Online Course Syllabus EDFD 641 Children's and Adolescent Literature

Online Course Syllabus EDFD 641 Children's and Adolescent Literature Important Notes: This document provides an overview of expectations for this online course and is subject to change prior to the term start. Changes may also occur during the term due to faculty or SPS Distance Learning course updates. Some links may only be active once the term starts. For this course you must check the Regis Bookstore: http://www.efollett.com for the most current online course material information. Course Description Prerequisites Required Course Materials General Course Requirements Disclosing Disabilities Grading Criteria Assignments Course Description ( top ) In this course the student studies the various genres of children's and adolescent literature. This course emphasizes: creating a foundation for understanding and appreciating children's literature exploring the formats, genres, authors and illustrators of children's literature discovering current issues that affect the teaching of children's literature Incorporating literature in classrooms that support the curriculum by creating an integrated thematic unit Prerequisites ( top ) In order to successfully participate in this course, the student must have completed the

following course: EDFD 610 Current and Interdisciplinary Perspectives in Education Required Course Materials ( top ) Text Huck, C., Hepler, S. & Hickman, J. (2001). Children's literature in the elementary school. (current edition) New York: Holt, Rinehart, & Winston Beeghly, Dena & Prudhoe, Catherine LitLinks: Activities for Connected Learning in Elementary Classrooms (most recent edition) Hardware and Software Access to a computer with working speakers. Ability to record voice on computer. Adobe Acrobat: http://www.adobe.com/products/acrobat/readstep2.html Recording Software: PC Version 1.32 Mb approximate download @ 56K = 3.5 Minutes Mac Version 1.0 Mb approximate download @ 56K = 3 Minutes Reference: Fox, Mem, (2001) Reading Magic. New York: Harcourt, ING. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works. Alezandria, VA : Association for Supervision and Curriculum Development.

General Course Requirements ( top ) The following five expectations will be in place for all who take this course: 1.Readings: In order to gain the maximum potential from the learning environment, it is expected that you complete the assigned reading(s) in advance. Also, it is expected that you come to class prepared to share your impressions and interpretations, raise pertinent questions and issues, and remain open to the ideas and reactions of the other class members. 2. Assignments Deadlines: Participate in every assignment in a timely fashion. Pay close attention to the deadlines described at the top of the Assignments page. It is recommended you print this document for a guide to your weekly schedule. Your facilitator will post any amendments or changes to these requirements in the Discussion Forum or they will be highlighted in the Week-by-Week content. 3. Written Submissions: It is expected that all written submissions be sent (via email) to the instructor by the date it is due. All written work must be in a 12 point, readable font and spell-checked. Writing is a critically important skill for educational leaders! Therefore, please carefully revise and edit any papers before submitting them to the facilitator. Naming conventions for submitted files are outlined in the directions provided in Weekby-Week content. Typically, any file should be named with your last name and first intitial, then an underscore and the assignment name, all lower case with no space between the letters or the underline. (example: andersenw_howtoname) When there are more than five errors in writing conventions (including file naming), the paper will be returned with no credit until corrections are made. If returned papers are not corrected and sent back within 3 calendar days, points will be removed for lateness. 4. Electronic Communication: Assignments that are to be shared with classmates over the Internet or in the Discussion Forum will be clearly identified. When communicating with colleagues over the Internet, correct conventions are also expected. Thus, "Internet talk" (i.e., no capitals, abbreviated words, emoticons, and the like) is not acceptable for graduate writing. Other assignments that are due will need to be e-mailed to the instructor. When communicating via E-mail, be sure to do a greeting and please sign your first and last

name. 5. Field Experience ( 11 hours ): You will be expected to spend at least 11 hours in the field (schools and classrooms) doing observations and interviews. Since it can take time to get access to a school plan your time appropriately. Request a letter of introduction from your faculty advisor and review strategies and protocol for entrée into schools. *For those of you in the Teacher Preparation Program, you will need 11 hours of field experience for this class. Since these hours are mandated by the State of Colorado they should be logged with the log sheet and given to your advisor at the end of the course. Observing in a literature rich classroom is the best environment but a library or media center is also acceptable. If you can do a field study in this area, all the better. Field study is helping by: checking out books, reading stories, facilitating a learning group, etc. Please use the Field Observation Graphic Organizer found at the following link as a tool to help focus your attention on specific elements of instruction. (Link opens to new window.) Field Observation Graphic Organizer Online field experience is only slightly different than classroom based or guided independent study experiences. There are slightly different requirements for the two types of students, depending on their emphasis, pre-service or Master of Education. Pre-service teachers taking the online course need to do the full number of hours as described in the syllabus. Reporting requirements for pre-service teachers are as follows: When the pre-service teacher visits the school, s/he should bring the Field Experience Log (found on the Regis Teacher Ed website under "forms") and have the teacher with whom s/he works sign it. At the end of each Regis course, the completed log should be sent to the pre-service teacher's advisor. A copy should be made by the Regis student and kept in his/her own files. Master of Education candidates who are practicing teachers in the Professional Educator or Professional Leadership programs only have to do those field experiences in the course that directly relate to the assignment. The reporting process for this latter group is non-existent. These Regis students need to do the assignments as prescribed; no log sheets are required. They will document their work through completion of the Forum

discussion or other assignments during the class. Disclosing Disabilities ( top ) If you have a documented disability requiring academic adjustments for this class, you should have already contacted the Director of Disability Services at Regis (303-458- 4941). The Director will contact your facilitator after reviewing your documentation to determine appropriate, reasonable accommodations. You should not proceed with this course until this process has been completed. Grading Criteria ( top ) Assignment 100 Possible Points Book Reviews 25 Thematic Unit/Lesson Plan 30 Newspaper Article/Presentation 5 Weekly activities and forum participation 40 (5 per wk) Total 100 Criteria for assessing and grading will be discussed throughout the course. All products will be assessed with an emphasis on depth of understanding and connections made between content of readings and class discussions. (See criteria below). Grading Scale: A = 93-100 A- = 90-92 B+ = 88-89 B = 83-87 B- = 80-82 C+ = 78-79 C = 73-77 C- = 70-72 D+ = 67-69 D = 63-66 D- = 60-62 F = 59 or lower

Academic Honesty Academic honesty is at the very foundation of teaching and learning. Since trust is so important, the sanctions for presenting the work of others as your own are severe. The handbook and the Regis University Bulletin describe the university policy in detail. You may not use the same paper for two courses; however you may discuss extension of a previous topic as a new paper with the instructor. In courses, presenting the work of others as your own or using the same paper for two courses can lead to "F" grades and recommendation for expulsion from the program. If you are unsure how to document information please ask for help. Holistic Grading Criteria for Work The Graduate Teacher Education Program uses letter grades from A - F to represent the evaluation of student work. Grades of A and B are used for outstanding and very good work. As is common in graduate programs, a grade of C or lower is used to represent a judgment of unsatisfactory work. Plus and minus grades are used except that there is no grade of A+. In teacher education, students are expected to achieve grades in their professional education sequence of no lower than a "B". The following is a description of the standards for papers: "A" grade: An "A" paper shows appropriate choice of topic, clearly defines the topic to be covered, explains how it will be covered, and then meets the goal it sets. Fact and opinion are clearly differentiated. Reasoned arguments are supported by appropriate evidence. The paper shows evidence of extensive research and careful thinking about the topic. The paper flows smoothly and uses a minimum of professional jargon. Standard English grammar, spelling and punctuation are used throughout. APA style is used appropriately. "B" grade: A "B" paper also shows appropriate choice of topic, clearly defines the topic to be covered, and explains how it will be covered. It differs from the "A" paper by showing less in-depth research and is less closely reasoned. The paper may flow less smoothly and there may be minor errors in grammar, punctuation, spelling, or citation style. "C" grade: A "C" paper indicates difficulties in one or more of the following areas: structuring the topic and researching it appropriately, constructing reasoned arguments, difficulty in writing clearly, problems with using standard English, and/or serious

problems with APA citation style. Any grade falling below a "C" is considered unacceptable at the graduate level. "D" grade: A "D" paper shows a predominance of the problems associated with a "C" paper. "F" grade: A "F" paper lacks quality and master level work in all areas above. Any paper not turned in will carry a "F" grade. Online Course Assignment Schedule EDFD 641 This page provides an overview of your course. For detailed instructions and information about assignments, refer to the Week by Week section of this course. Course Dynamics Week 1 2 3 4 5 6 7 8 This course is designed to enable participants to apply new learning in their authentic community of practice. To allow time for this, learners are encouraged to establish a strict schedule for completion of course activities. Due Dates Exception to this schedule are noted next to the assignment in bold italics. Monday-Wednesday: You should always complete your reading assignments from the course texts early in the week. You will also want to acquaint yourself with the expectations outlined in Week by Week. This will enable you to prepare for the discussions at the end of the week that synthesize your learning. Wednesday: Unless otherwise noted, all initial postings in the Discussion Forum will begin by Wednesday. Friday: All replies to the threads should be completed by Friday. Saturday: All e-mail submissions are due to the facilitator by Saturday evening unless otherwise indicated in the course content.

These instructions are provided for those who wish to work ahead and are open for scheduling at any time prior to the due date for the actual deliverable. Readings As you complete your readings in the early part of each week, keep notes on what you identify as important issues. These are for your personal reference and will help you with your written assignments and Forum Discussions. Communications E-mail: When communicating with e-mail, please be sure to include your full name and include a greeting. Forum: Each week there will be a Discussion Forum section in which students will interact. You are encouraged to participate in the threaded discussion by using the REPLY and REPLY with QUOTE features. This facilitates the management of the discussion and will enable you to navigate the discussion more easily. Your skill and understanding of this will increase with practice and you will be given many opportunities to practice. Assignments may be amended by you facilitator. Any adjustments would be posted in the Forum. Weekly Activities (See Week by Week for details) Week 1 Getting Started 1.Become familiar with the syllabus and take time to explore the course site if you are a new online learner. 2. Print the Assignments page for future reference. Children's Literature: Part One - Learning about Books and Children, familiarize yourself with glossary of literary terms Litlinks: The Power of Story and Using Stories to Teach

Read Tuck Everlasting Forum introductions and discussion in "Introduction" thread, assessment rubric if applicable Dewey Decimal activity Electronic organizer system to track book reviews Next week, you will be reading 20 picture books and entering them on your database. You will also record your voice reading a picture book. Make sure you have access to a computer that allows you to record. Week 2 Assignments: Children's Literature: Chapter on Evaluating Picture Books (fiction) Read 5 Caldecott/Honors books, 10 picture books, 5 free choice books; add to organizer Forum thread "Picture Books" Forum thread "Websites" Recording The student will need the book Crispin by Avi for Lesson 3.

Week 3 Assignments: Children's Literature: Review chapter on Evaluating Picture Books (fiction) Litlinks: The Power of Story, Using Stories To Teach Read Crispin Read and evaluate three Newbery/Honor books, seven chapter books from the titles suggested, and five of your choice; add to organizer Forum thread "Fiction" Forum thread "Websites" Read about Avi Review Newbery award winning books Next week you will be recording a poem that can be used to introduce your thematic unit. Start looking for a poem that is appropriate for engaging your audience. You will also need to locate two variations of a traditional story. Week 4 Assignments: Children's Literature: In Exploring Children's Literature section, read chapters on "Poetry" and "Traditional Literature" Read and evaluate five poetry books and five traditional literature books; add to organizer

Forum topic "Working Themes" Forum topic "Websites" Record a poem Compare variations of the same traditional story You will need to start gathering factual books that will support your thematic unit. Remember to continue adding to each other's working themes as you discover new ideas you can share. Week 5 Children's Literature: In Exploring Children's Literature section, read chapters on "Poetry" and "Traditional Literature" Litlinks: Chapters on Books That Bring Out the Artists in Us, Books That Bring Out the Mathematicians in Us, Books That Bring Out the Scientists in Us and Books That Bring Out the Social Scientists in Us Read five informational books, five biographies, five historical fiction; add to organizer Forum thread "Reactions" Forum thread "Working Themes" E-mail website evaluations Your database of 60 books and your thematic unit are due at the end of Week 7. Be sure you plan appropriately for these two major requirements.

Week 6 Children's Literature: Planning the Literature Program, focus on the section on "Dealing with a Demand for Censorship" Websites that focus on censorship of children's literature. Forum thread "Censorship" E-mail newspaper article or presentation regarding censorship Next week you will be creating your thematic unit. It is a major focus in this class and will be weighted heavily. The following are links that can help you organize and focus your thoughts. As you navigate through these sights, take note of areas you can incorporate into your unit. You will also want to compile the postings from your Working Themes thread to inform the creation of this unit. http://www.kn.pacbell.com/wired/fil/pages/listcrosscumc.html#intro http://www.libsci.sc.edu/miller/westward.htm http://www.sdcoe.k12.ca.us/score/patch/patchtg.html http://www.multiage-education.com/russportfolio/curriculumtopics/thematicunit.html Week 7 Litlinks Chapters 4-7 review Children's Literature Chapter on Planning the Literature Program, Web -

Stewards of the Earth: Ecology Create a Thematic Unit Finish up all assignments and book organizer to be turned in for facilitator grading Next week your thematic unit will be evaluated by you, a peer and the facilitator. You will be using the Thematic Rubric to evaluate. Week 8 Self evaluate thematic unit Peer evaluate thematic unit Forum thread "Wrapping Up" Evaluate course at link below Take a break, relax, do something nice for yourself! Course Evaluation We value your feedback. Please complete the online course evaluation form located at the bottom of the content in the Week by Week. ( top ) Please contact techsupport@regis.edu if you need assistance or to report any problems. 2005 Regis University. All Rights Reserved.