Appalachian State University

RE 3240-104 World Literature for Children (3 hr)

Dr. Beth M. Frye

Fall 2007 W 6:00-8:30 EDH 227

Office Hours:

Tuesdays: 11:30-1:00

Wednesdays- 2:30-6:00

Fridays: 11:30-1:30

Office: EDH 201 F

Telephone: 262-7623 (w) e-mail: fryeem@appstate.edu

www.lesn.appstate.edu/fryeem

Course Description

This course introduces students to the range of children’s literature across cultures. Students will read and analyze translations and other children's books in English from countries around the world. Literary analysis of the books will form the basis for comparing and contrasting cultures, historical periods, and differing national worldviews of childhood. Other issues such as racism and sexism will also be examined. A major focus of the course will be how to introduce the concepts of story and information to children through books, storytelling, and multi-media. Course designators: Writing, Multicultural

Course Materials

Temple, C., Martinez , M., Yokota, J. & Naylor, A. (Eds.). (2006). Children's books in children's hands: An introduction to their literature 3rd edition. New York: Allyn & Bacon. (Rental)

Required Children's Books to Be Purchased from Black Bear Books:

v The Thief Lord by Cornelia Funke

v Because of Winn Dixie by Kate DiCamillo

v Carnival at Candlelight by Mary Pope Osborne

v Becoming Naomi Leon by Pam Munoz Ryan

v Harry Potter and the Sorcerer's Stone by J.K. Rowling

Required Children's Books to Be Purchased from ASU Bookstore:

Geronimo: A Novel by Joseph Bruchac

The Bracelet by Yoshiko Uchida

Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford (Author), Kadir Nelson (Illustrator)

What Do You Do with a Tail Like This? by Robin Page (Author), Steve Jenkins (Illustrator)

Lon Po Po (Paperstar) by Ed Young (Author)

Swamp Angel (Paperback) by Anne Isaacs (Author), Paul O. Zelinsky (Illustrator)

Selected articles and Website locations

Self-selected children’s literature (25 titles across genre, culture, and grade level)

Goals and Objectives

1. Students will read from and identify characteristics of the many genres available in children's literature, and they will develop critical criteria for evaluating and appreciating these materials.

2. Students will explore literary theory in relation to international literature for children. Elements of story as derived from personal story and the oral storytelling tradition will be examined.

3. Students will read and experience a wide range of children's books from around the world and become familiar with significant authors and illustrators.

4. Students will come to understand their own transactions with literature through reader response. They will expand their knowledge of censorship and intellectual freedom and develop critical reading skills to identify the literary qualities of children’s books.

5. Students will examine historical and cultural worldviews represented in children’s literature, including the significance of children’s books as they reveal race, ethnicity, gender, and social mores.

6. Students will identify developmental characteristics of children as readers of literature to improve their ability to select materials appropriate for children’s abilities and preferences.

7. Students will become familiar with strategies to support and enhance children’s development as readers of literature by: a) reading aloud and storytelling; b) identifying instructional and assessment tools to increase children’s knowledge of literature; c) using internet sources to complement literature instruction; and d) exploring effective complementary uses for children's literature across the curriculum.

DPI/NCATE Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literatures written by women and authors of color and works written for children and young adults.

Excellent Resources for you!

International Children's Digital Library--Simply Amazing Resource

Literature Database--Find Award-Winning Books, Searchable!

Children's Literature Lists, By Grade Level

Resources for School Librarians

A to Z Teacher Resources

Children's Literature Navigator--Great Resources

Children's Literature Reference Information

Children's Literature Resources (1)

Children's Literature Resources (2)

Children's Literature and Language Arts Resources

Multicultural Children's Literature

Multicultural Children's Literature

Multicultural Resources for Children

African Children's Literature

Latino Children's Literature

Cyber Library of Children's Literature

Internet Public Library

Methods of Instruction

A combination of lecture, demonstration, modeling, and whole and small group learning situations, and a discussion board will be the major modes of instruction. Literature discussion groups and literature circles will be use to explore many novels in class. Videotape, film, and internet examples; guest lecturers; and possible classroom visits will be used to connect theory to practice.

Academic honesty and integrity are expected of all students. Any work that you or your team submits must be your own work. Any ideas, information, approaches, or formats that you use based on the work of others must be acknowledged by citing the appropriate sources.

All assignments must be submitted on time in order to be eligible to be awarded maximum credit. I reserve the right to lower your grade for late assignments.

Course Requirements

1. Regular class attendance and timely completion of readings and assignments (25 points) Active participation and engagement promotes deeper learning—come to class prepared and express your thoughts! You are strongly encouraged to be prompt for each class. 2 times tardy equals 1 absence. More than 1 absence will result in the lowering of your grade. For every class absence after 1, you will have 5 percentage points deducted from your final course grade average. You will be completing readings and assignments that will be due every class.

2. Multicultural Study: Celebrating Cultural Diversity (25 points)

You will work with a group of four or five to explore children’s literature which accurately portrays distinct cultural groups. You will choose your cultural group from the following: African Americans, Chinese Americans, Latino/Hispanic Americans, Japanese Americans, Jewish Americans, Native Americans, Korean Americans and Middle Eastern. The following web sites may be helpful to you:

v http://www.multiculturalchildrenslit.com/

v http://falcon.jmu.edu/~ramseyil/multipub.htm

v http://teacher.scholastic.com/products/instructor/multicultural.htm

Create a presentation supporting the thesis that children can learn about other cultural groups by reading children’s literature that accurately portray those cultures. As you choose books & prepare to explore and celebrate, keep in mind what information about a country or culture really interests children in grades K- 6.

Criteria for the multicultural study include:

Read at least 5 books about your cultural group. Select a variety of genres that depict your cultural group (realistic fiction, traditional tales, historical fiction, information books, etc.).
As you read the books, note insights about race, ethnicity, gender, religion, social mores, history, customs, traditions, etc. that the books reveal about the people of the country or cultural group.
Prepare a PowerPoint Presentation describing your findings. Highlight your research about the cultural group and what you learned about children’s literature in the area you explored. This presentation should not exceed 15 minutes. You may also choose to read aloud a book or book excerpt about your chosen cultural group.

D. Include in your presentation brief descriptions of each book & noteworthy information from the book that supports the thesis. For example, you may want to describe a celebration/holiday which a book includes as a significant event in that culture as evidence that children can learn about that culture by reading this book. Include a bibliography listing the books you read for this study.

E. Mention any significant similarities or differences between your country/cultural group & mainstream United States as seen through the children’s literature.

F. Please prepare a one page handout for our class which highlights the most important features of your presentation. Include the bibliography of books.

Assessment 25 Points

_________/5 Oral presentation shows evidence of planning and enthusiasm for cultural group.

_________/5 Research on history, geography, culture, social mores, customs & traditions of cultural group is evident.

_________/5 Descriptions of at least five children’s books are included and cited, representing realistic & historical fiction, traditional tales, and informational books.

_________/5 Connections are made between children’s books and information about geography, history, culture, etc. relevant to K-6 students.

_________/5 Writing is focused, well-organized, and incorporates appropriate sentence variety and word choice to convey meaning clearly. Grammar and usage are correct.

3. Reader Response Log (50 points)

You are invited to read and respond to at least 25 high-quality children’s books.

Your response logs will be turned in two times during the semester, on October 10 (15 entries due) and November 28 (final 10 entries due; these are to be submitted electronically).

v You will be responsible for reading books (picture books and at least 5 novels) from each of the following genres: Traditional Literature; Fantasy/Science Fiction; Realistic Fiction; Historical Fiction; Biography; Informational; and Poetry. Genre definitions can be found on the Belk Library IMC http://www.library.appstate.edu/imc/index.html or in your Temple Text.

v Select authors and titles from the recommended lists at the end of the book chapters, the book appendices, the American Library Association website (www.ala.org), or

v http://www.overbooked.org/genres/youth/allchild.html

v http://www.carolhurst.com/

v http://www.acs.ucalgary.ca/~dkbrown/authors.html

v Please select books (most but not all) that have been published in the last 20 years. These may also include the titles from your author/illustrator study. At least 10 titles in your collection should represent cultural diversity and authors/topics from other cultures and nationalities. You will also need to include Caldecott and Newbery Award or Honor books. Feel free to enter the novels we read in class; however, these will not count toward the 25 required entries.

Each entry in your reading log should be typed. Please include only one entry per page. In addition, please organize your entries according to genre. Include the following:

A. Title

B. Author (last name, first name)

C. Illustrator (last name, first name) (if applicable)

D. Publisher and date of publication

E. Genre (Indicate if multicultural)

F. Age range for which the book is appropriate (K-3 or 4-6)

G. Summary (a 4-to-6 sentence summary of the book written in your own words)

H. Response. This is your personal reaction to the book. (What is your overall opinion of the book? What did you notice? How did the book make you feel? How does it relate to your own experiences? Did you make any connections to other books you have read?)

I. Teaching Ideas. (How might you use this book in your teaching and integrate it with areas of the curriculum?)

Assessment 50 points:

___________ /15 At least 25 high-quality books by a variety of authors are represented. All required information is provided and typed. Entries are organized by genre. Multicultural, Caldecott, and Newbery books are clearly indicated.

___________/15 Summaries are organized and clearly written; they explain the basic plot of the book. It is clear that the student has read and understands the book.

___________/10 Personal responses show evidence of higher-level thinking. The student expresses a personal reaction that demonstrates insight and depth of thinking about the book.

___________/10 Teaching connections and curricular uses are varied and creative. They provide specific ideas for implementation in the classroom.

4. Reader Response BLOG (20 points)

http://blogs.rcoe.appstate.edu/classes/RE_3240_104/

As you participate in a variety of readings, experiences, and activities, you will reflect on these through our very own Reader Response Blog.

This BLOG will provide an opportunity for us to respond to the books we are reading and engage in dialogue outside of class. Because we meet only once a week, we are limited to what we are able to discuss in class. The BLOG will provide a forum for ongoing dialogue about books we have read as a class and books we are reading individually. We will not use the BLOG every week, but when we do, you will be required to post twice each week. The first posting each week will be a response to the reading, BLOG Guest, professional development opportunity, an ongoing discussion continued from class, or one of the assignments listed below. These responses may take the form of predictions and responses, short essays, personal reflections, poetry, graphic organizers, double-entry diaries, etc. This must be posted before 11 p.m. Tuesday in order to receive full credit. The idea is to continue a discussion. We cannot do this if people are posting last minute!!! Your response must also demonstrate in-depth, critical thought, be well-organized, and demonstrate considerable effort in order to receive full credit. Also, please use correct spelling, grammar, and punctuation as you blog. This is a writing-designator course!

The second posting will be a response to another post. You may even choose to post about a book you have read that follows the same theme, genre, or author we have been exploring in class. This provides us with an opportunity to really engage in thoughtful discussion about the literature you are reading. The idea is that you will read and respond to each other’s postings and develop an appreciation for reader response and children’s literature.

I am really excited about our BLOG!

For ways that you may personally respond to a novel check out: http://www.teachersdesk.org/readnovel.html

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http://blogs.rcoe.appstate.edu/classes/RE_3240_104/

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The following are examples of the kinds of assignments you may be asked to respond to:

· After reading The Thief Lord, please evaluate it according to the criteria of a good children's book located on p.7 in the Temple text. How does it fare? Be thorough in your critique of The Thief Lord. Please remember to title your thread and also include your name.

· Langer (1990) identifies four stances readers assume as they read. Keep a journal as you read Because of Winn Dixie. Choose at least one journal entry to post. These journal entries should include your personal responses to the book. Included with your responses to the book should be the stance (s) you took through your reader response and an explanation of how your response reflects that particular stance. Also, describe your specific experiences of the book Because of Winn Dixie as being either aesthetic or efferent reading and explain your reason.

· Censorship: We will celebrate our freedom to read and review Harry Potter and the Sorcerer's Stone in relation to the issue of censorship.

· In addition, please read the article by Jim Trelease

· http://www.trelease-on-reading.com/censor_entry.html http://www.trelease-on-reading.com/rah_treas_ful_nov_p2.html

· and the information on ALA’s site http://www.ala.org/ala/oif/bannedbooksweek/bannedbooksweek.htm
Do you agree/disagree that the book should be available in the classroom? Would you use it as part of your instruction? Write and post a detailed reflection about the book and the issue of censorship. Be sure to include the information your read from the web sites to support your reflection; think about how you might handle a censorship question raised in your classroom.

· Literature Representing Diverse Perspectives-
You will read Becoming Naomi León and then post a detailed and thorough personal response to the book. Your response should include explanations from the novel to support your post.
This response to the book should be based on criteria for good multicultural literature. Please consider the following and respond to these questions using specific examples from the book:
* Does the author present cultural details and markers authentically and multidimensionally? Are these cultural details integrated naturally?
* Does the author present insider perspectives?
* Does the author use details accurately and does this work avoid stereotypes?
* Does the author use language authentically?

v These are examples of what we may discuss through our Blog.

5. Author or author/illustrator study (35 points)

You and your partner will sign up for a 25 minute-presentation. Author studies will be presented October 3-November 7; two author studies will be presented each class meeting. Go to the following website for links and authors: http://www.lesn.appstate.edu/fryeem/ADVANCEDCHILDLIT/authorillustrator.htm

For a list of Authors and their websites visit the following sites:

v http://www.acs.ucalgary.ca/~dkbrown/authors.html

v http://www.carolhurst.com/

v http://www.overbooked.org/genres/youth/allchild.html

v http://www.emints.org/ethemes/resources/by-title.shtml#A (E-themes; great resource for Author Study)

v Our Instructional Materials Center (IMC), part of ASU's Library, will be most helpful to you! Here is a link to their many wonderful resources and websites:

v http://www.library.appstate.edu/imc/index.html and Children's Literature Guides - including awards, book lists, topics, genres.

v http://www.readingrockets.org/books/interviews (Excellent video clips!)

Author/Illustrator Study (Assessment)

For the Author/Illustrator study you and your partner will select an author and/or illustrator (many are both) from the list provided by your professor. You will each complete the following:

v Read at least 3-6 books (depending on length) written and/or illustrated by this person.

v If your author/illustrator is the recipient of a Caldecott or Newbery medal or honor or another major award, be sure that you have read the award book(s).

v Locate at least three references about the author/illustrator’s life and work. You are required to use at least one print resource. Something about the Author (IMC Ref 928 S696) and Children’s Literature Review (IMC Ref 028.52 C536) are good sources. There are biographies and autobiographies about many children’s authors and illustrators available in the IMC biography section. You may also use trustworthy internet sites or other print resources.

v Together, you and your partner will prepare a PowerPoint, Webquest, or other professional presentation to share with the class. Use key points and speak directly and enthusiastically to your audience.

o Your presentation should include the following:

§ Biographical information related to person’s career (possibly some type of timeline)

§ Genre, subjects, themes, or concepts addressed by author/illustrator

§ Description of what makes this person’s work distinctive

§ Writing style and/or artistic style and media

§ Creative display of books by the author/illustrator

§ Brief overview of one book with teaching suggestions

§ Most important awards this person has received

§ Comprehensive list of all books by newer authors OR a selected list of an experienced author’s most noteworthy books

§ References (At least 3)

Show enthusiasm for your topic, as this is a reflection of your professional disposition. You will work together creating and sharing your presentation. Each of you are invited and required to read aloud from a children’s book written/illustrated by your author/illustrator.

v Please provide each student a one to two page hand-out or brochure. This should include the following features:

- picture of the author/illustrator

- brief profile of interesting facts about the author/illustrator

- comprehensive list of all books by newer authors OR a selected list of an experienced author’s most noteworthy books

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

- additional information or graphics for added interest

- related websites

- bibliography of sources of information (include at least one print resource)

- teaching connections for a book(s)

You will work together creating your hand-out or brochure.

*Individually, you will complete a literary critique for a book your author has written and/or illustrated. This critique need not be part of your presentation; you will turn this in separately.

- To begin your literary critique, you will need an introduction explaining your reasons—both aesthetic and efferent—for selecting this author: why do you like his/her work?

- Explain how this author contributes to children’s education and the field of children’s literature.

- Provide a brief summary of the book including the major elements of story (characters, setting, plot, theme, etc.) or for informational text highlight the important features of the text.

- Include a brief explanation of the genre of the book. Be sure to reference your Temple text.

- Comment on the criteria for a good book (again reference your Temple text and IMC handout). You will continue by highlighting why this book appeals to you- what aspects of the book (e.g., characters, theme, plot, author's style, illustrations) seem to be its strengths and which its weaknesses-if any.

- Describe classroom connections to your author's book(s). When writing your critique, please remember to provide specific examples from the trade book to support your statements. The more specificity the better!

So, in summary, be prepared to hand in the following: your presentation on a disc or other format, literary critique (individual), and a brochure or handout. You will need to make enough copies of the brochure or handout for each class member. Your presentation should not exceed 25 minutes.

6. Final Exam (15 points)

Grading System

1. Participation (Assignments for each common book)

25 points

2. Multicultural Study 25 points

94-100 = A, 90-93 = A-,

3. Reader Response Log 50 86-89 = B+, 83-85 = B,

4. Author/Illustrator Study 35 80-82 = B-, 76-79 = C+,

5. Final Exam 15 73-75 = C, 70-72 = C-,

6. Reader Response Discussion Board 25 60-69 = D, below 60 = F

175 points

GRADING CRITERIA

(A ) Exceptional/Outstanding

Work shows excellence, demonstrates in-depth thought, critical thought, goes above and beyond requirements; shows creativity, critical thinking; is technically superior; and is well organized. Demonstrates considerable effort.

(B ) Very Good

Work meets the basic expectations of the assignment; is technically accurate and organized. Evidence of original thinking; clearly shows connections and understanding.

(C) Satisfactory

Work meets the minimum requirements but has some problems with technical expertise (mechanics). Includes general information but lacks descriptive detail. Needs more substantive content or details. Needs more organization and structure.

(D) Limited

Work does not meet the minimum requirements

Tentative Course Schedule

Date Topic

8/22 Introduce The Thief Lord by Cornelia Funke--Winner of the 2003 Mildred L. Batchelder Award (International Children's Literature originally published in a foreign country and then published in the United States); also introduce Carnival at Candlelight by Mary Pope Osborne.

Websites of Venice, Italy

http://www.pbs.org/wgbh/nova/venice/

http://www.travelforkids.com/Funtodo/Italy/venice.htm

http://news.bbc.co.uk/2/hi/europe/4458910.stm

- http://www.timeforkids.com/TFK/magazines/story/0,6277,104576,00.html

- (News Story About Venice)

- http://www.timeforkids.com/TFK/magazines/story/0,6277,104968,00.html

- (News Story saving Venice and its Masterpieces)

- http://www.timeforkids.com/TFK/media/teachers/pdfs/2001S/1WR0406.pdf

- Map of Italy and geography questions Time For Kids)

- http://www.greatbuildings.com/buildings/Doges_Palace.html

- (Excellent pictures of palace)

- Doge’s Palace St. Mark's Square

- http://www.mykreeve.net/venezia/index.htm(Venice)

- http://www.mykreeve.net/venezia/san_marco/piazza_san_marco/index.htm

- (San Marco)

- http://emints.more.net/ethemes/resources/S00000048.html

- (Country of Italy- E-theme unit)

8/29 Carnival at Candlelight Ch. 1 Temple/Visit IMC

http://www.marypopeosborne.com/ Please explore MPO's site!

9/5 The Thief Lord

Double Entry Diaries

o The Thief Lord Criteria of an outstanding children's book Blog / Ch. 2 Temple: Children’s Books and Literary Elements

9/12 Ch. 5 Temple: Picture Books and Caldecott Winners:

Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford (Author), Kadir Nelson (Illustrator)

What Do You Do with a Tail Like This? by Robin Page (Author), Steve Jenkins (Illustrator)

v http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/caldecottmedal/caldecotthonors/caldecottmedal.htm

v (Please click on the year of the medal winner and this will give you more specific information)

9/19 Ch. 4 & 9 Temple: Diverse Perspectives and Historical Fiction GERONIMO by Joseph Bruchac BLOG with special guests!!!

(Work on Author Studied and Multicultural Projects!)

9/26 GERONIMO by Joseph Bruchac and The Bracelet by Yoshiko Uchida

10/3 Traditional Tales Ch. 6 Temple: Traditional Literature:

Lon Po Po (Paperstar) by Ed Young (Author)

Swamp Angel (Paperback) by Anne Isaacs (Author), Paul O. Zelinsky (Illustrator)

http://www.42explore.com/talltale.htm

http://www.ferrum.edu/applit/studyG/dialect/argue.htm (Argument for Appalachian Dialect)

v     http://edsitement.neh.gov/view_lesson_plan.asp?id=419 (3-5 Cinderella)

v     http://www.readwritethink.org/lessons/lesson_view.asp?id=261

v     http://edsitement.neh.gov/view_lesson_plan.asp?id=240#EXTEND

(K-2 Animal Tales)

v     http://edsitement.neh.gov/view_lesson_plan.asp?id=387