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LEDU 380/ SEED 550 1 Sibold

LEDU 380/SEED 550: Studies in Children’s Literature SYLLABUS – FALL 2009

Department Mission Statement: “To equip Christian teachers and administrators for service in public, private, mission, and homes schools through biblically-centered education,

scholarship, and service.”

Goal: Students will explore, evaluate, discuss and children’s and young adult literature, its role and function in the teaching of reading, and the power of multicultural literature in facilitating

cross-cultural understanding in the classroom.

Professor: Dr. Claire Sibold Time: 4:30-7:20 p.m. on Mondays

Contact Information: Office: Education Building Office Hours: M: 12:30-4:00; Phone: (562) 944-0351 X5680 T & TH 12:00-1:00; 3:00-4:00 E-mail: [email protected] Course Description: The opportunity to read, explore, discuss, and effectively incorporate literary works for children and teens in the multicultural classroom. Theories and rationales for the use of multicultural literature in the classroom will be discussed. Content Learning Objectives: By the end of the course, students will be able to:

1. understand the historical perspective on children’s literature through literature and lecture/ discussion;

2. identify the impact of child development on reading and books appropriate for different stages of development and age levels;

3. determine how to select literature based upon criteria and read literature representative of

a particular culture or ethnic group; 4. develop activities to introduce literature, construct meaning, and extend understanding; 5. utilize web-sites to access information and utilize in assignments; 6. demonstrate comprehensive knowledge of children’s literature – genre, selecting

materials, artistic elements, and various topics presented in the primary text and through lectures; and


7. integrate teaching character development and make connections to a Christian worldview.

Required Books for Fall 2008 Primary Textbook:

Gangi, Jane M. (2004). Encountering children’s literature: An Arts Approach. Boston: Pearson Education, Inc. ISBN # 0-205-394207 (paperback)

Note: This book is also published by Allyn and Bacon (2003). Required Books:

Book Author Copyright Genre Focus

Brothers

Yin

Illust. Soentpiet

2006

Picture Book /

Historical Fiction

Immigration

Sounder

William Armstrong

1969

Historical Fiction

Prejudice

Hope in the Face of

Tragedy

Esperanza Rising

Ryan

2000

Historical Fiction

Immigration

Heart of a Chief

Brucharc

1998

Realistic Fiction

Making a

Difference

The Bronze Bow

Speare

1997

Christian Themes

Human concerns

and faith


Additional Reading – Your Choice: Since one of the goals of this course is to familiarize you with a broad range of excellent children’s literature, you will be asked to read additional books. 1. Annotated Bibliography: You will read a minimum of 12 books from the bulleted

categories to create an annotated bibliography. You may choose nay books of interest to you as long as you have NOT previously read the book, and it meets the criteria of the general category. Consult the book lists in the Gangi textbook as well as those found on Blackboard. The goal here is to immerse you in children’s books. • 3 Caldecott Award Winners (picture books) • 3 multicultural books (representing a variety of ethnicity and genre) • 1 book related to gender, disability, or aging • 1 informational book (See list on Blackboard.) • 1 book that would support an English language learner • 2 books from any genre • 1 fantasy book (See list on Blackboard.) • 1 book from another genre

2. Newbery Books & Recent Publications: Choose two of the books from the list below.

Some of these are Newbery Award Winners or Honor Books from 2000-2009; others are recent publications and excellent books. Choose books you have NOT previously read. For the Newbery book, you will be writing a lesson plan for a particular grade level based on a concept you would like to teach from this book if it were part of your core literature for that grade level. For the other book, you will be writing a literary analysis of the book.

1st Book Choice: Newbery Award Winners and Honor Books:

• Crispin: The Cross of Lead by Avi (Award Winner, 2003) • Bud, Not Buddy by Christopher Paul Curtis (Award Winner, 2000) • Elijah Buxton by Christopher Paul Curtis (Honor Book, 2008) • The House of the Scorpion by Nancy Farmer (Award Winner, 2002) • The Graveyard Book by Neil Gaiman (Award Winner, 2009) • Pictures of Hollis Woods by Patricia Reilly Giff (Honor Book, 2003) • Rules by Cynthia Lord (Honor Book, 2007) • Number the Stars by Lois Lowry (Award Winner, 1998) • Single Shard by Linda Sue Park (Award Winner, 2002) • A Year Down Yonder by Richard Peck (Award Winner, 2001) • Criss Cross by Rae Perkins (Award Winner, 2006) • After Tupac and D Foster by Jacqueline Woodson (Honor Book, 2009) 2nd Book Choice: Recent Publications: (* receiving “lots of attention”) • Ruby Holler by Cynthia Creech • Twilight by Stephenie Meyer * • Three Cups of Tea by Greg Morenson and David Oliver Relin * • Gathering Blue by Lois Lowry • Dairy Queen by Catherine Gilbert Murdock • The Preacher’s Boy by Katherine Patterson • Choosing Up Sides by J. Ritter • One of the Harry Potter books by J. K. Rowling (that you have not read) • Lizzie Bright and the Buckminster Boy by Gary D. Schmidt


Pertinent University Dates

• Late Registration • Day of Prayer • Missions Week: undergraduate classes are cancelled and graduate classes usually continue.

Please let the Education Office know if you are having class during these conferences. • Last day to drop • Pre-registration dates for Fall • Graduation date FALL 2009 • August 11: Adjunct Meeting • August 19-21: University Faculty Conference for Full-Time Professors • August 24: School of Education, Full-Time Professors, Meet 9:00-11:30 & 1:30-4:00 • August 26: Fall classes begin; Convocation Chapel at 9:30 a.m. • August 26-September 8: Late registration • August 31: Student Teacher Seminar/Supervisor Meeting (4:30pm, Café Banquet Room) • September 7: Labor Day Holiday (Monday-no classes) • September 8: Last day to complete registration • September 11: Last day to add new classes • September 14-18: Spiritual Renewal Week (regular classes meet) • October 5: Faculty Town Hall Meeting • October 5: Day of Prayer (special chapel with regular class schedule for all students) • October 6, 8: Talbot’s Lyman Stewart Memorial Lectures • October 21-23: Torrey Conference (special schedule of workshops and meetings in place of

regular class schedule for all students) • October 23: Last day to withdraw from classes and receive a tuition refund • October 26: Master Teacher Reception (4:30pm, Café Banquet Room) • November 2-13: Academic advising for Spring Course Selection • November 3: Faculty Town Hall Meeting • November 8-9: University Day • November 16-December 11: Registration for Interterm and pre-registration for Spring • November 23-24: ACSI Convention (pick up materials on Friday, November 20 or later) • November 25-29: Thanksgiving Recess • December 14: Student Teacher Honors Ceremony (5:00pm) • December 14-18: Late Course Selection for Spring semester • December 14-18: Final exam week (undergraduate) • December 15: Liberal Studies Graduation Luncheon (11:30 am) • December 16: M.A.Ed./M.A.T. Banquet (6:00 pm, Café Banquet Room) • December 18: Final day of instruction • December 18: Mid-year commencements


Class Policies

1. Your attendance and active involvement in this course will be reflected in your final grade. A student who desires to become an exemplary teacher should take the opportunity to learn and grow each semester. Arrive to class on time and return from breaks promptly. Fully invest your attention and energy during class sessions. If you cannot attend a class due to illness or an emergency, inform me in advance. Take the responsibility to find out what you missed by contacting another student in the class.

2. Please log in to Blackboard at least 24 hours prior to class to check for announcements. Announcements placed on Blackboard serve as one of the key ways I will be communicating with you. Be sure you have a BUBBS account. You will be responsible for any changed or new information posted on Blackboard.

3. Reading the assigned children’s books is critical to your participation in class. Read the materials before class. Be prepared with the required readings and assignments. Your failure to participate will impact your participation score.

4. Assignments are due ON TIME! Any late assignment will receive a penalty of 10% reduction in the score per weekday late. No further late work will be accepted once you have incurred two late assignments. The due dates appear in the syllabus and are not adjusted for absences without prior permission. No work will be accepted after the final week of classes (not Finals’ Week).

5. Word-process all written assignments unless otherwise directed. Hard copies of all assignments are required.

6. All students working toward a teaching credential or M.A. or M.A.T. must earn a grade

of at least a “C.” Any student falling below a “C” must retake the course.

NEED FOR ASSISTANCE

Assistance for Students with Disabilities: “Students desiring accommodations on the basis of physical, learning, or psychological disability for this class should contact the Office of Disability Services. The Office of Disability Services is located in the Student Services Building and can be reached by calling extension 5851.”


Course Calendar: Dates, Topics, Readings and Due Dates

from Officer Buckle and Gloria, illustration by Peggy Rathman

Be prepared to discuss readings on the date noted as well as for a possible quiz over readings.

Date

Topics

Readings

Due 8/31

Introduction to Course Stages of Literacy Development Historical Perspective on Children’s Literature

Log into Blackboard to set up course account

9/7

No Class: Labor Day

9/14

Award Winning Books for the Young Children Multiple Means of Responding to Literature

Gangi, Skim Ch.1; Read Ch. 2 & 3

9/21

African American Literature Multicultural Literature & Social Diversity

Gangi, Ch. 13 Sounder

Response Paper

9/28

Asian American Literature Using Picture Books to Teach Cross- Cultural Ideas Artistic Elements in Picture Books

Gangi, Ch. 4 Brothers

Response Paper

* Note: The professor reserves the right to make adjustments in the schedule.


Date Contents

Readings

Due

10/5

Latino Literature Strategies for Building Resiliency

Esperanza Rising

Response Paper

10/12

Folk Literature Cinderella Tales from Several Cultures Drama & Readers’ Theater Video clips

Gangi, Ch. 6 & 7 (Find on the Internet)

Book Choice: Literary Analysis

10/19

Native American Culture and Literature Gay & Lesbian Literature for Children

Gangi, Ch. The Heart of a Chief

Response Paper

10/26 Contemporary Realistic Fiction Film: Tales of Desperaux Dr. Sibold will step out for 1 hour during the film for the Master Teacher Reception.

Gangi, Ch. 11

11/2

Science Fantasy/ Science Fiction Controversy and Censorship

Gangi, Ch. 12 Book Choice: Lesson Plan

11/9

No Class Meeting: Use this time for the Children’s Bookstore Assignment

11/16

Historical Fiction Using Picture Books to Present Historical Concepts

Gangi, Ch. 9 The Bronze Bow

Children’s Bookstore Activity

11/23 Informational Books – Using Picture

Books to Teach Concepts & Subject Information Biographies & Autobiographies

Gangi, Ch. 8 & 10

11/30

Poetry for Children Graduate Students’ Presentations

Gangi, Ch. 5 Find & bring your favorite poem to share

Grad Students’ Presentations

12/7

Potluck Dinner 4:3-5:00 Sharing 1-2 Books You Read Class Reflections Final Exam (6-7:20 p.m.) Note: No class finals’ week!

Annotated Bibliography due electronically; also bring a hard copy


Course Assignments

Final Exam – There will be a final exam over the main text chapters assigned and class notes. There will be a variety of formats, e.g., True/ False, Multiple Choice, Short Essay. The exam will be worth 100 points. You will find Study Guides for upcoming chapters under Course Documents.

Activities The activities are designed to give you experience with a variety of extension activities that you might adapt for the classroom. Several serve as a backdrop for in-class discussions of the books. There are several books that we will be integrating faith and learning..

1. Required Readings and Response Papers (25 pts. each)

Complete each assigned reading on time and prepare to engage in conversations about these books. Write responses to four of the following questions for each book: a. How and where did you find personal relevance while reading this book? b. How might this book be useful in the classroom for teaching cross-cultural

understanding? c. What lessons could be drawn from this book to enhance students’ character

development? d. Give examples of the ways this author developed characters that are relevant and

believable. e. What moral or ethical issues does this book raise? How could you approach these

with students? f. How would you introduce this book to the class to build background knowledge

And set the stage for students before they begin reading?

Your paper should be approximately 2 pages, double-spaced, per book. Use sub-headings with the question for each question you answer.

2. Reading Assessment a. Use the study guide questions (on Blackboard) as you read each assigned

chapter in the Gangi text. The questions will serve as a focus for your reading and help prepare you for both class discussions and the Final Exam. Also, make note of particularly provocative statements and the page number that influenced you as you completed the reading. b. Choose your statements and be prepared to share this in class. c. Each week you will be asked to indicate the amount of reading you have completed, % of the reading you were able to complete by the due date. This


will help you manage your time and be held accountable for your progress.

3. Annotated Bibliography (Additional readings/ choices) (100 pts.) You will read a minimum of 12 books from the bulleted categories to create an annotated

bibliography. You may choose nay books of interest to you as long as you have NOT previously read the book, and it meets the criteria of the general category. Consult the book lists in the Gangi textbook as well as those found on Blackboard. The goal here is to immerse you in children’s books. Use the format shown in the box on page 10 and sample on p. 11.

• 3 Caldecott Award Winners (picture books) • 3 multicultural books (representing a variety of ethnicity and genre) • 1 book related to gender, disability, or aging • 1 informational book (See list on Blackboard.) • 1 book that would support an English language learner • 2 books from any genre • 1 fantasy book (See list on Blackboard.) • 1 book from another genre

3. Newbery Books & Recent Publications – Two Book Choices Choose two of the books from the list below. Some of these are Newbery Award Winners or Honor Books from 2000-2009 and others are recent publications. a. Lesson Plan for Newbery Book (50 pts.)

For the other book, you will be writing a lesson plan for a particular grade level based on a concept you would like to teach from this book if it were part of your core literature for that grade level. Please use the BDA Lesson format. See pages for the format and sample lesson. (See pages 12-13)

b. Literary Analysis of 2nd Book Choice (75 pts.) For one book you will be writing a literary analysis of the book. For the other book, you will be writing a lesson plan for a particular grade level based on a concept you would like to teach from this book if it were part of your core literature for that grade level. Write a 3-4 page paper, double-spaced. (See pages 14 & 15; and the rubric on pages 16-17.)

4. Children’s Bookstore Activity (25 pts.) You will spend one class session in a the children’s section of a bookstore and complete a chart listing the books you would buy if you were creating a classroom library for a

particular grade level, 1st -8th grade with a designated budget of $250. Explain each choice after you have listed the bibliographic information (author, title, copyright date, publishing company) + number of pages and cost. Complete pages 18-20. To make sure you choose books that fit with the curriculum for the specific grade, go to the following web-site and review what is taught at that grade level.

* Internet - California State Frameworks: www.cde.ca.gov/be/st/ss OR * TaskStream – www.taskstream.com if you have a subscription to Task Stream


5. Children’s Author or Illustrator Presentation (required of graduate students only)

(50 pts.) Prepare a 10-minute presentation on a children’s author or illustrator in which you address the following: a. His/her primary contributions to the field of children’s literature b. A brief biography of the author or illustrator c. The circumstances that led him/her to write for children d. Major themes and emphases in his/her body of work e. A brief analysis regarding what makes his/her work relevant/ appealing to

children f. A 1-2 page handout to be distributed to all members of the class and professor

Template for Annotated Bibliography. You may cut and paste this from the syllabus placed on Blackboard. Author’s Last Name, First Initial. (copyright). Title. Location: Pub. Co, # of pages Recommended ages: Awards: Values: Rating: Idea for Use in the Classroom: Red flags:


Sample. Lewis, C.S. (1984). The Last Battle. New York: Harper Collins, 240 pages. The last book in The Chronicles of Narnia series introduces a scheming ape named Shift who dons a lion skin and tires to deceive the Narnians into believing that he is Aslan. A simple-minded donkey named Puzzle participates in this deceptive plan and unwittingly brings about the final days of Narnia. The real Aslan summons Eustace and Jill back to Narnia to help King Tirian and the brave Narnians fight against the evil and deception that Shift has been set into motion. The Last Battle allegorically speaks of an end reminiscent of that foretold in the book of Revelation. Recommended ages: 8-adult Awards: Carnegie Award Values: faithfulness, courage, commitment, determination Rating: 5 stars Idea for Use in the Classroom: This book could be used to introduce students to the fantasy genre and to connect with a thematic unit on having the courage and commitment to help others. Specifically, I would show an opening clip of “Narnia” and ask the students to talk about what is real and what is not. Red flags: The Calormenes, the race battling against the Narnians, are described as “dark-skinned.” Be sure the class understands that this is not intended to demean people with dark skin.


Information about the B-D-A Lesson Plan Format Before, During, and After

Standards – reading/ language arts, ELD, or subject-specific California State Standards; pay attention to the key words in the standard as these should be reflected in the objective Objective – generally only one objective; must tie to key standard Procedures: Before – (pre-reading phase) includes activity and discussion before students read; the teacher emphasizes one of the following:

1) activates and/or builds prior knowledge 2) motivates readers through building interest 3) introduces key vocabulary and concepts 4) develops metacognitive awareness of the task demands of the assignment and the

strategies needed for effective learning During – (reading phase) guides students’ search for meaning; can include the following:

1) the teacher uses stopping points to check for students’ understanding 2) students jot down definitions in journals while reading 3) use of a “road map” that scaffolds students’ interactions with the text; sets a purpose for reading and pace as well 4) use of study guides or other materials to guide understanding of the

material After – (post-reading phase) clarifies and elaborates on ideas encountered before and during reading; includes a variety of activities (often part of the guided practice or extended/ independent practice) such as:

1) more in-depth discussion of the material 2) writing activities 3) group or cooperative learning activities 4) further reading

Other Information:

• Consider the strategy or strategies you will use in the lesson. Identify the strategy by name, e.g., Before – word web to introduce a key concept

• Number the steps under each section. Differentiated Instruction (not required but recommended) – Choose 2 students who need differentiated instruction and/ or an assignment. Explain what you would do. Materials: detailed list of all materials; bibliographic information for the book; sample assignment is always fun to see


Sample Children’s Literature Lesson Using the B-D-A Format Intended Audience: 3rd grade Standard: 2. 2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. Objective: After reading the chapter about what the children see in the chocolate factory, students will write a descriptive paragraph that will include concrete sensory details and at least 3 adjectives. Before: In cooperating learning groups/teams, students will open chocolate bars to find a "golden ticket". Students will brainstorm ideas about what a chocolate factory of their "dreams" might look like. Ideas will be shared as a group. Students will share the chocolate bar and talk-through words associated with chocolate. Words will be written on the board by the teacher and categorized as a class into a schematic map. During: (Be sure this helps students understand/ process the information!!) Students will take notes about what Willie Wonka discovers in the chocolate factory and compare their notes with their "dreams" of what a chocolate factory would look like. After:

1) The class will discuss their ideas about what the chocolate factory of their “dreams” looked like and compare it to the one in the book.

2) Students will write a descriptive paragraph about the chocolate factory, using sensory details and adjectives. They may use some of the words from the “before” step -- brainstorming.

Materials:

• Book: Charlie and the Chocolate Factory by Roald Dahl • Golden tickets • Schematic map (sample)

Differentiated Instruction:

• ELLs and students needing additional assistance: Provide a handout with a t-chart started that includes examples for “dreams” and what is in the book; students work on the assignment in pairs

• Gifted students – Write a paragraph that includes additional words not discussed in the “before” step.


GUIDELINES FOR A CRITICAL BOOK REVIEW

I. SUMMARY OF THE CONTENTS OF THE BOOK.

1. Identify the title and author of the book. 2. Describe the book's topic. Remain consistent with the author's

intentions. 3. If you have a personal evaluation or criticism, do not write them

into the review at this point. Instead, keep separate notes, and save them for Part IV of the process.

Sample Beginning of a Summary:

In his book The Pagan Worship of Trees (Arbor, 1979), Miles Arbor investigates the ancient practices of tree worship among numerous world cultures. He cites a wide variety of examples of tree reverence, including Sumerian, Babylonian, Druidic, and Native American. Included in his work is a stunning examination of how and why such diverse cultures mirrored one another's rituals.

II. IDENTIFYING THE AUTHOR'S MAIN THEME(S) OR THESIS

Example: The author maintains that the pagan worship of trees has complemented the development of today's most commonly accepted religious practices. Moreover, he hypothesizes that the very foundation of such widely acknowledged faiths, such as Christianity, is based almost entirely upon tree worship.

Example: The author summarizes the key elements necessary for a modern audience to identify which practices among contemporary religions reveal a direct connection to ancient tree worshipping rituals. His agenda here is not to dishonor today's world faiths, but rather to enrich our understanding of their heritage.

HINT: An author's goal or thesis typically appears in a book's "Introduction" or "Preface." It is generally expressed in several sentences or perhaps one or two paragraphs.

III. EVALUATING HOW EFFECTIVELY THE AUTHOR EXPRESSES

GOALS OR SUPPORTS THE THESIS WITH STRONG DETAILS

AND EVIDENCE.

1. Has the author accomplished his or her goals?


2. Has the author carefully supported the validity of the thesis? 3. Is the argument or position logical? Is the supporting evidence

reasonable?

Sample Beginning of an Evaluation.

Miles Arbor has devoted his career to comparative literature and the study of world mythology. As professor emeritus at the University of Pine Mountain, he has written over seventeen volumes focused exclusively on the human mythic connection to the natural world. His meticulously researched The Pagan Worship of Trees traces not only the historical milieu of each culture examined, but also the anthropological significance of tree worship. Citing the commentary of both literary as well as theological scholars, Arbor offers his audience a well-balanced dialogue about our religious past, present, and future.

IV. PERSONAL CRITICAL REMARKS

These are the reviewer's thoughts, comments, reactions, critiques, and/or opinions. They should be stated objectively and based upon:

1. Individual observation and experience; 2. Logical analysis and evaluation; and 3. Interpretations from outside sources, such as secondary writing

addressing the same topic offered by the work under review.

Sample of Critical Remarks

This well-written book is a significant addition to the study of comparative mythology. It investigates nearly all the significant pagan practices of tree worship among some of the world's most prominent ancient cultures. Though dense at times, Arbor manages to keep his language simple enough for the layman to enjoy the complexities of pagan ritual. Filled with both senses of humor and adventure, the book is non-threatening in its suggestion that many of our contemporary religious rituals are in fact the vestigial proof of pagan beliefs. If one wishes to understand clearly the roots of his or her religion, The Pagan Worship of Trees will undoubtedly offer deep insight.


Literary Analysis Rubric

Excellent (14-15)

Above Average (12-13)

Satisfactory (9-11)

Weak (5-8) Score/ Level

Summary of the Contents of the Book

Identifies the title and author of the book; describes the book's topic very clearly with excellent word choice; remains consistent with the intentions of the author; omits any personal evaluation

Identifies the title and author of the book; describes the book's topic overall clearly with good word choice; remains consistent with the intentions of the author; omits any personal evaluation

Identifies the title and author of the book; describes the book's topic overall clearly but the word choice could be improved; remains fairly consistent with the intentions of the author; may of interjected some personal evaluation

Identifies the title and/or author of the book; describes the book's topic but this could be more clearly stated; may be inconsistent with the intentions of the author; may of interjected some personal evaluation

Author's Main Themes or Thesis

States and briefly analyzes the main theme(s); provides excellent substantiation of the theme(s)

States and briefly analyzes the main theme(s); provides some support for the theme(s)

States the main theme(s); the theme or may not be well-chosen; may have chosen an additional theme that is not well-chosen; provides little support for the theme(s)

The main theme(s) does not clearly reflect the book; may have chosen too many themes little or no support for the theme(s)

Evaluation of Author's Effectiveness Supporting the Goals/Thesis

Responds clearly to each of the 3 questions related to this section; provides excellent substantiation of ideas

Responds clearly to each of the 3 questions related to this section; provides good substantiation of ideas

Responds to each of the 3 questions related to this section but the ideas may be unclear; provides some substantiation of ideas

Fails to respond to each of the 3 questions related to this section; the ideas may be unclear; provides little or no substantiation of ideas

Personal Critical Remarks

States his/her thoughts, comments, reactions, and, critiques objectively based upon the 3 key points in this section;

States most of his/her thoughts, comments, reactions, and, critiques objectively based upon the 3 key points in this

States most of his/her thoughts, comments, reactions, and, critiques objectively based upon some of the key points in

Most of his/her thoughts, comments, reactions, and, critiques are not stated and are not reflective of the key points


Remarks thoughts, comments, reactions, and, critiques objectively based upon the 3 key points in this section; makes strong points

his/her thoughts, comments, reactions, and, critiques objectively based upon the 3 key points in this section; points are not as strong

his/her thoughts, comments, reactions, and, critiques objectively based upon some of the key points in this section; points are weak

his/her thoughts, comments, reactions, and, critiques are not stated and are not reflective of the key points for this section; points are weak

Writing (15 pts.) Includes a clear introduction, body, and conclusion; excellent, cohesive literary analysis; ideas are communicated with excellent word choice; excellent use of the conventions of good writing

Includes a clear introduction, body, and conclusion; overall, a cohesive literary analysis; ideas are communicated with appropriate word choice; overall good use of the conventions of good writing

Includes an introduction, body, and conclusion; some work needed to make this a cohesive paper; literary analysis is weak; ideas are communicated with appropriate word choice; weaknesses in paragraph structure and/or the conventions of good writing

Could include a clearer introduction and/ or conclusion; some work needed to make this a cohesive paper; literary analysis is weak; ideas are communicated with appropriate word choice; significant weaknesses in paragraph structure and/or the conventions of good writing

Comments & Score


Name: _______________________________ Grade: 25 Grade Level:

Children’s Bookstore Activity

Choose a grade level. Before completing this assignment, be sure to look at the State Frameworks for the Grade Level (any grade 1st through 8th grade in a self-contained classroom) so you know what the curriculum for that level includes. You may consult one of 2 sources. (See Children’s Bookstore Activity on p. 9.)

Locate books for a classroom library for that grade level that could be used as core literature. These should include fiction and non-fiction, hardbound and paperback books.

For each book, include the author, title, copyright date, publishing company, # of pages, and $ amount. Indicate why you chose these books. Remember, you are to aim for $250 dollars or less.

1. Find at least 5 books that could become core literature in reading/ language arts

for the grade level. Don’t forget to include the reason for your choice.

a.

b.

c.

d.

e.


2. Identify 3picture books that could be used to introduce topics in social science.

a.

b.

c.

3. Identify 3 picture books that could be used to introduce topics in science.

a.

b.

c.

4. Find one health book.

5. Find 3 books that would teach values.

a.

b.

c.


6. Find the section either 2 Caldecott books OR Newbery Award books. Read the book

jacket (summary) to determine if these books would be appropriate for the grade level. If the book could not be used, find another book. Write the author and title of the book. Then why you chose the book.

a. b.

7. How much did you spend?


Course Requirements Information

Category Assignment Due Date Possible Pts.

Your Pts.

Timeliness &

Attendance

Late to class or returning from break (grade goes down 10 pts. each time) Miss class (grade goes down 25 pts. each time)

Spring grades

recorded by 12/23

100

Course Content

Class Participation – timely reading of text & books; papers submitted on the due date; actively engaged and contributing to class discussions In-class Discussions Final Exam

through

12/7

through 12/7

12/7

50

100

100

Response Papers

Sounder Brothers Esperanza Rising The Heart of a Chief The Bronze Bow

9/21

9/28

10/5

10/19

11/16

25

25

25

25

25

Understanding Performances

Children’s Bookstore Activity Children’s Poem (Bring to class; share) Author/Illustrator Presentation (Grads only)

11/16

11/30

11/30

25 √ (50)

Additional Readings

Newbery Book Choice: Lesson Plan Other Choice: Literary Analysis Annotated Bibliography (Send an electronic copy; bring a hard copy)

10/12

11/2 12/7

50

75

100

Course Grade

Note: Grads: 750 pts. 700


Grading Scale

.

93-100% A 77-79% C+ 90-92% A- 73-76% C

87-89% B+ 70-72% C- 83-86% B 60-69% D 80-82 B- below 60% F

Students must receive a “C” grade or higher in this course. A student who receives a “C-“ or lower must repeat the course.

REMINDER! Assignments are due on the due date. Any work received after due date will receive ½ credit. However, no work will be accepted after 1 week of the due date.

“Books are the quietest and most constant of friends; they are the most accessible and

wisest of counselors, and the most patient of teachers.” (Charles W. Eliot, The Happy Life, 1896)


Biola University’s Academic Dishonesty (Plagiarism) Policy Definition: Academic dishonesty is the deliberate attempt to misrepresent individual efforts, whether in writing, audiovisual representation, or oral presentation. Issues of plagiarism are specific examples of academic dishonesty. Basically, plagiarism is claiming someone else's ideas, words, or information as your own without acknowledgement or citation. In minor cases, it can be the simple quotation of a sentence or two without quotation marks and without a citation, footnote, endnote or inclusive note to indicate the true author. In the most serious cases, plagiarism reproduces a significant fraction of an entire work written by someone else. Examples of plagiarism consist of removal of the true author(s) name(s) and substituting the plagiarist's name. Mere reformatting of a text does not constitute "original" thought, but merely juxtaposing someone else's work and text. For example: Avoid single word substitutions (e.g. "less" for "fewer"), reversing the order of a sentence, or merely using an ellipsis mark (e.g. . . .). Purchasing a previously written or provided research paper from an on-line computer service and submitting it as your own work is morally reprehensible and constitutes plagiarism. Any time you use information from any source, you must provide a citation of acknowledgement of the original source. This includes written text from books as well as websites. Unacceptable Examples of Plagiarism:

• Work done on exams, tests, or quizzes should be the sole effort of the individual student and should not contain any answers or responses that have been knowingly obtained from someone else.

• Having someone else write a paper for you or writing a paper for someone else • Using published materials word for word, without citation or quotation marks, as all or

part of work submitted as your own (paper or media text) • Close, deliberate paraphrase of another's work, published or unpublished, w/out

acknowledgement • Turning in a paper previously written for another course (unless approved by the

instructor), or one paper for two current courses, without permission of the instructors Detection of Plagiarism: Biola University authorizes individual professors and students to use any computer search mechanisms to validate and verify examples of plagiarism, prior to disciplinary action. Detection may also include verification of duplicated student work, current or previous. Disciplinary Results from Plagiarism or Academic Dishonesty: Dishonesty in a minor class assignment (e.g. test, short reaction paper, quiz, etc.) will result in a score of zero for the assignment, or possibly a failing grade for the entire course. Dishonesty or plagiarism of a major assignment (e.g. examination, prominent writing submission, term paper, term project, etc.) will result in immediate grade of “F” for the course and will be referred to the Office of Student Affairs.

Date post:	19-Jun-2020
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