Department of Teacher
Education
LLSS 443
CHILDREN’S LITERATURE
SPRING 2010 |
Sec 450, 3 Credit Hours.
Mondays |
505 566 3480 (unm) | 505 324 0894 (home) | 505 330 1536 (cell)
Office Hours: One hour before
and after class and by appointment
Email: fvitali@unm.edu | Course BLOG: https://unm443.tripod.com/childlit/
Course syllabus: https://unm443.tripod.com/childlit_sp10.htm
Children’s Literature Class Collection: http://fvitali.tripod.com/443sp10.html
“Story is another word we all
understand in context without being able to put a precise meaning to it.
Stories usually but not inevitably involve location, landscapes, protagonists,
intentions, emotions, conflicts, obstacles, struggles, and consequences (which
always lead into new stories.) These are elements we always look for in any
situation in which we are involved.” (Frank Smith
in To Think, 1990)
Optional Texts:
Read,
remember, recommend: A reading list journal for teens by Rachelle Rogers Knight, Joshua Derosa, and Michael Mesker at http://www.amazon.com/s/ref=nb_ss_a?url=node%3D679255011&field-keywords=Read%2C+Remember%2C+Recommend%3A+A+Reading+List+Journal+for+Teens&x=15&y=13
Flynn, N. & McPhillips, S. (2000). A
note slipped under the door: Teaching from poems we love.
Requirements:
- Weekly Access to
computer & Internet
- Creation of webpage
hosting at http://www.tripod.com
See https://unm443.tripod.com/443collectionf09.html | https://unm443.tripod.com/443collectionsp09.html
- Post final course
reflections on your Digital Professional Portfolio at
http://unm-farmington.webs.com/portfolios.html
Course description:
A
survey course of the field of children’s literature-reading, storying, and listening focusing on knowledge and practice
of literature, literary response and classroom practice.
Rationale: Stories consume us, serve as a template for making sense of ourselves and
the world around us. Children’s literature is a valuable resource and teaching
and learning tool for children. Master teachers know children’s literature and
can engage children in meaningful dialogue encouraging connections and
questions that stretch ourselves .
“When a day
passes it is no longer there.
What remains of
it? Nothing more than a story.
If stories
weren’t told or books weren’t written, one [man] would
live like beasts-only for a day.
Today, we live,
but tomorrow today will be a story.
The whole
world, all human life, is one long story”
(I.B. Singer in Cooper and Collins’ [1992] Look What Happened
to Frog, p. 8).
Goals and objectives:
§
Appreciate the significance of story in human lives
and in the art of teaching;
§
Read variety of children’s literature suitable for
elementary school children and young adults;
§
Share reading experiences with peers and children;
§
Read, read, read with the
insight that master teachers are those who know children’s literature and the
power of stories.
§
Work with children in literature & creative
drama experiences;
§
Become literary poetry coaches with middle school
students;
§
Create Poetry (Slam) unit as a teaching resource;
§
Participate in Read Across America in the communuity through Poetry Practicum;
§
Involve teachers and parents in book discussions;
§
Understand literary genres and basic literary
elements;
§
Take ownership of your own learning. Approach your learning with curiosity and internal motivation because
you want
to; not because you have to. Try to be “in the moment”
letting your curiosity and love of learning guide you instead of what the assignment is supposed to look like
and how many pages does it have to be?
Instructional
strategies: Individual, small groups, differentiation of
instruction strategies, literature circles, group collaboration projects,
authentic learning, creative drama involving independent and self-directed
learning opportunities and experiences.
Attendance: Silence cell phones out of respect for all learners
Attendance is required for each class session.
Arrive on time to allow classes to begin (and end) at their scheduled
times. Attendance is a crucial and
considered your professional responsibility.
Communication with instructor via email, phone or in person is
considered proper professional and respectful etiquette. Lateness and leaving
early are considered serious interferences with your progress in this class.
Thus, you should come to all classes well prepared to assume an active and
thoughtful role in the scheduled activities by having read all required
readings and completed all class assignments. Attending all classes is for your
benefit to fully experience and appreciate the world of children's literature.
And further more, we will miss you and your contributions during our time
together.
·
Please
rearrange work and appointment schedules so that you can attend each session.
·
If you are absent more than two times this
semester, you can be dropped from the course.
It is responsible and respectful to contact
instructor or leave message with Dawn in the UNM office if you are going to be
late or absent from class. It is also your responsibility to check in with the
instructor, consult with a class peer after the missed class for all makes up
work and read
Weekly Highlights on our course blog.
“The reporting of
absences does not relieve the student of responsibility for missed assignment,
exams, etc. The student is required to
take the initiative in arranging to make up missed work, and it is expected
that faculty will cooperate with the student in reasonable arrangements in this
regard” (UNM Pathfinder).
Evaluation:
|
A+ |
Exemplary completion
of all Learning Invitations with
adherence to all timelines. Evidence of excellent development across the
five dimensions of learning and course strands. (Booklist = 100 or more) |
|
A |
Exemplary completion
of all Learning Invitations with
adherence to all timelines. Evidence of significant development across the
five dimensions of learning and course strands. (Booklist = 80) |
|
B |
Satisfactory completion of all Learning Invitations. Evidence of acceptable development
across the five dimensions of learning and course strands. (Booklist = 60) |
Learning
Invitations (Course
requirements)
BLOG
& EMAIL: Course blog and email correspondence serve as a
communication and management tool for class dialogue, reflection, and weekly
updates in between weekly sessions. To be prepared, you will be required to
regularly check your email each week.
SCRIBE:
Each session, we will take turns highlighting the events of the session
and posting them to the course blog page under WEEKLY SESSION HIGHLIGHTS at
least once. Weekly highlights are way to provide a documentation of what
happened each week as a weekly class and to inform those who may have missed
class. If you have to unfortunately miss class, please contact instructor,
check with a peer about assignments and read our highlights.
WEBPAGES:
Create individual webpage by registering for free site on http://www.tripod.com. Each student will
create and maintain their respective website which will contain your intellectual property of course
assignments throughout the semester. This website will be yours to use and
update after the responsibility of this course. ( * post on your individual webpage at http://fvitali.tripod.com/443sp10.html
)
See (under OUR WEBPAGES) for examples
of websites created by former students. As a culmination
of your learning (your intellectual
property) during our course include:
your booklist, author focus, illustrator focus, Book Talk, list of
selected children’s websites, literature sharing, weekly reflections, short bio
and quote. At
the end of the semester you may use this website and your final course
reflection for your CD-ROM Portfolio. You will have access to each other’s webpages on our course blog at https://unm443.tripod.com/childlit/
*Organized BOOKLIST: Read randomly, read selectively, read
methodically, read seriously, read entertainingly, read, read, read. Follow a ‘quest to find books in “sets” according to
author, illustrator, or genre. Follow your heart’s delight. Risk
new genre. Reread favorites. Read once as an “enjoyer” and once again as
a “critic” to see how the author structured the book and why you laughed or
cried. Come to some understanding of literature as an art form, that is, as a
tool for educating the imagination. (Please, No Disney or Golden
books.)
AVERAGE AIM: 60 books | ABOVE AVERAGE
AIM: 80 books | EXCELLENT
AIM: 100 books
Prepare
an annotated booklist of at least 60
children’s books to which you add about 4-5 books per week. Please organize
your booklist in a systematic way so once set up you can add to on a weekly
basis. From these annotated entries, you will be asked to present at least one
5-10 minute “book talk”, during which you are to “sell” your classmates on the
merits of reading the books selected for Oprah’s Book Sell. All
annotated booklists are to include: Genre, Title, Author, Annotation. If
quoting, give credit to source. Academic integrity is expected of you and is to
be reflected in your UNM coursework.
Types
of literature (genre) you will explore and present:
20
Picture Books | 5 Poetry and Verse| 5 Folktales |
6 Realistic Fiction | 3
Graphic Novels
4 Historical
Fiction | 4 Autobiography/Biography | 3 Fantasy | 3
Science Fiction | 1 Manga
6 NonFiction/Informational = 60 total
(The
total number of books is not optional, however, use
your own interests when it comes to the number of books read in each genres. Only one RULE OF THUMB: Read at least 3 in
each genre to total 60 books minimum.)
*HEIGHTS PRACTICUM: We
will have the opportunity to work with Tibbetts
teachers: Barbara Evans (1:40-2:35pm) and Tawni
Gillen-Martinez (period 2:40-3:25pm) conducting poetry lessons using Ride a Purple Pelican by Jack Prelutsky & selected poems from Shel
Silverstein’s Light in the Attic and Where the Sidewalk Ends. During your
lessons and observations, please listen and watch for spontaneous verbal and non-verbal
responses to record and reflect in your POETRY
REFLECTION JOURNAL. You will be literary coaches as you engage students in learning
poetry through creative drama and engaging them in vocabulary and comprehension
activities. Your poetry unit will serve as a resource for you. Post your
thoughts, ideas, questions, insights, plans after each
Heights’ session on your webpage.
This kind of processing and reflection is what we as professionals do on a
regular basis to inform our teaching in adapting to flexibly meet the needs of
our students. Use this opportunity to practice and refine this art of kid watching and kid listening. Please
make sure you have completed and submitted your background check forms.
A culminating performance is scheduled for March 15 with students performing
poetry at
*GENRE & LITERARY ELEMENTS DEFINITIONS: Each student will be
responsible for researching the list of genres and literary elements in
APPENDIXES A & B. Post your definitions of Book
Genres and examples of literary elements on your webpage. Definitions and
examples will be included in a JEOPARDY GAME to be played as a culminating class
assessment. Refer to course Blog for Literary Elements and Book Genres.
Children’s Literature Textbooks will also be available for check out in
researching more information about genres.
CREATIVE
DRAMA PERFORMANCES:
In honor of Read across
*POETRY UNIT: Develop online poetry teaching resources for use
with
See Lesson plan Objectives
below
AUTHOR/ILLUSTRATOR BOOK
STUDY: From
your reading choose one author and illustrator who you would like to know more
about. Include short biography, books, written, and resource links. Remember to
include Web page Titles and links of information sources.
*Book
SELL/Advertisement
for Oprah’s
Book Sell about your favorite book as a presentation in any form, other
than a written book report. Following the ‘Sales’ pitch (book sell), please
read an excerpt. Each student will prepare to deliver at least one book sell
during the course.
*POTENTIAL GUESTS/EVENTS may be invited to our
class to share their own experiences with and expertise of children’s literature and storytelling. (Include reflection of guest visit
on your webpage.)
q Leah Finch (http://fc.fms.k12.nm.us/~lfinch/)&
Kelly Hanon (http://fc.fms.k12.nm.us/~khanon/), Tibbetts Middle School Educationalists
q Susan Kanard
– Educator (Visit Classroom)
q Anthony Chee
Emerson – Artist and Illustrator
q Jean Whitehorse – Advocate,
Librarian & Storyteller (Cultural Sensitivity)
q Uma Krishnaswami
– Children’s Author & Creative Writing Educator (History of Children’s
Literature)
q Connie Gotsch
– KSJE radio, author, photographer
q Kathy Beatty-- Children’s
Author (Children’s Book Publishing)
q Flo Trujillo –
q Kathy Schlapp
–
q Karen Morrison – Bibliotherapy & Young Adult literature
q Devin Murray -- Japanese
Anime/Manga expert
q Eileen Telford – Author of
Gwendolyn, The Emerald Fairy
q Jeanne Whitehouse – Author
& NMEH Speaker’s Bureau
q NM
Endowment for the Humanities (NMEH) (http://www.nmhum.org/)
q
q PRIME
TIME (http://www.infoway.org/kids/primeTime/primeTime.asp)
q
q FREE
San Juan College Calendar of Events | Chautauqua
Series: “I Want to be Bad: The Flapper
and Her Song,” on 22 January - 7pm SJC Little Theater | "Coretta Scott King and Rosa Parks" on
26 February – 7pm SJC Little Theater | "Eleanor Roosevelt"on 19 March at 7pm | "Culture and Commerce on the Santa Fe Trail"
on 9 April at 7pm | For information call 599-8771 or 334-9325
Plagiarism
is the presentation as original work by a writer of ideas, words, or
thoughts belonging to someone else. You
must provide a reference note indicating the source of any specific words
borrowed from another source. Any
project containing incidents of plagiarism will receive no credit or
grade. Plagiarism is a serious offense
in any college course and can lead to failure in that course or expulsion from UNM.
The Americans with Disabilities Act (ADA) is a
federal anti-discrimination statute that provides comprehensive civil rights
protection for persons with disabilities. Among other things, this
legislation requires that all students with disabilities be guaranteed a
learning environment that provides for reasonable accommodation of their
disabilities. If you have a disability requiring accommodation, please
contact me as soon as possible to make arrangements.
TENTATIVE COURSE SCHEDULE |
Children’s Literature LLSS443 |
UNM-SAN JUAN CENTER
PART I: Practicum at Heights Middle
School-Poetry Project
JAN-FEB-March 15 (Booklist: 20 or more books read)
#1 January 25
FPL
Poetry Performance Introduction
Practicum: Ms. Evans 1:40pm
& Ms.
(1:40-3:25pm) Heights Middle School Poetry
Plans & Poetry Teaching Reflections post on your individual websites
Introductions- Maxime, French Chef – perfume
Raold Dahl’s “I’ve
tasted many strange and scrumptious dishes in my time”
Post Reflections of Maxime
& visit on course blog at https://unm443.tripod.com/childlit/
Lateness Policy: a
story-fabrications, exaggerations, elaborations – anything BUT the
truth!
Frog’s Tale, House Story & Gem Story
Create account for
individual webpage at http://www.tripod.com
Create webpage
including design and organize page content
(IMPORTANT: When
posting information on your webpage or blog, always save a backup document of
whatever you post)
Review Syllabus at https://unm443.tripod.com/childlit/
PART II: Children’s Literature Focused
Instruction
March 29-April-May (Booklist: 40 or more books read)
March 29
Weekly Scribe
Genres Quizzle
& Pre-Jeopardy Game
Children’s Literature library tour
§
Trip to
Book Sell/Awards
Genre: POETRY-Definitions posted to your webpage
Genre: CHILDREN’S
LITERATURE & PICTURE BOOKS-Definitions posted
to your webpage
Genre: FANTASY
& TRADITIONAL FOLKLORE-Definitions posted to
your webpage
Genre: REALISTIC
FICTION & HISTORICAL FICTION-Definitions posted
to your webpage
Genre: GRAPHIC
NOVELS & ANIME/MANGA-Definitions posted to
your webpage
Genre: BIOGRAPHY/AUTOBIOGRAPHY
& NONFICTION-Definitions
posted to your webpage
Literary Elements-Definitions &
Examples posted to your webpage
Guest speakers: Flo
Trujillo, Karen Morrison,
Susan
Kanard, Katy Beatty, Uma Krishnaswami, Connie Gotsch
Acti Storytelling Activities: Illustrate
story; setting / character & conflict activity; Blanket Story
Stories:
Queen’s Drum; Abiyoyo & Foolish Frog
Literature
Topics
§
Hero’s
Journey and story shapes and literary forms & terms
§
Censorship
issues
§
Molly
Bang & Illustrating
§
Leveled
Videos: Maurice Sendak,
Tomie DePaola, Jerry Spinelli, Magic School Bus Authors
Video & Literature Circle-“Strays” by
Mark Richard
Video excerpts: Reservoir Dogs & Wizard
of Oz; Maurice Sendak (Ray Rodenberry-Star Trek)
- Mid-Term summary/evaluation posted
on webpage by March 29
- PREMIER of CHILDREN’S LITERATURE CLASS
COLLECTION WEBPAGES
on May 3-10
- FINAL CLASS CELEBRATION - May 10
- Final summary/evaluation posted on webpage
by May 10
Course Strands and Dimensions of Learning
as correlated with UNM Conceptual
Framework
Means of interpreting and assessing
student achievement will involve Course
Strands and Dimensions of Learning.
Course Strands
1. communication 2. research/content (genres/literary elements) 3. technology, and 4. collaboration
components describe your development as readers, writers, teachers and
users of technology during duration of our course.
Five Dimensions of Learning
Confidence and
Confidence and independence in your own reading, writing, and thinking
abilities. We see growth and development when learners' confidence and
independence become coordinated with their actual abilities and skills, content
knowledge, use of experience, and reflectiveness
about their own learning. The overconfident student learns to ask for help when
facing an obstacle; the shy student begins to trust her own abilities and
begins to work alone at times, or to insist on presenting her own point of view
in discussion. In both cases, students develop along the dimension of
confidence and independence. How are you developing as an independent and
confident learner in this course? How well am I gaining confidence in the
entry-level Language Arts Competencies for this course?
Skills and Strategies (Practice)
Specific skills and strategies involved in. Skills and strategies represent the
"know-how" aspect of learning. When we speak of
"performance" or "mastery," we generally mean that learners
have developed skills and strategies to function successfully in certain
situations. In this course, it will be using children’s literature to make
connections within, across and beyond the curriculum that reach each student’s
life. How can we use stories to transform and change ourselves in the process?
The practicum experience with Leah Finch & Kelly Hanon
graders will provide opportunities to practice ways to engage middle school
students in responding to poetry-others and their own. What skills and
strategies am I learning and implementing during this course? How well am I learning skills and strategies
in the entry-level Language Arts Competencies for this course?
Knowledge Content (Practice)
Knowledge content refers to the "content" knowledge gained in
children’s literature include recognizing genres, story structure, literary
elements, literature circles, creative drama, poetry, teaching and observing practicum
students, the art of questioning, and the power of story. Knowledge content is
the most familiar dimension, focusing on the "know-what" aspect of
learning. How well am I gaining a better repertoire of children’s literature
within a variety of genres? How well do I understand literary elements,
dramatic structures and book genres? How well do I engage children in literary
discussions and literature experiences? How well do I collaborate with others?
How well am I learning professional content knowledge in the entry-level Language
Arts Competencies for this course?
Use of Prior and Emerging Experience (Understanding)
The use of prior and emerging experience involves the ability to draw on your
own experience and connect it to your work. A crucial but often unrecognized
dimension of learning is the ability to make use of prior experience as well as
emerging experience in new situations. It is necessary to observe learners over
a period of time while they engage in a variety of activities in order to
account for the development of this important capability, which is at the heart
of creative thinking and its application. Our prior experience might be tapped
to help scaffold new understandings, or consider how ongoing experience shapes
the content knowledge or skills and strategies we are developing. What
experiences and knowledge did I bring into this course? How does my prior
experience spiral my understanding in the entry-level Language Arts
Competencies for this course?
Critical Reflection (Understanding,
Practice, Professional Identity)
Reflection refers to your developing awareness of our own learning process, as
well as more analytical approaches to reading, writing, and communication. When
we speak of reflection as a crucial component of learning, we are not using the
term in its commonsense meaning of reverie or abstract introspection. We are
referring to the development of your ability to step back and consider a
situation critically and analytically, with growing insight into your own
learning processes, a kind of metacognition. How well
am I learning to be a reflective practitioner in the entry-level Language Arts
Competencies for this course?
It is important that you are made
aware of the course strands and the five dimensions of learning because the
ownership of your learning in relation to this course content is a focus of
your assessment and evaluation. This evaluative process provides a framework
with which you can evaluate your own growth reflective of the LA competencies,
Understandings, Practices and Professional Identities identified in this
course. As learners, you are measuring your own learning given the strands and
dimensions, considering them in relation to your prior learning. In assessing
your progress, you will provide a midterm and final reflection which will be
posted on your webpage. See Guideline below:
EVALUATION & ASSESSMENT GUIDELINE
POST MIDTERM & FINAL SUMMARIES AND EVALUATIONS to your
webpage.
Midterm Summary -
Due March 29
§
Given the Four major strands of work: communication, research, technology, and collaboration
Summary interpretation and reflections in terms of the five
dimensions of learning including
specific examples as evidence.
Five dimensions of learning:
- confidence
and independence
- knowledge
content
- skills
and strategies
- use
of prior and emerging experience
- reflectiveness (critical awareness)
Midterm evaluation
- Estimated
evaluation in terms of grade
- Suggestions
for your own further development during remainder of semester
- Suggestions
for class activities or for the professor to better support learning
Final Summary - -
Due May 7
§
Given the Four major strands of work: communication, research, technology, and
collaboration
Summary interpretation and
reflection covering the whole semester in terms of the five dimensions of learning,
including specific examples as evidence.
Five
dimensions of learning:
- confidence and
independence
- knowledge content
- skills and strategies
- use of prior and
emerging experience
- reflectiveness (critical awareness)
Final evaluation
- Reflections on
semester's learning experience
- Any suggestions for
the professor for future classes
- Estimated evaluation
in terms of grade
Conceptual
Framework for Professional Education:
Professional
Understandings, Practices, and Identities
“Those who can, do. Those who understand, teach.” - Lee Shulman
The
Understandings frame the identity and practice of educational
professionals. We seek to help students better understand:
·
Human Growth and
Development - Patterns in how individuals develop physically, emotionally, and
intellectually. How to provide conditions that promote the growth and learning
of individuals from diverse cultural and linguistic backgrounds, including
those with special learning needs.
·
Culture and
Language - The nature of home, school, community, workplace, state, national,
and global contexts for learning. How social groups develop and function and
the dynamics of power within and among them. How language and other forms of
expression reflect cultural assumptions yet can be used to evoke social change.
How one’s own background and development shape understanding and interaction.
·
Content of the Disciplines
The
substance of the disciplines you teach—the central organizing concepts and
factual information—and the ways in which new knowledge is created, including
the forms of creative investigation that characterize the work of scholars and
artists.
·
Pedagogy - Theory and
research on effective educational practice. How to create contexts for learning
in and across the disciplines. How to assess student learning and design, plan,
and implement instruction to meet the needs of learners. How to evaluate educational
practice.
·
Technology - Effects of media
and technology on knowledge, communication, and society. How to critically
analyze and raise awareness of the impact of media and technology. How to use
current technology.
·
Professional
Issues - The social and political influences on education, both
historically and currently. Local, state, and national policies, including
requirements and standards. How to critically analyze and participate in the
formation of educational policy. Strategies for leadership, collaboration, and
research.
Nature of
Knowledge - How knowledge is constructed within social contexts, including the
academic disciplines. The differences and connections among the knowledge
constructed in different social contexts. How to conduct
inquiry into the nature of knowledge within and across the disciplines.
These practices
enable students, as professionals, to apply their understandings, and implement
the following qualities in their instruction:
·
Learner-Centered
- Students’ past experiences, cultural backgrounds, interests,
capabilities, and understandings are accommodated in learning experiences.
Routines promote learner risk-taking and allow learners to take increasing
control of their own learning and functioning.
·
Contextual - Experiences engage
learners in ways of thinking, doing, talking, writing, reading, etc., that are
indicative of the discipline(s) and/or authentic social contexts. Ideas and
practices are presented with the richness of their contextual cues and
information. Learners are provided with models and opportunities to reflect on
their experiences and to relate their learning to other social contexts.
·
Coherent - Learning
experiences are organized around the development of concepts and strategies
that learners need in order to participate in other similar situations.
Learners are assessed on what they had the opportunity to learn.
·
Culturally
Responsive - Diversity is valued, and learners are helped to become aware of
the impact of culture on how they and others perceive the world.
·
Technologically
Current - Available technology facilitates learning. Learners are helped to
understand the effect of media on their perceptions and communication.
·
Developing a professional
identity is central to lifelong growth as a professional educator. The
·
Caring - Attentive to
learners, willingness to listen and withhold judgment, and ability to empathize
while maintaining high expectations for learner success.
·
Advocacy - Committed to
ensuring equitable treatment and nurturing environments for all learners.
·
Inquisitiveness
- Habitual inquiry into the many, ever-changing ways in which
knowledge is constructed, how people learn, and how educators can support
learning.
·
Reflection-in-Action
- Able to analyze, assess and revise practice in light of student
learning, research and theory, and collegial feedback.
·
Communication - Skilled in
speaking, writing, and using other modes of expression.
·
Collaboration - Able to work
cooperatively with students, parents, community members, and colleagues.
·
Ethical Behavior
- Aware of and able to work within the ethical codes of the
profession.
·
COURSE
OUTLINE:
|
Activities/Topics |
Format |
Due |
|
Course syllabus available on course blog at |
Provided
in class |
|
|
Create
Individual Webpage Print copy of
home webpage with URL |
Maintain
webpage hosted at http://www.tripod.com |
Feb.-April |
|
Weekly Scribe |
Record
Session Highlights on blog |
Post
before next class session |
|
Booklist 60
= B 80
= A 100
= A+ |
Your
webpage (Organize
and systematically add books weekly) |
Weekly
February-May |
|
Heights Poetry Reflections Poetry
Coaches |
Weekly
Reflections – Post to your webpage |
Heights
Poetry Collaboration Ms.
Evans- 1:40-2:30pm Ms.
Martin–2:40-3:30pm Weekly Jan. 25-March 15 |
|
Heights
Dress Rehearsal |
Culminating
Project |
March
15 2:00-2:45pm March
8 |
|
Book Sell |
Oral
Presentation -- Your webpage |
Weekly March-May |
|
Pre JEOPARDY Game Post Jeopardy Game |
Genre
and Literary Elements Quizzle Genre
and Literary Elements Story Bowl |
March
29 May
3-10 |
|
AUTHOR/ILLUSTRATOR
BOOK STUDY |
Includes:
Biography, bibliography, resources |
April
26 |
|
Children’s Literature Class Collection Website |
your
webpage presentation &
JEOPARDY GAME |
Tentatively
May 3 & May 10 |
|
Book Genre Definitions &
Literary Elements Examples See
Appendixes |
Definitions
added to your webpage |
April-May |
|
Guest Speakers |
Post
reflections top your webpage |
Guest speakers: Flo
Trujillo, Karen Morrison, Susan Kanard,
Katy Beatty, Uma Krishnaswami,
Connie Gotsch |
|
Midterm Reflection Summary & Evaluation |
Post
to your webpage |
Midterm-
due March 29 |
|
Final Reflection Summary & Evaluation |
Post
to your webpage (ADD
Course reflections, samples to your Digital professional portfolio at http://unm-farmington.webs.com/professionalportfolios.htm) |
May
14 (end of semester) |
APPENDIX
A
LITERARY
ELEMENTS
Give examples (not definitions) of each of the following
literary elements and post to your webpage under LITERARY ELEMENTS. Use examples from your own BOOKLIST reading.
|
Prologue/Epilogue |
Theme |
Dialogue |
|
Antagonist |
Protagonist |
Onomatopoeia |
|
Caricature |
Hyperbole |
Simile/Metaphor |
|
Point of View |
Alliteration |
Personification |
|
Structure |
Unity |
Direct Characterization |
|
Climax |
Denouement |
Foreshadowing |
|
Internal Conflict |
External Conflict |
Mood/Tone |
APPENDIX B
CHILDREN’S LITERATURE GENRE
GENRES
· PICTURE
· POETRY
· FANTASY
· SCIENCE
FICTION
· FOLKLORE
· REALISTIC
FICTION
· HISTORICAL
FICTION
· AUTOBIOGRAPHY
/ BIOGRAPHY
· NON-FICTION
(INFORMATIONAL)
· GRAPHIC
NOVELS
· Japanese
MANGA
NM Language Arts Standards & Benchmarks
|
A.
LANGUAGE DEVELOPMENT (1)Teachers of English language arts shall:
demonstrate knowledge that growth in language maturity is a developmental
process. (3) will demonstrate knowledge that speaking, reading,
writing, listening and thinking are interrelated. |
Understandings ·
Genre
& Literary Elements, Author-Illustrator presentations ·
Heights
Practicum Collaboration-POETRY ·
Butter
|
|
B.
COMPOSING & ANALYZING
LANGUAGE (2) Teachers of English language arts
shall: understand the importance of rich oral language experiences in early
grades and how those experiences can lead to writing skills. (4) All language arts teachers shall
understand the importance of learning about practicing various aspects of creative
drama process. (role-playing, planning, replaying,
evaluating) in order to achieve the knowledge required to teach those
processes well. |
Understandings
& Practices ·
Heights
Practicum Collaboration-POETRY ·
Poetry
Unit ·
Butter
·
BOOKLIST |
|
C.
READING & LITERATURE 2(c) All language arts teachers shall be
able to teach students to ask questions that elicit both oral and written
responses at a variety of levels. 4(g) All language arts teachers shall draw
upon literature in many genres from many historical periods, and of varying
degrees of complexity in order to develop and elicit critical insights from
their students. |
Understandings
& Practices ·
Heights
Practicum Collaboration-POETRY ·
Poetry
Unit ·
BOOKLIST ·
Genre
& Literary Elements, Author-Illustrator Study |
|
D.
NONPRINT MEDIA (3) All language arts teachers shall be
familiar with aspects of electronic media-internet, word processing, CD-ROM
and other relevant media to be able to effectively teach through the use of
both verbal and visual media. |
Understandings
& Practices ·
Course
blog, emails & webpages |
|
E.
EVALUATION (1)Teachers of English language arts shall
demonstrate knowledge of evaluative techniques to be used to describe a student’s
progress in English. (a) All language arts teachers shall
demonstrate competence in applying a number of evaluative techniques,
including individual conferences, for determining and reporting student
progress. (c) All language arts teachers shall be
proficient at “student watching” and other informal ways of describing
student progress in all language processes. 2(b) All language arts teachers shall be
able to select the most appropriate formal and informal ways to assess or
evaluate growth in oral and written language and reading skills. |
Understandings
& Practices ·
Heights
Practicum Collaboration-POETRY teaching reflections, reflective practice ·
Engaging
in conversation, discussion, dialog, conferences ·
Implementing
guided reading, pair-share, literature circles, informal assessments,
creative drama ·
Use
standards and benchmarks as objectives and assessment in planning weekly
poetry lessons |
|
F.
RESEARCH (2)(iv) All language arts teachers shall
that students of diverse cultures interpret written and oral language in
different ways. |
Understandings
& Practices ·
Heights
Practicum Collaboration-POETRY ·
Guest
speakers: Flo Trujillo, Karen Morrison, Susan Kanard,
Katy Beatty, Uma Krishnaswami,
Connie Gotsch ·
Author
Videos |
|
G.
PEDAGOGY (1) Teachers of English language arts are
able to effectively deliver instruction using a variety of approaches. (2) Teachers of English language arts shall
understand that the classroom is composed of students with varied needs such
as physical disabilities, learning disabilities, limited English proficiency,
and cultural diversity. (b) All language arts teachers need to be
aware of varied students needs and how to modify and implement instruction
for diverse learners. (c) All language arts teachers need to be
aware of strategies for helping students be
sensitive to and understanding of each other’s learning and social needs. (3) Teachers of English language arts shall
understand that the educational process includes families, and the social and
economic communities. |
Understandings,
Practices & Professional Identity ·
Literary
Elements & Genre presentations ·
Heights
Practicum Collaboration-POETRY ·
Butter
·
·
·
Professional
content housed on individual Webpages ·
Use
standards and benchmarks as objectives and assessment in planning weekly
poetry lessons |