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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 270
Course Title: Literature for Children and Adolescents
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog 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. Prerequisites:ENGL 112. Offered Spring.

Prerequisite(s) / Corequisite(s):

ENGL 112.

Course Rotation for Day Program: Offered Spring.
Text(s): Most current editions of the following:

Most current editions of the following:

Essentials of Children’s Literature
By Lynch-Brown, C. (Allyn & Bacon)
Course Objectives

• To understand the central concepts, structures and tools of inquiry of the disciplines. (MoSPE 1)
• To create learning experiences that make aspects of subject matter meaningful and engaging for students. (MoSPE 1)
• To understand individual/group motivation and behavior and create a learning environment that encourages active engagement in learning, positive social interaction and self-motivation. (MoSPE 5)
• To model effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. (MoSPE 6)
• To describe the significance of literacy development in literature selection. 
• To analyze various genres of literature and apply these to the selection of books for children. 
• To explore the role of technology in use of literature for young adults and children.
• To evaluate the most common approaches or methods of teaching students to enjoy reading. 
• To analyze and discuss the literary aspects contained in selected works of children's literature.

Measurable Learning

• 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.
• Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
• Understands how to engage students in the methods of inquiry and research in the elementary disciplines.
• Can create and implement interdisciplinary lessons that are aligned with standards.
• Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias.
• 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.
• Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
• Recognizes and identifies the inftuence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
• Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
• Develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.
• Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.
• Develops skills in using a variety of technology media communication tools.

Topical Outline:

• Oral language listening and speaking
• Language performance: storytelling and poetry
• Music, song, and poetry
• Emergent literacy
• Beginning reading and writing
• Fundamentals of the writing process
• Writing for different purposes
• Basic color theory
• Illustrations for written language
• Spelling and mechanics
• Drama
• Authentic assessment and portfolios
• Integrating language across the curriculum completely
• Overview of field experience
• Observation participation
• Performance based teacher evaluation
• Lesson content and resources
• Observation/reflection
• Teacher observation review
• Management theories and practice
• Critical reflection


Recommended maximum class size for this course: 20

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Paul Hanna Date: December 20, 2013
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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