Appalachian State University

Reich College of Education

RE 5140-101: Advanced Study of Children’s Literature

Dr. Beth M. Frye   

Spring 2005          W 5:00-7:45         EDH 313

Office:  Edwin Duncan Hall 201 F

Telephone: 262-7623 (w); 263-0274 (h)       e-mail: fryeem@appstate.edu

www.lesn.appstate.edu/fryeem

COURSE DESCRIPTION

This course provides an opportunity for teachers to extend their knowledge of children's literature through an advanced study of this field. The course is intended to expand teachers’ knowledge of children’s literature across the genres (picture books, multicultural literature, historical fiction, realistic fiction, traditional literature, informational, biography, poetry) and recognition of literature’s potential as a resource for learning. Emphasis will be placed on an examination of children's literature, the theories of response to literature, and children’s response to literature. In addition, participants will examine how literature contributes to learning, the conceptualization of postmodern children’s picturebooks, and an exploration of technology connections to children’s books. An examination of the processes, models, and frameworks of visual literacy will also be studied. This course will acquaint the participant with recently published children’s books.

Course projects include developing a leadership position in a school or community in the area of children’s literature, a literature response log examining, critiquing and personally responding to recent children’s books, a theme exploration linking literature across genres with curricular content and technology, a reflective journal including analysis and response to professional readings and children’s books, and research on a children’s author or illustrator as a way of understanding his/her art. Knowledge and critical understanding of quality children’s literature and the ability to meaningfully link literature to literacy instruction is the overall outcome of the course.

COURSE OBJECTIVES

Participants will:

• Examine and respond to a variety of children’s literature across the genres.
• Examine and understand the importance of incorporating children’s trade books into an interdisciplinary school curriculum.
• Examine the recent trends and changes in children’s literature, specifically postmodern picturebooks for children and adolescents.
• Examine the processes, models, and frameworks of visual literacy in relation to picture books and readers’ responses.
• Recognize how cultural diversity influences representations and perspectives in children’s literature and in readers’ responses.
• Identify and critique recently published trade books, popular authors/illustrators, and award-winning titles from the realm of children’s literature.
• Examine the significance of Louise Rosenblatt’s transactional theory of reader response in a response-based literature program in the classroom.
• Examine a variety of literature-based activities to increase and understand students’ personal responses to children’s literature.

REQUIRED TEXTS:

TEXTBOOK: Hancock, Marjorie R. (2004). A Celebration of Literature and

Response: Children, Books, and Teachers in K-8 Classrooms, Second Edition. Upper Saddle River, NJ: Prentice Hall/Merrill.

***(Purchase at ASU Bookstore- Boone, NC.)***

CHILDREN’S BOOKS (In the order they will be read):

Hannigan, Katherine (2004). Ida B…and Her Plans to Maximize Fun, Avoid Disaster, and (Possibly) Save the World. New York: Greenwillow Books.

***(Purchase at Black Bear Books- Boone, NC.)***

Macaulay, David (1990). Black and White. Boston, MA: Houghton Mifflin.

Browne, Anthony (1992). Zoo. New York: Knopf.

Brown, Anthony (1998). Voices in the Park. New York: DK Publishing.

Weisner, David (2001). The Three Pigs. New York: Houghton Mifflin.

DiCamillo, Kate (2003). The Tale of Despereaux being the story of a mouse, a princess, some soup, and a spool of thread. Cambridge, MA: Candlewick Press.

Woodson, Jacqueline (2004). Locomotion. New York: Puffin.

Grandits, John (2004). Technically, It’s Not My Fault. New York: Clarion Books. ***(Purchase at Black Bear Books- Boone, NC.)***

Balliett, Blue (2004). Chasing Vermeer. New York: Scholastic Press.

Ryan, Pam Munoz (2002). Esperanza Rising. New York: Scholastic Paperbacks.

Ringgold, Faith (1991). Tar Beach. New York: Crown.

Funke, Cornelia (2003). The Thief Lord. Translated by Olive Latsch. New York: The Chicken House/Scholastic. (Originally published in Germany).

COURSE ACTIVITIES

Professional Disposition/Responsibility-  30 points

Literature Response Log to Recent Children’s Books-  75 points

Reflective Journal-  45 points

Theme Exploration Project/Presentation-  75 points

Author/Illustrator Presentation/Handout-  75 points

___________________________ 300 Total Points                      

Grading Scale (given as a percentage of the total points):

A  = 94 -100
A- = 90-93
B+=  87-89
B  =  83-86
B- =  80-82
C+ = 78-79
C  =  76-77
C- = 74-75
D  = 69-73

ASSIGNMENT REQUIREMENTS

1.  Professional Disposition/Responsibility/Leadership:

(30 points)

·        Participation and attendance are essential. You cannot participate if you are not here and if you are not prepared.

·        Each of you is responsible for developing a professional disposition, and each of you is responsible for involving yourself in the class activities and discussions as well as becoming an advocate for children’s literature in your school.

·        You will be asked to share at least one example of how you have demonstrated your enjoyment and enthusiasm for children’s literature in your school.

·        For example, you may choose to take an active leadership role in establishing a book club for students and/or teachers, setting up book talks or book reviews on the morning news or in the library, organizing Read Across America in your school on March 2 (Dr. Seuss’ Birthday) http://www.nea.org/readacross/ or assuming any other leadership roles in the area of promoting a love and enthusiasm of children’s literature in your school or community.

·        You should document this experience with photos and include a written response from the participants engaging in the activity, as well as a response from you.

Please remember: In-Class Assignments cannot be made up. You just can’t make up a discussion that you missed in class. More than one absence may result in a lowering of the final grade. Contact me for any sessions you miss!!!

2.  Literature Response Log: Critical Responses to Recently Published Children’s Literature (75 points)

Requirement: A combination of 10 picture books/3 novels.

·         These books should have a copyright of 1990-present.

·         You may use books from author/illustrator study and/or from the theme exploration.

·         The others will simply be an assortment of books you choose to read.

·         See the textbook bibliographies, handouts, and websites for recent quality titles.

Picture Books should reflect the following genre mix:

·         Picture Storybooks

·         Traditional Literature 

·         Fantasy

·         Informational Books (Including Biography/Autobiography/Memoir)

·         Multicultural Books

·         Poetry

·         Historical Fiction

Use the following format for setting up and reporting data in your response log:

• Literary Genre
• Bibliographic information which includes the following:

Author’s last name, first name. (Year of publication). Title of book underlined or italicized. Illus. by first initial and last name of illustration (if applicable). City of publication: Publisher. (APA Style)

• Annotations for Picture Books: A well-written two sentence story summary that creatively captures the essence of the book. A third sentence should make a statement on the type of illustrations used and how they contribute to the effectiveness of the story. Word choice (descriptive adjectives, powerful verbs) and voice lend themselves to well-written annotations.
• Annotations for Novels: A well-written two paragraph story summary that creatively captures the essence of the book. The annotation should refer to some story elements: character, setting, theme, problem, resolution, point of view. While concise, the annotation will be effective if you are able to persuade/convince another to read the book.
• Quotations: List a memorable quote, paragraph, line, or words from the text. Include a page number (p. 72) or (n. p. ) for non-paginated picture books.

• Critical Responses: Half of your responses should be reported from children’s personal responses to the book and half should be recorded from your own personal response to the books.

• Each critical response from you, the participant, should address the following question: What is distinctive about this book?

• In addition, responses to books may include, but are not limited to:

1) What do you notice about the book/story? (Impressions)

2) What do you wonder about? (Wonderings)

3) How does the story make you feel? (Feelings)

4) What does the book remind you of from your own life? (Personal Connections)

5) What other books/characters does the book remind you of? (Literary Connections)

6) What special meaning or message does the book have for you? (Theme)

7) What was the most important part of the story?

8) What do you think will happen to ____________?

9) What else do you have to say about what we’ve just read?

10) What classroom connections naturally link to this book?

11) What reading/writing strategies could be taught through this book?

• You are strongly encouraged to have students respond to the books with a written response and an artistic impression (drawing, sketch, collage, etc.)

• Use the following artistic elements to guide your readings of the 10 picture books. Address your personal response (above questions) and at least 2 other considerations/perspectives for each picture book that reflect your response. Your reader response log should capture all considerations and perspectives upon completion. In other words, I do not expect you to address every consideration and perspective for each picture book.

Considerations & Perspectives for Analyzing a Picture Book

·         “Fronting” the Picture Book: Look at the cover, title and illustrations. What expectations are set up for you as you approach the picture book? What do the cover, title, illustrations, and endpapers suggest? What is included in the peritext? The dedication, title page, author’s note, summary statement etc..

·         Personal Response: The impressions / connections / wonderings that you have as you read the picture book. What were you reminded of? What connections did you make with the text and/or illustrations? What images, feelings, and ideas were brought forward during the reading?

·         Artistic Technique/Media: What artistic media or combination of media was used? How do the illustrations support the text and the meaning of the story? Consider the elements of design (line, shape, texture, light, color) incorporated in the artwork. Does the book incorporate a horizontal or vertical layout or both, and is this important?

·         Text/Language: Examine the poetic or literary devices used in the text (ie. simile, metaphor, imagery, alliteration, personification, symbolism). What does the author draw upon to write this story? Are there patterns, repeated phrases, predictable structures?

·        Interplay of Textual and Visual Images: Analyze the relationships between the text and the illustrations using the categories of symmetrical, enhancing, and contradictory or counterpoint. Refer to the mini-lesson (Serafini, 2004) at: (http://www.heinemann.com/shared/onlineresources/E00625/minilessons.pdf).

What kind of gaps does the author/illustrator leave for the reader to fill in? Are details purposefully left out to create tension?    How does the story flow from page to page? Are there borders that separate things, cross over in language and image from page to page, or tell a story within the borders? Are there any stories within the main story? Are there parallel texts or ideas being presented?

·         Characterization/Perspective/Audience:    Who is the implied reader or intended audience of the picture book? Whose background knowledge is privileged in reading this text?

·         Author/Illustrator: Find some biographical data on the author and illustrator. How does this information highlight the creation or intentions of the story and illustrations? What insights can be learned from studying the life of the author/illustrator? How does this influence your understandings of the story or book?

·         Socio-Cultural Context: How does this story relate to the world as you see it? What assumptions do you have that go unquestioned? Are any characters privileged or marginalized? How are critical social issues (race, gender, class) dealt with? Does the author create social consciousness?

·         It is critical that responses be spontaneous, genuine, and honest. Please include the participation structure used (individual, small group, whole-class, etc.) along with the method of instruction you employed (real aloud, shared reading, book club, literature circle where students read silently or orally, guided reading, etc.) when reporting your children’s responses. Responses to chapter books could include paragraph entries from a literature response journal; multiple student responses to the same book should be reported for some of the books.

·         Alphabetize the responses by author within each genre. This literature response log will be due our last class period April 27.

Assessment:

• Appropriate number of trade books across the literary genres
• Appropriate publication dates
• Quality of books chosen for reading/responding (authors/illustrators)
• Quality of engagement with response
• Ability to communicate feelings, thoughts, and connections through written responses
• Completeness and accuracy of bibliographic information
• Commitment to authentic aesthetic response and aesthetic involvement with children’s literature
• Balance in the number of responses from children and from participant
• Responses to picturebooks include a critical analysis which capture the considerations and perspectives for analyzing a picture book

See assessment rubric for detailed criteria for the literature response log project.

3.  REFLECTIVE JOURNAL (45 points)

You will keep a journal with notes for the readings of children’s literature, textbook chapters, and professional readings, as well as responses to classroom experiences. Your journal will be used to support your in-class discussions during our exploration of the children’s literature, textbook, and professional readings.

• Children’s Literature Across Genres: While reading the assigned children’s books, we will all become “Passage Pickers.” You will use sticky notes to mark (code) important passages that you want to share with your classmates. On each post-it, write a word or phrase or paragraph that describes why you chose/marked that particular passage. Before class, review all of your passages/sticky notes and reflect in your reflective journal on any patterns that may be revealed. These marked passages and reflection notes will be shared in class and will be the impetus for our enlightening discussions!
• Picture Books: Use the above Picture Book Analysis to guide your readings of the assigned picture books. Address these issues in your reflective journal.
• Textbook/Professional Readings: In the journal, you may be asked to respond to specific questions, or you may describe your reactions and impressions of the professional readings and textbook. These reactions may include statements as well as questions; it is not, however, simply a summary of the chapter/article. You may use quotations to connect to the piece, but talk about why the quotations are important. What are you thinking? Why does this matter? How does it connect with your situation? How will your knowledge of this topic/subject/idea benefit your children? Does the reading give you inspiration to achieve a goal for your classroom? 
• Literature Response Activities: You may be asked to respond to literature in creative and authentic formats. You will keep these response activities in this journal.

Assessment: Twice during the semester, you will submit your reflective journal for response from the instructor. Two groups will be formed for submitting the journals. Group 1 submits journals: February 23 and April 20. Group 2 submits journals: March 2 and April 27.

4. THEME EXPLORATION: GRAPHIC ORGANIZER, ANNOTATED

BIBLIOGRAPHY, RELATED LITERATURE ACTIVITIES. TECHNOLOGY

CONNECTIONS & FORMAL PRESENTATION (75 points; rubric to follow)

Interdisciplinary instruction requires knowledge of and access to literature across genres and across the curriculum. The purpose of this assignment is to recognize the connectedness between and among books and across literary genres in learning about a specific theme.

• Choose a creative theme exploration title that appeals to your students

(inquiry-based) and connects with your curricular goals (NCSCS)

• Select 20 quality tradebooks which meaningfully relate to your theme—

This list must include books from at least 8 literary genres (copyrights

1990-present, but some classic titles will work).

• Create a graphic organizer that purposefully organizes your theme into

Literature clusters or related sub-themes. Try to include an internet website for each of your clusters.

• Compose an annotated bibliography highlighting the selected tradebooks and their genres. The one-two sentence annotation will briefly summarize the tile and specifically connect the book to the theme.

• Connect your theme to technology through a minimum of five quality

websites. List the web address for each website and briefly describe the special information contained in this format related to your theme.

• Create literature-based activities which illustrate how you will incorporate literature activities in a variety of participation structures:

1) a launch or opening activity and related book to inspire your students

2)an “individual” activity from related book(s)

3) a “small group” activity (3-5 per group) from a related book(s)

4) a “whole class” activity from a related book

5) a “culminating or closure” activity to celebrate the learning from the theme exploration

6) a ”technology-based” connection to the theme

• CHILDREN’S LITERATURE ON THE INTERNET

Spend time on the internet as you acquire information for your author study and locate web sites for your theme exploration. Be sure to record and list useful web sites you find as a resource for your presentations. Use Appendix C in your textbook as a starting point.

• Presentation of Theme Exploration: Share literary connections and a sampling of the trade books and possible related activities in a 10-15 minute presentation the final 2-3 evenings of class. Ideas for the Theme Exploration project should be briefly presented and approved by the end of March.

• Prepare a handout for each member of the class. The handout will contain your graphic organizer, your theme exploration title and sub-theme titles, an annotated bibliography of books, a list of related web sites, and a list of literature-based activities. Technology/visual aids may be added for professional presentation. Present the project by sharing your thematic thoughts and literature connections through a creative, informative presentation. You should also indicate the grade level around which this Theme Exploration is built.

ASSESSMENT

• Relationship of your project to your work with children.
• Sense of understanding of the connectedness of literature across varied genres.
• Completeness, professionalism, and accuracy of project handout.
• Comprehensiveness of books from eight different literary genres.
• Evidence of knowledge of books, authors, genres, technology connections and potential plans for meaningful curricular possibilities.
• See Assessment Rubric for detailed criteria for the project.

5. AUTHOR/ILLUSTRATOR STUDY (75 Points)

You will read a minimum of 10 picture books or 3 novels as part of your author study. You will then create a 10-15 minute PowerPoint presentation for the class on an author/poet/illustrator. Your presentation should include:

• A profile of the author’s/illustrator’s life or writing career (See Something About the Author, 7th Book of Junior Authors, or internet web sites Appendix C in textbook)
• A creative display of author’s books and related artifacts
• 2 book talks for books you would like to share with students as part of the author study. As part of your book talk, you will read aloud part of the books to our class. You should reference the following websites to help you write and present your book talk: http://www.scholastic.com/bookfairs/books/booktalks/booktalk_tips.htm
• http://olc.spsd.sk.ca/DE/PD/instr/strats/booktalks/
• http://www.eddept.wa.edu.au/cip/learntech/eng/pr/#describe
• A discussion of the author’s work both chronologically and across several books;  discuss common themes/concepts/subjects that occur in his/her body of work; for illustrators, you should comment on the artistic media used in the books. What makes this author’s body of work distinctive?

• A plan of study for your classroom- How do you plan on introducing/launching the author study in the classroom? What will be the focus of the study- theme, genre, artistic media, etc.? What books will you use? Provide a brief description of at least 5 literature-based activities that you will use as part of this author’s study. Be sure to indicate grade level.
• A one-to-two page handout or brochure for each member of the class which may include some of the following features:

- a picture of the author/illustrator

- a brief profile of interesting facts about the author/illustrator

- a comprehensive list of all books by newer authors OR a selected list

  of an experienced author’s most noteworthy books

- meaningful quotation(s) from the author reflecting his/her craft

- additional information or graphics for added interest

- related websites

- bibliography of sources of information

DUE DATE: Sign up list available the third evening of class. The presentations will be themed with the genre we are studying on a particular date (i.e. Patricia Polacco –multicultural literature). Presentations will begin the 5^th or 6^th class session.

ASSESSMENT: Familiarity with, enthusiasm for, and appreciation of the

author/illustrator’s work; completeness and accuracy of presentation.

SUGGESTIONS FOR AUTHOR/ILLUSTRATOR STUDY: A separate handout will be given.

Schedule of Weekly Activities