Kathy Meyer Reimer
Office: CC 115D
Office phone: 7443
Home phone: 533-3995

Course Description:

A study of the history of children's literature, of notable writers and publishers, of illustrators and illustrations, of various types of writing for children; also extensive reading in the field of children's literature.

Guiding Principles:

The syllabus for this course is based on the Guiding Principles of the Education Department at Goshen College. The Principles are listed below to make links between the Guiding Principles and the syllabus explicit.


At Goshen College we seek to graduate teachers who...

1. comprehend the content disciplines to be taught so as to draw relationships a) within disciplines, b) between disciplines, and c) to students' lives.


2. build a learning community based on the diversity of students' backgrounds and the ways in which they learn by a) starting from each individual's strengths and cultural resources, b) sharing responsibility for teaching and learning, and c) advocating for alienated and powerless students.


3. flexibly employ a wide variety of teaching and evaluation strategies that enable students to make meaning of content disciplines.


4. manage a classroom effectively, incorporating principles of peacemaking, in a wide variety of settings.


5. sense a strong call to serve and to nurture students with patience and humor.


6. develop a sense of self as an educational facilitator and leader who continually reflects on her/his teaching in reference to her/his own guiding principles.

This course attempts to facilitate and model aspects of all 6 principles, but will focus on:

· understanding children's literature and the way it can help integrate within disciplines, between disciplines, and to students' lives.
· presenting a wide variety of strategies that are appropriate to students and content areas.
· developing a sense of self as an educational facilitator and reflective leader.
· understanding diversity among students.
· sharing responsibility for teaching and learning.
· valuing the gifts and potential of each student.

Intents:

1. To become knowledgeable and excited about the field of children's literature and the use of books with children.





2. To read and respond to a wide variety of children's literature.





3. To become familiar with the traditional genre of children's literature (poetry, folk tales, fiction, nonfiction, etc.) and to reflect on how they might be used with children.





4. To become familiar with authors and illustrators of children's books and how to introduce them to children.





5. To develop resources of children's books and poetry for future reference.

6. To become familiar with the qualities that make a good children's story and to incorporate these qualities into an original children's story.





7. To become aware of the role that literature can have in an effective literacy program at any grade level.

Course texts:

Avi. Nothing But the Truth.

Bang, Molly. Ten, Nine, Eight.

Beatty, Patricia. Lupita Manana.
Campbell, Rod. Dear Zoo.
Collier and Collier. My Brother Sam is Dead.
Cushman, Karen. The Midwife's Apprentice.
Hesse, Karen. Phoenix Rising.
Lobel, Arnold. Frog and Toad Together.
Mathis, Sharon Bell. Hundred Penny Box.
Myers, Walter Dean. Fast Sam, Cool Clyde and Stuff.
Patterson, Katherine. Bridge to Terebithia.
Patterson, Katherine. The Great Gilly Hopkins.
Sook Nyul Choi. The Year of Impossible Goodbyes.
Taylor, Mildred. The Friendship / The Gold Cadillac
Uchida, Yoshika. The Bracelet.

Selection from other books available from the library or the bookstore.

FROM THE BOOKSTORE OR LIBRARY:
Tomlinson, C. & Lynch-Brown, C. (1996). The essentials of children's literature. (2nd ed.) Boston: Allyn & Bacon.

OPTIONAL:
Huck, C., Hepler, S. ,Hickman, J. & Keifer, B. (1997). Children's literature in the elementary school. (6th ed.) Dubuque, IA: Brown & Benchmark. (includes database)

Harris, V. (1992). Teaching Multicultural Literature. NY: Christopher Gordon.

Course Requirements:

1. Literature files.
Extensive reading of books for children is an essential part of this course. You will be reading at least 100 picture books and 30 chapter books. Keep a record of the literature you read during the course, both in class and outside of class. Record the author, title, publisher, date and a short summary of the plot and themes. You may add your own reaction if that will help you to know how to use the book when you are teaching.. Turn in 10 picture books and 4 or 5 chapter books each Wednesday that we meet.

2. Poetry file.
The poetry file should consist of a minimum of 30 poems which have been organized into whatever categories make the most sense for your own personal use or for use in the classroom (e.g. types of poetry, poets, topics). The file should include a variety of styles and poets. On each poetry card include the poem, poet's name, and source. These cards may be typed or neatly handwritten. You may want to illustrate some of the cards. You can keep adding to the file throughout the term but the main file of 30 is due on February 17.
On February 17 we will have time to share your files. Also choose one poem from your file to present to a small group in class along with some brief information on the poet on January 27.

3. Author or Illustrator invitation.
Choose an author or illustrator and create an invitation to acquaint others in the class (and those you teach in the future) with the author or illustrator you have chosen. This will occur on March 17.

4. Read to a child.
As you read books for this course you may at times wonder how a child would respond to a particular book. Reading aloud is a different experience than reading silently as well. Read to a child at least two times before March 17 and jot notes about reading together and the child's response.




6. Children's book.
Write a book for children. The topic for your book should be discussed with me by January 27. The rough draft is due March 3. You will meet in author's circles with other members of the class to discuss the rough draft. A revised draft will be due on March 17. The final copy of the book is due April 14 (have someone edit the final draft of the book before you write your final copy). A campus wide open house will be held on April 21. During the final examination period you will present your book and an acceptance speech at the author's tea. You may want to include why you wrote this particular story or how it reflects your philosophy of authoring for children.

7. Text set.
Create at least one text set throughout the term on a theme of interest to you or one you think you will use in your teaching. These will be shared on March 24.

Evaluation:

It is only appropriate to deal with the issue of non-traditional evaluation in a course which promotes using children's literature in the curriculum, a non-traditional way to teach.

You will submit an evaluation plan, in the form of a contract by January 15. It is assumed that completing the requirements listed above in a satisfactory way is expected (meaning an average [C] or above average [B], for work completed well). To contract for outstanding [or A level] work, make a case for the unusual quality of the work you plan to do or for the quantity of work you plan to do. Gear your work towards your interests. If you are particularly interested in picture books, you may want to suggest 125 picture books and 32 chapter books for an A. If you are interested in juvenile fiction, you may want to suggest 110 picture books and 40 chapter books for an A. If you are particularly interested in writing, you may want to suggest doing extra writing for children. Make this course fit your interests and needs.

If reading is difficult for you, feel free to contract for hours spent reading rather than number of books read. The plan should be clear and concisely state what your notion of what quality work entails. What makes for outstanding work in this course? Fair work? Poor work? You will evaluate each of your assignments by your own criteria. On February 24 you will hand in a written evaluation--including the work you have done for this course, what you have learned, and how you feel you have changed or "outgrown your former self." You will hand a final evaluation at the end of the course.


My wish for people in this course is similar to that stated by Huck, Hepler, and Hickman in their book Children's Literature in the Elementary School (1987, p. viii). They are paraphrased below.
"The primary purpose (of this course) is to share knowledge and enthusiasm for the literature of childhood with (students preparing to teach, with those already in the field, and with others who may be interested enough to take this course) in the hope that they in turn will communicate their excitement about books to the children they teach. As a nation we have become so concerned about with teaching the skills of reading that we have often neglected to help children discover the joys of reading. (I) believe that children become readers only by reading many books of their own choosing and by hearing quality literature read aloud with obvious delight and enthusiasm. It is (my) hope that the students who (are in this course) will be able to create in children a love of good books and joy in reading them.