Literature for Children

RDNG. 403 Course Syllabus

Fall 2014
Instructor: Aimee Morewood, Ph.D.
Office Hours: Monday 3:00-4:00p m & online through eCampus by appointment
Class: Monday, 4:00-6:50p m

Course Description:
The purpose of this course is to familiarize students with classic and contemporary literature written for children. The cou rse will help
students develop a background in the various genres within the field of children's literature as well as acquaint the mselves with a large
variety of books written for children. It is particularly designed to meet the needs of students seeking an elementary teach ing
credential. The focus in the course, however, is on the literature itself, not on how to teach it. How to use the literature will be
included in various methods courses within the elementary education program. This is an interactive course. Students should be
prepared to participate in many in-class group activities and class discussions, as well as participate in online discussion board
postings throughout this course. Please bring all books read to class each week.
Learner Outcomes:
Upon completion of the course, students will:
1. Classify and evaluate characteristics of different genres in childrens literature.
2. Develop an extensive file of personal responses to childrens books.
3. Explore in depth the work of one childrens author or illustrator.
4. Respond to literature for children in a variety of ways.
5. Critically evaluate childrens literature.
6. Explore racial, cultural, and gender values and biases in children's literature.
Required Textbook
Russell, David. (2011). Literature For Children: A Short Introduction, 7th Ed. NY: Pearson Education, Inc.
Additional Professional Articles: Provided in class and/or through eCampus.
Required Childrens Literature Texts

Recommended Childrens Literature Texts

Number the Stars, by Lois Lowry

Sylvester and the Magic Pebble, by William Steig
Out of the Dust, by Karen Hesse
Whoever You Are, by Mem Fox
Higher Power of Lucky, by Susan Patron
Where the Wild Things Are, by Maurice Sendak
The Color of Us, by Karen Katz
Matilda, by Roald Dahl
Oh, The Places He Went, by Maryann Weidt & Kerry McQuire
The Bunyans, by Audrey Wood

Materials Needed:
Textbook
Required childrens literature
Computer
Internet access
Access to additional pieces of childrens literature

Course Requirements:
Indivi dual Activities
In-Class Responses-100 total points
This assignment includes personal reflections, quizzes, and activities that must be completed in class. These assignments will vary
throughout the semester and can only be completed during class time. Students are not able to make -up any of these assignments as
they used as formative assessment of student learning throughout the semester.
Critical Reading Activities: Picture Book Evaluation & Chapter Book Evaluati on -80 points total
Picture Book Evaluati on-40 points: The picture book evaluation assignment requires you to select a pictu re book and
critically evaluate the text and pictures.
Chapter Book Evaluati on-40 points: The chapter book evaluation assignment requires you to select a piece of childrens
literature that is a chapter book. In this review you will be thinking critically about the literary elements and applying literacy
theories when evaluating the text.
Wide Reading Activity: Themed Annotated Bibliographies-60 points total (20 points each)
In this assignment, you will select a theme for each annotated bibliography. W ithin this theme you will consider different content
areas the texts will connect to, types of texts, and interest to readers. This assignment has three distinct themes and one submission.
Online Discussions-40 points (10 points each)
At various points throughout the course, students will be asked to post comments to the eCampus Discussion Board for this course.
The discussion board is intended to provide an opportunity for increased reflection and discussion on books that have been re ad, topics
related to childrens literature, and websites that may be used with future students. It is expected that you will view the discussio n
board at those times, as well as post quality comments to others in the course.

Group Activities
Literature Circles-60 points total (10 points each)
The literature circles assignment provides you with an opportunity to read and respond to different texts through a variety o f role and
perspectives. This assignment will be completed during a variety of class times and cannot be ma de up if missed due to absenteeism.
Author Study-30 points
Each group will select an author to explore and to share with the class. Each group will be expected to learn about the authors
background and body of work, including reading a number of books written by the author. You will then create a study that includes
the authors background, resources about the authors work, and a comparison chart featuring 4 books by the author. For this
assignment, you will be asked to create a glog, which is an interactive on-line poster, as part of the presentation using the following
website: http://edu.glogster.com/.
Awards Study-30 points
This project provides the opportunity for you to participate in an in -depth analysis of a specific award and pieces of literature that
received the selected award. Students will be asked to provide a history of the award and will be required to present childr ens
literature that received this award. For this assignment, you will be as ked to create a glog, which is an interactive on-line poster, as
part of the presentation using the following website: http://edu.glogster.com/.

Learner Outcomes, Course Assignments, and Standards:

Course
Assignments
and Learner
Outcomes
Standards

ACEI
ISTE (2008)
IRA (2010)

WVPTS
(from
website in
Fall 2014)
LO1: Classify
and evaluate
characteristics
of different
genres in
childrens
literature.
LO2: Develop
an extensive
file of personal
responses to
childrens
books.
LO3: Explore
in depth the
work of one
childrens
author or
illustrator.
LO4: Respond
to literature for
children in a
variety of
ways.
LO5: Critically
evaluate
childrens
literature.
LO6: Explore
racial, cultural,
and gender
values and
biases in
children's
literature.

In-Class
Responses

Critical
Reading
Activities

Wide
Reading
Activity

Online
Discussions

Literature
Circles

Author
Study

Award
Study

2.1

2.1

2.1

2.1

2.1
2.1

2.1
2.1

2.3

2.3

2.3

6.2

6.2

6.2

2.3
5.1
6.2

2.3
5.1
6.2

1A-IRP

1A-IRP

1A-IRPA

1A-IRP

1A-IRP

3AD-I
4ABC-I
X

3AD-I
4ABC-I
X

2.1
I, V
1.2
2.3
5.1
6.2
6.4
1A-IRP
2F-I
3AD-I
4ABC-I
X

3AD-I
4ABC-I

3AD-I
4ABC-I

3AD-I
4ABC-I

1.2
2.3
5.1
6.2
6.4
1A-IRP
2F-I
3AD-I
4ABC-I
X

Assignments and Points

Assignment
In-Class Responses
Critical Reading Activity
1. Picture Book
Evaluati on
2. Chapter Book
Evaluati on
Wide Reading Activity:
1. Themed Annotated
Bibliography
2. Themed Annotated
Bibliography
3. Themed Annotated
Bibliography
Online Discussions

Total Points
100 points
80 (40 points each)

Frequency of Grading
Varied
Picture Book Evaluati on-1x
Chapter Book Evaluati on-1 x
*see course schedule

60 (20 points each)

1x throughout the semester

*see course schedule

40 (10 points each)

Literature Circles

60 (10 points each)

Author Study

30

Award Study

30

4x throughout the semester

*see course schedule
6x throughout the semester
*see course schedule
1x
*see course schedule
1x
*see course schedule

Course Assignment Points & Grades:

The final grade is based upon a point accumulation. The awarding of points for each component will be
based upon work completed within the required time frame and the quality of the work. Grades will be
awarded for the point distribution as follows:
A
360-400

B
320-359

Exceptional creativity demonstrated in fulfillment of expected criteria. Performance

significantly exceeds the requirements and qualitative expectations of the course. Superior
mastery of subject matter. Initiative and self-direction leading to significant study and related
activity beyond course requirements.
Fulfilled all expected criteria as stated in assignments. Performance meets the requirements and
qualitative expectations of the course. Solid mastery of subject matter.

C
280-329

Little effort demonstrated in completing assignments. Performance falls somewhat short of the
requirements and qualitative expectations of the course. Limited mastery of subject matter.

D/F
0-279

No effort demonstrated in completing assignments. Performance falls significantly below the

requirements and qualitative expectations of the course. Those earning less than 240 points will
receive an F.

Please note: (a +/- may be given to the grade to provide a more explicit representation of the quality
of work provided for this course).
A grade of incomplete will only be assigned following a discussion with th e instructor to explain the need
and appropriate guidelines set for work completion. This should be addressed as early as possible during
the course.

Course Policies
Class Attendance & Participation: This is an interactive class; therefore your attendance and
participation are necessary. Student attendance will be monitored. Absences, tardiness, and leaving class
early will adversely affect your grade.
Cell Phones: Cell phones are to be turned OFF during class. This helps all of us to fully engage in the
conversations and to learn from one another. Exceptions may be made for this policy in the case of family
emergencies. Please inform the instructor at the beginning of class if you need to leave your cell phone on.
Net Etiquette: What you post on the online discussion board reflects something about who you are.
Hence, it makes sense to read your posts carefully to insure that they are grammatically correct and free of
spelling errors. Common courtesy is the guiding rule of Internet communications. Please take a few
minutes to read the Introduction on the Netiquette Home Page http://www.albion.com/netiquette/
Late Work: All assignments are expected on the due date indicated on the syllabus in prin ted or electronic
form depending on the nature of the assignment.
ALL ASSIGNMENTS SUBMITTED LATE WILL RECEIVE A DEDUCTION OF 5 POINTS PER
DAY (THIS INCLUDES WEEKEND DAYS). For example, if an assignment is due on the 1 st of the
month and you submit it on the 3 rd of the month 10 points will be deducted from the final grade on
the assignment. Communicating with the instructor in advance about difficulties meeting course
deadlines is highly recommended.
Extra Credit: There are many graded assignments throughout this course. Guidelines for each of these
assignments is available on eCampus. If you have questions about an assignment please contact the
instructor at least 3 days prior to the due date to ensure that your question is answered in enough time for
you to successfully complete the assignment because extra credit is not available in this course.
NOTE: The instructor reserves the right to make changes to the course content and schedule based
on students needs within the course. For example, as the course progresses if the class discussion
demonstrates a particular interest/need in a specific topic during the course the instructor will do
his/her best to address the topic. This flexibility allows for a student-centered approach in this
course.
Accommodations: Transcripts of the course lectures and captioned videos are available upon request.
This request must be made to the instructor during the first week of the semester so that the materials can
be accurately generated to fit the students learning needs.
SEI Evaluati on: Student Evaluation of Instruction Statement: Effective teaching is a primary mission of
West Virginia University. Student evaluation of instruction provides the university and the instructor with
feedback about your experiences in the course for review and course improvement. Your participation in
the evaluation of course instruction is both strongly encouraged and highly valued. Results are strictly
confidential, anonymous, and not available to the instructor until after final grades are released by
Admissions and Records. A website link will be provided for students to complete the eSEI course
evaluation.
NCATE Accreditation Requirements: All faculty and instructors of courses in the Teacher Education
Programs are required to document student performance and faculty/instructor feedback on selected
assignments throughout the semester. The documentation is accomplished by keeping photocopies of
students work, evaluative comments, and rubrics. Students privacy rights are hon ored by removing all
names and identifying notations from photocopied assignments selected as documentation samples.
Accessibility: The following link provides information regarding Blackboard's Commitment to
Accessibility http://www.blackboard.com/Platforms/Learn/ Resources/Accessibility.aspx

Social Justice: West Virginia University is committed to social justice. I concur with that commitment and
expect to maintain a positive learning environment based upon open communication, mutual respect, and
non-discrimination. Our University does not discriminate on the basis of race, sex, age, disability, veterans
status, religion, sexual orientation, color or national origin. A ny suggestions as to how to further such a
positive and open environment in this class will be appreciated and given serious consideration.
If you are a person with a disability and anticipate needing any type of accommodation in order to
participate in this class, please advise me and make appropriate arrangements with the Office of Disability
Services (293-6700).
Academic Integrity and Dishonesty: The academic development of students and the overall integrity of
the institution are primary responsibilities of WVU. Academic dishonesty is condemned at all levels of life,
indicating an inability to meet and face issues and creating an atmosphere of mistrust, disrespect, and
insecurity. In addition, it is essential in an academic community that grades accurat ely reflect the
attainment of the individual student. Faculty, students, and administrators have shared responsibilities in
maintaining the academic integrity essential for the University to accomplish its mission.
For the detailed policy of West Virginia University regarding the definitions of acts considered to fall under
academic dishonesty and possible ensuing sanctions, please see Board of Governors Policy 31 at
bog.wvu.edu/policies and the Student Conduct Code at http://www.studentlife.wvu.edu/judicial.html. Note:
The University is evaluating the process of academic dishonesty prosecution and appeal and students
should contact the Office of Student Life/Student Judicial Affairs for current procedures at
http://www.studentlife.wvu.edu/judicial.html.
You can find all Academic Policies and Procedures at:
http://catalog.wvu.edu/undergraduate/coursecreditstermsclassification/
http://catalog.wvu.edu/graduate/enrollmentandregistration/

Course Schedule
Week

Date

Week 1

8/18

Week 2

8/25

Topics
Welcome
Overview/History of
Childrens Literature
Childrens Literature and
Child Development
Literary Elements
Diversity

Required Reading(s)

Recommended
Readings

Assignment(s)
Due Dates

Ch. 1-2

Ch. 3 & Ch. 5

Whoever You Are

LC 1: The Color of Us
9/1

No Class: Memorial Day

Week 3

9/8

Beginning Books

Ch. 6

Week 4

9/15

Picture Books

Ch. 7

Week 5

9/22

Poetry

Ch. 8
LC 2: Out of the Dust

Week 6

9/29

Biographies

Review these websites:

http://www.edweek.org/ew/articles/2005/03/16/27lerner.h 24.ht ml

Author Study
Presentations
Sylvester and the
Magic Pebble
Online Discussion
#1 (postings due
by 9/29)
Critical Reading
Activity: Picture
Book Evaluation
Due

http://www.educationworld.com/a_lesson/lesson/lesson185.shtml
LC 3: Oh, The Places He Went
Week 7

10/6

Week 8

10/13

Week 9

10/20

Informational/Expository
Text
No Class: Fall Break

Ch. 12

Fantasy
(Traditional/Fantasy)

Ch. 9-10
LC 4: The Bunyans

Where the Wild

Things Are

Online Discussion
#2 (postings due
by 10/27)

Matilda
PA: Examin ing the actions of child characters in historical fiction
picturebooks by Catherine Stier
LC 5: Number the Stars
Ch. 11

Week 10

10/27

Science & Historical Fiction

Week 11

11/3

Contemporary Fiction

Week 12

11/10

Engaging with Childrens

Literature

Ch. 4

Week 13

11/17

Interest and Motivation

Review this website:

http://www.readingrockets.org/article/29625

11/23

No Class: Thanksgiving
Week
Controversial Texts

Week 14

12/1

PA: Falk-Ross, F. and Caplan, J. (2008). The challenge of censorship.

Reading Today. 25(5).
Review this website:
http://www.judyblume.com/censorship.php

Week 15

12/8

Childrens Literature and

Technology

LC 6: Higher Power of Lucky

Review this website:
http://www.readingrockets.org/article/teaching-interactive-picture-ebooks-grades-k-6

Online
Discussion #3
(postings due by
11/17)
Critical Reading
Activity:
Chapter Book
Evaluation

Online
Discussion #4
(postings due by
12/8)

Award Study
Presentations

Wide Reading
Activity: 3
Themed
Annotated
Bibliographies
***The instructor reserves the right to revise, adjust, and adapt both content and schedule.***