LIS 510: CHILDREN’S LITERATURE AND RELATED MATERIALS
Susan McHugh
Telephone: HOME: 859-223-8386 WORK: 859-381-3132 ext. 110 (Leave voice mail)
email: susan.mchugh@gmail.com (1st) susanmchugh@fayette.kyschools.us (2nd)
Course Documents Online: http://www.uky.edu/CommInfoStudies/SLIS/syllabi/510_sm.htm
Course Calendar: http://www.uky.edu/CommInfoStudies/SLIS/syllabi/mchughcal.htm
Group Discussion Guidelines: http://www.uky.edu/CommInfoStudies/SLIS/syllabi/mchughgroup.htm
Summary Sheet Template: http://www.uky.edu/CommInfoStudies/SLIS/syllabi/mchughtemplate.htm
Course Description: A survey of
children’s literature including traditional but with emphasis on
contemporary.
Course Objectives:
1. To become aware of and familiar with a wide variety of books and materials published for children.
2. To develop competencies in the exploration and critical evaluation of materials for children.
3. To learn to meet the personal and intellectual requirements and interests of individual children through selection of appropriate materials.
4. To develop competencies in selecting and presenting books and stories for the purpose of motivating children to enjoy literature and to become lifelong readers.
5. To develop an understanding of the potential for using children’s trade books across the curriculum.
6. To become familiar with basic selection aids and other sources of information about children’s trade books
REQUIRED TEXT: Lynch-Brown & Tomlinson. Essentials of Children’s Literature/
REQUIRED TRADE BOOKS: Because of Winn Dixie by Kate DiCamillo
Harry Potter and the Sorcerer’s Stone by J. K. Rowling
OPTIONAL TEXT: Trelease, Jim. The New Read-Aloud Handbook (5th ed.), Penguin, 2001. Read for inspiration! ISBN 0141001615
PLEASE NOTE: Turn in all assignments on time. Late assignments will not be accepted. No incomplete (I) grades will be given at the end of the term. All students must have a viable email address (note that hotmail is not reliable) and preferably access to Microsoft Word 2000. Attachments sent to me are to be in Word.
ASSIGNMENTS
Reading Autobiography (5 points)
In a short essay (two to three pages), write about your history as a reader. Specifically, discuss the following: the first story you remember, if you were read to as a child and by whom, your favorite books (in elementary, middle, high school) and what you remember about them, what you remember about learning to read (how? where?), the first book you read on your own, anyone important in developing your attitude toward reading ( parent, grandparent, teacher and when and where did they read?), your current reading habits, what title have you read recently, and how you choose the books you read. Be as specific as possible and really try to think back and reflect upon this.
Summary Sheets (Selections from Caldecott and Newbery titles and Text Bibliographies) 200 points
Extensive reading of books from a variety of genres and authors is essential. Students will be expected to read a stipulated number of books from the recommended reading list and be able to evaluate them critically and objectively during class discussions. Selections from the reading list will be as follows:
20 Picture books (At least 10 need to be Caldecott Winner or Honor books)
4 Contemporary Realistic Fiction chapter books (Graduate Students read 5) (2 Newbery)
3 Popular genre series chapter books (They must be different series)
3 Multicultural books (Use text bibliographies)
4 Historical Fiction chapter books (Graduate Students read 5) (2 Newbery)
2 Biographies (At least one chapter book)
4 Fantasy chapter books or Science Fiction books (Graduate Students read 5) (2 Newbery)
Use the Summary Sheet template for each response. Please type all responses and email to me. Clearly identify the genre according to the above genres. Your response should reflect your thoughtful consideration and evaluation of the title. Use criteria and terminology from your text or notes. Consider information on how the title would be useful to you in your future work with children and literature. Special points to consider: how you responded to the book, literary features of the book with example(s), and possible classroom connections. Remember, the purpose of this course is to expand your knowledge of children’s literature. If you read a book as a child, you must reread the book and respond to it as an adult and compare it to your childhood experience. You will need to indicate this on your summary sheet as a reread. Do not include more than 5 rereads.
Book Discussion Responses for Group Sessions (80 points)
You will be assigned to a discussion group. You will meet in your groups to share your readings. Preparation for eight of those sessions will be required. Prepare a one to two page paper to share with group members as a kick-off to your discussion. This response paper should be completed before class discussion.
This is a more in depth evaluation than your summary sheets.
Each response should include a Concise Synopsis, a Literary Evaluation and a Personal Response.
Concise synopsis should include the major events of the story including the protagonist, major conflict, and resolution. Include setting and time period if important to the story.
Literary Evaluation should include evaluative criteria for fiction and genre discussed in class and in the text. Consider patterns, illustrations, symbols, themes you found in the story. Refer to Chapter 2. Consider the most important literary elements in the story (at least plot, character, and theme.) Be as objective as possible. Picture books should include assessment of text and art. Personal response should include why or why not you enjoyed the book. Be subjective but provide reasons for your opinions. Include how you think children would respond to the book.
Designate a group leader before the discussion who will take responsibility for the discussion. S/he should prepare some appropriate or provocative questions to pose to the group to stimulate discussion. It would be ideal to email those questions to everyone in your group before class. (Everyone in the group will get a turn at this.) Designate a group reporter. This person will give a brief summary of your group’s discussion to the rest of the class so others will get a feeling for your group’s reaction to this title. (Everyone will have a chance to do this.) Credit for your work in discussion group will be part of your class participation grade. Be sure to email your list of questions as a leader and a summary of group discussion as reporter to me as soon as they are completed. These responses are due by the class date on which each is discussed.
Class Participation (25 points)
Class participation is an important part of the course. Your responsibility is to contribute to class discussions and small group discussions from your background and experience—as well as from your reading and book responses prepared for discussion. You also need to listen respectfully to reports by class members. Their reports are part of your learning experience. You have to be in class to participate. You will be allowed ONE absence, no questions asked. Any absences above that may jeopardize your final grade. Certainly emergencies or illnesses are legitimate and excused within reason. Please be on time for class.
Author/Illustrator Information Guide (50 points)
Become an “expert” on one author/illustrator. (Please let me know the name of your author/illustrator as soon as possible.) Prepare a 3-5 page guide on your author and email to me to distribute to the rest of the class. This guide is intended for the teacher to use with his/her students. Include a short narrative about the author and his/her work in general (1-2 pages), a list of places to find information on the author (at least 2), and a selective, annotated list of the author’s works (4-10 books depending on if they are picture or chapter books.) I expect you will have read the books you annotate. (Be sure to include most important and most recent works.) Find out if there are any forthcoming works, if the author has a web page that would be useful to teachers or students, or if there is a video about the author or one of his works. Include any awards received. Do not use commercial annotations (e.g. amazon.com.) Graphics are welcome and enhance your paper. Cite your resources.
Author guide presentation to the class (No more than 20 minutes) should include the following: Concise biographical information, types of books and recommended audience, discussion of artistic style if picture books, book talk 2 of the books and bring others for the class to peruse while you are presenting. Design a PowerPoint presentation for a student audience that you will share during your presentation. Have an intended grade level in mind and gear your PowerPoint accordingly. Graphics and web sites will be an important component.
Literature Program (40 points)
Choose a topic of personal or professional interest to you that you would use with students in a classroom setting or library program. This will give you practice in selecting high quality books for your students. Select appropriate books and materials to support the subject matter you plan to “teach.” You should include an annotated bibliography of the titles you select (about 10-12 depending on the topic.) Make sure your titles are all appropriate for the age group you plan to target. Make sure your copyrights reflect contemporary works. This will be a presentation to your group. Write up a plan for your presentation to your group and email it to me along with your annotated bibliography. Bring a hard copy to class. It will include reading aloud 1 picture book or reading an excerpt from one chapter book. Read a short poem that is appropriate for your presentation. From your bibliography, show the group and give a book talk on the 2 best books in your bibliography. Bring others to pass around after presentation. If appropriate, include fiction and nonfiction books and include websites. If you include crafts, make a model to show. Extra credit will be given to students who actually take their presentation to a group of young students and include a write-up of the responses of the children.
Exams (100 points)
Midterm and final examinations will be based on material discussed in class, readings from text, as well as knowledge of books read and evaluated.
Course Evaluation
Student evaluation will be based on the degree of understanding, in-depth preparation, and creativity with which the above requirements are fulfilled. All work is expected to meet professional standards regarding correct spelling, appropriate grammar, neatness, and clear expression of ideas.
Reading Autobiography 5 points
Summary Sheets (40 x 5pts.) 200 points
Book discussion responses (8 x 10pts.) 80 points
Attendance and class/group participation 25 points
Author/Illustrator Information Guide 50 points
Literature Program 40 points
Exams 100 points
Total: 500 points
Extra credit will be offered.
Grading scale:
460-500 points A
410-459 points B
360-409 points C
310-359 points D
310 points and below E
Grading scale for Graduate Students:
Graduate students will write an essay from Topics for Further Discussion (35 points)
3 additional Summary sheets (15 points)
510-550 points A
460-509 points B
410-459 points C
360-409 points D
359 and below E
Please note: Late assignments, unexcused absences, and excessive tardies will be reflected in your grade.
COURSE POLICIES:
Please see the following site for a comprehensive guide to student rights and responsibilities: http://www.uky.edu/StudentAffairs/Code/
As a student of the
Plagiarism and cheating refer to the use of unauthorized books, notes, or otherwise securing help in a test; copying tests, assignments, reports, or term papers; representing the work of another as one's own; collaborating, without authority, and with another student during an examination or in preparing academic work; or otherwise practicing scholastic dishonesty. The minimum penalty for the academic offenses of cheating and plagiarism is an "E" in the course, with suspension and dismissal also possible.