EDC 160 (4 credits)

Children’s Literature
Fall, 2015

Tuesdays/Thursdays 1:10-2:40
SAC 203
Mary Kuenn
Office: Kerlh B-2
E-mail: kuennml@alma.edu
Phone: (989) 620-7883
Office hours: Tuesday/Thursdays 12:00-1:00

Course Overview
This standards-based course introduces students to a body of literature written for chil-
dren and how it may be used across the curriculum; the interactions between readers,
texts, and contexts; and critical issues in the selection and use of children's literature. Stu-
dents will explore, read, and respond to children's literature in a variety of ways that in-
clude preparing collections of literary works and activities for use with children.

Course Texts
Tunnel, M. O., Jacobs, J. S., Young, T. A., & Bryan, G. (2010). Chidren’s Literature,
briefly (5th Edition). Boston, MA: Pearson Education Inc
• You will also need the following works of children's literature:
o Joey Pigza Swallowed the Key by Jack Gantos (Social issue ADHD)
o The Watsons go to Birmingham by Christopher Curtis.(Historical)
o Divergent by Veronica Roth (Modern Fantasy)
o Ms. Perrigine’s School for Peculiar Children (Modern Fantasy)
o Wonder by R. J. Palacio (Social issues, bullying, ableism)
o An Abundance of Catherin’es by John Green (Realistic faction Michael
Printz award for young adult literature)
o Recommended (Optional) Course Texts
o How the Garcia girls lost their accents by Julia Alvarez

• You will need to visit libraries and bookstores for a number of other books of
your choosing. It would be helpful to sign up for a City of Alma library card.

Disabilities
  We care! If you have a disability that will need accommodations, please let me
know the first week of classes, and do the paperwork with Disability Services Co-
ordinator office. If you suspect that you may have a disability, schedule an ap-
pointment with the Disability Services Coordinator to discuss options and re-
sources that are available. If you have questions or to schedule an appointment,
contact Nate Payovich at 989-463-7247. Note that you are not required to dis-
close your disability.
Credit Hour Policy
 The Alma College credit-hour policy states that students are expected to complete
a total of 45 hours of work for each credit earned. This means that during a 14-
week term, students should expect to spend no less than 12 hours per week for a
4-credit course, which includes time in class and work completed outside of class.

Course Objectives
EDC 160 will enable students to build a foundation for multiple Professional Standards
for Michigan Teachers (PSMT, 2008) and Elementary Certification Standards (2008)

Students will demonstrate developing understandings and abili- PSMT Elementary

ties in the following areas. They will: standards standards
Understand concepts from language arts and how they are used to 1k 1.1
teach reading, writing and thinking skills; model effective writing, 2i
speaking, and reading skills 3g
Understand the kinds of teaching strategies and learning environ- 3b, g 3.4
ments that promote critical thinking, connections across the curricu-
lum, and substantive conversations about literary works.

Understand the use of interpretive, normative, and critical perspec- 1d, e 5.3
tives on education in a free, democratic, and pluralistic society, in- 3e
cluding respecting varying points of view (especially regarding the 6a, b
selection and censorship of literary works for schools and class-
rooms.)
Examine, understand, and explain education within diverse cultural, 3c 5.4
economic, and political contexts, including the selection of literature
for the classroom that is engaging, promotes healthy cultural atti-
tudes, and promotes learning in the content areas.
Understand the effects of professional decisions and actions on stu- 2h 5.5
dents and parents. In particular, understand how decisions about lit- 4b
erature selection in schools affect students self-esteem and cultural 5c,d;
identities.
EDC 160 class readings, discussions and projects are aligned with the fol-
lowing Interstate Teacher Assessment and Consortium standards (InTASC)

Category InTASC Standards

Standard #1 The teacher understands how learners grow and develop, recognizing
Learner development that patterns of learning and development vary individually within
b, h, i, j and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and
challenging learning experiences.
Standard #2 The teacher uses understanding of individual differences and diverse
Learning differences cultures and communities to ensure inclusive learning environments
a, d, h, l, m, n, that enable each learner to meet high standards.

Standard # 3 The teacher works with others to create environment that support in-
Learning environments dividual and collaborative learning, and that encourage positive so-
f, j, l, n, o, q, r cial interaction, active engagement in learning, and self motivation.

Standard #4 The teacher understands the central concepts, tools of inquiry, and
Content knowledge structures of the discipline(s) he or she teachers and creates learning
j, k, l, o, r experiences that make the discipline accessible and meaningful for
learners to assure mastery of the content.
Standard #5 The teacher understands how to connect concepts and use differing
Application of content perspectives to engage learners in critical thinking, creativity, and
i, j, l, p, q, r, s collaborative problem solving related to authentic local and global is-
sues.
Standard #7 The teacher plans instruction that supports every student in meeting
Planning for Instruction rigorous learning goals by drawing upon knowledge of content areas,
h, m, n, o, q curriculum, cross disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
Standard #8 The teacher understands and uses a variety of instructional strategies
Instructional strategies to encourage learners to develop deep understanding of content areas
d, e, i, m, n, o, p and their connections, and to build skills to apply knowledge in
meaningful ways.
Standard #9 The teacher engages in ongoing professional learning and uses evi-
Professional learning and dence to continually evaluate his/her practice, particularly the effects
ethical practice of his/her choices and actions on others, and adapts practice to meet
i the need of each learner.

PLEASE NOTE:
1. Cell phones should be turned off or set to silent mode during class.
2. Laptop/tablet use in class should be limited to specific requests by the instructor.
3. The syllabus is subject to change at the discretion of the instructor, however advance
notice will be provided in writing via hard copy, e-mail MOODLE, etc.
4. As a student, I will expect you to:
Participate in every course session
Complete all reading assignments
Participate in the in-class discussions and activities
Take part in class activities and discussion with respect for one another
Take part in your learning by sharing personal experiences as it pertains
to content relevance
Submit assignments on time and in the proper format

Course Policies

Attendance Policy: In EDC 160, classroom activities (e.g. discussions, small group ac-
tivities, and exercises) are a central part of student learning. Thus it is critical to your
learning and achievement that you attend class. However, please do not attend class if
you are coughing, sneezing, or have a fever. If that is the case, you must notify me one
hour in advance of class in order to have your absence excused. If you do not notify me
in advance, your absence will NOT be excused. Your absence is excused only if you get
an email from me stating that your absence is excused. Additionally, absences and tardi-
ness will affect your grades as follows. Call or text me at 989-620-7883.

2 absences = final grade in the course will be lowered by one full letter grade

3 absences = final grade in the course will be lowered by two full letter grades

4 absences = F in the course

3 tardies = 1 absence, this means arriving to class late and/or leaving class early

The Writing Center:

The Alma College Writing Center, located across from the Smith Room in the library, strives to
be an intellectual community of peers dedicated to assisting Alma College student-writers. Stu-
dents from all majors are encouraged to visit the Writing Center to get feedback at any stage dur-
ing the writing process: from brainstorming, to outlining, to polishing a final draft. Although
writing center tutors have traditionally focused on content and style issues in written work, the
Writing Center staff is also able to provide feedback to students working on oral presentations
and/or digital projects. To make best use of your time in the Writing Center, we ask that students
bring a copy of the assignment sheet and a printed draft of the essay or project when they arrive
for an appointment. The Writing Center staff will not proofread papers or talk with students about
grades. Writing Center tutors have been specially trained to work directly with student-writers
through dialogue. The Alma College Writing Center staff is devoted to building positive working
relationships with students and to helping students develop writing skills that will last a lifetime.
Assignment Summary

 Participation and professionalism. Participation includes active, timely, profes-

sional participation in class activities, class discussions, and projects. Examples of
reasons points might be deducted from the participation grade are absences, tardi-
ness, participation in non-class activities during class time, unpreparedness or un-
der preparedness for class activities, disruptive behavior, e.t.c. 15 points ongoing
•

• Reading Responses. EDC 160 students are expected to be thoughtful readers and
writers. Each week, a discussion prompt will be posted on moodle and given out
in class. You are expected to respond to these prompts in 100-200 words, hand in
before the assigned class. Each response must include one quote from the read-
ings. There must be a clear and direct connection between this quote and your re-
sponse to the prompt. Your response must be submitted before class for which the
reading was assigned. Reading responses will be graded on a 3-point rubric as ex-
plained in the assignment packet. Quick writes will also be posted in class. This
is a 5 minute quick write. 15points Ongoing

• Mini Lesson: Due 1/18 This will be in place a

• You will choose a book from an award winning book. You will
present an activity you could use with children. 5 Pts.

• Poetry project (Due Feb. 1). In order to teach poetry you must yourself be a
reader of poetry. During the month of January you will read poetry and collect
poems you enjoy in a poetry journal. These poems need not be specifically written
for children. You will include a 1-2 paragraph reflection on the aspects of each
poem that you find enjoyable. Explain in one statement how you intend to use
poetry in your future classroom. Include a research article about the importance
of using poetry in the classroom. 15points Due Feb. 1

 Facilitating Literature circles. EDC 160 students are required to read to students
and thoughtfully engage them. You will choose 3 children’s books that you will
read to Head Start, Kindergarten and First grade students. You will design an ac-
tivity to go with the book to help students understand the book and the stories’
connection to their lives. You will hand in a rationale for why you chose the
books which must include the literary evaluation of the book, age appropriateness,
and its potential to engage the students. Your rationale should reflect an under-
standing of your readings and class discussions. 10 points You will model your
activity in class before presenting it to students. Feb.15 due
 • Independent Reading and Annotated Portfolio. Throughout this semester you
are required to be continually reading self-selected works of children's literature
and discussing them with your classmates. They must be chosen from one of sev-
eral lists of children's literature provided and represent a range of genres to in-
clude: historical fiction, science fiction, realistic fiction, mystery, folk tales, fan-
tasy, informational. Each week you will log your reading (number of pages,
amount of time spent, titles and genres of works read). Write a very brief sum-
mary of each book, a brief evaluation of the book. Reading logs will be checked
periodically. 10 points Due March 8

• Multi-genre problem-based project For this project, you will choose a social
problem or controversy from an approved list of topics (e.g. diversity related is-
sues, bullying, motivation, ableism, drug abuse, gang violence, acceptance, aban-
donment etc.). You will gather a collection of 5 or more works of literature for
children from 3 or more different genres that you could use to engage children in
thinking about and discussing that issue. You will write the following:
o A rationale for discussing the particular topic with children (citing current
research);
o An annotation for each work of literature (including the summary of the
story, literary evaluation, and how it connects to your rationale statement).
o Descriptions of two activities you would use to help students think about
their reading of the two of the books. You will choose one activity to do in
class. 20 Points Due April 5

• Addressing social issues and motivating readers using Teachers’ websites

(Dec.15, 2015): EDC 160 students will create their own professional websites.
They will use their websites to teach about a social issue using children’s litera-
ture. They will also use this website to write about their reading lists, literary eval-
uations, and encourage others to read. 10 points During Exam time

Summary of Assignments
Participa- Reading Poetry pro- Independ- Multi- Lit Web-
tion Response ject ent reading genre Circle sites

15its 20 pts 15 pts 10pts 20 pts 10 pts 10 pts

ongoing

Grading Criteria For Assignments:

 Percent of General Description of Quality
possible Note All classes taken for certification must be passed with at least
points aC

95-100% Outstanding, exemplary work. Uses and integrates readings,

A classroom discussions, and teaching experiences (where appropri-
ate) to inform the writing/activity. Meets all the requirements of the
assignment, is deeply thoughtful, and provides many details and ex-
amples to support the assignment. No errors in grammar, punctua-
tion, spelling.

90-94% High quality work. Uses many readings, classroom discussions,

AB and teaching experiences (where appropriate) to inform the writ-
ing/activity. Meets all the requirements of the assignment, is
thoughtful, and provides some details and examples to support
ideas. Very few errors in grammar, punctuation, spelling.

85-89% Good quality work, performing at expected level for this course.
B Uses some readings, classroom discussions, and teaching experi-
ences (where appropriate) to inform the writing/activity. Meets all
the requirements of the assignment, shows attempt to engage with
purposes of assignment, provides some details and examples to sup-
port ideas. Few errors in grammar, punctuation, spelling.

80-84% Work somewhat below expected level of quality for prospective

BC teachers. Makes vague references or inappropriate references to rel-
evant readings, class discussions, and teaching experiences to in-
form writing/assignment. Does not meet all requirements of assign-
ment. Limited attempt to engage with purposes of assignment, few
details and examples to support ideas. Many errors in grammar,
punctuation, spelling.

75-79% Work below expected level of quality. Shows little evidence of

C having read course readings, of uses of classroom discussions, or of
field experiences. Meets few of the requirements of the assignment.
Shallow attempt to engage with purposes of assignment, no details
or examples to support ideas. Many errors in grammar, punctua-
tion, spelling.

Assignments: One point will deducted from the assignment for each day the assignment
is late. No assignments will be accepted more than three days after the assignment's
due date.
Academic Dishonesty Policy: Academic dishonesty is defined as any attempt to submit
writing or other work that you did not individually complete for this course. It can lead to
the most serious consequences, including failure of the course and dismissal from the col-
lege. In EDC 160, assume that all written course assignments are to be completed indi-
vidually, unless otherwise stated by the instructor. This includes bibliographies, annota-
tions, and every other piece of work that you will submit for this course. When you quote
passages you need to put quotations around the words you are quoting and cite the source
appropriately. Also, when you take ideas from other authors you should cite your sources.
If you have any questions, be sure to ask for clarification. Please see the materials in-
cluded on Moodle for more information about what constitutes plagiarism.

Week Readings

UNIT 1 THE MAGIC OF BOOKS

1A Tuesday 1/9
• Intro
• Come to class ready to discuss your favorite childhood book
and how it impacted your life. Genres-What kind of book.

1B Thursday 1/11
• Chapters 1 and 2: Why read and what is a good book
• Upload certificate on recognizing plagiarism to moodle.
The plagiarism test is at https://www.indiana.edu/~istd/
• What is a good book?
• Make sure Joey Pigza Swallowed a Key is read and you are
ready to discuss the book.

2A Tuesday 1/16 Have Joey Pigza read

• Chapters 3 and 4: Well-written and Well-illustrated books

Thursday 1/18
2B • Joey Pigza
• Based on your readings, is Joey pigza swallowed the Key a
well-written book? In your response, you must quote the text-
book and cite examples from ‘Joey Pigza Swallowed the key.’
• Joey Pigza Swallowed the Key
• Social issue: Treatment for children with ADHD
• Ableism

UNIT 2 THE BOOKS THEMSELVES

3A Tuesday 1/23
• Chapter 6: Genres
• What are genres? Give at least 3 examples of genres and give
a detailed description of each.

3B Thursday 1/25
• Chapter 7: Picture books
• Tuesday

4A Tuesday 1/30
• Chapter 8: Poetry
• What strategies can you use to build appreciation for poetry?
• Come to class ready to share some of the poems you have col-
lected for your poetry project.

4B Thursday 2/1
• Poetry project due
• Read Chapter 9 Folklore
Sallie from CSO to speak. ?

5A Tuesday 2/6
• Chapter 11: Realistic fiction
• An Abundance of Catherines
How is realistic fiction different from other genres. Discuss the main
elements for this genre. How does the book An Abundance of Cather-
5B ines fit the genre of realistic fiction? Use context from Chapter 11 to
support your answer. What is your favorite realistic fiction book.

Thursday 2/8
• Reading at Luce Road Elementary school. Tentative
Thursday 2/8
• Reading at Luce Road Elementary school. Tentative

6A Tuesday 2/13
Chapter 12: Historical fiction
Using the discussion in Chapter 12 evaluate THE WAT-
SON’S
GO TO BIRMINGHAM as historical fiction.
Ask two excellent discussion questions based off.
The Watson’s go to Birmingham. In one paragraph for each
6B question write down an anticipated response. Your questions will be
discussed in class.
 Thursday 2/15 Divergent will be discussed next week.
• Reading at Luce Road Elementary school (tentative)
• Reading Reflections due before midnight
 Facilitating Literature circles. EDC 160 students are required
to read to students and thoughtfully engage them. You will
choose 3 children’s books that you will read to Head Start,
Kindergarten and First grade students. You will design an ac-
tivity to go with the book to help students understand the book
and the stories’ connection to their lives. You will hand in a
rationale for why you chose the books which must include the
literary evaluation of the book, age appropriateness, and its po-
tential to engage the students. Your rationale should reflect an
understanding of your readings and class discussions. 10 points
You will model your activity in class before presenting it to
students.

Tuesday Feb. 22
Chapter 10
Modern Fantasy Divergent
7A-B

Thursday Feb. 23
Using examples from Divergent and facts from the Textbook. Why
is Divergent modern fantasy?

8 Feb. 24 Winter term recess. Class resumes Tuesday March 6

Mid term grades due 9am 2/28

9A Tuesday March 6
Chapter 13
• Biography
 Thursday March 8
9B Chapter 14
Informational Books
 Multi-genre problem-based project. For this project, you
will choose a social problem or controversy from an approved
list of topics (e.g. diversity, bullying, motivation, ableism, drug
abuse, gang violence, acceptance etc.). You will gather a col-
lection of 5 or more books for children from 3 or more differ-
ent genres that you could use to engage children in thinking
about and discussing that issue. You will write the following:
o A rationale for discussing the particular topic with chil-
dren (citing current research);
o An annotation for each work of literature (including the
summary of the story, literary evaluation, and how it
connects to your rationale statement).
o Descriptions of an activity you would use to help stu-
dents think about their reading of two of the books.
You will choose one activity to do in class. 20 Points
Due March 8

10A Tuesday March 13 Steven Vest: Library instruction

• Chapter15: Multicultural and International books

• Why should children read multicultural books?

10B Thursday March 15

Readiness to teach multicultural books.

UNIT 3 BOOKS IN THE CLASSROOM

11 A Tuesday March 20
• Chapters 16: Controversial books
• Social issue: acceptance, ableism
11 B Thursday March 22
• Wonder
• What genre is Wonder? Why? Evaluate it using criteria for
that Genre.

12A Tuesday March 27

Chapter 18 Teaching with Children’s Literature.
Miss Peregrine’s Home for Peculiar Children?

Which genre does Miss Peregrin’s Home for Peculiar Children fit
into? Site reasons from the text to support your decision.

Class debate.

12B

Tuesday March 29
Chapter 16 Controversial books.
Work on Websites.

13A Tuesday April 6

Chapter 17 Motivating Students to Read.
Work on websites.

13B
Thursday April 5
Honor’s day-no meeting

Multigenre project final submission due before 11:55 pm

14 A Tuesday April 10
Teacher authored books.

Teaching with about social issues and using websites

14 B Thursday April 12
Teaching about social issues using your website
Teacher authored books.

Exam Week Wednesday April 16

Week 15 Websites due before 9p.m.

TENTATIVE CLASS SCHEDULE