Department of Teacher
Education
LLSS 443
CHILDREN’S LITERATURE
SPRING 2009 | 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_sp09.htm
Children’s Literature Class Collection: https://unm443.tripod.com/443collectionsp09.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 Text:
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
Choose one for your Book
Discussion:
Alexie,
S. (2009). Absolutely true diary of
part-time Indian OR
Requirements:
- Access to computer
& Internet weekly
- Creation of webpage
hosting at http://www.tripod.com
See https://unm443.tripod.com/443collectionf08.html | https://unm443.tripod.com/443collectionsp09.html
- your Digital
Professional Portfolio at http://unm-farmington.tripod.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;
§
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).
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.)
* TIBBETTS PRACTICUM: We
will have the opportunity to work with Tibbetts teacher Leah Finch and her 8th
graders (period 1:55-2:35pm) conducting lessons
using the reading program AMERICA’S
CHOICE ™ under her guidance and expertise. During your lessons and
observations, please
listen and watch for spontaneous verbal and non-verbal responses to record and
reflect in your TEACHING REFLECTION
JOURNAL. You will be literary coaches as you engage students in sharing
poetry forms and encouraging the writing of their own poetry in preparation for
their poetry slam. Your poetry slam unit will serve as a resource for you. Post
your thoughts, ideas, questions, insights, plans after each Tibbetts’ 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 final project
will be to involve 7th & 8th graders performing in
their own Tibbetts Poetry Slam. They will also be invited to participate at the
FPL Poetry Slam on April 18 and at Andrea’s Kristina’s Community Poetry Slam on
March 7 or 14. FPL hosts a Teen Poetry Night every Tuesday evening from 7-8pm.
*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 PERFORMANCE:
In honor of Read Across America, we may prepare and perform the Seuss BUTTER
BATTLE book at
*POETRY SLAM UNIT: Develop online poetry teaching resources for
use with
*BOOK DISCUSSIONS: Engage in continued book discussions with
peer readers (Alexie or
*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 Tom Rago –
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 Melissa from Waldenbooks --
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: Emily Dickinson Chautauqua on 31 January - 7pm SJC Little Theater | John
Steinbeck Chautauqua on 27 February – 7pm SJC Little Theater For information
call 599-8771 or 334-9325
As
You Like It by Shakespeare on March 6, 7, 13, 14 at 7:30pm
& March 15 at 2:30pm
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
FEBRUARY (Booklist: 20 or more books read)
#1 January
26
Introductions- Maxime, French Chef –peanuts
Character introductions
Genres
Quiz
Lateness Policy: a story-fabrications,
exaggerations, elaborations – anything BUT the truth!
Post Reflections of Maxime on course blog at
https://unm443.tripod.com/childlit/
#2 February
2
Trip to SJC:
1-2pm - Children’s Literature library tour & 2:30-3:30pm - Smartlab webpage creation
1.
Create
account for individual webpage at http://www.tripod.com
2.
(IMPORTANT:
When posting information on your webpage or blog, always save a backup document
of whatever you post)
3.
Create
webpage including design and organize page content
4.
Print
your home webpage with children’s lit URL
5.
Post
assignments on your individual webpage and maintain weekly with
·
Tibbetts
Middle School Poetry Reflections post on your individual website
·
Booklist
Review Syllabus at https://unm443.tripod.com/childlit/
Weekly Scribe
#3 February
9
Frog’s Tale, House Story & Gem Story
(1:55-2:35) Field trip to
………………………………..rest
of the months………………………………………
Feb. 23- Trip to
Weekly Scribe
Poetry Night each Tuesday at FPL 7-8pm
(1:55-2:35) Tibbetts Middle School Poetry
Plans & Teaching Reflections post on your individual website
Poetry Journal post on your individual
website
Literary Elements- Examples posted to your webpage
Alexie
& Napoli Book Talks
Book Sell/Awards
BUTTER
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: TRADITIONAL
FOLK LITERATURE & Fantasy-Definitions posted
to your webpage
Literary Elements-Definitions &
Examples posted to your webpage
Video & Literature Circle-“Strays” by
Mark Richard
Video excerpts: Reservoir Dogs & Wizard
of Oz; Maurice Sendak (Ray Rodenberry-Star Trek)
March (Booklist: 40 or more books read)
Weekly Scribe
Activity: Illustrate story; setting /
character & conflict activity
Reading Activity: Blanket Story; Queen’s
Drum; Abiyoyo & Foolish Frog
(1:55-2:35) Tibbetts Middle School Poetry Plans & Teaching
Reflections post on your individual website
Poetry Journal post on your individual
website
Literary Elements- Examples posted to your webpage
Alexie
& Napoli Book Talks
Book Sell/Awards
Hero’s Journey and story shapes and literary
forms & terms
Censorship issues
Molly Bang & Illustrating
Leveled
Andrea Kristina Community Poetry Slam -
March 7 or 14
Video: Tomie DePaola, author/illustrator
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
Mid-term summary/evaluation posted on webpage - October 9
APRIL (Booklist: 60 or more books read)
Weekly Scribe
April 18-FPL Poetry Slam
(1:55-2:35) Tibbetts Middle School Poetry
Plans & Teaching Reflections post on your individual website
Poetry Journal post on your individual
website
Literary Elements- Examples posted to your webpage
Alexie
& Napoli Book Talks
Book Sell/Awards
MAY
Weekly Scribe
PREMIER of CHILDREN’S LITERATURE CLASS
COLLECTION WEBPAGES on May 4
FINAL CLASS CELEBRATION
TIBBETTS
POETRY SLAM - TBA
May
4-11 Final Summary/Evaluation posted on webpage & digital portfolio
May 11 - Optional final exams or class
session as needed
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 describing your development as readers, writers, 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, AMERICA’S CHOICE Reading Program™, poetry slam,
poetry writing, teaching and observing 7th & 8th graders,
creative drama, 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.
Summary
interpretation and reflections in terms of the five dimensions of learning including
specific examples as evidence.
Four major
strands of work: communication,
research, technology, and collaboration
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 4-11
Summary
interpretation and reflection covering the whole semester in terms of the five
dimensions of learning, including specific examples as evidence.
Four major strands of work: communication, research, technology,
and collaboration
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.
ature 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 |
Jan. 26-May 11 |
|
Weekly
Scribe |
C
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
Feb.
2-May 11 |
|
Tibbetts
Poetry Lessons/Reflections Literary
Coaches |
Weekly
Reflections -- Your webpage |
Tibbetts
–1:55-2:35pm Weekly Feb-April |
|
Your
Poetry Writing/Reflections |
Weekly
Reflections -- Your webpage |
Weekly
Feb-April |
|
Book
Sell |
Oral
Presentation -- Your webpage |
Weekly Feb-April |
|
Book
Discussion (Literature Circles) |
Sherman
Alexie & Napoli books |
Feb.-April |
|
Butter In
Honor of Read Across |
|
March
2 ( tentatively) |
|
Children’s
Literature Class Collection Website |
your
webpage presentation &
JEOPARDY GAME |
Tentatively
May 4 & May 11 |
|
Book
Genre Definitions & Literary Elements
Examples See
Appendixes |
Definitions
added to your webpages |
Feb-April
|
|
Poetry
(SLAM) Unit |
Develop
webpage unit to assist you with your Tibbetts teaching. Performance
or Audience support for Tibbetts Middle Schoolers. |
Andrea
Kristina-Sat. March 7 or 14 - 7pm FPL
Poetry Slam-Sat. April 18 7pm |
|
Midterm
Summary & Evaluation |
Post
to your webpage |
March
9 |
|
Final
Summary & Evaluation (ADD
Course reflections, samples to your Digital professional portfolio at http://unm-farmington.tripod.com/portfolios.html) |
|
|
_________________________________________________________________________
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
· GRAPHIC
NOVELS
· Japanese
MANGA