Effective: Late Fall 8-Week, 2018/2019

EDUC 270: Literature For Children And Adolescents

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  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

Proctored Exams: None



  • Lynch-Brown, C.. (2014). Essentials of Children's Literature (8th). New York: Pearson.
    • [ISBN-978-0-13-341367-0]

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 selecting 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 in order 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. Understands how to engage students in the methods of inquiry and research in the elementary disciplines.
  4. Can create and implement interdisciplinary lessons that are aligned with 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 current instructional resources to support complex thinking and technological skills.
  7. 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.
  8. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
  9. Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
  10. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
  11. Develops sensitivity to differences in culture, gender, intellectual and physical ability in classroom communication and in responses to student communications.
  12. Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy.
  13. Develops skills in using a variety of technology media communication tools.


Grading Scale

Grade Points Percent
A 468-520 90-100%
B 416-467 80-89%
C 364-415 70-79%
D 312-363 60-69%
F 0-311 0-59%

Grade Weights

Assignment Category Points Percent
Discussions 80 15%
Book Reviews 120 23%
Quizzes 120 23%
Midterm Exam 100 19%
Final Exam 100 19%
Total 520 100%

  Schedule of Due Dates

Week 1

Assignment Points Due
Discussion 1 5 Wednesday/Sunday
Discussion 2 5
Book Review 1 15 Sunday
Quiz 1 20

Week 2

Assignment Points Due
Discussion 3 5 Wednesday/Sunday
Discussion 4 5
Book Review 2 15 Sunday
Quiz 2 20

Week 3

Assignment Points Due
Discussion 5 10 Wednesday/Sunday
Book Review 3 15 Sunday
Quiz 3 20

Week 4

Assignment Points Due
Discussion 6 5 Wednesday/Sunday
Discussion 7 5
Book Review 4 15 Sunday
Midterm Exam 100

Week 5

Assignment Points Due
Discussion 8 10 Wednesday/Sunday
Book Review 5 15 Sunday
Quiz 4 20

Week 6

Assignment Points Due
Discussion 9 10 Wednesday/Sunday
Book Review 6 15 Sunday
Quiz 5 20

Week 7

Assignment Points Due
Discussion 10 10 Wednesday/Sunday
Book Review 7 15 Sunday
Quiz 6 20

Week 8

Assignment Points Due
Discussion 11 10 Wednesday/Saturday
Presentation 15 Saturday
Final Exam 100
Total Points: 520

  Assignment Overview


Your original response should be submitted by Wednesday; please respond to others by Sunday of each assigned week.

Book Reviews

Due each week in the Dropbox area by midnight, Sunday. Include the author, title, and bibliographic information, as well as a summary, the appropriate age group, and a lesson activity. A book review template will be posted in the Content area of the course with samples of book reviews.


Quizzes are due each week, excluding weeks 4 & 8 (midterm and final). Quizzes can be found under the “Quiz” Section. You will have 20 minutes to answer 10 questions on each quiz.


The midterm and final exam are worth 100 points each. Each exam will consist of 50 multiple choice questions. You will have 2 hours to complete each exam.

  Course Outline

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

Chapters 1-2
Discussion 1
Introduce yourself in this discussion. Please give us more than your name. Include your profession, hobbies, interest in children's literature. Help us get to know you. Please 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
Tell us your opinion about "required" reading lists for children/adolescents to read during the year or in the summer. Do you think this is a good idea? Also, do you think school reading lists should still require students to read the "classics" or not?
Book Review 1
Research the Newbery, Caldecott, or Mark Twain Winning Award books. Following the format given in the Content” area of the course., provide a review of 5 award books (you can mix the award books). Submit your review as a Word document in the Dropbox area of the course. You can post all 5 reviews in one document.
Quiz 1
Quiz covers Chapters 1-2.  You will have 20 minutes to answer 10 questions.
Chapters 3-4.
Discussion 3
Discuss ways that picture books can be used to enhance the curriculum of middle and high school students (in other subjects other than English or Literature classes). Be sure to include your ideas and activities.
Discussion 4
Read two books aloud 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 books and tell us about the reaction you received from the children
Book Review 2
Review five children's or adolescent's picture books this week and submit to the Dropbox.
Quiz 2
Quiz covers Chapters 3-4.  You will have 20 minutes to answer 10 questions.
Chapter 5.
Discussion 5
Explain your recommendations for incorporating poetry into the elementary classroom to assure that students develop a positive attitude toward it. Be sure to include 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
Post your five book reviews for poetry.  You can review poems, poetry books, Dr. Seuss books, etc.
Quiz 3
Quiz covers Chapter 5.  You will have 20 minutes to answer 10 questions.
Discussion 6
List 3 traditional books (fairy tales or folk tales) that you think are interesting or  your favorite. Include the name of the books and authors. Tell us a little about each book and what grade or age you would recommend.
Discussion 7
Gather up your neighbors' kids, friends' children, relatives, or visit a child care facility and tell (not read) a story involving a folk tale. The tale may include topics about beasts, magic or a twist of a folk tale that you remember as a child. Use the text to help you, if you are unsure about what is actually a "folk tale." Story telling techniques are posted in the Content area. Make it interesting; choose some props to help you. In the posting, tell us about what you presented and how you presented it.  Have fun!!
Book Review 4
Provide your reviews of 5 books of traditional literature.
Midterm Exam
The midterm exam covers chapters 1-6.  You will have 2 hours to answer 50 questions.
Chapters 7-8.
Discussion 8
Compare the realistic stories of today to those of the 1940s and 1950s. Include your opinion to the changes. Also include one of your favorite realistic fiction book that you have discovered and why you like this book. Let us know what grade or ages you would suggest for this book.  
Book Review 5
Post your review of 5 books of modern fantasy or realistic fiction books. You can mix and match.
Quiz 4
Quiz covers Chapters 7-8.  You will have 20 minutes to answer 10 questions.
Discussion 9
Suggest ways that teachers can help their students become better readers of nonfiction.
Book Review 6
Post your reviews of 5 books of historical fiction or biography. You can mix and match.
Quiz 5
Quiz covers Chapters 9-10.  You will have 20 minutes to answer 10 questions.
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.
Chapters 11-12.
Discussion 10
List 3 multicultural books that relate to our modern-day American (melting pot) culture. Include the name of the books and authors. Tell us a little about each book and what grade or age you would recommend reading it.
Book Review 7
Post reviews of 5 multicultural books.
Quiz 6
Quiz covers Chapters 11-12.  You will have 20 minutes to answer 10 questions.
Chapter 13. Also search the Internet for a list of current books that are being censored in schools today.
Discussion 11
Discuss the disadvantages of traditional book reports and worksheet study guides for literature. What are alternatives to these practices that are likely to more successfully engage students as readers and thinkers?
Post a PowerPoint (at least 5 slides) to present your favorite book.  Summarize the book and tell us about your favorite part and why this book is your favorite. You can be as creative as you like. You can also insert pictures in your PowerPoint.
Final Exam
The final exam covers chapters 7-13.  You will have 2 hours to answer 50 questions.

  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.


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.


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 writing assignments will be accepted, but 5 points per day late will be deducted.

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.