EDE4942-003 M.

Blankenship

LAE4414002, SUMMER 2011 LITERATURE IN CHILDHOOD EDUCATION

Instructor Email Office: EDU202 Suite M Office Hours Course Meeting Times Class Location Matthew Blankenship mublanke@usf.edu Skype: mublanke@usf.edu

Before or after class by Appointment Tuesday 12:30 to 4:45pm EDU214

Course Objectives
a. Identify the genres of literature written for children. Select and evaluate examples of the literature that are reflective of diversity across cultures. (AP #5, 8; CF #5, 2; ACEI #3.2, 2; ESOL 2; Florida Reading Competencies 2.F.3, 2.F.4, 4.9) b. Select suitable literature to meet the cognitive, social, emotional, and aesthetic growth and development of children including L1 (first language) and L2 (second language) English speakers. (ESOL 4 & 5; Florida Reading Competencies 1.E.4, 2.F.3, 2.F.4, 4.6; 4.9) c. Identify the contributions of notable authors, illustrators, and poets of culturally and linguistically diverse literature for children. (Florida Reading Competencies 4.9) d. Select, adapt, and use instructional techniques, strategies, and response modes to enhance knowledge and appreciation of literature, both in print and non-print materials, to meet individual needs and learning styles of diverse children. (AP #8; CF #2; ACEI #2; ESOL 5; Florida Reading Competencies 1.E.4, 2.F.3, 2.F.4, 4.6, 4,7, 4.9) e. Use literature to enhance learning across content areas. (AP #8; CF #2; ACEI #2; ESOL 6) f. Select literature to develop childrens understanding of and respect for diverse cultures. (AP #5; CF #5; ACEI #3.2, 2; ESOL 2; Florida Reading Competencies 4.9)

g. Evaluate literature for a balanced portrayal of contemporary issues. h. Identify and locate technology resources related to childrens literature and evaluate them for accuracy and suitability. (AP #12 and NETS #II.C) i. Use technology to communicate and collaborate with peers in order to nurture learning about childrens literature. (AP #12 and NETS #III.B and NETS V.D)

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Critical Tasks
The critical task for this course is the collection of response writing through the course of the semester. Each one will be submitted throughout the semester and graded individually. With the given feedback, you should revise your writing from the given suggestions, write small transitions, an introduction and a conclusion tying them all together, and submit one final PDF document to chalk and wire. This document should illustrate your growing understanding of childrens literature through the course of the semester. This assignment should be submitted to Chalk and Wire by 11:59pm on July 19th, 2011. Please remember, failure to submit this assignment to chalk and wire will result in an F for the course, regardless of your earned grade (as directed by department and College of Education policy).

Responsibility for downloading materials and checking email

Course materials, checklists, and announcements will be posted on Blackboard. Students are responsible for downloading and printing materials as necessary for class. Hardcopies of checklists or rubrics must be handed in with assignments. Blackboard email will be used to communicate among class members. You are responsible for information that is emailed to your Blackboard account or is posted on Blackboard. Please check them regularly.

Recommended Course Websites

Course Textbook: http://highered.mcgraw-hill.com/sites/0073403830/student_view0/ http://www.childrenslit.com/ http://www.childrensliteraturenetwork.org/index.php http://www.digital-librarian.com/childlit.html http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2000/jul/childrensliterature.cfm http://www.ala.org/ala/mgrps/divs/alsc/awardsgrants/bookmedia/index.cfm http://www2.lib.udel.edu/subj/chld/internet.htm http://childlitbookclub.blogspot.com/2010/01/ala-2010-winners.html

Required Course Text and Materials

Course Text: Keifer, B., & Tyson, C. (2010). Charlotte Hucks Childrens Literature: A Brief Guide. Columbus: McGrallHill. The five common novels listed below are required by everyone: 1. The Miraculous Journey of Edward Tulane by Kate DiCamillo 2. Charlottes Web by E.B. White 3. The Giver by Lois Lowery 4. The Earth Dragon Awakes: The San Francisco Earthquake of 1906 by Laurence Yep 5. Survivors: True Stories of Children of the Holocaust by Allan Zullo and Mara Bovsun Various Childrens Literature. You are welcome to purchase the books or check them out of the public or university library. Either way, you are required to bring 2 examples of literature for that weeks session. Course Materials: Chalk and Wire Account (Do not activate until needed, it will save you money in the long run.) Flash or Thumb Drive (to save work for internship artifacts) Paper, crayons or markers, construction paper, other project materials you see fit.

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Standards of Writing
This class is a Gordon Rule Class and requires students to independently write approximately 5,000 words through the semester. For the purpose of word count, each page with 1-inch margins consisting of only text that is double spaced in times new roman 12-point font will count for 250 words. All written assignments need to be written in Standard English demonstrating your ability to effectively communicate. All assignments should be in APA format with 12-point times new roman font, double spaced, with 1-inch margins on all sides. Failure to follow this format will result in a 20% (two letter grades) reduction in the assignment. All written assignments must be typed and turned in (without cover page or report covers) hardcopy. Be prepared to use computer labs on campus if you experience printer issues. I reserve the right to require submission to Smartthinking (online writing review service) for students who submit substandard writing. All response writings and literature critiques must be turned in as a hard copy.

Assignments
Out of Class Assignments
Response Writing 4 at 4 points each for a total of 16 points These writings will be used to meet most of the Gordon Rule Requirement (4,700 words) for the course and should represent the highest quality of writing and thinking. The topics will authentically measure your understanding of childrens literature through situations various topics. Some will focus on self-reflection while others will address topics relevant to teaching with Childrens Literature. Alternative Book Report 2 at 4 points each for a total of 8 points You will complete two different alternative book reports through the course of the semester from the list provided. For this assignment, you are the elementary age student (although quality should reflect college age). You will talk about your experience from this perspective to the class along with presenting your Alternative Book Report product. Technology Integration 2 at 4 points for a total of 8 points Choosing from the list of alternatives, use technology with childrens literature. If you have other ideas from what is listed, please get approval in advanced. Book List 1 at 10 points for a total of 10 points As a teacher, you will need to be able to gather resources that you can easily access and represents high quality material. Through the course of the semester, you will keep a book list of every book you encounter as a future reference when planning lessons (both through internships and future teaching positions). We will talk about this requirement the first day and keep a communal log in addition to individual lists. Exams 2 at 8 points for a total of 16 points The mid term exam will be a way to recap and synthesize information presented through the course. Questions will be based on the textbook, childrens literature books, class discussions and group activities. As long as you attend class regularly and read the textbook, you will be fine. We will complete review activities before each exam to prepare you for the at home, open note and book test.

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In Class Assignments
NOTE: In class assignments cannot be made up for any reason, no exceptions. Attendance 10 at 1 point each for a total of 10 points Attendance is necessary for success as both a classroom teacher and a pre-service educator. Attendance points are not guaranteed you have to keep them. To earn attendance points, you must be present, prepared and engaged in the classroom activities. Read Alouds 3 at 4 points each for a total of 12 points Reading aloud to children is an important bonding process in the classroom and serves as a model for fluency, prosody and style. For the first read aloud, you will perform to a small group where your peers will give you constructive feedback. The second read aloud will focus on larger groups and center around a lesson with your chosen book. The third read aloud will be completed for the whole class with an included activity and your instructor will provide feedback. Literature Circles 3 at 4 points each for a total of 12 points Literature circles are an excellent pedagogical tool to use in the classroom. For this, you will complete two literature circles as a student based on common novels. This will include a preparation artifact (a literature circle role), the actual discussion and a follow-up reflective comment. Ticket out the door 10 at 1 point each for a total of 10 points Each class session you will complete a ticket out the door relating to the sessions topics. This will also serve as a time when you can discretely ask questions or seek clarification. DISCLAIMER: Assignments and/or due dates are subject to change based on the needs of the course and at the instructors discretion.

Course Evaluation
Your course grade will be determined based on points. Out of class assignments In class assignments Exams Grand Total Your final grade will be based upon the following: A = 90 or more points C = 70 79 points B = 80 89 points D = 60 69 points I look forward to a great semester! = = = = 42 points 44 points 16 points 102 points

F = 59 or fewer points

Detection of Plagiarism
The University of South Florida has an account with an automated plagiarism detection service that allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. For more information about SafeAssignment and plagiarism, go to http://www.c21te.usf.edu and click on Plagiarism Resources. For information about plagiarism in USF's graduate catalogue, go to: http://www.grad.usf.edu/catalog.asp (Academic Policies).

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Academic Dishonesty
Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally know to the public at large must be attributed to its author by means of the appropriate citation procedure. Plagiarism also consists of passing off as one's own, segments or the total of another person's work. Students may not submit work that they have prepared for another course to meet the requirements of this course. Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.

ADA Statement
Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation.

USF Policy on Religious Observances

Students are expected to attend classes and take examinations as determined by the USF System. No student shall be compelled to attend class or sit for an examination at a day or time prohibited by his or her religious belief. However, students should review the course requirements and meeting days and times to avoid foreseeable conflicts, as excessive absences in a given term may prevent a student from completing the academic requirements of a specific course. Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination, in accordance with this policy. Students absent for religious reasons, as noticed to the instructor at the beginning of each academic term, will be given reasonable opportunities to make up any work missed. In the event that a student is absent for religious reasons on a day when the instructor collects work for purposes of grading (homework, pop quiz, etc.), the student shall be given a reasonable opportunity to make up such work or shall not have that work averaged into the student's grade at the discretion of the instructor. Any student who believes that he or she has been treated unfairly with regard to the above may seek review of a complaint through established USF System Academic Grievance Procedures (found in the Graduate and Undergraduate Catalogs) and those provided by the University's Office of Diversity and Equal Opportunity.

C.A.R.E. Conceptual Framework

Course content and objectives relate primarily to the COE conceptual framework CARE theme of Ethical Practice (Outcomes: Ethics & Diversity; Student Learning and Development; Dispositions: Ethical Responsibility; Care & Advocacy for Students). It also incorporates Academic Excellence (Outcome: Technology; Dispositions: Reflective Thinking).

In the event of an emergency

In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. Its the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.