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There will be quizzes over the ECL chapters (and theories). Quizzes will be posted online through MyLMU/Canvas and must be completed before class on the day they are due. Attendance on exam dates is mandatory; exams and quizzes cannot be made up except in the case of a university-accepted excused absence.
For each session where a topic or genre is presented, class members are expected to have browsed a library collection and bring to class a selection of books (about 7-10) that are good representations of the genre or topic based on learning from reading and class sessions.
One book must be award winning.
One book must be elementary or middle-school level.
One book must be high-school level.
One book must be by a historically marginalized or minority author.
Books should include three genres (novel, poetry…) when applicable.
(10/10/15/15 = 50 points total)
This assignment fulfills learning objectives: 1 & 2
Students will present a range of 5-7 books for grades K-12 and share how these books relate to the assigned chapters in Essentials of Children’s Literature (ECL). At least three books should be for elementary age children, at least one for middle school and at least one for high school students.
Brief introductions that sell each book in under 5 minutes. Use creative strategies to engage the audience and encourage enjoyment of (or wonder and curiosity about) the book.
Apply a sample activity from the chapters of ECL that represent three different age groupings (i.e. elementary and high school).
Share a list of discussion questions for each book that model the practices/ideas from the chapters to promote close reading and critical literacy.
Create one interactive online assignment that students could do at home or on their own (that models practices/ideas from the chapters).
In the course of assignments and browsing, you will have read parts or all of many books. You will prepare one annotated bibliography of your readings. This is INCLUSIVE of what you read for any assignment, but must include a minimum of:
1 graphic novel
1 controversial title (such as a censored book)
5 titles by minority authors
2 international titles (first published outside US, on topics of international interest)
5 titles on nonfiction
1 poetry collection
All titles must be YA or children’s literature (at least 50% must be YA or MG).
At least 50% of your titles must be 2010 or newer.
All books in this file must be ones that you read entirely.
Your final submission is an annotated bibliography with MLA style citation, a brief composed summary, and any notes you wish to make about using the book in a classroom setting.
15-20 books should be on the list.
RANGE of different age groups, include AT LEAST:
3 elementary-age books
3 middle-grade books
3 HS books (should be YA books, not adult books - i.e. not Brontë or Dickens...).
(50 points total)
This assignment fulfills learning objectives: 1, 2 & 3
For this project, students will analyze the works award-winning YA novelists in 3 books (or 5 MG novels) that addresses issues of cultural diversity (see the list of awards in ECL). Include at least one own-voice author who identifies as a member of a minority. Students will write a brief analysis and create a series of assignments and lessons that teach critical literacy practices by engaging with cultural diversity.
Write a 3-5 page analysis modeled on a TE article. This analysis should include:
A thesis supported by a close reading of texts and research.
The analysis should compare and contrast the way the texts work to address a single issue or closely-related cluster of issues related to cultural diversity.
3-5 scholarly sources.
A description of how this could be used in the future (i.e. in a class or library).
Create lessons and assignments that could be used in a future class or as a library program:
One lesson on close reading, including an example from the book.
One assignment on close reading (related to the lesson).
One lesson on teaching critical literacy related to issues of diversity in the text.
One assignment that helps students engage in critical literacy practices (including an example for students from the text).
One live in-class activity.
One interactive online/media element.
Include quick video (1-2 minutes) sharing project with classmates: https://screenpal.com/.
(200 points total)
This assignment fulfills learning objectives 1, 2, 3, & 4
Revised Critical Literacy Analysis OR Illustration Analysis (5-8 pages)
A thesis supported by a close reading of texts and research.
The analysis should compare and contrast the way the texts work to address a single issue or closely-related cluster of issues related to cultural diversity.
3-5 scholarly sources.
A description of how this could be used in the future (i.e. in a class or library).
Include a few quick videos (1-2 minutes) sharing project with classmates: https://screenpal.com/.
UNIT: this can be for a future class, a library's summer-reading program, or another setting in which you might work professionally with children's lit in the future (such a list of resources you would post as a publicist on your author's website like Silas House's "Teaching Resources" for his books). CLEAR WITH DR. H BEFORE STARTING.
5 lesson plans (one weeks of lessons OR weekly lessons for a summer reading program...)
introduction that SELLS the book and prompts students to explore the wonder of reading
lecture notes
discussion questions (to prompt close reading and critical thinking)
related class activities
1 extended writing project (that incorporates close reading and critical literacy activities from throughout the unit).
1 presentation
5-10 class activities (both group and individual)
rubrics for all assignments
3-5 multi-media elements
3-5 class activities without media elements
SCHEDULE
List of books and schedule for reading throughout the year.
Brief explanation (3-5 sentences) describing the text AND what literacy goal it meets for the class.
PROPOSAL
Statement of purpose to guide the course (your future course). How will you introduce the wonder and excitement of books to your students?
List of 5-7 goals for the course (based on readings for ECL or other YA/Children’s Lit scholars). How are these goals related to teaching students to enjoy reading in the future? Cite at least 5 scholarly sources.
Detailed explanation of the way that the proposed unit and reading schedule will meet the course goals and create excitement or encourage imagination and wonder.
Total: 350 points
This assignment addresses all the learning objectives in this course (1-4)
Attendance and Participation
This is a discussion-based class. Attendance and participation in discussion/discussion boards is mandatory. Participation and quizzes (given randomly throughout the semester) cannot be made up except in the case of a university-accepted excused absence.
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