Teaching Multiple Texts Through Genre

Tue, Thu 8:00 AM 9:15 AM
Spring, 2003
Instructor, Mrs. Judith Hendershot
Office: 108 Zook
Phone: 330 972 7765
Email: jhender {at} uakron(.)edu

Course Description:
This course explores the ways in which teachers can broaden children's understanding and appreciation of a variety of different text types, both print and non print. Traditional literary genre including poetry, historical fiction, realistic fiction, fantasy, nonfiction, traditional literature, and picture books will be examined, as will non print types including video, CD ROM, laser discs and other computer media.

Rationale:
Because research indicates that the greater children's familiarity with different text types, the higher their literacy achievement, it is imperative that pre-service teachers become familiar with the vast array of children's books available today for primary, intermediate, and middle grade children. Moreover, if these pre-service teachers are to prepare students for the 21st century, they must learn how to develop visual literacy in their students. Thus, they must become familiar with other text types including video, CD ROM, laser disc, and other computer media. Students will learn a range of strategies designed to help them use these materials in the classroom.

Course Objectives:
* Recognize and distinguish among the various representative genres of children's literature.
* Understand the values and purposes of literature for children. (IRA 1.3)
* Demonstrate an understanding and respect for cultural, linguistic and ethnic diversity in
selection of children's literature. (IRA 3.2)
* Identify and evaluate the contributions of outstanding authors and illustrators. (IRA 12.1)
* Gain a greater appreciation and understanding of how children create meaning from print,
respond to literature, and monitor their comprehension. (IRA 2.8, 2.12, 2.13, 5.2, 7.4)
* Explore issues related to the selection, use, and evaluation of children's literature. (IRA 3.2)
* Develop strategies and activities for using children's literature in the elementary and middle
school classroom. (IRA2.12)
* Develop and apply criteria for the evaluation of children's literature. (IRA 2.12)
* Develop a personal rationale for using children's literature in the classroom. (IRA 5.5)
* Become familiar with a variety of resources and reference texts that deal with children's
literature. (IRA2.1)
* Integrate technology into instruction to support and improve student learning. (IRA 5.7)

Required Texts:
Hancock, Marjorie R. (2000). A Celebration of Literature and Response. Columbus: Merrill.

Novels: a listing of groups of novels that include fantasy, historical fiction, and contemporary realism will be distributed in class and we will sign up for literature circle groups.

Additional self selected and assigned readings distributed in class and on electronic reserve.

Course Expectations:
1. Attend class regularly, complete assigned readings, and participate in class discussions and activities including Literature Circle discussion groups. Because the writing process clarifies and extends understanding, you will be asked to write responses to a variety of activities including the text, Literature Circles, read alouds, and collaborative discussions. A portfolio file will be used to track attendance and to hold daily responses. All required work is due on dates listed in syllabus or discussed in class. Work not submitted by that date will deducted one letter grade You are responsible for any material covered in missed classes. Two points
will be deducted from the final grade for each absence after two. Please find a classmate to take notes and collect handouts. (75 points)

2. Develop an analysis of picture books, focusing on authors and illustrators. You will select two authors and one illustrator whose work you will analyze. You will then write a paper that compares and contrasts the styles, themes, genres, and formats of the authors and the illustrator. (An additional detailed assignment sheet will be forthcoming.) (50 points)

3. Develop a reading response portfolio in which you will react to a variety of children's literature. This will evolve in two parts and responses will include a variety of creative activities that will include art and writing. Part I will focus on picture books, poetry collections, and traditional literature. Part 11 will focus on novels read for Literature Circle discussion groups and will cover fantasy, historical fiction and realistic fiction. (An additional detailed assignment sheet will be forthcoming.) (100 points)

4. Collaborate to prepare a teaching guide for one of the required novels. You will develop activities to encourage students to make personal and inter textual connections, to develop vocabulary and comprehension as you engage students to interact with the text before, during and after the reading of "chunks" of the novel. Additionally, you will seek related background information and critical reviews of the author and novel. (An additional detailed assignment sheet will be forthcoming.) (100 points)

5. Develop an interactive trifold display on an author whose work you especially enjoyed this semester. This display should be informative, visually inviting and engage students in learning about the author and his/her body of work. (An additional detailed assignment sheet will be forthcoming.) (75 points)

6. Complete two quizzes and a final. (80 points)

7. Complete a service learning experience of 10 hours (20 points), write and submit a reflection on that experience. Detailed information regarding this project will be given on Thursday, 8/29. This is not an optional activity. Each student must complete the service learning experience and its components by week 15 of the semester. Failure to meet this requirement will result in an incomplete grade.

Please note that a minimum of 10% of your grade will be based on successful completion of your service learning experience. Moreover, you cannot pass this course until the service learning requirement has been successfully completed.

***Service learning is a teaching/learning method that connects meaningful community service experiences with academic learning. The service learning requirement is an important opportunity for your personal, social and intellectual growth. It will also enhance citizenship skills you will need as an educator in a multicultural democracy. In this class you will be assigned to volunteer in a classroom for 10 hours. Keep a brief written record of your experiences each time you visit your site. At the end you are to write at least a two (2) page reflection about what you have learned. You will use the guidelines and rubric attached to this syllabus to complete the assignment. A copy of the reflection and your Record of Participation will be submitted to the instructor and the Service Learning Project Director. You cannot pass this class until the service learning requirement has been successfully completed.