Preparing Professional Educators for the Global Vision of the Master Teacher by k966Xd

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									                                             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
                    erehbein@macu.edu


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).

								
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