BETHLEHEM MORAVIAN COLLEGE

COURSE OUTLINE

COURSE : Introduction to Childrens Literature
COURSE CODE : LA400PRB
NUMBER OF HOURS : 30 hours
NUMBER OF CREDITS : 2
PREREQUISITES : N/A
SEMESTER : Summer
YEAR : BEASP
GROUP/S : BEASP
EXAMINING BODY : TCJ
Lecturer : Eulah Temu (Mrs)
Phone : 467-2377 (Digi)
E-mail : eutemu@yahoo.com
Philosophy of Lecturer:
My primary objective is to provide an environment which fosters learning, cultivates personal growth
and challenges students to think critically while mastering the skills of Language Arts.
I believe that such an environment should promote respect for self, others and the environment
through positive interactions. Teaching is a lifelong learning process and it is important for students to
apply what they learn to other areas of their lives thus transmitting positive values to persons with
whom they come in contact.

Recommended Texts:
Bainbridge, J. & Malicky, G. (2004). Constructing meaning: Balancing elementary Language
Arts. Toronto:Nelson.

Darigan, D.L., Tunnel,M. & Jacobs, J.S. (2002). Childrens literature: Engaging teachers and
children in good books. New Jersey:Merrill Prentice Hall.

Kiefer, B.Z., Hepler, S. & Hickman, J. (2004). Charlotte Hucks Childrens Literature.
Boston:McGraw Hill.

Lynch-Brown, C. & Tomlinson, C. (2008). Essentials of childrens literature. Boston:Pearson

Norton, D.E. (2007).Through the eyes of a child. New Jersey:Prentice Hall.

Rubin, D. (1999). Teaching elementary Language Arts:An integrated approach. Boston:Allyn &
Bacon.

Temple, C., Martinez, M., Yokota, J., & Naylor, A. (2002). Childrens books in childrens
hands: An introduction to their literature . Boston:Allyn & Bacon.

Yopp, R.H., & Yopp, H.K. (2001). Literature-based reading activities. Boston:Allyn & Bacon.

Internet Sources
http://www.eric.com/
http://www.edu.ucalgary.ca/litindex/
http://www.harperchildrens.com/hch/picture/features/
http://www.lis.uiuc.edu/puboff/bcb/
www.reading.org
http://www.sldirectory.com/libsf/resf/bookplans.html
http://www.dante.udallas.edu/edu3327/anthologies/literature_guides.htm


Access to BMC Library: phone: 966
Literacy Centre: phone: 966-

Course Description
This course seeks to expose teachers-in-training to a variety of Childrens Literature that will
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enhance reading attitudes, abilities and appreciation while extending their world awareness

Learning Outcome
This course will develop student teachers understanding of and response to
1. enjoyment and appreciation of the various genres of childrens literature that can be shared in
Jamaican Early Childhood and Primary school context.
2. The range of materials that are included in Childrens literature.
3. A variety of activities, in a literature-based environment for learning in the language arts and
across subject areas.
4. Exploration of current trends, issues, resources and principles for the effective delivery of
childrens literature .
5. Effective methods of presenting literature to different learners in the classroom.

Course Evaluation Methods:
This course will utilize the following instruments to determine students grades and proficiency of the
learning objectives for the course:
- Group work
- Individual assignments
- Research paper
- Class discussions
- Presentations

Attendance: Daily attendance and regular participation in class discussions is imperative to ensure
success in this course.

Grading Matrix:
Percentage - 100


A + = 90 - 100
A = 85 - 89
A- = 80 - 84
B+ = 77 - 79
B = 73 - 76
B- = 70 - 72
C+ = 65 - 69
C = 60 - 64
C- = 55 - 59
D = 50 - 54
E = 0 - 49


Course Procedure

SEMESTER ONE


WEEK 1 UNIT 1 :UNDERSTANDING CHILDRENS LITERATURE
INSTRUCTIONAL OBJECTIVES
Teachers-in-training should be able to:
1 Research and discuss the historical development of childrens literature.
2 Identify the values gained from exposing children to Literature.

CONTENT
A. What is Childrens Literature?
B. The purpose/value of Childrens Literature .
C. Theories underpinning Childrens Literature.

3
ACTIVITIES
Sharing early experiences as readers
Examine a variety of methods for sharing childrens literature.
Discussions on different theories and identifying their impact on the
study of childrens literature and genres
Response Log entry.

WEEK 2 UNIT 2: EVALUATING AND SELECTING LITERATURE FOR CHILDREN.
INSTRUCTIONAL OBJECTIVES:
Student teachers should be able to:
Establish assessment criteria for selecting high quality childrens
literature.
Apply suggested criteria for evaluating and selecting quality childrens
literature.

CONTENT
Criteria for selection of Childrens Literature.
Evaluating Childrens Literature.

ACTIVITIES-
Whole class discussion on criteria for selection and evaluation of quality
childrens literature
Develop checklists based on the criteria stated for selecting quality
childrens literature.
Use checklists to assess at least five (5) readily available childrens
literature, that can be used in both the E C and Primary classrooms.
Response Log entry.

WEEK 3 UNIT 3: GENRES OF CHILDRENS LITERATURE
INSTRUCTIONAL OBJECTIVES
Student Teachers should be able to:
1.. Compare and contrast different categories of Childrens Literature.
2.. Analyse types of traditional literature and their effectiveness in both
the primary and early childhood classroom.
CONTENT

Picture books
a] Mother goose books
b] Concept books
c] Alphabet books
d] Counting books
e] Toy books
f] Wordless books
g] Easy to read books
h] Picture story books

Traditional literature
a] Myths
b] Folk tales
c] Fairy tales
d] Fables
e] Religious Tales
f] Legend and tall tales
4
ACTIVITIES
Interview story tellers in the community (senior citizens) and use the
stories collected to create a traditional/historical easy to read story that
would be appropriate for the early childhood and primary literacy class
(small group activities)
WEEK 4 UNIT 3: GENRES OF CHILDRENS LITERATURE (Contd)
INSTRUCTIONAL OBJECTIVES

3..Explain ways in which different genres can be used in classroom
instruction.
4 Discuss the role of non-fiction in a literature based Classroom.


CONTENT
Examination of Childrens Literature Fiction
a] Historical
b] Modern fantasy
c] Science fiction
d] Realistic fiction

Non-fiction.
a] Biography
b] Autobiography
c] Informational text

ACTIVITIES
- Re-enactment of Jamaican traditional stories.
- Entry in response journal.
- Presentations
WEEK 5 UNIT 4 POETRY AND DRAMA
INSTRUCTIONAL OBJECTIVES
Student Teachers should be able to:
1. Explore the value of poetry in the classroom.
2. Select appropriate poems that will help students enjoy and
experience the beauty of the poetic form.
3.. Compile personal and class anthologies for selected groups and
grades

CONTENT
1.. Definition and description of poetry
2. Value of poetry
3. Forms of poetry
a] Nursery rhymes
b] Narrative poems
c] Ballads
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d] Nonsense verses
e] Limericks
f] Free verses
g] Haiku

4. Elements of poetry
a] Rhyme and sounds
b] Rhythm
c] Imagery
d] Figurative language
e] Shape
5.. Characteristics of poems that children prefer
ACTIVITIES
Based on stimulus, write original poems that capture elements of poetry.
Dramatic presentation of poems that highlight the versatility of poetry


WEEK 6 UNIT 4 POETRY AND DRAMA (Contd)
INSTRUCTIONAL OBJECTIVES
4. Explore the value of drama in the classroom.
5. Use dramatic modes to extend students understanding of literary
works.

CONTENT
A. Definition and description of drama
B. Types of drama
a] Process drama
b] Story theatre
c] Role play and dramatic play
d] Improvisation
C. Relevance of poetry and drama in todays classroom.

ACTIVITIES
Presentations
- Response log entry

WEEK 7 UNIT 5 - STRATEGIES FOR PRESENTING CHILDRENS LITERATURE(9 HRS)
INSTRUCTIONAL OBJECTIVES
1.Utilize various creative and stimulating techniques in presenting different
genres of literature.
2.Demonstrate the effective use of literature-based materials through
innovative strategies in the classroom.
3.Select books with therapeutic values that are appropriate for assisting
children faced with challenges.

CONTENT
Suggested strategies/techniques to include:-
a] Read aloud/shared reading
b] Book talk
c] Grand conversations
d] Storytelling
e] Journal writing
f] Literature circles
g] Readers theatre
h] Authors chair
i. Book reports
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j] Electronic media use
k] Story mapping/webbing
l] Puppetry
m] Book clubs
n] Mystery bag
o] Music
p] Biblio-theraphy


ACTIVITIES

In small groups, students will fuse technology with literature based strategies to
present different genre of childrens literature.

Explore biblio-therapeutic literature, and make connections with situations such
as:- death, divorce, disappointment, violence.
Response journal entry.

UNIT 6 INTEGRATING CHILDRENS LITERATURE WITHIN AND ACROSS CURRICULUM

INSTRUCTIONAL OBJECTIVES
1. Discuss how different genres can encourage students to write, read and express
themselves orally and aesthetically
2.. Assess the effectiveness of the existing Language Arts and Literacy curricula as
they relate to childrens literature.
3.. Plan and present units and lessons incorporating various strategies and
instructional materials.

CONTENT
1..Investigating the E.C., Grs.1 3 and Grs. 4, 5, & 6 curricula
a] Discuss the requirements of the various curricula guides
b] Integrate childrens literature with different subject areas.
2.. Creating and using instructional materials.
3.. Unit and lesson planning. Using literary elements.

ACTIVITIES
- Micro-teaching based on a unit from the curriculum guide for either EC/PRI:
- Fuse technology in the lesson
- Integrate narrative text with the unit



ASSIGMMENT SHEET

COURSE : INTRODUCTION TO CHIDRENS LITERATURE


1. Individual
Select a quality childrens book and use a graphic organizer to showcase the literary elements
(character traits, physical characteristics of characters, plot, setting, point of view, theme)
Develop three (3) activities based on different elements of the story (one activity for each
element chosen)
20 marks (10+ 10)
N.B. Graphic Organizer of Elements (10 marks)
Activities (10 marks) Due Date June 20, 2014.



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2. Group work (Mandatory)
Choose a Childrens book from the genre Traditional Literature and use one of the following
strategies to present it in a lesson to Early Childhood/Primary level students
- Puppetry
- Story telling
- Dramatization
A detailed action plan must be presented.
25 marks
DUE DATE - June-July 2014



3. Individual (Mandatory)
Read 20 quality Childrens books and write a reflection on each one. In addition read one (1)
chapter book and reflect on each chapter.
The childrens books should be selected as follow:-
Autobiography 1
Traditional Literature 3
Modern Fantasy 3
Realistic Fiction 4
Historical Fiction 2
Poetry 4
Non Fiction 3
The chapter books for assignment six (6) may come from this list:-
A Cow Called Boy
My Father Son Son Johnson
Charlottes Web
Young Warriors
Sixty-five
Any other appropriate chapter book.
40 marks

DUE DATE July 17, 2014.

4. Individual (Mandatory)
(This is an in class assignment)

Write at least a three (3) page course reflection which should address the following:-
- What you have learnt in the course
- How this course will guide you in the teaching of childrens literature in your own classroom
- Why you would recommend this course to your colleagues in the E.C./Primary level
classrooms.
15 marks

DUE DATE July 25,2014.




A note to students in this course
Expectations of Students
Attendance Policy
Regular attendance to classes is very important. However, students are allowed to be absent for
10% of the course (with explanation for up to two days). Illnesses which allow absences to
extend beyond the time allowed must be verified by a doctor and the requisite certificate
presented on the first day of return to classes.
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Grading Policy

Assignments are to be submitted on time and on the date indicated by particular lecturers. Also,
the latest edition of the APA format should always be employed. Late assignments will lose one
grade point from the final grade for each day outstanding.
In case of emergency and a student realizes that he/she will be unable to submit his/her written
assignment on the due date, he/she may submit an electronic copy of the work with a note
attached as to when the final copy will be turned in. Failure to make contact or to turn in an
electronic copy at least 24 hrs before the due date will ensure that the policy of losing a grade
point each day will be applied.
Academic honesty
Students are reminded that they should be rigorously honest in their participation especially
group assignments, and in the submission of individual assignments. Plagiarism is defined as
taking a part of someones creation and refusing to give them credit for it. It violates the
principle of justice and therefore must be avoided. Therefore, any attempt to plagiarize will result
in their assignments being deemed null and void and due process as dictated by the TCJ be
applied.


- The success of this course depends on your commitment to your own work as well as the work
and ideas of your classmates. The most important action you can take is to do the readings,
completely and on time. This will help you feel prepared to comment and to raise and / or
respond to questions in discussion which will in turn deepen your own understanding.

All assignments must be handed in to the department office on the date and times specified.





ASSIGNMENT #2 MARK SCHEME
LESSON PLAN 5
DELIVERY OF LESSON 20
- Relevance of elements used -4
- Structure of the lesson 3
- Cohesiveness of presentation 3
- Content taught - 10