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Online classes

Effective: Late Spring 8-Week, 2017/2018

EDUC 270: Literature For Children And Adolescents

Course Description

The study of literature for children and adolescents as a literary genre. Students analyze and evaluate selected works of literature including folktales, picture books, poetry and novels.

Prerequisite: ENGL 112 taken previously or concurrently.

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Temple, C. A., Martinez, M. A., & Yokota, J. . Children's Books in Children's Hands A Brief Introduction to their Literature. 5th. Pearson, 2014.
    • ISBN-978-0-13-309851-8

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

This course will familiarize you with literature for children and adolescents. In addition, it will facilitate the selection of appropriate books for these young consumers. You will evaluate books and identify literary, developmental, and artistic elements that determine the quality of a book. You will also examine different techniques for using these books in educational and informal settings.

This course will introduce you to award-winning stories, poems, and illustrations, appropriate for age groups - from two to twenty. You will become re-acquainted with old favorites from your own childhood. Several different genres/categories of literature are presented to offer children a balance and variety in the wide selections available.

Each week the focus will be on a different genre/category of literature. This will include a definition and description of the genre. The value of the study of this genre, a historical overview of the genre, and the evaluation and selection of pieces of work from this genre will also be discussed.



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Learning Outcomes

  1. Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri
  2. Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
  3. Demonstrates understanding of how to engage students in the methods of inquiry and research in his or her respective discipline.
  4. Can create and implement interdisciplinary lessons that are aligned with content standards.
  5. Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias.
  6. Demonstrates knowledge of how to assist students in setting short and long-term learning goals and self-reflect on their overall growth.
  7. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
  8. Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.
  9. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
  10. Recognizes and identifies the influence of classroom, school, and community culture on student relationships and the impact on the classroom environment and learning.
  11. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques
  12. Develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in communication with families.
  13. Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.
  14. Develops skills in using a variety of technology media communication tools.
  15. Has knowledge of the development, use, and analysis of formal and informal assessments.

Grading

Grading Scale
Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
D 600-699 60-69%
F 0-599 0-59%
Grade Weights
Assignment Category Points Percent
Discussions (14) 280 28%
Book Reviews (8) 200 20%
Quizzes (6) 120 12%
Midterm (1) 200 20%
Final (1) 200 20%
Total 1000 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Discussion 1 (Introduction) 20 Wednesday/Sunday
Discussion 2 20
Book Review 1 25 Sunday
Quiz 1 20
Week 2
Assignment Points Due
Discussion 3 20 Wednesday/Sunday
Discussion 4 20
Book Review 2 25 Sunday
Quiz 2 20
Week 3
Assignment Points Due
Discussion 5 20 Wednesday/Sunday
Discussion 6 20
Book Review 3 25 Sunday
Quiz 3 20
Week 4
Assignment Points Due
Discussion 7 20 Wednesday/Sunday
Book Review 4 25 Sunday
Midterm Exam 200
Week 5
Assignment Points Due
Discussion 8 20 Wednesday/Sunday
Discussion 9 20
Book Review 5 25 Sunday
Quiz 4 20
Week 6
Assignment Points Due
Discussion 10 20 Wednesday/Sunday
Discussion 11 20
Book Review 6 25 Sunday
Quiz 5 20
Week 7
Assignment Points Due
Discussion 12 20 Wednesday/Sunday
Discussion 13 20
Book Review 7 25 Sunday
Quiz 6 20
Week 8
Assignment Points Due
Discussion 14 20 Wednesday/Saturday
Book Review 8 25 Saturday
Final Exam 200
Total Points 1000

Assignment Overview

Discussions

There will be 14 discussion posts worth 20 points each. The original post is due by 11:59 p.m. CT on Wednesday, and two responses (minimum) due by 11:59 p.m. CT on Sunday (except in Week 8 when responses are due on Saturday 11:59.p.m CT). Responses need to be thoughtful, detailed, and should help further the conversation.

There is a 175-word minimum for initial posts. Students are expected to answer the question or prompt thoroughly with details and examples. If a discussion prompt requires examples of lesson activities, students are expected to give as many details of the activity as they can.

Discussion postings need be written with proper spelling, punctuation, and grammar. Sources will need to be cited using APA formatting. All responses are expected to be written with proper spelling, punctuation, and grammar. No late discussions will be accepted.


Multimedia

One to two media links will be provided in the lecture notes. Each link shows how real teachers are creating an engaging learning environment for their students. The teachers are using a wide variety of teaching methods to effectively teach different genres of literature. Be sure to view each link. Several questions on the final exam will be asked about the videos.


Book Reviews

There will be one book review each week, worth 25 points, which will be due by 11:59 p.m. CT on Sunday in the Dropbox (except in Week 8 when it is due on Saturday at 11.59 p.m. CT).

Students will analyze eight books from different genres, and will complete a total of eight book reviews by Week 8. The book review will present a summary, analyze the literary merits, and create a lesson plan describing how each book could be used in the classroom. All book reviews should be at least 400 words written with proper spelling, punctuation, and grammar. Sources will need to be cited using APA formatting if a lesson idea is taken from the web or another source. On Week 8, you will need to notify the instructor which book review you self-identify as your strongest book review.

The review selected will be used for departmental assessment purposes.

Here are the steps for the book reviews:

1. Pick out your books

  • Read new books! Do not review a book you’ve already read.
  • You should include at least one book from each of these genres: Traditional Literature, Modern Fantasy/Science Fiction, Contemporary Realistic Fiction, Historical Fiction, Informational Book and Biography
  • At least five of the eight books should be award-winning selections with at least one Newbery award (or honor) winner, one Mark Twain award winner, and one Caldecott award (or honor) winner.
  • You can substitute one kid-friendly movie for one of your books. You’ll do everything else the same; just use the movie as the basis for your lesson plan and review. This movie does not have to be an award winner or based off of a book.

2. Write your reviews

Each review should be at least 400 words. Include the following:

Overall Book Details:

  • The title in APA format
  • Awards the book has won (if none, the write that it has not won any awards)
  • Genre category it falls under
  • An overall summary

Important Themes or Messages

  • Positive themes or messages (with examples from the book)
  • Issues of concern, such as things parents might object to or problems you have with the book’s writing (with examples from the book)

Lesson:

  • The lesson must consist of the grade level, subject, and overall unit where this lesson could fit in.
  • Explain your opening “hook,” what the teacher would do, what the students would do, and how you’d close the lesson.

Overall recommendations should include:

  • Do you feel children/adolescents should read this?  Why or why not?
  • Use references from the book in your explanation
  • Final closing thoughts on the book

Quizzes

Quizzes are open on Monday 12.01 a.m. CT and are due each week by Sunday 11.59 p.m. CT, excluding Weeks 4 & 8 (midterm and final exams). All quizzes are 10 multiple choice questions worth 2 points each. Each quiz is timed at 20 minutes. Only one is attempt allowed.


Exams

The Midterm and Final Exams are not proctored. Each exam consists of 50 questions worth 4 points each and will consist of multiple choice questions. The exams are timed at 100 minutes and one attempt allowed.

Both exams open on Monday 12.01 a.m. CT of their respective week.  The Midterm closes on Sunday 11:59 p.m. of Week 4.  The Final Exam closes on Saturday 11:59 p.m. CT of Week 8.  The Midterm Exam covers Chapters 1-7. The Final Exam covers all materials covered in the course.



Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: What is Children's Literature?
Readings

Chapter 1: Children’s Books in Children’s Hands

Chapter 2: Literary Elements in Works for Children

Multimedia

Five Roles in Literature Circles:  https://www.teachingchannel.org/videos/literature-circles

Tools for Teachers- Scholastic: http://www.scholastic.com/teachers/

Discussion 1 (Introduction)

Introduce yourself in this discussion. Include your profession, hobbies, and interest in children's literature. Help us get to know you. Also, include your favorite Newbery, Caldecott, or Mark Twain Award children's book from when you were growing up, and why it is your favorite.

Discussion 2

Think about a character from your favorite children’s book. What are the characteristics that appeal to you? For example, were you the same age as the main character? Make a list of the characteristics. Explain what your list tells you about the qualities we value in story characters, as well as in ourselves and even our culture.

Book Review 1

Post your first book review in the Dropbox.

Please refer to the Assignment Expectations page under the Start Here module in the course Content area for instructions on how to write your book review.

Quiz 1

You will have 10 multiple choice questions worth 2 points each. The time limit is 20 minutes and only one attempt is allowed. The quiz opens on Monday 12.01 a.m. CT and closes on Sunday 11:59 p.m. CT. It covers Chapters 1 & 2.

Week 2: Exploring Picture Books & Multicultural Literature
Readings

Chapter 3: Picture Books

Chapter 4: Literature Representing Diverse Perspectives

Multimedia

Using Children’s Books to Practice Literary Skillshttps://www.teachingchannel.org/videos/practice-literary-skills

How to Choose the Best Multicultural Bookshttp://www.scholastic.com/teachers/article/how-choose-best-multicultural-books

Discussion 3

Discuss ways that picture books can be used to enhance the curriculum of middle and high school students (in subjects other than English or Literature classes). Be sure to include at least 3 ideas and lesson activities.

Discussion 4

Read two picture or multicultural books to a group of children (neighbors, your own children, relatives, or visit a child care facility). In your posting, tell us the names of the two books and the reaction you received from the children.

Book Review 2

This week you will post your second book review.

Please refer to the Assignment Expectations page under the Start Here module in the course Content area for instructions on how to write your book review.

Quiz 2

There will be 10 multiple choice questions worth 2 points each. The time limit is 20 minutes and only one attempt is allowed. The quiz opens on Monday 12.01 a.m. CT and closes on Sunday 11:59 p.m. CT. It covers Chapters 3 & 4.

Week 3: International Literature & Poetry
Readings

Chapter 5: International Literature

Chapter 6: Poetry for Children

Discussion 5

What is the role of “disturbing topics” in children’s literature? Should children read about war, atrocities, and social ills that occur in other countries? How does that reflect on our view of those countries?

Discussion 6

Explain your recommendations for incorporating poetry into the elementary classroom to ensure that students develop a positive attitude toward it. Be sure to include 3 activities or ideas. Also, share how your former teachers incorporated poetry. Do you think they built a love for poetry in you or a dislike for this genre?

Book Review 3

This week you will post your third book review.

Please refer to the Assignment Expectations page under the Start Here module in the course Content area for instructions on how to write your book review.

Quiz 3

The quiz contains 10 multiple choice questions worth 2 points each. The time limit is 20 minutes and only one attempt is allowed. The quiz opens on Monday 12.01 a.m. CT and closes on Sunday 11:59 p.m. CT.  It covers Chapters 5 & 6.

Week 4: What is Traditional Literature?
Reading

Chapter 7: Traditional Literature

Multimedia

Analyze Literature Critically Using the SIFT Method (symbolism, imagery, figurative language, tone/theme): https://www.teachingchannel.org/videos/sift-method-analyze-literature

10 Facts about the Brothers Grimm- by Abe Book Company: https://youtu.be/nMx7GmTw5n4

Discussion 7

What is it about traditional literature that enables it to endure the test of time? To what extent, do you think, the film industry has played a part in keeping traditional literature stories true to their original state? Include examples.

Book Review 4

This week you will post your fourth book review.

Please refer to the Assignment Expectations page under the Start Here module in the course Content area for instructions on how to write your book review.

Midterm Exam

There are 50 questions worth 4 points each in the midterm exam. It consists of multiple choice questions and has a time limit of 100 minutes. Only one attempt is allowed.  It covers all material studied till and including Week 4.

Week 5: What is Modern Fantasy and Science Fiction?
Reading

Chapter 8: Modern Fantasy and Science Fiction

Multimedia

Analyzing Texts with Storyboards —The Hunger Games: https://www.teachingchannel.org/videos/analyze-text-with-storyboards

List of Banned and Challenged Children/Adolescent Literature: http://libguides.wsc.edu/content.php?pid=488998&sid=4283992

Discussion 8

Think of the first modern fantasy or science fiction book you read at home or in school. What made this book so memorable? Where do modern fantasy and science fiction “fit” in a language arts program for adolescents?

Discussion 9

Share three modern fantasy or science fiction books that are your favorite or you think are interesting with your classmates.  Include the names of the books and their authors. Tell us a little about each book, an engaging lesson activity, and what grade or age you would recommend.

Book Review 5

This week you will post your fifth book review.  Please refer to the Assignment Expectations page under the Start Here module in the course Content area for instructions on how to write your book review.

Quiz 4

The quiz contains 10 multiple choice questions worth 2 points each. The time limit is 20 minutes and only one attempt is allowed. The quiz opens on Monday 12.01 a.m. CT and closes on Sunday 11:59 p.m. CT. It covers Chapter 8.

Week 6: What is Contemporary Realistic Fiction?
Reading

Chapter 9: Contemporary Realistic Fiction

Multimedia

Realistic Fiction: Bringing Words to Life: https://www.teachingchannel.org/videos/realistic-fiction

Using Realistic Fiction: Jazz & Similes - Language Meets Music: https://www.teachingchannel.org/videos/teaching-ela-with-music

Discussion 10

Books about adventure and survival are very popular. Gary Paulsen is a master of such books. Inevitably a young person manages to survive incredible odds at sea (The Voyage of the Frog) or in the wilderness (Hatchet). The authors propose a set of criteria that frame realistic fiction. Given those criteria, how realistic are these adventure stories? What can young readers learn from them? How do the characters measure up to “real life”?

Discussion 11

Share three realistic fiction children’s books you found interesting with your classmates. Give us a summary of the books and the age range you would recommend for reading them. Include one lesson activity you think would be fun and engaging to do in a classroom with this book.

Book Review 6

This week you will be posting your sixth book review.

Please refer to the Assignment Expectations page under the Start Here module in the course Content area for instructions on how to write your book review.

Quiz 5

The quiz contains 10 multiple choice questions worth 2 points each. The time limit is 20 minutes and only one attempt is allowed. The quiz opens on Monday 12.01 a.m. CT and closes on Sunday 11:59 p.m. CT. It covers Chapter 9.

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: What is Historical Fiction?
Reading
Chapter 10: Historical Fiction
Multimedia

Acting out Books: Play, Revise, Performhttps://www.teachingchannel.org/videos/teach-literature-with-drama

Discussion 12

What factors must an author take into consideration when creating a character in a work of historical fiction for children? Select a work of historical fiction, and identify some of the factors the author seems to have taken into consideration in developing one of the characters.

Discussion 13

Share three historical fiction books with your classmates. Include a summary of each book, one engaging lesson activity, and the age range you would recommend for reading them.

Book Review 7

This week you will be posting your seventh book review.

Please refer to the Assignment Expectations page under the Start Here module in the course Content area for instructions on how to write your book review.

Quiz 6

The quiz contains 10 multiple choice questions worth 2 points each. The time limit is 20 minutes and only one attempt is allowed. The quiz opens on Monday 12.01 a.m. CT and closes on Sunday 11:59 p.m. CT. It covers Chapter 10.

Week 8: What is Children's Literature?
Reading

Chapter 11: Nonfiction

Multimedia

Comic Book Template- An Entry Point into Nonfiction: https://www.teachingchannel.org/videos/teaching-nonfiction-entry-points

Inquiry Based Teaching: Discussing Nonfiction: https://www.teachingchannel.org/videos/inquiry-based-teaching-discussing-non-fiction

Discussion 14

Share three nonfiction books (biographies or informational books) you feel would appeal to children/adolescents, with your classmates. Give a brief description of each book, and one engaging lesson activity you would incorporate with each book. Include the age range you would recommend for reading them.

Book Review 8

This week you will be posting your 8th book review. You will need to notify the instructor which book review you self-identify as your strongest book review. The review selected will be used for departmental assessment purposes.

Please refer to the Assignment Expectations page under the Start Here module in the course Content area for instructions on how to write your book review.

Final Exam

It comprises 50 questions worth 4 points each. It consists of multiple choice questions and the time limit is 100 minutes. You are allowed only one attempt to finish it. The final exam covers all material covered in the course.



Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late points will be deducted for late assignments. To be fair to all students, a deduction of 5 points per day late is assessed.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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