VIEWS: 2 PAGES: 4 POSTED ON: 9/18/2012
SYLLABUS EDEL 3403 – Children’s Literature School of Teacher Education Mid-America Christian University Spring 2008 PROFESSOR: Esther Rehbein, M. A. Office: P169 Phone: 692-3170 firstname.lastname@example.org COURSE DESCRIPTION: This course is designed to help the student to acquire a wide acquaintance with children’s literature, both old and new; and to learn ways and means to develop, stimulate, and guide children’s reading of literature presented. In addition, it will assist future teachers to guide children toward a more comprehensive, creative, and insightful utilization of literary materials. MACU TEACHER EDUCATION CONCEPTUAL FRAMEWORK: The Mid-America Christian University Teacher Education Program strives to develop professional educators who have the necessary knowledge, skills, and dispositions and are committed to scholarship, diversity, community, reflection, and excellence. By doing so, they develop into scholars that use current research and wisdom of practice, they develop a heart for all people, they serve others and promote democratic ideals, they are lifelong learners who are reflective practitioners, and they engage in professional development and are committed to excellence following the Master Teacher, Jesus Christ. Syllabus – EDUC 4203 – Strategies - 2 Symbol Explanation Globe: Preparing Professional Educators for the Global Vision of the Master Teacher, Jesus Christ Through Book & Computer: SCHOLARSHIP – Commitment to current research and wisdom of practice Multi-cultural Heart: DIVERSITY – Commitment to meet the need of a culturally pluralistic society Scales: COMMUNITY - Commitment to service and democratic ideals Lamp: REFLECTION - Commitment to lifelong learning and reflective practice Cross: EXCELLENCE - Commitment to professional development and the excellence of the Master Teacher, Jesus Christ COURSE FRAMEWORK: Scholarship, Diversity, Community, Reflection and Excellence are the distinguishing characteristics of the Mid-America Christian University candidates and are the foundation of the Conceptual Framework of the School of Teacher Education. As MACU scholars in pursuit of these ideals, candidates in this course will be expected to demonstrate scholarship by demonstrating content knowledge, diversity as they develop literature responses that are sensitive to the diverse needs of students, community in classroom interactions, reflection in literature book talks and literature circles, exemplifying excellence in all areas. COURSE TEXTBOOK/MATERIALS: Tunnell, Michael O., Jacobs, James S. (2008) Children’s Literature, Briefly 4th Ed. (Pearson, Upper Saddle River, NJ). Required. REQUIRED READINGS: Tuck Everlasting by Natalie Babbitt. This book should be read before the first class. The Witch of Blackbird Pond by Elizabeth George Speare for class session two. The Giver by Lois Lowry for class three. Selected Newberry award winners, Sequoyah books, Caldecott winners, International award winners COURSE OBJECTIVES: Upon completion of this course, candidates will be able to: 1. Identify the great wealth of literature available for today’s children, with a focus on international authors. (MACU 1, 11; ACEI 2.1-2.8, 3.2). 2. Define and apply the criteria for evaluating the literature and artistic quality of literature read by children, with specific knowledge of the characteristics and criteria for the Newberry, Caldecott, Sequoyah, and international awards. (MACU 1, 11; ACEI 2.1-2.8, 3.2). 3. Differentiate between different types of children’s genres by learning the characteristics and criteria for each one. Genres include picture books, poetry, traditional fantasy, modern fantasy, contemporary realistic fiction, historical fiction, biography, informational books, multicultural and international books. (MACU 1, 11; ACEI 2.1-2.8, 3.2) Syllabus – EDUC 4203 – Strategies - 3 4. Strategize ways to incorporate the different children’s genres into classroom learning. (MACU 3, 6; ACEI 2.8, 3.1, 3.3) 5. Identify major local, national and international authors and illustrators of children’s books. (MACU1, 11; ACEI 2.1-2.8, 3.2) 6. Locate and distinguish controversial children’s literature, assess why the literature is on the banned list, and address teacher, student, and parental rights regarding this literature. (MACU 1, 13, 14; ACEI 2.1-2.8; 5.2) 7. Organize a classroom environment that motivates students to read. (MACU 4; ACEI 2.8, 3.4) COURSE REQUIREMENTS: 1. CLASS PARTICIPATION: Includes group activities, class discussions, and attendance. Teacher candidates should be prepared to discuss any of the books they have read. Failure to be able to discuss the literary elements may result in the withdrawal of credit for that book. 2. PORTFOLIO DEVELOPMENT: Teacher candidates will prepare at least one portfolio entry and rationale statement for his/her MACU Portfolio showing evidence of MACU Standards/Competencies, following the guidelines in the MACU Teacher Education Handbook. 3. TESTS: Teacher candidates will be required to take a cumulative final. 4. REQUIRED READING: Teacher candidates are required to read three (3) to five (5) children’s literature selections per week, representing as many different genres as possible. The candidate may choose the book selection, using the following the criteria: one (1) Newberry Award Winner, and one (1) Sequoyah book per week. Other selections need to include international literature, honor books, and Caldecott award winners. Controversial books may also be selected, but must be noted as such. 5. CARD FILE: On 5 x 8 cards, or via a Word document, teacher candidates will create a card file using the following criteria: name, bibliographic material, number of pages, age level of target audience, a summary listing and documenting relevant supporting details, evaluation of the conflict, theme, tone, characterization, point of view, illustrations, and any other relevant literary criticism, and your personal reaction to the book. Completed books should then be recorded on the record sheet. 6. BOOK REPORT: Teacher candidates are required to create a book report using PowerPoint. The presentation is to include the title, author, and genre. Sound effects, clipart, etc. will be used to summarize the book. The presentation should end with an enticement to want to read the book so that students will want to check it out and read it. This should be a Sequoyah selection. 7. LITERATURE RESPONSES: Teacher candidates will be required to complete two literature responses and present them at each class. Response choices will be given in class. Syllabus – EDUC 4203 – Strategies - 4 GRADING: A point grade will be earned on each project, test, etc. All points will be added together and then divided by the total possible for a final percentage grade. A letter grade will be assigned from that percentage in accordance with the MACU catalog. LATE WORK: Assignments are due at the beginning of the class period. The highest grade possible for late work is half the credit possible. No work will be accepted after the on-time assignment is graded and recorded. ATTENDANCE POLICY: Since this class will only meet three (3) weekend sessions, upon missing more than four(4) hours, the course is automatically failed, unless the course is officially dropped within the time limits. . OFFICE HOURS: Due to classroom visits for student teachers and residency students, office hours may vary. I will try to adhere to these hours as much as possible: Monday, Wednesday and Friday: 9:00 a.m. – 12 noon; 2:00-4:30 p.m. Tuesday, Thursday: 1:30-4:00 p.m. **The professor may change the information in this syllabus at any time. If this occurs, the professor will make the announcement during class, and the student will be responsible for this knowledge. ** ________________ Course Objectives and Assignments with parenthetical references indicate competencies mandated for teacher candidates by the Oklahoma Commission for Teacher Preparation (OCTP) that correspond with the MACU Teacher Education Conceptual Framework Competencies and the National Council for Accreditation of Teacher Education/Association for Childhood Education International (NCATE/ACEI) and the National Council for Accreditation of Teacher Education/ National Council of Teachers of Mathematics (NCATE?NCTM).
Pages to are hidden for
"Preparing Professional Educators for the Global Vision of the Master Teacher"Please download to view full document