Department of Teacher
Education
Secondary Education
LLSS 443
CHILDREN’S LITERATURE
FALL 2008 | 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/childrenslit_f08.htm
Children’s Literature Class Collection: https://unm443.tripod.com/443collectionf08.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
No
assigned text.
Library
system; articles, handouts, websites will be provided by instructor and
students. In class book collections will be provided. Respect for materials and
textbooks
borrowed is expected as part of your professional identity. Since instructor is
happy to share her resources, materials borrowed are expected returned
in
a timely manner and in same condition when lent. This demonstrates your
professional integrity, professionalism and basic respect for your instructor
and her
materials.
Requirements:
- Access to computer
& Internet weekly
- Creation of webpage
hosting at http://www.tripod.com
See https://unm443.tripod.com/443collectionsp08.html | http://unmchildlit.tripod.com/unmcollection2007/index.html
- your Digital
Professional Portfolio
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;
- 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.
Course outline:
|
Activities/Topics |
Format |
Due |
|
Course Blog |
Download
syllabus |
Maintain weekly and per
scheduled assignments |
|
Create Individual Webpage Email webpage address to fvitali@unm.edu |
Maintain webpage hosted at http://www.tripod.com |
Sept. 8 - Dec. 8 |
|
Booklist |
Your webpage (Organize and systematically add books weekly) |
Weekly Sept. – Dec. 8 |
|
Session Scribe |
Record Session Highlights on blog |
Weekly assigned. See schedule on course blog |
|
Literature Reading Reflections |
Your webpage |
Weekly Sept.- Dec. 8 |
|
Author Biography & Presentation |
Your webpage |
Nov. 10 |
|
Illustrator Biography due |
Your webpage |
Nov. 10 |
|
Tibbetts Lesson Plans |
Your webpage |
Weekly visits Sept. – Nov. |
|
Tibbetts Teaching Reflections |
Your webpage |
Following each Tibbetts weekly visits
Sept. – Nov. |
|
Extra Credit Experiences-SJC Chautauqua events, SJC events, FPL
activities, UNM events, PRIME TIME |
Record reflections on your webpage |
(optional) Sept. – Dec. |
|
http://www.infoway.org/storytelling/2008/index.asp |
Attend as audience member or volunteer. Write reflection of your
experience & post to blog at https://unm443.tripod.com/childlit/ |
October 9-11 |
|
Genre & Literary Elements JEOPARDY GAME |
Your webpage & powerpoint Jeopardy Game |
Weekly Presentations Sept.- Dec. 8 |
|
Book Sell |
Your webpage |
Weekly Sept. – Dec. 8 |
|
Midterm Summary & Evaluation |
Individual Webpage |
October 13 |
|
Children’s Literature Web Resources (research) |
Individual Webpage |
Monthly Sept. – Dec. 8 |
|
Children’s Literature Class Collection Website Your individual websites at https://unm443.tripod.com/443collectionf08.html |
Individual Webpage Presentation |
Dec. 1 |
|
Final Summary & Evaluation |
Individual Webpage |
Dec. 1 |
|
End of semester Course final reflections (Samples add to your Digital professional
portfolio) |
Individual Webpage |
Dec. 8 |
|
Poetry Performance 0R CHAUTAUQUA |
Performance for others |
TBA (Nov. 24, Dec. 1, 8) |
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 | 7 Realistic Fiction | 3 Graphic Novels
4 Historical
Fiction | 4 Autobiography/Biography | 3 Fantasy | 3
Science Fiction |
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 LESSON PLANS: We
will have the opportunity to work with Tibbetts teachers Penny Smith & Beth
McDaniels-Hill and their 6th graders (period 12:40-1:30pm)
conducting lessons using the reading program AMERICA’S CHOICE ™ under their 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. 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 6th graders in
making a video recording/DVD of the process to share with others.
*Literature
Reading Reflection.
In your weekly journal, post on your webpage
a reflection generated from class discussions, books read, aha moments,
revelations (include author, title, genre, annotation complementing your
BOOKLIST reading), guest or field trip
reflections.
*Author
BIOGRAPHY: Choose a children’s author to explore biographic and literary
contributions. If possible, include several books of the author for display.
Remember to cite sources and to give due credit. For examples see https://unm443.tripod.com/443collectionsp08.html | http://unmchildlit.tripod.com/unmcollection2007/index.html
*Illustrator
BIOGRAPHY: Choose a children’s illustrator to explore biographic and
artistic contributions. If possible, include several books of the illustrator
for display on the day of presentation. Remember to cite sources and to give
due credit. Save to your CD-ROM Professional Portfolio. For examples see https://unm443.tripod.com/443collectionsp08.html | http://unmchildlit.tripod.com/unmcollection2007/index.html
*GENRE & LITERARY ELEMENTS DEFINITIONS: Each student will be
responsible for researching a particular genre and literary element. Present
Genre & Literary elements explanations to classmates on assigned dates.
Your explanations should be informative, interesting, using examples from
children’s literature. Post your definitions and examples of each on your
webpage. Definitions and examples will be included in a JEOPARDY GAME to be
played as a class for content assessment. Refer to course Blog for Literary
Elements and supplied textbooks for Genres.
POETRY
PERFORMANCE:
You will be part of a poetry performance with your peers and Tibbetts’ 8th
graders for presentation at a local elementary school, such as Apache,
McKinley, Ladera. If time does not permit, a Chautauqua performance may be
substituted. UTube? Researching a character of interest to you and then
becoming that character to perform for others is the goal of a Chautauqua.
*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.
*CHILDREN’S Literature RESOURCE Websites. Each month explore
several children’s literature websites (See course blog under OUR WEB RESOURCES
for examples). Use the information
learned for your own enrichment – personal and professional. Add these websites
to your individual webpage.
*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 Penny Smith (http://fc.fms.k12.nm.us/~psmith/)&
Beth McDaniels-Hill (http://fc.fms.k12.nm.us/~bmcdaniel/), 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 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 | Sept. 23-Jack
Thorp’s Songs of Cowboys-7pm SJC Little Theater |
October 25-Chautauqua
Series-J. Rankin-7pm SJC Rms. #9006-9008 | Oct. 10, 11, 17, 18-7:30pm &
Oct. 12-2:30pm Oscar Wilde’s comedy The
Importance of Being Earnest in SJC Little Theater
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
AUGUST-SEPTEMBER (Booklist: 20 or more books read)
#1 August 25
Introductions-
Maxime, French Chef – perfume
Character
introductions
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 Sept. 8
Discussion:
Early reading experiences with books & influence now
Genres Quiz
Trip
to SJC: 1:30-2:00pm - Children’s
Literature library tour & 2:15-3:30pm
- 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. Email your webpage URL to me at fvitali@unm.edu
5.
Post
assignments on your individual webpage and maintain weekly with
·
Tibbetts
Middle School Observation Reflections post on your individual website
·
Literature
Reading Reflection post on your individual website
·
Children’s
Literature readings
Review
Syllabus at https://unm443.tripod.com/childlit/
#3 Sept. 15
Frog’s
Tale, House Story & Gem Story
(1:55-3:25)
Field trip to
………………………………..rest of the months………………………………………
Trip
to
Book
Sell/Awards
Literature
Website Resources #1 List posted on
webpage
Genre:
POETRY-Definitions
& Examples posted to your
webpage
Genre:
CHILDREN’S LITERATURE & PICTURE BOOKS-Definitions & Examples posted to your webpage
Genre:
FANTASY & TRADITIONAL FOLKLORE-Definitions & Examples posted to your webpage
Genre:
TRADITIONAL FOLK LITERATURE &
Fantasy-Definitions
& Examples posted to your
webpage
Literary Elements-Definitions & Examples posted to your webpage
Video
& Literature Circle-“Strays” by Mark Richard
Story
Relay & Story Quotes
Dialogue:
Dramatic structure of stories, Brain Research
Video
excerpts: Reservoir Dogs & Wizard of Oz; Maurice Sendak (Ray
Rodenberry-Star Trek)
SEPTEMBER -OCTOBER (Booklist: 40 or more books read)
Activity:
Illustrate story; setting / character & conflict activity
Reading
Activity: Blanket Story; Queen’s Drum; Abiyoyo & Foolish Frog & Name
activity
Literature
Reading Journal post on your individual website
Literary Elements-Definitions & Examples posted to your webpage
Book
Sell/Awards
Hero’s
Journey and story shapes and literary forms & terms
Censorship
issues
Molly
Bang & Illustrating
Leveled
Literature
Website Resources #2 List posted on
webpage
Video:
Tomie DePaola, author/illustrator
Genre:
REALISTIC FICTION & HISTORICAL FICTION-Definitions & Examples posted to your webpage
Genre:
GRAPHIC NOVELS & ANIME/MANGA-Definitions & Examples posted to your webpage
Genre:
BIOGRAPHY/AUTOBIOGRAPHY & NONFICTION-Definitions & Examples posted to your webpage
Mid-term October 13
OCTOBER-NOVEMBER-DECEMBER (Booklist: 60 or more books read)
Literature
Website Resources #2 & #3 Lists posted on webpage
Literature
Reading Reflection post on your individual website
Author/Illustrator Focus
DUE Nov. 10
POETRY OR CHAUTAUQUA PERFORMANCE (TBA - Dec. 1, 8)
PREMIER
of CHILDREN’S LITERATURE CLASS COLLECTION WEBPAGES on Dec. 1
FINAL
CLASS CELEBRATION Dec. 8
Dec.
15 - 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
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 Penny Smith’s classroom of 6th graders
will provide opportunities to practice ways to engage middle school students in
responding to text and stories they read. What skills and strategies am I
learning and implementing in 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™, teaching and
observing 6th 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 and dramatic structures? 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 of observations and evidence in terms of the four major strands
of work and the five dimensions of learning.
1.
Four major strands of work: communication,
research, technology, and collaboration
2. Five dimensions of learning:
- confidence
and independence
- knowledge
content
- skills
and strategies
- use
of prior and emerging experience
- reflectiveness
(critical awareness)
Midterm evaluation - Due Oct. 13
- 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
Dec. 1
Summary
interpretation of observations and evidence covering the whole semester in
terms of the four major strands of work and the five dimensions of learning. Be
sure to connect your interpretations with specific examples included in the
observations and samples of work.
1.
Four major
strands of work: communication,
research, technology, and collaboration
2.
Five
dimensions of learning:
- confidence and
independence
- knowledge content
- skills and strategies
- use of prior and
emerging experience
- reflectiveness
(critical awareness)
Final evaluation -
Due Dec. 1
- Reflections on
semester's learning experience
- Any suggestions for
the professor for future classes
- Estimated evaluation
in terms of grade
Checklist of Learning Opportunities (for your record keeping)
|
Activities/Topics |
Format |
Due |
Completed a |
|
|
Syllabus
on Course Blog |
|
Sept.
8 |
|
|
|
Weekly
Scribe |
Course
Blog – Weekly Session Highlights |
Post
before next class session |
|
|
|
Booklist
60
= B 80
= A 100
= A+ |
Your
webpage (Organize
and systematically add books weekly) |
Weekly
Sept.-November |
|
|
|
http://www.infoway.org/storytelling/2008/index.asp |
Reflection
-- Your webpage |
Week
after October 9-11 |
|
|
|
PRIME
TIME |
Reflection
-- Your webpage |
Week
of PRIME TIME session |
|
|
|
Author
Focus & Presentation |
Biography
-- Your webpage |
November
10 |
|
|
|
Illustrator
Focus & Presentation |
Biography
-- Your webpage |
November
10 |
|
|
|
Poetry
Performance |
Reflection
-- Your webpage |
TBA
(Dec. 1, 8) |
|
|
|
Tibbetts
Literature Session Reflections |
Weekly
Reflections -- Your webpage |
Tibbetts
–1:55-3:25pm Weekly September-November |
|
|
|
Reading
Reflections |
Weekly
Reflections -- Your webpage |
Weekly
Sept.
- November |
|
|
|
Book
Sell |
Oral
Presentation -- Your webpage |
Weekly September-November |
|
|
|
Scribe |
Record
Session Highlights on blog |
Weekly September-November |
|
|
|
Children’s
Literature Web Resources |
Individual
research -- Your webpage |
Once
each month September-November |
|
|
|
Children’s
Literature Class Collection Website |
your
webpage presentation |
Dec. 1 |
|
|
|
Genre
& Literary Elements Definitions |
Oral
presentation & answers with questions format written for Jeopardy game |
Weekly September-November JEOPARDY
GAME TBA |
|
|
|
Poetry
Performance 0R CHAUTAUQUA |
Performance
(practice inside and outside of class) |
(TBA
-December 1, 8) |
|
|
|
Midterm
& Final semester Course reflections (Samples
add to your Digital professional portfolio) |
Post
to your webpage |
Oct.
13 & Dec. 1 |
10/13 |
Dec.
1 |