College of Liberal Arts and Social Sciences
School of Education
Learn. Lead. Inspire. Transform
LAE 4414 Literature in Childhood Education, Section 594
Fall 2016, Room A203A
INSTRUCTOR: Billie-Jo Tyne Fintel
E-M AIL:
[email protected]
PHONE: (941) 812-2131
OFFICE HOURS: By appointment only
CLASS: Thursdays 6:00pm – 8:50pm
COURSE OVERVIEW
PREREQUISITES: None
COURSE DESCRIPTION AND GOALS:
This course focuses on literary understanding and genres in reading and teaching
children's literature. We will discuss critical and theoretical perspectives in evaluating
children's literature and will concentrate on the literary, social, and pedagogical
issues encountered in the study of children's literature. Our course readings,
activities, and projects are designed to help you explore and learn about the
following key ideas:
•
Evaluating and selecting materials -- looking at, evaluating, and talking about
children’s literature
•
Taking a literary stance -- The differences between literary and curricular uses of
children’s literature
•
Appreciating genre elements – Early Childhood Literature, Modern Fantasy and
Traditional Literature, Contemporary Realistic Fiction, Nonfiction, Historical Fiction,
Biography, and Poetry
•
Use technology to communicate and collaborate with peers in order to nurture
learning about children’s literature
This course was planned to encourage dialogue and an exchange of views. This
sharing process will require you to read a variety of books that you will use to
demonstrate and support your developing knowledge. You are required to
purchase or have access to the course literature.
TEXTBOOKS, READINGS, & REQUIRED MATERIALS:
Fountas, I. & Pinnell, G. S. (2012). Genre study: Teaching with fiction and nonfiction
books. Portsmouth, NH: Heinemann.
TaskStream account is required
Access to various children’s books
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COURSE OBJECTIVES:
1. Identify the genres of literature written for children and select and evaluate
examples of the literature that are reflective of diversity across cultures. (AP#5
and #8 and ESOL #2)
2. Select suitable literature to meet the cognitive, social, emotional, and
aesthetic growth and development of children including L1 (first language)
and L2 (second language) English speakers. (ESOL #4 and ESOL #5)
3. Identify the contributions of notable authors, illustrators, and poets of culturally
and linguistically diverse literature for children.
4. Select, adapt, and use instructional techniques, strategies, and response
modes to enhance knowledge and appreciation of literature, both in print
and nonprint materials, to meet individual needs and learning styles of diverse
children. (AP#8 and ESOL #5)
5. Use literature to enhance learning across content areas. (AP#8 and ESOL #6)
6. Select literature to develop children’s understanding of and respect for
diverse cultures. (AP #5)
7. Identify and locate technology resources related to children’s literature and
evaluate them for accuracy and suitability. (AP #12)
8. Use technology to communicate and collaborate with peers in order to
nurture learning about children’s literature. (AP #12)
* Abbreviations refer to professional standards: ESOL – English as a Second
Language; AP – Florida Accomplished Practices
ESOL & Florida Accomplished Practices (AP) Requirements: Please note that certain
assignments are marked (e.g., AP 4 or ESOL 22) and should be saved once graded,
as appropriate documentation for one or more of the Performance Standards.
Students will post Accomplished Practices documentation on TaskStream in an
electronic portfolio as part of your internships, and some assignments from this
course may also be used there as evidence (e.g. for 4 Diversity).
COURSE STUDENT LEARNING OUTCOME:
Upon completion of this course, students will be able to survey and analyze the
genres of children’s literature and apply this new understanding by demonstrating
an ability to select quality children’s literature.
METHOD OF INSTRUCTION:
Students will be expected to participate fully in workshop activities where we
explore children’s literature through our own reading and writing, discussion of
articles, personal experiences, and readings in order to expand our knowledge and
comfort level of issues represented in current children’s books. Interaction with peers,
guest speakers, lectures, professional development videos and professional course
readings will support our examining of instructional strategies and children’s literature.
Therefore, students are expected to attend every class in its entirety.
CANVAS USE:
The class syllabus is posted in Canvas, an online course management system. In this
class, students are required to post all of their work as required on Canvas. In
addition, all students are expected to participate extensively in class discussions as
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contributors, reporters, and leaders. In addition to addressing the graded
assignments, candidates are expected to sign in to Canvas and respond to all
discussion prompts individually and react to the responses to some other classmates
based on your interest.
Information on how to use Canvas is available at: http://usfsm.edu/elearning
Canvas is accessible via the myUSF online web portal, or directly at
http://learn.usf.edu.
GENERAL EXPECTATIONS:
Assignments are designed to build competency (through the process of completing
the assignment) and show competency (through products). Grading will be based
on quality of work and the demonstrated level of competence in meeting course
objectives.
A NOTE ON SCHOLARLY CONVENTIONS:
The written work that you produce should be quality work, both in it’s content and
form. The content of your written work should always reflect your careful and
thoughtful consideration of the ideas we are exploring in the various readings and
activities—and you should refer to these where this serves to support your ideas. This
does not mean you need to write pages and pages for these assignments, but it
does mean you should carefully craft what you write—be clear, succinct, and
support what you say. Your work should be presented in an edited format (you have
checked it for spelling and grammar; it has been proof-read, etc.). Point deductions
will be taken for excessive grammatical or spelling errors. All assignments must be
double-spaced.
CRITICAL TASKS: Assignments designated, as Critical Tasks must receive a passing
grade in order to pass the course. If you turn in an assignment that receives an
unsatisfactory grade, you will be required to redo the assignment. The Critical
Tasks(s) for this course is the Genre Analysis.
TaskStream: TaskStream is a web-based electronic portfolio required of all students
in College of Education (COE) programs. TaskStream enables students to build
media-rich online portfolios showcasing learning achievements, which can be
shared with peers, instructors, parents, and employers. Further, it provides a way to
submit documents, called Critical Tasks, to instructors for feedback and assessment.
The COE uses these assessments to evaluate candidate progress towards meeting
standards set by the Florida Department of Education, by the faculty, and by
professional organizations. Further, the COE analyzes data from the assessments
and uses data for program planning in order to ensure continuous improvement.
Once your assignment is in your portfolio, it will be assessed using a rubric. You must
earn a score of 3 or better on the critical task. If you do not pass the critical task, you
will not pass the course.
If you have TaskStream questions, please:
1.
First, read the How to documents, and watch the Flash Tours
presentations
2.
Second, ask 3 other students in your program
3.
Third, Google your specific question
4.
Fourth, investigate the “Help” function in TS
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5.
6.
Fifth ask your instructor
Sixth, contact the College of Education, and the message will be relayed
to the coordinator (Jenni Menon Mariano)
ESSENTIAL ASSIGNMENTS: These are assignments that have been aligned with one or
more FLDOE curriculum requirements, i.e., ESOL standards, Reading Competencies,
or Florida Teacher Competencies/Skills.
OVERVIEW OF ASSIGNMENTS / EVALUATION OF STUDENT OUTCOMES:
1. LIBRARY/BOOKSTORE ASSIGNMENT:
For this assignment, students are required to visit a bookstore and a public library
and spend some time observing in the children’s section at each location. While at
each location, students are expected to take notes (following the note-taking
format below), draw a sketch diagram or take pictures of the children’s section at
each location, and write a 1-2 page piece in which they discuss what assumptions
about books, children, and reading are reflected by their observations.
In this course, we will be focusing on how to read and respond to children’s
literature, honing skill in choosing the highest quality literature for children. But where
do we find such literature? This assignment asks you to investigate how books are
made accessible to children and the adults in their lives through bookstores and
libraries.
The goal of this assignment is for you to focus on how books are presented for
“consumption.” By looking closely at the places where readers go to find children’s
books, we learn something about assumptions about books, children, reading...and
more. Here are the key requirements for completing this assignment. Obviously, you
may choose to do this at any time from now until it is due.
1) Visit a bookstore and a public library. Spend some time observing in the children’s
section at each location.
2) While you’re at each location, make notes on a 3-column chart like the one
below.
What?
Where?
Why?
What is displayed and
shelved? *What
evidence of diverse
literature is there?
Where are specific things
displayed and shelved?
As one example:
Piles of pillows
In the back corner of the
library (or store).

Propose reasons for things
displayed/ shelved as they are.
Notice any patterns? What are
the implications for buyers or
borrowers? Think like kids,
parents, and teachers. Give
children places to sit and read
comfortably – suggests that this is
a place where you should sit
down and read a book (stay
awhile).
Suggests that reading is for pleasure
Draw a sketch diagram of the children’s section at each location. Label
furniture, displays, etc. You might include people in this diagram (e.g., Is there a
clerk in this section? Are there adults with children?) Although you will not be
evaluated on your “artistic” ability, your diagram should be easy to read and
neat.
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
Be sure to write down the location (specific bookstore or library – i.e. name and
address) on each chart and diagram.

What evidence is there of “diverse” literature? What do you notice about these
books and their presence (or absence)? How are they shelved/displayed? After
looking at your diagrams and your charts, write a 1-2 page piece in which you
discuss what assumptions about books, children, and reading are reflected by
your observations. Note similarities and differences between the 2 locations, and
suggest possible reasons for any differences. What is promoted or emphasized in
each location? Are there things missing? This component is critical. I want you
thinking about why things are the way they are. What are the reasons behind the
placement of objects, displays of certain texts, size/amount of seating, etc. The
emphasis of your analysis should be on the possible meanings behind the
organization of the environment. Interpret what you have seen.
2. GENRE CRITIQUES: One for each genre studied after reading the required
chapter in your textbook, Genre Study, and reading a children’s literature book
for each of the eight genres (early childhood, traditional literature, fantasy,
contemporary realistic fiction, historical fiction, biography, informational, and
poetry), you are to write a genre critique. This critique is a connection between
the textbook and the literature.
I. The first section is to be a summary of the key points in your textbook that pertain
to the specific genre
•
Example: In the text, Elementary Children’s Literature: Infancy Through
Age 13, Nancy Anderson (2013) discusses the various types of early
childhood books. Early childhood books include board books, concept
books, pattern books and wordless picture books. Board books are
designed specifically for infants and toddlers. Concept books touch on
basic concepts such as colors, ABCs, shapes and numbers. Pattern
books are books that are repetitive, making it easier for children to
follow the story and join along as it is being read (Anderson, 2013).
Wordless picture books rely on the use of illustrations to tell the story.
According to Nancy Anderson, wordless picture books help develop
visual literacy. These types of books are effective tools to use for
beginning and struggling readers. Each of these early childhood books
serves a purpose
II.
The second section is a brief synopsis of the assigned literature book.
III.
The main part of your paper is the critical analysis of the assigned literature
book based on the criteria in your textbook for evaluating literature for that
genre. Use the questions stated in your textbook as a framework for your
analysis. Address the literary elements explained in your textbook for each
critique. Cite several examples of supportive evidence from both the textbook
and literature to defend your position.
•
Example: Like many contemporary realistic fiction stories, Becoming
Naomi León is told from a first person point of view (Naomi’s). “With this
point of view, the reader will see events unfold through the eyes and
thoughts of the narrator, and only the narrator” (Anderson, 2013, p.33).
Naomi is put into situations where she is able to eavesdrop into
conversations; “I hurried back to get [my backpack] and as I hoisted it
onto my back, I heard Ms. Morimoto’s voice from inside: ‘...called
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yesterday to give me some history on the mother. She’s been in and
out of rehab hospitals and halfway houses for years. Severe alcohol
abuse and the irrational behaviors that go along with it” (Ryan, 2004,
p. 73).
★ Since the textbook does not provide a specific list of questions for
evaluating graphic features within children’s literature, include a
paragraph explaining the visual elements (space, line, shape, color,
texture, scale, point of view, style and media) used to enhance the tone
of the book. How does the union of the text and illustrations convey the
story?
•
IV.
Example: Anthony Browne, the author and illustrator of this story,
clearly made careful decisions about his illustrations for this book.
“Good illustrations evoke a variety of emotions from both the child and
adult viewer...Just as our alphabet is the basis for our verbal literacy,
the visual elements—including space, line, shape, color, texture, scale,
dimension and composition—are central to our visual literacy and our
comprehension of artistic design” (Anderson, 2013, p.50). The choices
of visual elements Browne uses in his illustrations plays a key role in
communicating vital details about each character, as well as the
overall plot. For instance, Browne employs specific color choices to
highlight the emotional tone of the story line. This can be seen in the
illustration of when Smudge and Charlie meet. The illustration is divided
by a lamppost; Charlie’s side of the illustration is dimly lit, while
Smudge’s side is filled with bright colors. The trees in the background
on Charlie’s side are black and leafless, while the fully bloomed trees
on Smudge’s side are speckled with pink, green, and yellow leaves
(Browne, 1998, p. 16). The lines in the illustrations of Charlie’s mother are
precise and clean (p.1), while the lines in the illustrations of Smudge
are faint and loose (p. 27). Textures also play a role in the illustrations.
The fourth section of the critique is a comparative analysis. Think about how
each book may relate to another book read during the semester. Compare
and contrast the assigned book to other books by using the various literary
elements discussed in your textbook.
•
Example: Characters are the focus of the story, and action within a
story revolves around them. “Main characters, especially that central
character or protagonist, must be fully developed; that is, readers
should learn of the characters’ many traits—their strengths as well as
their weaknesses” (Anderson, 2013, p. 32). Characters fall along a
continuum from “flat” to “round” (Anderson, 2013, p. 32). Flat,
stereotypical characters can be found in almost all of the books: Voices
In The Park, Rapunzel, City of Ember, and Becoming Naomi Leon. The
book with the flattest and most stereotypical characters can be found in
Paul Zelinsky’s rendition of Rapunzel. According to Anderson (2012),
“Because characters represent values and attributes, not real humans,
they are stereotyped. These flat characters are either all good or all
evil” (p.87). In the book Zelinsky (1997) writes, “Rapunzel grew to be a
child of rare beauty, with pale skin and an abundance of flowing redgold hair.” The stereotypical evil stepmother is present in both Rapunzel
and Becoming Naomi Leon,..........
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 Culturally Diverse Literature: Culturally diverse literature is found in all genres. A
minimum of four exemplary culturally diverse books must be included in your
eight genre critiques. You are to write an analysis of the book, which includes an
evaluation explaining why you feel the book you selected is quality literature.
You are to identify the genre and explain why you believe the book can be
classified under the specific genre you have chosen, and explain why this book is
a quality piece of multicultural literature. Provide specific examples from the
literature to support your position. A guide for analyzing culturally diverse literature
is provided for you within Canvas.
ALL assignments must be posted to Canvas prior to the beginning of class the week
they are due.
3. GENRE ANALYSIS (CRITICAL TASK – TASKSTREAM):
The purpose of this course is for students to survey and analyze the genres of
children’s literature, and apply this new understanding by demonstrating an ability
to select quality children’s literature. For this assignment, students will select
children’s or young adult literature they believe are exemplars for each of the
genres we discuss in class (early childhood literature, traditional literature, fantasy,
contemporary realistic fiction, historical fiction, biography, nonfiction, and poetry).
Again, each selection must be quality children’s or young adult literature according
to the genre criteria discussed in class (i.e., the traditional literature text should
contain some of the conventions and motifs that are typical in the genre). This
collection must include a total of 8 texts – one from each of the genres we discuss in
class. Students are encouraged to be both thoughtful and careful in their selection –
For each genre include a summary of the criteria specific to the genre as explained
in the textbook, a brief synopsis of the literature book and an in-depth evaluation as
well as a comparative analysis with other books read throughout the semester using
the various literary elements. What is happening in this book? What will using this
book “get” or “achieve” as opposed to any other? How does this book meet the
criteria for exemplary pieces of literature in this genre? Students should also be sure
to evaluate these texts critically and to fully incorporate “diverse” literature.
4. IN DEPTH STUDY AND PRESENTATION STUDY (ESSENTIAL ASSIGNMENT):
Choose Option A, B, or C
Option A: Author / Illustrator Study
Students will choose an author (prose or poetry) or an illustrator to research. You will
“sign-up” for an author or illustrator by a posting to the Canvas discussion board
titled “Presentation Topics.” Post the author/illustrator’s name as the subject line so
that others may easily see which authors/illustrators are already chosen.
1) Survey as many books by this author as you can find. Check at least 3 different
sources (at least one must be non-internet) to learn about the author’s life and
interests. There are resources in our library as well as on the Internet.
2) You will need to bring at least 6 of the author/illustrator’s books to class for your
presentation. Plan how to present the author/illustrator and the books to the
class that will give ideas as to how an author/illustrator study will be used in your
classroom.
3) Review and evaluate a minimum of two websites that could be teacher
resources for your author/illustrator. For each website, post the web address
and a one-paragraph evaluative review to the “Author/Illustrator Website
Evaluations” discussion board on Canvas. Reviews must be posted prior to your
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presentation.
4) Write up a one or two-page handout to be passed out to everyone in class
when you present that includes:
a.
Information about the author/illustrator that would be interesting to share
with kids—how the person got started in writing, favorites books, how
he/she gets story ideas, what they say about their own writing, etc.
b.
A list of the author/illustrator’s books (include the year of publication).
c.
An annotated (brief synopsis) book list of at least six books by the
author/illustrator including the Lexile level (www.lexile.com ) and
approximate age range for this book.
d.
Ideas for creative learning experiences related to at least four of the
books: suggest various themes, lesson plans, etc. What would you want
your students to learn? These lesson plans must be completed on the
Official USF Lesson Plan Template. Do not just say what you would do,
show how you would complete the activity and how it is an extension to
the book.
e.
Include a list of references in APA format (where you obtained
information)—books, magazines, and websites. Sources must be from a
variety of places.
5) Present items 1, 2, 3, and 4 a, c, d, and e, to the class through a 20-minute presentation.
You must bring your electronic file to class; PowerPoints cannot be emailed to the
instructor. PowerPoints must be uploaded to Canvas prior to class on the day of your
presentation.
Option B: Diversity in Children’s Literature
You will “sign-up” for a topic by a post to the discussion board titled “Presentation
Topics.” Post the topic as the subject line so that others may easily see which topics
are already chosen. The goal of this project is to learn about another culture
through a representative sample of children’s literature and teach it to our class.
1) Choose from the following groups of people: A) African Americans, B)
Hispanic Americans, C) Asian Americans, D) Native Americans, E) Older
generations, F) Handicapped children, G) Non-traditional families.
2) Bring a minimum of six books representing the culture to class for your
presentation. An attempt should be made to include both fiction and
nonfiction of a caliber that you would want to use with children (recent,
colorful, and informative). Remember to include traditional literature from
that culture if applicable.
3) Review and evaluate a minimum of two websites that could be teacher
resources for your selected culture and/or the literature related to the culture.
For each of the websites, post the web-address and a full paragraph
evaluative review to the “Diversity Website Evaluation” discussion board on
Blackboard. Reviews must be posted prior to your presentation.
4) Write up a one to two page handout to give to everyone in class that
includes:
a.
Information about the culture.
b.
An annotated bibliography (including a brief synopsis) of at least six
books and the Lexile level (www.lexile.com ) and approximate age
range for the books used in the presentation along with any other
quality books useful for learning about this cultural group.
c.
A critical evaluation of each book surveyed. Are the portrayals
accurate and authentic? How valuable is the book for teaching
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and learning?
A minimum of four lesson ideas for using the literature to teach
children about the culture. Ideas for creative learning experiences
related to at least four of the books: suggest various themes, lesson
plans, etc. What would you want your students to learn? These
lesson plans must be completed on the Official USF Lesson Plan
Template.
e.
Include a list of references in APA format (where you obtained
information)—books, magazines, and websites. Sources must be
from a variety of places.
Present items 2, 3, and 4 a, c, and d to the class through a 20 minute
PowerPoint presentation. You must bring your electronic file to class;
PowerPoints cannot be emailed to the instructor. PowerPoints must be
uploaded to Canvas prior to class on the day of your presentation.
d.
5)
Option C: Genre Study
Students will choose a literature genre presented in our textbook to research. You
will “sign-up” for genre you want to present by posting to the Canvas discussion
board titled “Presentation Topics.” Post the genre’s name as the subject line so that
others may easily see which genres are already chosen.
1) Choose one of the following genres: Traditional Literature, Modern Fantasy,
Contemporary Realistic Fantasy, Historical Fiction, Biography and
Autobiography, Informational or Poetry and Verse.
2) Bring a minimum of six books representing the genre to class for your
presentation. An attempt should be made to include both fiction and
nonfiction of a caliber that you would want to use with children (recent,
colorful, and informative). Remember to include traditional literature from
that genre if applicable.
3) The genre characteristics will be presented. Additionally, an explanation of
each subgenre will be presented along with quality book examples of each
subgenre.
4) You will explain how to select and evaluate quality books of the genre. You
will provide an example of a literature book NOT presented in the textbook
and explain how you assess the value of the book using the evaluation
strategy you present.
5) You will create a study guide using a graphic organizer to visually represent
all the information in your presentation.
6) A minimum of four lesson ideas for using the literature to teach children about
the genre. Ideas for creative learning experiences related to at least four of
the books: suggest various themes, lesson plans, etc. What would you want
your students to learn? These lesson plans must be completed on the Official
USF Lesson Plan Template.
7) Present items 2, 3, 4 and 5 to the class through a 20-minute PowerPoint
presentation. You must bring your electronic file to class; PowerPoints cannot
be emailed to the instructor. PowerPoints must be uploaded to Canvas prior
to class on the day of your presentation. Include a list of references in APA
format (where you obtained information)—books, magazines, and websites.
Sources must be from a variety of places.
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PREPARATION AND PARTICIPATION (CODES OF CONDUCT):
It is essential that you not only complete each activity and assignment on time, but
that you are also prepared to be an active participant. An important aspect of any
classroom learning community is the active engagement of students and teachers
around worthwhile content. Your contributions to discussions and activities are
essential to your learning as well as to the health and learning of our own classroom
community. Additionally, you will be expected to raise relevant questions, make
contributions that promote discussion, be sensitive to eliciting the ideas of others in
the class, and actively engage in small group work. Your preparation and
participation will impact your final grade in this course—deductions may be taken
at any time. You are responsible for all material covered in class. Failure to complete
an assignment by the due date may result in a score of “0” on that assignment.
More than three missing assignments will result in a failing grade for the course.
For some people sharing their thoughts in a public forum feels “risky.” However, part
of developing as future professionals involves sharing your ideas and engaging in
the ideas of others. Think of this course as an environment in which to get your feet
wet and begin taking such risks.
★ Attend all class meetings on time. One absence and one tardy will be excused,
but more than that will result in the following deductions being taken from your
participation grade: two points for each absence beyond the first absence, one
point for each tardy beyond the first tardy, and one point for each instance of
leaving early. Missing more than half of any class will be considered an absence.
More than three absences will result in an “F” for the course, regardless of
assignment grades. ★
It is your responsibility to sign the attendance sheet each week, and to mark your
name with an “O” to indicate that you are on time, or a “T” if you are tardy.
Come to class prepared to discuss the weekly assigned readings and make
worthwhile contributions to the class.
Print and bring any handouts posted to Canvas each week. In order to participate
to gain the best benefit from your reading and to participate in in-class discussions, it
is suggested that you keep a reading log of reader responses for each book assigned
to be read in your reflection notebook or mark your ideas by writing in your book or
write on sticky notes that you can refer to in class. Highlighting, writing in you book,
writing on sticky notes indicate that you have read the book and are prepared to
discuss. You must have this preparation present in class. If you do not bring the
appropriate book prepared to discuss in class as assigned, you will lose one point
from your participation grade.
GRADING POLICY
Please Note:
 All assignments must be completed specifically for this class and may not
have been submitted in another class.
 Projects must be made 100% by the student submitting it for a grade unless
the project is specified as a collaborative project.
 All assignments should be submitted to Canvas prior to class beginning on the
due date indicated on the Course Schedule.
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All assigned work is to be completed on time and turned in prior to the class
session. Please contact me directly prior to the start of class if an unforeseen
circumstance occurs.
Type of Evaluation
Critiques (8)
Presentation
Critical Task
Class Participation
Library/Bookstore Assignment
Total
Points
40
20
15
15
10
100
GRADING CRITERIA — POINTS/ GRADES
A (4.00) 90-100 points: reflects exemplary work, knowledge, and skill in meeting the
performance objectives – participant went beyond requirements, is analytical,
reflective and professional in stance, and demonstrated a strong understanding of
reading comprehension
B (3.00) 80-89 points: reflects good, competent work, knowledge, and skill in meeting
the performance objectives. Participant demonstrates a good understanding of
reading comprehension
C (2.00) 70-79 points: adequate work, knowledge, and skill in meeting the
performance objectives, minimum requirements have been met successfully.
Participant demonstrates an adequate understanding of comprehension.
D (1.00) 60-69 points: reflects inadequate work, knowledge, and skill in meeting the
performance objectives; minimal requirements have generally been met.
Participant demonstrates a minimal understanding of reading comprehension.
F (0.00) 59 points or less: fails the course
Each assignment will be graded separately and the graded assignments will be
combined to reach a final grade for this section. At any point, any attendance
deductions will be taken. Please note, a grade of “A” is considered exceptional
work, a grade of “B” is considered good work and a “C” is considered to be
adequate work.
TECHNOLOGY REQUIREMENT:
This course will be making use of the my.usf web portal (Canvas) available through
USF. Each student has an e-mail account through the university. Be sure that you
have your NetID and a password so that you can access my.usf.edu. This is the
official method that the University and your instructor will use to contact you.
COURSE POLICIES
Contacting your instructor:

The best way to get in touch with me is via email.

I do my best to respond to all emails within 48 hours – even if it is just to say,
“Thank you, I received your email.”

Do not assume that I have gotten your email – technology is not foolproof
(and I am not perfect). If you do not hear back from me within 48 hours,
please email me again.
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
I ask that you provide me with as much advance notice as possible when
you email me and I will do the same in my communications to you.
Assignments:

It is my policy not to accept late papers. Please turn in your assignments
when they are due. Forgetting to complete assignments hinders the work we
can do in class. Because technology is often unpredictable, work diligently to
submit assignments as expeditiously as possible.

In the unlikely event that I decide to accept a late assignment, the score will
be reduced by 25% and will not be accepted more than one week late.

I reserve the right to adjust due dates of papers and assignments as
necessary.

I do not give extra credit unless it is offered to the entire class, so make sure
you complete all assignments carefully.
Detection of Plagiarism http://www.cte.usf.edu/plagiarism/plag.html The University
of South Florida has an account with an automated plagiarism detection service,
which allows instructors to submit student assignments to be checked for plagiarism. I
reserve the right to 1) request that assignments be submitted to me as electronic
files and 2) electronically submit assignments to SafeAssignment. Assignments are
compared automatically with a huge database of journal articles, web articles, and
previously submitted papers. The instructor receives a report showing exactly how a
student's paper was plagiarized. For more information, go to
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.
USFSM POLICIES
A. Academic Dishonesty: Plagiarism is defined as “literary theft” and consists of the
unattributed quotation of the exact words of a published text, or the unattributed
borrowing of original ideas by paraphrase from a published text. Plagiarism also
consists of passing off, as one's own, segments or the total of another person's
work. On written papers for which the student employs information gathered from
books, articles, or oral sources, each direct quotation, as well as ideas and facts
that are not generally known to the public at large must be attributed to the
author in APA format.
The University considers any form of plagiarism or cheating on exams, projects, or
papers to be unacceptable behavior. Please be sure to review the university’s
policy in the USFSM Catalog, the USF System Academic Integrity of Students, and
the USF System Student Code of Conduct.
B. Academic Disruption: The University does not tolerate behavior that disrupts the
learning process. The policy for addressing academic disruption is included with
Academic Dishonesty in the catalog: USFSM Undergraduate Catalog or USFSM
Graduate Catalog and the USF Student Code of Conduct.
C. Contingency Plans: In the event of an emergency, it may be necessary for USFSM
to suspend normal operations. During this time, USFSM may opt to continue
delivery of instruction through methods that include but are not limited to: Canvas,
Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the
responsibility of the student to monitor Blackboard site for each class for course
12
specific communication, and the main USFSM and College websites, emails, and
MoBull messages for important general information. The USF hotline at 1 (800) 9924231 is updated with pre-recorded information during an emergency. See the
Safety Preparedness Website for further information.
D. Disabilities Accommodation: Students with disabilities are responsible for
registering with the Office of Student Disabilities Services in order to receive special
academic accommodations and services. Reasonable notice must be given to
the SDS office (typically 5 working days) for accommodations to be arranged. It is
the responsibility of the student to provide the instructor with a copy of the official
Memo of Accommodation. Please notify the instructor during the first week of
classes if a reasonable accommodation for a disability is needed for this course.
Contact Information: Pat Lakey, Coordinator, 941-359-4714; [email protected];
www.sarasota.usf.edu/Students/Disability/
E. Fire Alarm Instructions: At the beginning of each semester please note the
emergency exit maps posted in each classroom. These signs are marked with the
primary evacuation route (red) and secondary evacuation route (orange) in case
the building needs to be evacuated. See Emergency Evacuation Procedures.
F. Religious Observances: All students have the right to expect that the University will
reasonably accommodate their religious observances, practices and beliefs.
Students are expected to notify the instructor in writing by the second class if they
intend to be absent for a class or announced examination, in accordance with
this policy.
G. Protection of Students Against Discrimination and Harassment:
1. Sexual Misconduct/Sexual Harassment Reporting: USFSM is committed to
providing an environment free from sex discrimination, including sexual
harassment and sexual violence (USF System Policy 0-004).
2. Other Types of Discrimination and Harassment: USFSM also is committed to
providing an environment free from discrimination and harassment based on
race, color, marital status, sex, religion, national origin, disability, age, genetic
information, sexual orientation, gender identity and expression, or veteran
status (USF System Policy 0-007).
The Counseling and Wellness Center is a confidential resource where you can talk
about incidents of discrimination and harassment, including sexual harassment,
gender-based crimes, sexual assault, stalking, and domestic/relationship violence.
This confidential resource can help you without having to report your situation to
either the Office of Student Rights and Responsibilities (OSSR) or the Office of
Diversity, Inclusion, and Equal Opportunity (DIEO), unless you request that they make
a report.
Please be aware that in compliance with Title IX and under the USF System Policy,
educators must report incidents of discrimination and harassment, including sexual
harassment, gender-based crimes, sexual assault, stalking, and domestic/
relationship violence. If a student discloses any of these situations in class, in papers,
or to a faculty member personally, he or she is required to report it to OSSR or DIEO
for investigation. Students who are victims or who have knowledge of such
discrimination or harassment are encouraged to report it to either OSSR or DIEO. The
13
Deputy Coordinator for USFSM is Allison Dinsmore, Coordinator of Disability Services &
Student Advocacy, 941-359-4714 or [email protected].
Campus Resources:
Counseling Center and Wellness Center 941-487-4254
Victim Advocate (24/7) 941-504-8599
List of off-campus resources:
HOPE Family Services: 941-755-6805
Safe Place & Rape Crisis Center (SPARCC) – Sarasota: 941-365-1976
First Call for Help- Manatee & Sarasota: 941-708-6488
Centerstone: 941-782-4800; 24-hr Hotline 941-708-6059
H. Web Portal Information: Every newly enrolled USF student receives an official USF email account. Students receive official USF correspondence and Canvas course
information via that address. The web portal is accessed at http://my.usf.edu
14
WEEK:
1
Tentative Course Schedule
DATE:
TOPIC:
Aug. 24 Course Introduction
2
Sept. 1
Field Work for Library / Book Store Assignment
3
Sept. 8
Understanding and Categorizing Different
Genres and Forms of Literature
Refer to Pages 4 & 5 of the Syllabus for details regarding
the completion of the assignment
Understanding Readers and Texts – Learning to
Process Fiction and Nonfiction Texts
Sept. 15 What is Genre Study? Experiencing the Inquiry
Process
4
A Workshop Approach to Learning About
Genre
Sept. 22 Comparing Fiction and Nonfiction
5
Understanding the Elements of Fiction Texts
Evaluating Fiction Texts
Sept. 29 Exploring Realism in Fiction Texts
6
Understanding Realistic Fiction
7
Oct. 6
Understanding Historical Fiction
8
Oct. 13
Exploring Fantasy in Fiction Texts
Evaluating the Quality of Fantasy in Fiction
Texts
9
Oct. 20
Preparing for your presentation
10
Oct. 27
Understanding Biography Through Genre Study
Evaluating the Quality of Biographies
ASSIGNMENTS:
Participant Preparation:
 Bring a list of the type of texts you read
for pleasure.
 Bring Genre Study
 Bring reflection journal
Participant Preparation:
 Visit Library
 Visit Book Store
Participant Preparation:
 Read pages 35 – 39 in Chapter 4
 Read Chapter 5 in Genre Study
 Bring four books you read as a child.
 Bring Genre Study
 Bring reflection journal
Participant Preparation:
 Read Chapters 1 - 4 in Genre Study
 Bring Genre Study
 Bring reflection journal
Due:
 Library / Book Store Assignment
 Sign-up for your Presentation
Participant Preparation:
 Read Chapter 6 in Genre Study
 Bring Genre Study
 Bring reflection journal
Participant Preparation:
 Read Chapter 7 in Genre Study
 Bring Genre Study
 Bring reflection journal
Participant Preparation:

Read Chapter 8 in Genre Study

Bring Genre Study

Bring reflection journal
Due:

Realistic Fiction Genre Critique
Participant Preparation:

Read Chapter 9 in Genre Study

Bring Genre Study

Bring reflection journal
Due:

Historical Fiction Critique
Due:
 Fantasy Genre Critique
 Website Evaluations
 Annotated bibliography
Participant Preparation:

Read Chapter 9 in Genre Study

Bring Genre Study

Bring reflection journal
Due:

Traditional Literature Genre Critique
Saturday, October 29 - Last day to drop with a “W”; no refund & no academic penalty – DEADLINE: 5:00pm
15
11
Nov. 3
Exploring Nonfiction
Participant Preparation:
 Read Chapters 10 and 11 in Genre
Study
 Bring Genre Study
 Bring reflection journal
 Bring nonfiction texts
Due:

Biography Genre Critique
Participant Preparation:
 Read Chapter 13 in Genre Study
 Bring Genre Study
 Bring reflection journal
Bring a poetry book or anthology
Due:

Nonfiction Genre Critique
Participant Preparation:
 Read Chapter 4 in Exploring Children’s
Literature
 Bring two examples of Early Childhood
Literature
Due:
 Poetry Genre Critique
Due:
 Early Childhood Genre Critique
Participant Preparation:
 Read Chapter 12 in Genre Study
 Bring Genre Study
 Bring reflection journal
Due:
 Critical task uploaded to Taskstream
Evaluating Nonfiction
12
Nov. 10
Poetry
Evaluating Poetry
13
Nov. 17
Exploring Early Childhood Literature
14
Nov. 24
No Class – Thanksgiving Holiday
15
Dec. 1
Expanding Reading Power Through
Understanding Genres
TaskStream
USFSM COE Critical Task
LAE 4414 Genre Analysis
Following is a brief description of the critical task (please refer to the course syllabus for detailed information
about the assignment)
Candidates select children’s or young adult literature they believe are exemplars for each of the genres
discussed in class (picturebook, folklore, fantasy and science fiction, contemporary realistic fiction, historical
fiction, biography, nonfiction, and poetry). Students should also be sure to evaluate these texts critically
and to fully incorporate “diverse” literature (according to the definition and criteria shared in class). The
genre analysis should contain multiple books depicting “authentic” and “accurate” representations of
populations that have been traditionally under-represented in literature and media (“diverse” literature),
respecting students’ cultural, linguistic, and family background.
16
LAE 4414 Genre Analysis Rubric
Unacceptable
Diversity.
The genre
analysis
contains
multiple books
depicting
“authentic” and
“accurate”
representations
of populations
that have been
traditionally
underrepresented in
literature and
media
(“diverse”
literature),
respecting
students’
cultural,
linguistic, and
family
background.
Did not
adequately
demonstrate
knowledge or
skill.
Critical
Thinking.
The genre
analysis shows
candidate
evaluated the
texts critically,
addressing any
problematic
aspects of the
book and
incorporating
scholarly
criticism where
applicable.
Did not
adequately
demonstrate
knowledge or
skill.
Marginal
Meets
Standard
Advanced
Exceptional
Work is
approaching, but
not yet
consistent in
performance,
indicating partial
understanding.
Satisfactory
performance
indicating
understanding
and adequate
display of the
skills.
Meets all and
exceeds some
standards.
Superior with indepth
understanding
and exemplary
display of skills.
1
Standards
FL- 2010 FEAPs Standards Level (1-6)
Accomplished Practice:
2. The Learning Environment
FL- Florida Educator Accomplished Practices (2010)
Area: Quality of Instruction
Accomplished Practice:
2. The Learning Environment. To maintain a student-centered learning environment that
is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator
consistently:
Indicator:
d. Respects students' cultural, linguistic and family background;
FL- Florida Teacher Standards for ESOL Endorsement
Domain: Domain 3: Methods of Teaching English to Speakers of Other Languages
(ESOL)
Standard:
Standard 3: Effective Use of Resources and Technologies Teachers will be familiar with
and be able to select, adapt and use a wide range of standards-based materials,
resources, and technologies.
Domain: Domain 4: ESOL Curriculum and Materials Development
Standard:
Standard 2: Instructional Resources and Technology Teachers will know, select, and
adapt a wide range of standards-based materials, resources, and technologies.
FL- USFSM COE Candidate Proficiencies (2013)
Proficiency:
5a. Candidates construct learning environments that reflect the diversity of experiences,
perspectives, and cultures of their students and the larger world (The Learner as an
Individual in community).
Work is
approaching, but
not yet
consistent in
performance,
indicating partial
understanding.
Satisfactory
performance
indicating
understanding
and adequate
display of the
skills.
2
Meets all and
exceeds some
standards.
Superior with indepth
understanding
and exemplary
display of skills.
Standards
FL- USFSM Board of Governors (BOG)
Standard:
Critical Thinking
FL- USFSM COE Candidate Proficiencies (2013)
proficiency:
3. Candidates make professional educational decisions drawing on analysis of data and
research from a variety of sources (Evaluation and Decision-making).
17
Score/
Level
USFSM College of Education Performance Level Indicators
Approved 4.11.11
level 1:
Unacceptable
level 2:
Marginal
Incomplete or
insufficient
Underdeveloped
Did not adequately
demonstrate
knowledge or skill
Demonstrated
knowledge or skill
inaccurately
Fails to perform with
support
Shows minimal or little
understanding
Is incoherent,
unfocused,
Perfunctory
generalization;
unexamined hunch;
borrowed ideas
Marginal performance
Work is approaching, but
not yet consistent in
performance, indicating
partial understanding
Required a great deal of
support
Incomplete account, or
unsubstantiated
generalizations
Products show limited
responsiveness to
feedback (i.e., unable to
understand well enough
to incorporate feedback)
Many errors
Level 3: Meets
Standard
(target 1)
Meets standards for
knowledge and skills with
some support, coaching,
scaffolding
Consistent demonstration of
knowledge/skill
Proficient with respect to
stated criteria
Satisfactory performance
indicating understanding and
adequate display of the skills
Focused, coherent, detailed
enough so that essential
elements are communicated
Able to demonstrate
knowledge and skill
Minimal errors
level 4:
Advanced
(target 2)
Meets all and exceeds
some standards
Skilled, independent
demonstration of
competencies
Advanced understanding
demonstrated
Goes beyond what was
explicitly taught or
expected
level 5:
Exceptional (note,
attainment should be rare)
Exceeds expectations
Outstanding
Exemplary
Fully independent
Meets level expected of an
experienced educator
Expert demonstration of
knowledge and skill
Evidence of novel thinking
or application of
knowledge and skills
Superior with in-­‐depth
understanding and exemplary
display of skills
Rare and minor errors
Comprehensive; an unusually
thorough demonstration of
knowledge and skills
Use knowledge and skill and
adjust understanding well in
diverse and difficult contexts –
masterful ability to transfer.
Filled with errors
18