Course Syllabus
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ENGL 212.1 Children’s Literature in a Diverse World- fully online
CSUCI
spring, 2018
Claudia M. Reder, Ph.D.
Office: BTW 1139
Office Hours:
Zoom:
Description
Hours: Three hours lecture/discussion per week Prerequisite: ENGL 103 or 105 or equivalent Description: An inquiry into children's literature. Students analyze works by diverse authors in multiple genres, including fiction and nonfiction, poetry, picture books, non-fiction, and traditional literature. Focus will be on critical reading of materials appropriate for grades K-6 as well as analysis of literary elements and structural features, and the author's craft. Students examine societal values transmitted through children's literature. Projects include analytical papers, author studies, and creative projects.
The CSU Channel Islands Mission
Placing students at the center of the educational experience, California State University Channel Islands provides undergraduate and graduate education that facilitates learning within and across disciplines through integrative approaches, emphasizes experiential and service learning, and graduates students with multicultural and international perspectives.
Writing and Multiliteracy Center
- Develop yourself as a writer. Everyone needs editors.
- Help with revision and organizaion of ideas.
- Help with dialogue and characterization for stories/poem revision
- Help with oral presentations and ppts.
English Program Learning Outcomes
Graduates will be able to:
- Express original and creative ideas in writing and speech;
- Practice effective editing, including appropriate use of English grammar and usage conventions;
- Analyze a diversity of texts, ideas, and problems from multiple perspectives (multicultural, interdisciplinary, international, experiential, theoretical and/or educational);
- Find, evaluate, and synthesize scholarship, research, and information from a variety of sources and disciplines;
- Articulate an accurate perception of their performance in the program.
Counseling and Psychological Services
If you would like to speak to a clinician immediately, please call CAPS at 805-437-2088. If you reach the voicemail, select option 1 to access 24/7 phone counseling.
- CAPS is located in Bell Tower East 1867
Disability Accommodations and Support Services (DASS)
You may email accommodions@csuci.edu for assistance.
Writing guides developed by CI. Guidelines for different majors.
Note:
Information contained in this syllabus, other than that mandated by the University, may be subject to change as deemed appropriate by the instructor.
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Student Learning Outcomes |
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1. Identify authors, works, genres and themes in multicultural children’s literature (GE 1.1a); 2. Analyze elements of author’s craft across multiple texts (GE 6.1); 3. Relate literary works to their historical, psychological, social, political, educational and/or aesthetic contexts; 4. Demonstrate awareness of culturally diverse audiences and texts; 5. Produce effective writing in analytical, interpretive and creative responses. (GE 4.3).
Course Content: 1. Examine contexts in which children’s literature is produced, marketed, read, and taught (historical, psychological, social, political, educational and/or aesthetic) 2. Review and apply literary terminology 3. Read and analyze diverse authors, genres, and audiences 4. Components of an author study 5. Critical and creative reading response and writing strategies
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Weekly Calendar
This syllabus is subject to change.
What is Children’s Literature?
Read: Tunnell article
Know the Genres of Children’s Literature
Awards for Picture Books
Padlet
Learn how to analyze and evaluate a picture book
VT (voice thread)
The Art of the Picture Book
Know the parts of a picture book
The gutter in a picture book
Introduction to some key authors/illustrators
Read: Sipe, Lawrence. How Picture Books Work.
Reading guide: Voice Thread
Join our discussion: Picture Books
Read article or watch on Postmodern Picturebooks
Contribute to padlet
Assignment: Paper due: Analysis of a Picture Book
Challenges in Children’s Literature
- Watch the introductory ppt. on challenged books: (TBA)
- Read the article:How Banning Books Marginalizes Children
- Read The Controversy of Little Black Sambo.
- Watch the Ted Talk Adiche https://ed.ted.com/on/oQQimtY
and reflect on the video in our Voice Thread
- Watch the performance of Nappy Hair so you can apply the call/response storytelling
technique to an original story you create.
- Create your own call and response story based on the structure of Nappy Hair and share it
on canvas. (See assignments)
- Respond to 4 of your peers' call/response stories.
- Extra credit: Record your call/response story with a partner and upload it as a youtube for us to enjoy. Your partner has to be an adult since children are not allowed to be filmed. (2 points)
Selected trends in publishing:
1.Read article about Wordless Books for English Language Learners (Links to an external site.)Links to an external site.
- Read the article on bilingual books from Worlds of Words website. (Links to an external site.)Links to an external site.
- Define 'activist'. Now select 2 books that you will add to your "Activitst" curriculum. Share your choices with your group
in discussions:
Share title, author, publishing date (copyright).
genre of book
How this book would enhance your "Activist Curriculum"
- Select two picture books or 1 novel for your paper due Week 45.
Analysis of Diverse or Multicultural Children's Books: Activist
Diverse Books
You may use the books you found this week if you are passionate about them.
read article: Building on Windows & Mirrors
VT: What is diverse literature? Share your response on voice thread. First listen to all the slides, then decide what you want to respond to.
Read criteria for evaluating children’s books at Notable Books for a Global Society:
http://clrsig.org/nbgs.php (Links to an external site.)Links to an external site.. Scroll down the page to locate the list of criteria.
- Write a paper analyzing multicultural/activist books using the criteria from Notable Books for a Global Societyhttp://clrsig.org/nbgs.php (Links to an external site.)Links to an external site.
8.Upload your paper to Canvas by the end of this module, day 7.
Prepare for lit circle Week 6, Inside out and back again.
Finish the book before the module begins.
- Literature Circle: Inside Out and Back Again.
- Contribute to VT 1: Making Connections with Text (10 points) by day 4
- Preview VT 2 so you will have time to prepare your response.
- Contribute to VT 2: V Expanding Responses to Literature (by Day 7)
Literature Circle: Love that Dog by Sharon Creech.
Join our discussion of Love that Dog.
Read one article on poetry (on Canvas) and post important talking points about this article.
Using the knowledge you have gained from the articles, the novels in verse, and poems, leave your reflection on Voice Thread. Leave one comment, respond to 2 of your peers’ comments.
Author Study due. Upload your author study. Listen to at least ten of your peers’ and leave a comment for each one you listened to.
due: Favorite Poem Project.
This project is about oral expression.
Sign up for a poet from the list on google docs. Select someone you don’t know by Day 2.
You may work in pairs. Research the biography of the poet. Then each of you find a poem by that poet to share in a youtube. Be expressive!!! Day 7.
Literature Circle 3
El Deafo
Read article: Disabilities in Children’s Literature
Reflect on module
Select topic for final book talk. Sign up on google doc. You may work with a partner- or up to 4 people.
Traditional Literature
Traditional literature means no known author.
read article: Why Fairy Tales Matter by Maria Tatar
http://my.fit.edu/~lperdiga/HUM%202085--Film%20Adaptation--Tatar%20Fairy%20Tales.pdf
What is your favorite fairy tale? Or share why you don’t like fairy tales.
Each group is assigned one fairy tale. Each group will read a minimum of five versions of that fairy tale and create a comparison chart. Upload your chart onto Voice Thread.
Narrate a summary
Read 5 Cinderellas from around the World. Use online sites (see Canvas).
Cinderella
Little Red Riding Hood
Look ahead:
You will collaborate on google docs to create a new fairy tale using the elements of fairy tales.
(for Week 12)
Folk Tale Types
Read article: Reese, Debbie Proceed with Caution.
Read five folktales from any of the Native American tribes.
Then select one that fulfills Reese’s criteria in her article.
Share:
Title
Tribe:
Belief:
Lesson:
Tale type (if applicable: trickster tale/creation myth/learning story/pour quoi tale)
Use the beginning of this week to revise your book talks that are due Week 13.
Writing/Multiliteracy Center. Remember you can make online appointments with the Center.
Extra Zoom office hours this week.
Upload your Voice Thread: Book Talks by Day 7 of this module.
Listen to 5 of your peers and comment on their discussion slide
Vote for the 3 best voice threads. Email me your choices!
I will announce the winner.
VT: Reflections on Children’s Literature
Due: Your final reflection on children’s literature.
Using adobe spark page or adobe spark video, create your final reflection on children’s literature.
Include at least one visual.
Assignments ENGL 212 spring, 2018
1.Analysis of a picturebook paper 100 Week 2
- Analysis of activist books paper 100 Week 4
- Author Study 200 Week 8
- Favorite Poem Project 100 Week 9
- Folktale Unit 100 Week 11-12
- Book Talk 200 Week 14
- Final Reflection 100 Week 15
7.Participation: 100
call response story/ voice thread/discussions/three literature circles/padlet/
1000 points total
Assignments ENGL 212 spring, 2018.
- Analysis of a picturebook paper 100 Week 2
- Analysis of activist books paper 100 Week 4
- Favorite Poem Project 100 Week 6 or 7
- Author Study 200 Week 8
- Book Talk 200 Week 14
- Final Reflection 100
6.Participation: 200
voice thread/discussions/three literature circles/padlet
I do not give C minuses:
A 950-1000
A- 900-949
B+ 890-899
B 810-889
B- 800-809
C+ 790-799
C 700-789
D-690-709
F 0-599
Analysis of a Picturebook due Week 2
Write an analysis of one quality picturebook using Sipes' article and knowledge of picturebooks developed throughout the module. 2-3 pages, doublespaced. 12 font.
Add one visual from the book for the illustration study.
Read L. Sipe’s article, “How Picture Books Work.”
Watch: We Discuss Picture Books and complete Module 2.
Find a quality picture book you enjoy. What genre is your picture book (traditional literature, nonfiction (informational/biography) fantasy/realistic fiction/historical fiction/ poetry?
As you study the picture book, take notes. Use your notes to help you write your paper.
To take notes, you will use a double entry diary form. You may use a full page double entry
diary form for the three books.
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A quote or description of page in the book |
My response to the quote or description of page in the book |
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The cover
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Bright colors, girl smiling Lots of humor I think. |
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Also keep track of the plot:
What did the child/protagonist want?
What was the child/protagonist afraid of or worried about?
How did the plot points show this?
How did the illustrations contribute to the story? Give a specific example.
How was the story resolved?
Take a close reading:
- Look at the cover. Write down your initial response to the cover.
- Read the words.
3.Then look through the book again studying the illustrations.
4.What do the illustrations contribute to the story?
- Look at the first and last illustrations. What do you notice?
- What feeling does the book evoke? Write down one word or a short phrase.
- What is the larger message of the book?
- Now apply Sipe’s terminology to your analysis of this picturebook.
Hook- the first paragraph is important. Don’t begin “This book is about” Instead find a way into the paper by discussing the theme of the book, or sharing what you appreciated about the book.
Here are some sample beginnings from book reviews. I used the review pane to point out the hook of each review:
Song of the Wild: A First Book of Animals
By Nicola Davies. Illustrated by Petr Horacek.
Jellyfish, flamingoes, butterflies; pandas, zebras, vipers. This beautifully illustrated oversize compendium will be a treat for anyone who likes to look at and think about the staggering variety of animals on this planet. Davies (“King of the Sky”) has a degree in zoology and a clear passion for animal life. A brief verse on each spread is both awed and intimate — “The panda walks alone,” she writes, “and the reason for its color / we may never really know” — leaving ample space for Horacek’s vividly colored, painterly art.
108 pp. Candlewick. $19.99. (Picture book; ages 3 to 7)
You Can’t Teach Kids Empathy, but These Picture Books Inspire It
By R. J. PALACIO AUG. 25, 201
The tricky part about teaching empathy to children is that you can’t really teach it. You can only inspire it. Like its sister words, kindness and compassion, empathy is wakened in the soul. With very young children, it’s best to tickle it awake, but it takes a light touch. That’s where a good picture book comes in handy. If a child can relate to a character or become immersed in a story, she begins to have feelings outside of her own direct realm of experience. The spark of empathy, delivered gently, can then grow. These five new picture books not only embolden children to think, but inspire them to feel. https://www.nytimes.com/2017/08/25/books/review/why-am-i-me-paige-britt-empathy-children.html
Floaty by John Himmelman | SLJ Review
By SLJ on January 11, 2018 Leave a Comment
Mr. Raisin is a grouchy old misanthrope who doesn’t like anything but sewing. When he discovers a basket at his front door containing a puppy, he is not amused.
Demonstrate your working knowledge of how picturebooks work in this close reading of one quality picturebook not covered in the course so far. Utilize picturebook terminology and use at least 4 terms from Sipe’s article.
Organizaton- Don’t summarize the book. Decide on what parts of a picturebook you want to discuss and let the picturebook guide you. What will help us appreciate how the text and visuals work together?
Illustration- explain one illustration in depth and tell what this illustration contributes to the book as a whole? Try to find out what media the artist used. If the artist and writer are different people, look up a bio. of each to see if you can find out more information.
Help us enjoy and appreciate the world of picturebooks. Feel free to add a memory if the book
evoked something in you. Keep it brief. Keep the focus on the book.
Analyzing Activist Literature due Week 4
3-5 pages. double spaced. 12 font. 1 inch margins.
Title: give your paper a meaningful title, a headline.
Define: Activist – in your own words. Don’t copy a dictionary definition.
Think about the world and what values you want to impart to children.
What books would you include in a peace education curriculum?
in a social justice unit? In a world that is rocked by natural disasters or global warming?
Once you decide on what activism you are going to look for, select three picturebooks that are worth comparing or select one novel.
When you select your three picture books or 1 novel to read for this week, write about how your choice(s) meet or don’t meet the criteria on this page:
See http://clrsig.org/nbgs.php (Links to an external site.)Links to an external site. (Notable Books for a Global Society). At the site, scroll down the page to find the list of criteria).Quote from this site in your paper.
To find books you may also consult:
https://wowlit.org/ (Links to an external site.)Links to an external site.
Under the tab “Review” you will find reviews of books.
Rubric on Canvas.
itle is present
A meaningful title is given.
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5.0 pts Full Marks |
0.0 pts No Marks No title or too general a title |
5.0 pts
This criterion is linked to a Learning OutcomeBook Choices
Are these quality book choices? If picturebooks, do the three books have a theme, author, or issue in common that makes them worth comparing?
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10.0 pts Full Marks |
0.0 pts No Marks The book choices did not enhance the purpose of the paper. |
10.0 pts
This criterion is linked to a Learning OutcomeExamples and reflection
Evidence- examples from the book(s) and articles/TED mentioned- are given to support opinions.
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20.0 pts Full Marks Well developed examples and thoughtful reflection on the issues in the books |
0.0 pts No Marks No attempt to do more than summarize the book(s) |
20.0 pts
This criterion is linked to a Learning OutcomeReflection and Analysis
In depth analysis demonstrates understanding of the complexities of selecting diverse or multicultural literature for children.
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20.0 pts Full Marks Shows respect for the books and concerns of the characters in the books and the larger message. |
10.0 pts Make some attempt to do more than summarize the books and issues. |
5.0 pts More summary. No reflection |
0.0 pts No Marks |
20.0 pts
This criterion is linked to a Learning OutcomeAcademic Writing
The paper is well organized. One paragraph builds on another. Analysis enriches the reading of the books.
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20.0 pts Full Marks |
10.0 pts Some attempt to organize material Although organization is not satisfactory, there is some attempt at organizing the material. |
0.0 pts No Marks |
20.0 pts
This criterion is linked to a Learning OutcomeConventions, Spelling, Grammer
Academic diction employed. Very few spelling or grammatical errors. Paper is revised and proofread.
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10.0 pts Full Marks |
0.0 pts No Marks Errors impeded communication of the ideas. Requires writing help. |
10.0 pts
This criterion is linked to a Learning OutcomeAPA stylesheet used correctly
Sources are cited correctly within the paper and a complete list of sources is provided at the end of the paper.
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15.0 pts Full Marks |
0.0 pts No Marks APA stylesheet not followed. Or no bibliography present. |
15.0 pts
Total Points: 100.0
Week 8
Author Study
Outcome: Prepare a handout which you must upload before class Week 8. You may design a trifold, a pamphlet, newspaper style. Or you may use Voice Thread or Adobe Spark (video or page. If you opt to use Adobe Spark page, include at least one visual).
This is a group project. Select an author from the list on google docs.
No more than 2 students per author.
Get to know the works of an author from a list provided.
Each student is responsible for obtaining and reading 1 novel length book by the author. Research the author/illustrator’s background and craft.
Provide a brief bio of the author. Include a few brief anecdotes that gives us insight into the author’s life and work.
Analyze the novels for their literary qualities. Give examples by quoting from the books.
(plot, character development, writing style, themes).
Explore socio-cultural issues of how the characters and settings are portrayed in the authors work
Attach a bibliography APA stylesheet. Include all sources you consulted as well as children’s books you mention.
Parts of your author study:
1.Author Name
- Books author is known for
- If won a Newbery or other award, look up their award speech.
- You may consult websites for background information.
- Each member of the group reads at least one novel by the author.
- group compares/contrasts the books. Briefly summarize the book. Mostly discuss the
characters’ struggles, their growth, and the themes in the books.
plot
character traits
settings
themes
writing stye.
- APA Works Cited page of all works consulted including the books you read by this author.
- Group decides how to present their findings: voice thread. adobe spark, google doc.
Optional:
- Feel free to incorporate
- a) a reading of a scene in one of the books,
- b) or a found poem made from each of the books. When creating a found poem, decide on a theme or symbol in the book. Then collect phrases from your book to form your found poem. A found poem means you found the lines from another text. If you like you can create one found poem from both books. you will have to decide if the themes of the book are compatible, or perhaps show contrast. or
- c) A collection of objects that represent the characters in the books, and share the objects and what they represent. How do these objects reveal a character’s relationships? struggles?
stressors? the themes of the books?
Book Talk due: Week 14
Technology: Create a Voice Thread.
Do not set the voice thread to move on its own. I need to be able to control the pacing of the voice thread. You may integrate a youtube/or film snippet/or interview into your voice thread:
Usually we speak 1-5 minutes per slide.
for this Assignment:
Imagine you have been asked to talk to a community about a specific topic. Perhaps fter the fires, teachers, parents, and librarians want to know how to discuss natural disasters with children. Perhaps after the fire, to lower stress levels, teachers, parents, and librarians want to know how to select appropriate humorous books to share with families.
Solo or partners:
You may work alone or with up to three other peers to create a book talk about a topic important to you. If you work with a partner(s), you may design your opening, closing and discussion prompt together. Each person is responsible for creating and narrating a book talk within the voice thread. All of you will select your own books for your book talk. Be careful not to repeat each other’s choices!
Possible Topics:
Portrayal of aging in Children’s Literature
Portrayal of poverty in Children’s Literature
Gender Identities in Children’s Literature
Types of humor in Children’s Literature
Peace Education through Children’s Literature
Portrayal of English Language Learner Struggles in Children’s Literature
Portrayal of Refugees in Children’s Books
Other topics include:
Ecology (decide what to examine in particular)
Disabilities
Children’s Play in Children’s Literature
Food/Cooking around the world in Children’s Literature
Art (or music or dance) in Children’s Literature
Climate Change through Children’s literature
Divorce, adoption,
Expanding definition of Families in Children’s Literature
Explaining loss to Children
Have an idea? Get approval from me. Email me at Claudia.reder@csuci.edu
Then sign up on our google docs (Sample below). First, put your name and topic. As you collect your sources and create a key message, add them to the google doc:
Sign Up for Book Talk Topics (Sample)
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Name(s) |
Topic |
Key message |
Article/Websites used for Context |
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As you research your topic, remember to look for your books early. Finding books is always a treasure hunt. Think of the following essentials as you plan your book talk for voice thread, but feel free to add your own ideas:
Introduce yourself, the topic, and why the topic is important
Summarize and quote from the article. Share your key message.
Have a useful visual or quote on the slide
Share 2 or more books (per person) and tell how they connect to the article's main points and to your key message.
Summarize the book (2 sentences). Show a page from the book and read from it with expression. Share how this passage ties into the book overall.
If applicable, share an illustration. Tell why you chose this illustration and how it contributes the book as a whole.
Near the last Slide – Illuminate your main points. Synthesize your information. Remind us of your key message.
Put up a discussion prompt for your peers.
Last slide(s): APA bibliography
After creating and uploading your voice thread, each member of the class will comment on 4 of their peers’ voice threads. Listen to the voice thread, then respond to the discussion prompt slide.
Below is your rubric for the book talk:
200 points
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Criteria |
Points Possible |
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Introduction: Your presentation slides and voice/video comments includes a clear introduction to the issue or topic. Your name is on this slide. Clear key message given. You pique interest in the listeners. |
20 |
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Explanation: Your presentation slides and voice/video comments communicate the need for this research. and understanding of the chosen topic. You explain in your own words. Give your slides labels. Don’t say: Need for research” or “summary of book.” Create labels that highlight what the slide is about-a key idea. Be professional. |
60 |
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Reading aloud: You introduce the passage you are reading, read with expression and with calm pacing. Afterwards, tie this passage into the key message. OR: Introduce an illustration and share how it contributes to the book as a whole. |
20 |
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Discussion Prompt: Your presentation slides and voice/video comments communicate an open-ended discussion prompt that engages your peers in a critical discussion about the issue. |
20 |
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You cite as needed in your talk and on your slides. Bibliography APA is correct. (Last slide(s). |
50 |
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You elaborate on what is on the slide. Slides are visually interesting, clear, not too crowded. |
20 |
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You guide the listener from slide to slide, mindful of your key message. |
10 |
Favorite Poem Project due Week 9 100 points
This project is about oral expression.
Sign up for a poet from the list on google docs. Select someone you don’t know.
You may work in pairs. Research the biography of the poet.
Then each of you find a poem by that poet to share in a youtube. Be expressive!!!
This project is about discovering new poets and poems for children.
You will notice that Shel Silverstein is not on the list of poets.
Explore the diverse poets today. After you select your poet, you may look
for their websites, youtubes of them reading, or interviews with them.
Readingrockets is one site to use, but I can’t promise that your poet will be on this site:
http://www.readingrockets.org/books/interviews
Sign up for a poet on our google docs.
Rubric on Canvas:
- Poet from the list
- Brief bio included
- Reads poem expressively
- Props- optional
- Share 3 poetic elements the poet used in the poem.
Final Reflection Week 15 100 points
Upload your reflection on children’s literature.
This is a time to reflect on your growth in children’s literature this semester. It is time to synthesize your learnings into a multimedia statement. Using adobe spark page or video,
create a statement that documents your approach to children’s literature. What is important to you? What books were important to you this semester? Can a book change a life?
If you use adobe spark page, include at least one visual.
First write out your thoughts and organize them. Read them aloud. Rearrange them.
Then practice with adobe spark.
Course Summary:
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