trade book to support your statements. The more specificity the better!
6. Final Exam (15 points)
1. Participation & Assignments for designated books 25 points
2. Multicultural Study 25 points
94-100 = A, 90-93 = A-,
3. Reader Response Blog (Individual) 75 points 86-89 = B+, 83-85 = B,
4. Author/Illustrator Study 35 points 80-82 = B-, 76-79 = C+,
5. Final Exam 15 points 73-75 = C, 70-72 = C-,
60-69=D, below 60= F
6. Class Blog 30 points
Total=200 points
GRADING CRITERIA
(A ) Exceptional/Outstanding
Work shows excellence, demonstrates in-depth thought, critical thought, goes above and beyond requirements; shows creativity, critical thinking; is technically superior; and is well organized. Demonstrates considerable effort.
(B ) Very Good
Work meets the basic expectations of the assignment; is technically accurate and organized. Evidence of original thinking; clearly shows connections and understanding.
(C) Satisfactory
Work meets the minimum requirements but has some problems with technical expertise (mechanics). Includes general information but lacks descriptive detail. Needs more substantive content or details. Needs more organization and structure.
(D) Limited
Work does not meet the minimum requirements
Tentative Course Schedule
1/15 Introduce The Thief Lord by Cornelia Funke--Winner of the 2003 Mildred L. Batchelder Award (International Children's Literature originally published in a foreign country and then published in the United States); also introduce Carnival at Candlelight by Mary Pope Osborne.
Websites of Venice, Italy
http://www.timeforkids.com/TFK/teachers/wr/article/0,27972,104576,00.html
http://www.pbs.org/wgbh/nova/venice/
http://www.travelforkids.com/Funtodo/Italy/venice.htm
http://news.bbc.co.uk/2/hi/europe/4458910.stm
- http://www.greatbuildings.com/buildings/Doges_Palace.html
- (Excellent pictures of palace)
- Doge’s Palace St. Mark's Square
- http://www.mykreeve.net/venezia/index.htm(Venice)
- http://www.mykreeve.net/venezia/san_marco/piazza_san_marco/index.htm
- (San Marco)
- http://emints.more.net/ethemes/resources/S00000048.html
- (Country of Italy- E-theme unit)
1/22 Carnival at Candlelight Ch. 1 Temple/Visit IMC
http://www.marypopeosborne.com/ Please explore MPO's site!
1/29 The Thief Lord
o The Thief Lord Criteria of an outstanding children's book Blog / Ch. 2 Temple: Children’s Books and Literary Elements
2/5 Ch. 5 Temple: Picture Books and Caldecott Winners:
Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford (Author), Kadir Nelson (Illustrator)
What Do You Do with a Tail Like This? by Robin Page (Author), Steve Jenkins (Illustrator)
v (Please click on the year of the medal winner and this will give you more specific information)
2/12 Ch. 4 & 9 Temple: Diverse Perspectives and Historical Fiction--Baseball Saved Us by Ken Mochizuki
and Aleutian Sparrow by Karen Hesse
2/19 and 2/26 Weedflower by Cynthia Kadohata
3/4 Traditional Tales Ch. 6 Temple: Traditional Literature:
Lon Po Po (Paperstar) by Ed Young (Author)
Swamp Angel (Paperback) by Anne Isaacs (Author), Paul O. Zelinsky (Illustrator)
http://www.42explore.com/talltale.htm
http://www.ferrum.edu/applit/studyG/dialect/argue.htm (Argument for Appalachian Dialect)
v http://edsitement.neh.gov/view_lesson_plan.asp?id=419 (3-5 Cinderella)
v http://www.readwritethink.org/lessons/lesson_view.asp?id=261
v http://edsitement.neh.gov/view_lesson_plan.asp?id=240#EXTEND
(K-2 Animal Tales)
§ (K-2 Fairy Tales Around the World)
3/18 Because of Winn Dixie Ch. 3 Temple: The Child Responds to Literature and Ch. 8 Temple : Contemporary Realistic Fiction
4/1 Harry Potter Ch. 10 Temple: Modern Fantasy and Censorship
Discussion Roles (You choose 1 to complete)
· http://falcon.jmu.edu/~ramseyil/rowling.htm
· (Everything you need to know about J.K. Rowling and Harry Potter)
·
http://www.scholastic.com/harrypotter/home.asp
http://harrypotter.warnerbros.com/web/hogwarts/index.jsp
· http://www.edleston.cheshire.sch.uk/projects/harry/harry.htm
· http://www.kidwings.com/index.htm (Virtual owl pellet dissection)
· http://www.carolina.com/owls/guide/pellets.asp (owl pellets)
· http://www.owlpelletkits.com/pages/513061/index.htm (purchase owl pellets)
Censorship Issues:
v http://www.ala.org/ala/oif/bannedbooksweek/bannedbooksweek.htm http://www.ala.org/ala/oif/bannedbooksweek/challengedbanned/challengedbanned.htm
v http://www.trelease-on-reading.com/censor_entry.html http://www.trelease-on-reading.com/rah_treas_ful_nov_p2.html
v http://www.boulder.lib.co.us/general/selection.html#appendices (Materials selection policies and REQUEST FOR RECONSIDERATION FORM )
v http://eduscapes.com/seeds/censor.html (Wow! Wonderful resources for you!)
4/8 Ch. 11 Temple: Informational Books and Biography
Biography Cube-Read Write Think http://readwritethink.org/materials/bio_cube/
4/15 Becoming Naomi Leon and Ch. 4 Temple: Literature Representing Diverse Perspectives
http://www.pammunozryan.com/index.html
4/22 Poetry Ch. 7 Temple: Poetry and Multicultural Project Presentations
v http://www.jackprelutsky.com/
v http://www.paulbjaneczko.com/
v http://www.kristinegeorge.com/index.html
v http://www.pbs.org/now/transcript/transcript_nye.html
4/29 Multicultural Projects Continued... Remaining Response Log Entries Due.
Collaborative Internet Projects
v http://www.comsewogue.k12.ny.us/cinderella/traynor/traynor.htm
v http://www.comsewogue.k12.ny.us/cinderella/ross/ross.htm
v http://www.comsewogue.k12.ny.us/cinderella/cardillo/cardillo.htm
v http://www.comsewogue.k12.ny.us/cinderella/fizz/fizz.htm
v http://www.northcanton.sparcc.org/~ptk1nc/cinderella/jacoby/jacoby.htm
v http://www.northcanton.sparcc.org/~ptk1nc/cinderella/ahlbrecht/ahlbrecht.htm
v http://wilburnes.wcpss.net/projects/bunnies/bunnies.html
v http://www.comsewogue.org/~ssilverman/kidspiredbunnies/holt/holt.htm
v http://www2.lhric.org/pocantico/franklin/franklin.htm (Benjamin Franklin Multi-Genre)
v http://www2.lhric.org/pocantico/womenenc/womenenc.htm (Encyclopedia of Women)
v http://www.geocities.com/ljacoby_2000/window.html (Wonderful Teacher's Site)
v http://www.geocities.com/ljacoby_2000/whaletales.html (Whale Tales)