UNLV College of Education Preparing Professionals for Changing Educational Contexts Department of Curriculum & Instruction

Course Information
Contemporary Literature for Children and Young Adults Fall 2010 CIL 680-001 3 Credit Hours Monday 4:00-6:45 pm WRI- C303

Instructor
Sophie Ladd Office Hours Monday 3:00-4:00pm Office Location CEB 367A E-Mail: sladd@unlv.nevada.edu Phone 278-1323

Course Introduction A course designed for classroom teachers and librarians. The evaluation, selection and sharing of contemporary literature (published in the last ten (10) years) for children and young adults is the focus of this course. This course will provide participants with the opportunity to read, enjoy, become familiar with, and discuss a wide variety of childrens literature. Participants will also explore numerous authors, illustrators, response strategies and theories of childrens and young adult literature. (3 Credits). General Course Objectives The primary learning intent of this course is to facilitate your exploration of literature for children and young adults in a way that is personally meaningful to you. This course will focus on childrens and young adult literature and reader response theories as they pertain to classroom reading instruction. The sharing of childrens literature must be accompanied by an understanding of the ways that readers respond to, make meaning in transaction with and come to know literature. This class is not a stand and deliver format. Participants will be expected to participate in the discussions of childrens and young literature and the theories presented. Students level of involvement will directly affect what they gain from this course.

Books, novels, stories are one way we can reach out to one another without losing face, one way of saying, We are not alone, not in our fears, not in our hopes, not in our nightmares, and not in our dreams. [Sandy Asher]

COE Principles Addressed

1. Content Knowledge: The COE graduate knows and understands the central concepts, tools of inquiry, and structures of the discipline(s) and creates learning experiences that make these aspects of content meaningful. They are passionate about their subjects and their work. 2. Individual Development: The COE graduate knows and understands how individuals learn and can develop and provide opportunities that support intellectual, career, social, and personal development. They seek ways to enhance the success of their future students. 3. Diverse Learners: The COE graduate knows and understands how individuals differ in their approaches to learning and creates opportunities that are equitable and adaptable to the needs of Diverse learners. They demonstrate dispositions that reect a caring nature toward their clients. 4. Planning Processes: The COE graduate understands planning processes based upon knowledge of content, learners characteristics, the community, and curriculum goals and standards. They are active participants in the local k-12 education system. 5. Strategies and Methods: The COE graduate knows and understands and can employ a variety of strategies and methods and encourages the development of critical thinking, problem solving, decision-making, and performance skills. They create lessons that promote student achievement. 6. Learning Environments: The COE graduate knows and understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. They create enriched learning environments. 7. Communication: The COE graduate knows and understands effective verbal, nonverbal, and media communication techniques and other forms of symbolic representation and can foster active inquiry, collaboration, and supporting interactions. They use technology to facilitate student learning. 8. Assessments: The COE graduate understands and promotes formal and informal assessment strategies and evaluates the learner's continuous intellectual, social, and physical development. They develop fair assessments of student achievement. 9. Collaboration, Ethics, and Relationships: The COE graduate understands and fosters ethical relationships with parents, school colleagues, and organizations in the larger community to support the individual's learning development. They build communication opportunities through trust and genuine regard for student personal and academic growth. 10. Reection and Professional Development: The COE graduate is a reective practitioner who continually evaluates the effects of choices and actions on students, adults, parents, and other professionals in the learning community, and who actively seeks opportunities to grow professionally. They respond to the rapidly changing educational context of Southern Nevada in a thoughtful manner.

The book without the reader has no life; it is static without the imagination and experience of another mind, the hand eagerly turning the page, the receiving heart. [Sue Ellen Bridges, Reading Their World, p. 20]

Page 2 of 12

Knowledge

The Reading Professional will: Perceive reading as the process of constructing meaning through the interaction of the readers existing knowledge, the information suggested by the written language, and the context of the reading situation (1.5). Understand, respect, and value cultural, linguistics and ethnic diversity (1.2). Understand that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually (2.6). Know classic and contemporary childrens and young adult literature and fiction and nonfiction at appropriate levels (2.12).

Performance Skills

The Reading Professional will be able to: Create a literate environment that fosters interest and growth in all aspects of literacy (5.1). Use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure and personal growth (5.2). Model and discuss reading and writing as valuable life-long activities (5.3).

Dispositions

The Reading Professional will: Recognize how differences among learners influence their literacy development (3.1) Recognize the importance of creating programs to address the strengths and needs of individual learners (3.4)

Results

The Reading Professional will Provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes (5.4). Provide opportunities for creative and personal responses to literature, including storytelling (5.5). Ensure that students can use various aspects of text to gain comprehension, including conventions of written English, text structure and genres, figurative language and intertextual links (7.5).

Page 3 of 12

Required Books and Materials

The Wonder of It All: When Literature and Literacy Intersect by Nancy J. Johnson & Cyndi Giorgis, Heinemann, 2007. (available online at Heinemann.com)

Learning Experiences: Read aloud Literature discussions Sharing professional readings, projects, and reflections Instructor presentations Response strategies

COURSE REQUIREMENTS
Please note that all course assignments are due on the date indicated in the syllabus whether you attend class or not. You may turn in assignments late (within a two days from when the assignment was due) for partial credit.

Assignments
1. Reading of Childrens and Young Adult Literature (Reading Record): Extensive and intensive reading of contemporary literature (published in the last 10 years) is the one of the primary intents of the course. You will record brief information about each book that may include a summary or an in-depth response to those books with which you have made a personal connection. Select a format for recording your reading that is useful to you in the classroom and easy to read for your instructor! At least 3 novels must be read from the recommended reading list distributed in class and 25 picture books read from class browsing and/or your own selections. Reading record: 60 points 2. Literature Review Entries During the course, you will write a literature review for two books that support the topics discussed in class. The purpose of these entries is to reflect your skill as a knowledgeable reader and reviewer of childrens/adolescent literature. Writing a thoughtful, evaluative response to each book offers experience in developing your knowledge about genres and literary elements and your ability to respond to the question, What makes a good book? Each literature review will include the following five features: Bibliographic Information & RatingUse APA format for your citations. Include books format and genre as well as your own evaluative rating (develop a rating system of your own). An example of a bibliographic format is: Patron, S. (2009). Lucky breaks. Ill. M. Phelan. Cambridge, MA: Candlewick. Rowling, J.K. (1997). Harry Potter and the sorcerers stone. New York: Levine/Scholastic. Sierra, J. (2004). Wild about books. Ill. M. Brown. New York: Knopf.

Page 4 of 12

(please note that proper names (and I) are always capitalized in a title). Summary--Summarize the story plot or focus of the book in one complete, concise paragraph. If fiction, there should be enough information to offer a sense of the books characters, setting, and plot. If nonfiction, there should be a clear sense of the books focus, content, and manner of presentation. Evaluative Criteria or Literary Element Focus [quality]--If the book youre reviewing is fiction, select ONE literary element (character, plot, theme, setting, point of view, style, mood, tone) that you feel is especially significant in the book and write a one paragraph evaluation of that element. If the book is nonfiction, select ONE evaluative criteria (accuracy/authenticity, content/perspective, style, organization, format) that you feel is significant to the book and write a one paragraph of that criteria. Explain your choice of criteria, how the author crafted that particular element for fiction or nonfiction, and why/how it works. Avoid offering generalizations (e.g., The characters are unique. or The organization is interesting.). Instead make your point using specifics from the book (either a direct quote or a specific situation or example). Reaction to Illustrations--If your book (either fiction or nonfiction) includes a significant number of illustrations/photos/visuals, write a one paragraph critique and response to their purpose and effect. Make note of the medium employed, the illustrators technique or style, and any interesting notions as to how the illustrations impact the text. If there are no illustrations, then offer a 2-3 sentence response to the book jacket, considering how it serves as a one-image representation of the book and if/how it would (or wouldnt) invite readers in. Response [taste]--This paragraph presents your personal response. First, explain this response as a reader, then (briefly) offer your notions of the book from a teacher/librarian/parent perspective. Avoid generalizations support your opinion! The assigned literature reviews will include: Chris Van Allsburg book Community novel The following rubric will be used to evaluate your entries:

Literature Review Entry Rubric

Bibliographic Information/Genre/Rating: Accurately presents: title, author, illustrator, publisher, copyright date (use APA format). Denote genre and format and include a rating. Summary: One complete but concise, well-crafted paragraph. Evaluative Criteria* or Literary Element Focus: Thoughtful discussion of the one criterion or element most significant for the particular book. Reaction to Illustrations: Reaction includes your critique and response to the illustrations and your comments about the art style, medium, technique employed and purpose. If no illustrations critique & respond to book jacket art. Response: Thoughtful paragraph explaining and supporting your opinions of the book. Must include brief consideration of recommended audience and/or classroom application. Presentation. Neatly typed with conventional, standard usage and spelling.

Page 5 of 12

Your Review Entry demonstrates what you are learning from this class! Bibliographic Information/Genre/Rating: Accurately presents most bibliographic information (use APA format), genre & rating. Summary: One complete but concise paragraph. Evaluative Criteria or Literary Element Focus: Discussion of the criterion or element most significant for the particular book. Reaction to Illustrations: Reaction includes your critique and response to the illustrations or a notation of the style, medium, technique employed & purpose or (if no illustrations) a response to book jacket art. Response: Paragraph explaining your opinions of the book. (May include some comment regarding classroom application.) Presentation: Generally neatly typed with conventional, standard usage and spelling. Bibliographic Information/Genre/Rating: Presents most bibliographic information, genre/format and rating with some inaccuracies. Summary: One paragraph. Evaluative Criteria or Literary Element Focus: Mention of the criterion or elements related to the book. Reaction to Illustrations: Brief mention of illustrations or cover art. Response: Paragraph of your opinions about or toward the book. (May include some classroom applications.) Presentation: Typed entry with average quality of presentation. *Required for all nonfiction books. Required for all fiction chapter books. Literary elements, which include character, plot, theme, setting, point of view, style, mood, and tone, are usually associated with fiction. Evaluative criteria for nonfiction books include accuracy/authenticity, content/perspective, style, organization, and format.

DO NOT COPY REVIEWS FROM THE INTERNET AND CLAIM THEM AS YOUR OWN. PLAGIARISM IS NOT ALLOWED AND MAY BE CAUSE FOR REMOVAL FROM THE COURSE!! Literature reviews: 40 points (20 points each)

3. Response to Professional Readings You will be asked to provide a written response to each of the chapters and professional readings throughout the course. This written response may be in whatever format that you decidedouble entry journal, impressions/connections/wonderings, narrative, etc. For whatever form you choose for your response, please remember to address any thoughts, issues, concerns, or connections that this reading posed for you. DO NOT summarize the chapter or article but rather respond to it. Professional readings: 50 points 4. Response strategies

Page 6 of 12

During the course, we will engage in literature discussions related to the read aloud and to shared readings. You will be asked to generate 4 artistic or written response throughout the semester based on literature read. each) Response strategies: 40 points (10 points

5. Curricular planning Class members will select a broad theme or concept that would be appropriate for the grade they teach and create a curricular plan that they will use in the future. This curricular plan must contain the following: Explanation of the broad concept or theme A minimum of 10-15 picture books with annotations Cornerstone text (picture or chapter book) 3-5 chapter books with annotations Series of 3 response-based experiences with explanation (and examples if possible) At least one method for assessment

Curricular planning guide: Definition: What is the central focus of your plan? Please provide a description of the central focus. Why is this an important broad concept or theme for you to teach? Annotated Bibliography: You must include the required number of books (as stated above) with a brief 2-3 sentence annotation. Please list your bibliography in APA style. Selection criteria: What criteria have you used to select pieces of literature for this plan (cute cannot be a criteria) Cornerstone text: Select one book that you will explore in depth to provide a foundation for curricular planning. This is the Cornerstone Text. Explain why you have selected this book and how it anchors your plan. Include a web showing how it links to the other books. Response-based experiences: What discussion strategies and/or response and learning experiences are you planning? Please include a description of three (3) experiences you will use in your classroom. Explain how these support your plan. Assessment: How will you gather information to understand your students learning? Provide descriptions of at least 1 strategy you will use to assess student learning and what you will be assessing (if you will be assessing informally, provide information how you will do so). You will make a copy of your curricular plan for members of our class. Curricular plan: 100 points

Page 7 of 12

6. Professionalism Attendance and participation are essential. You cannot participate if you are not here. You cannot make-up in class assignments or discussions. Attendance is worth 10 points. Please note that university policy grants excused absences only for jury duty, military service and religious holidays. Illness, professional commitments, and vacation are not excused absences. You should also arrive within 15 minutes of class starting and not plan to leave class before 15 minutes of ending time. If you do arrive late or leave early, 2 points will be deducted. Professionalism: 10 points

Evaluation Reading Record Literature reviews Professional readings Response Strategies Curricular plan Professionalism for Total points possible 60 points 40 points 50 points 40 points 100 points 10 points (5 pts deducted for each absence; 2 pts deducted late arrival/early departure) 300 points

Grades A = 270-300 B = 240-269 C = 210-239 D = 180-209 F = below 209 Pluses and minuses will be given based on the number of points earned and the participation and professional conduct of the class member. Every heart tells a story. Deborah Wiles

Class Schedule
August 23 TOPIC: Introduction to course Syllabus What strategies do good readers use? How do you select a book to read? How can literature inform and create curriculum?

Page 8 of 12

August 30

TOPIC: Visual Literacy DUE: Professional Reading: Learning the Language of Picturebooks/Sipe READ: Read 2 Caldecott Award winners & bring to class DUE Literature circle choose one Caldecott: Response Strategy 1:Graffiti Board with short

reflection September 13

TOPIC: Literary Theories Overview DUE: Professional Reading: The Wonder of It All/Chapter 1 DUE: Literature circle WOLF! by Becky Bloom and Response Strategy 2: Word Storm with short reflection

September 20

TOPIC: Creating community in the Classroom DUE: Professional Reading: The Wonder of It All: Chapter 2 BRING: Community artifact

September 27

TOPIC : Reader Response DUE: Professional Reading: The Wonder of It All: Chapter 3 BRING One idea for a response strategy

October 4

TOPIC: Literature circles DUE: Professional Reading: The Wonder of It All: Chapter 4 DUE: Literature review #1 (Van Allsburg book)

October 11

TOPIC: Curricular Plan DUE: Professional Reading: Journey with the Wild Things/Serafini BRING two picture books that you respond to personally

October 18

TOPIC: Engaging in Literature Discussion DUE: Professional Reading: The Wonder of It All: Chapter 5

October 25

TOPIC: Poetry and Expository Text DUE: Professional Reading: The Wonder of It All: Chapter 6

Page 9 of 12

November 1

TOPIC: Community as a broad theme Due: Literature review #2 (Community novel)

November 8

TOPIC: Postmodern picture books DUE: Professional Reading: The Wonder of It All: Chapter 7 DUE: Literature Circle One postmodern picture book of your and Response Strategy 3: Insider/ Outsider

choice Perspective November 15

TOPIC: Literature in the Elementary & Secondary Classroom DUE: Professional Reading: Research article to support curriculum plan

November 22

TOPIC: Curricular Plan sharing DUE: Curricular Plan

November 29

DUE: Literature Circle Higher Power of Lucky and Response Strategy 4: Character Map DUE: Reading record

December 7

Class conferences

Page 10 of 12

College of Education Policies

College Accreditation Assignments completed for this course may be used as evidence of candidate learning in national, regional and state accreditation reports of COE programs. Names and other identifying elements of all assignments will be removed before being included in any report. Students who do not wish their work to be used for accreditation purposes must inform the instructor in writing by the end of late registration. Your participation and cooperation in the review of COE programs is appreciated. Teacher Licensure Misdemeanor or felonious conviction(s) may bar teacher licensure in Nevada or other states. If you have any questions, please direct them to the Director of Teacher Education, CEB 301, 895-4851.

UNLV Policies
Academic Misconduct Academic integrity is a legitimate concern for every member of the campus community; all share in upholding the fundamental values of honesty, trust, respect, fairness, responsibility and professionalism. By choosing to join the UNLV community, students accept the expectations of the Academic Misconduct Policy and are encouraged when faced with choices to always take the ethical path. Students enrolling in UNLV assume the obligation to conduct themselves in a manner compatible with UNLVs function as an educational institution. An example of academic misconduct is plagiarism: Using the words or ideas of another, from the Internet or any source, without proper citation of the sources. See the Student Academic Misconduct Policy (approved December 9, 2005) located at: http://studentlife.unlv.edu/judicial/misconductPolicy.html. Copyright The University requires all members of the University Community to familiarize themselves and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The university will neither protect nor defend you nor assume any responsibility for employee or student violations of fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary action under University policies. To familiarize yourself with copyright and fair use policies, you are encouraged to visit the following website: http://www.unlv.edu/committees/copyright/. Disability Resource Center (DRC) The Disability Resource Center (DRC) coordinates all academic accommodations for students with documented disabilities. The DRC is the official office to review and house disability documentation for students, and to provide them with an official Academic Accommodation Plan to present to the faculty if an accommodation is warranted. Faculty should not provide students accommodations without being in receipt of this plan.

Page 11 of 12

UNLV complies with the provisions set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, offering reasonable accommodations to qualified students with documented disabilities. If you have a documented disability that may require accommodations, you will need to contact the DRC for the coordination of services. The DRC is located in the Student Services Complex (SSC), Room 137, and the contact numbers are: Voice (702) 895-0866, TTY (702) 895-0652, fax (702) 895-0651. For additional information, please visit: http://studentlife.unlv.edu/disability/. Religious Holidays Policy Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall be given an opportunity during that semester to make up missed work. The make-up will apply to the religious holiday absence only. It shall be the responsibility of the student to notify the instructor no later than the last day at late registration of his or her intention to participate in religious holidays which do not fall on state holidays or periods of class recess. This policy shall not apply in the event that administering the test or examination at an alternate time would impose an undue hardship on the instructor or the university which could not be avoided. http://catalog.unlv.acalog.com/content.php? catoid=1&navoid=44&bc=1 Rebelmail By policy, faculty and staff should e-mail students Rebelmail accounts only. Rebelmail is UNLVs official e-mail system for students. It is one of the primary ways students receive official university communication. All UNLV students receive a Rebelmail account after admission to the university. Non-admitted students should contact the Student Help Desk at (702) 895-0761, in the Student Union Room 231, or by e-mail: studenthelp@unlv.edu. See http://rebelmail.unlv.edu/ for additional information. Tutoring The Academic Success Center (ASC) provides tutoring and academic assistance for all UNLV students taking UNLV courses. Students are encouraged to stop by the ASC to learn more about subjects offered, tutoring times and other academic resources. The ASC is located across from the Student Services Complex, #22 on the current UNLV map. Students may learn more about tutoring services by calling (702) 8953177 or visiting the tutoring web site at: http://academicsuccess.unlv.edu/tutoring/ UNLV Writing Center One-on-one or small group assistance with writing is available free of charge to UNLV students at the Writing Center, located in CDC-3-301. Although walk-in consultations are sometimes available, students with appointments will receive priority assistance. Appointments may be made in person or by calling 895-3908. The students Rebel ID Card, a copy of the assignment (if possible), and two copies of any writing to be reviewed are requested for the consultation. More information can be found at: http://writingcenter.unlv.edu/

Page 12 of 12