ED/LIT 3315-001

Children’s Literature
2006 Spring

• Dr. Patricia Leek

• 972-883-4407 • 972-883-4330 (FAX)

• patricia.leek@utdallas.edu (UTD email only) • Office hours – CBW, T 7:45AM-8:45AM; GR 2.607, T 5PM-
6PM; CBW TR 11PM-12PM; GR 2.607 5PM – 6PM; by
• http//:blackboard.utdallas.edu appointment
You will be expected to interface with course information and content on Blackboard regularly. Check the course’s Blackboard site almost daily!

This syllabus is a tentative contract between the instructor of the course and its students. The instructor reserves the right to make
changes to the calendar, assignments, topics, requirements, or any other aspect of the document if she deems this a necessary,
appropriate, and/or beneficial action.

Course Description
This course is a broad introduction to children’s literature, focusing on the genres and concepts of publications for children from picture books to
informational books.

Course Objectives for ED/LIT 3315 (Children’s Literature):

Upon completion of this course students will be able to:
Cognitive
• understand the history of children’s literature
• understand the relationships between child development, cultural context, and children’s literature
• understand illustrative techniques and their effectiveness in particular texts
• understand the characteristics of various genres and sub-genres of children’s literature.
• understand folk literature/traditional tales and their role as foundations for children’s literature
Affective
• value the art and effectiveness of the art in children’s picture books
• appreciate ways in which children’s literature can support diverse student populations, including those with differences in culture, 1st
language, learning styles, abilities, and challenges
• appreciate the role of folk literature and traditional tales in the evolution of children’s literature
• value the importance of children’s literature to cross-curricular learning

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Applied
• use appropriate resources, including technology, for studying children’s literature
• use various formats, including technology-based forums, for responding to children’s literature
• use appropriate data, including technology-based information, for evaluating and selecting materials for children
• use critical thinking in the discussion (oral and written) of materials for children
• interpret and evaluate children’s literature, using various types of literary criticism

Nature of the Course and Resources

This course is designed to encourage the greatest possible dialogue (both written and oral) and exchange of views and ideas related to children’s
literature. Students will develop critical abilities in examining publications for children and will be required to do wide reading in the genres. The
primary emphasis will be on the materials themselves, but you will also be expected to become familiar with the extensive variety of resources
available for children’s literature.

The course will use UTD Blackboard format for online communication, resources, online classes, and assignments. You will need to go to
http:blackboard.utdallas.edu to establish your new password. Click on “forgot my password” the first time you enter. You will then establish a new
password for this course. Blackboard administration will send you an email to your UTD email account that verifies your new password.

The following books are required:

Russell, David L. (2004) Literature for children: A short introduction, 5/e. New York: Pearson Education. (ISBN 0-8013-3086-6)

Bang, Molly. (2000) Picture this: How pictures work. Seastar Publishers.(ISBN 1-5871-7030-2)

Zipes, Jack, et al. The Norton Anthology Of Children's Literature. W. W. Norton & Co., Inc.. (ISBN 0393327760)

Traditional tales…listed within the calendar and available online (go to the sites and print out copies)

Microsoft Office Suite (including Microsoft Word) is available on campus for a very small charge because of a campus-wide purchase agreement.
Take advantage of this opportunity! Your work must be in Microsoft Word for my computer to be able to open it.

The course will address the following topics:

I. Contexts of Children’s literature, including history, child development, cultural and social diversity, study of and response to
children’s literature. The following websites will enhance your study of these topics.

http://www.scils.rutgers.edu/special/kay/HistoryofChildLit/childhood.html

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 http://www.scils.rutgers.edu/special/kay/HistoryofChildLit/classics.html

http://scils.rutgers.edu/~kvander/HistoryofChildLit/facsims.html

Multicultural Pavilion: Resources and Dialogue or Educators, Students, and Activitists

http://www.edchange.org/multicultural/teachers.html

Criteria to consider in choosing “multicultural" literature:

http://members.aol.com/mcsing29/bookcrit.htm

II. Genres of Children’s Literature including early childhood, picture storybooks, folk literature, poetry, fantasy, realistic and historical
fiction, biography and informational books, and children’s book award winners.

http://www.acs.ucalgary.ca/~dkbrown/storcoll.html
…links to some good children’s stories and multicultural stories.

http://www.acs.ucalgary.ca/~dkbrown/storfolk.html

…links to traditional folktales and fairy tales.

http://www.clau.org/litlinks.htm
…variety of resources including “book talk” synopses.

http://etext.lib.virginia.edu/toc/modeng/public/AbbCroc.html

REQUIREMENTS AND ASSIGNMENTS FOR THE COURSE

Please bring a book of your choice to class each time for possible book sharing and sustained silent reading.

Attendance is essential. Attendance will be taken and absences (for any reason) will seriously impact final grades.
• Three tardies (or leaving early) – more than 10 - 15 minutes = One absence (and EACH tardy or leaving early thereafter is another
absence)…more than 10-15 minutes late (or leaving early) is half of a class absence.

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 • Two absences = Twenty (20) point deduction from final number of points earned
• Three absences = Fifty (50) point deduction from final number of points earned
• Four absences = Eighty point (80) point deduction from final number of points earned
• Attendance must also be met for online classes by completion of specified tasks related to each of the classes prior to the start of the
subsequent onsite class.

Quality work is expected. Just coming to class and doing assignments are not a guarantee of an A; rather, students are expected to participate and
produce quality work. Average work will result in average grades.

Assignments are to be completed and turned in on time. Assignments are to be completed and turned in on time; late assignments will not be
accepted. If an assignment is not turned in on time due to serious illness or another grave reason, contact the instructor before (if at all possible) class
to arrange for an extension. Depending on the circumstances and your communication with the instructor, a 25% deduction will be taken or all points
will be lost. Technology problems are NOT acceptable excuses for late work. Complete your assignments enough in advance to make sure your
computer, Internet provider, printer, Blackboard, etc. are in working order such that you can turn in your work on time. Save your work often and seek
advice and resources from the campus computer labs, if necessary.
Tests
100 Points (50 per Test)

Exams will include material from the readings, lectures, and handouts. The first test will focus on Chapters 1-7, & 9, Molly Bang, lectures, and
handouts. The second test will be comprehensive, but will focus on Chapters 8 & 10, 11, 12, Appendix, lectures, handouts, folk literature readings, and
award winners.

Projects or papers – See assignment descriptions on pages 9-12 of this syllabus

1. 25 Points – Molly Bang Creative Picture Assignment + Short Essay

2. 25 Points – Individual Project
3. 25 Points – Group Project Author/Illustrator Study or Traditional Tale Comparative Study.
4. 25 Points – Electronic Journal On Blackboard Discussion Board

GRADES…Add the points you earn then divide by 200 to determine your grade.

Average 0% 60% 64% 68% 70% 74% 78% 80% 84% 88% 90% 94%+
Points 0 120 128 136 140 148 156 160 168 176 180 188
Grade F D- D D+ C- C C+ B- B B+ A- A

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 CALENDAR

Reading assignments are listed, but please allow some flexibility in topic presentation. There could be some adjustment in the calendar if
inclement weather causes a class to be cancelled. In addition, the instructor may adjust the topics covered, due dates, and/or any other aspect
of the calendar if she deems this beneficial and/or necessary. You should check your UTD email and Blackboard almost daily for updates.

Week 1 – 1-10

T – Course introduction - syllabus; What is children’s literature?; Traditional tales(Cinderella tales)…history

http://www.surlalunefairytales.com/cinderella/history.html ...versions available at http://www.pitt.edu/~dash/type0510a.html#jacobs;
http://www.surlalunefairytales.com/cinderella/index.html & a fairy tale timeline
http://www.surlalunefairytales.com/introduction/timeline.html.

Week 2 – 1-17

T – Chapter 1 - History of Children’s Literature (read chapter); Chapter 6 - Books of early childhood (read chapter); Read Alphabet
Books…Norton’s Anthology pp 1-32.

Week 3 – 1-24

T – Chapter 2 – The study of childhood (read chapter); Picture This: How Pictures Work (Read book); Get into groups of four for
your choice of projects (Author Study or Traditional Tale Comparative Study). Declare your author or traditional tale when your
group decides on the type of project and the subject of study; but remember, there can be no duplications. Therefore, the sooner you
choose, the more likely it will be that you will get your choice; Traditional tales (Aesop’s Fables)…Norton’s Anthology pp. 387 – 412
(Read before class); Preview Chapter 7. Chapter 4 – ON YOUR OWN

Week 4 – 1-31

T – Chapter 7 – Picture Books (read chapter); Norton’s Anthology pp. 1051 - 1098 and C1 - C32.

Week 5 – 2-7

T – Chapter 3 -The Study of Literature (read chapter); Molly Bang Creative assignment and essay due (Submitted using the
Digital Drop Box on Blackboard); Traditional tales (Red Riding Hood tales)…Norton’s Anthology pp.338-386.

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Week 6– 2-14

T – (Group) Author Studies or Traditional Tale Presentations; Read Norton’s Anthology pp. 75 – 174; Test review.

Week 7 – 2-21

T – Online class for Russell Chapter 5– Cultural and social diversity (read chapter).

Week 8 – 2-28

T – Test One (Chapters 1, 2, 3, 4, 5, 6, 7, Molly Bang, class handouts and notes). Post about half of your reading journal entries by
the end of this week.

Week 9 – 3-7

T – Spring Break

Week 10 – 3-14

T – Chapter 11 – Realistic and Historical Fiction (read chapter); Chapter 12 – Biography and Informational books (read chapter);
Norton’s Anthology pp. your choice of stories in Adventure Stories Section pp. 1623 – 1804.

Week 11 – 3-21

T – Chapter 10 – Fantasy (read chapter); Appendix; Norton’s Anthology pp. your choice of stories in Fantasy Section pp. 551 – 596;
Molly Bang Creative assignment and essay due (Submitted using the Digital Drop Box on Blackboard)

Week 12 – 3-28

T – Online class for Russell Chapter 8 - Folk Literature (read chapter); Read Norton’s Anthology pp. 387-412 and 419-436 and 445-
452 and your choice of legends on pages 445-502.

Week 13 – 4-4

T – Chapter 9 – Poetry (read chapter); Norton’s Anthology pp. 1117-1147 and 1149-1151 and 1181-1201; Test review.

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Week 14 – 4-11

T – All Reading Requirement Electronic Journal entries must be posted before class; Molly Bang slides; Individual Project
Presentations and Celebration (L-Z)

Week 15 – 4-18

T – Molly Bang Slides; Individual Project Presentations and Celebration (A-K)

Week 16 – 4-25

T– Test Two ( Comprehensive, but focusing on Chapters 8, 9, 10, 11, 12, Appendix, Folk Literature, Molly Bang, handouts
and notes)

Statements

If you are seeking teacher certification in Texas, you should familiarize yourself with competencies and exam frameworks for your
certification areas. Go to the following site, and then choose the standards for your certification area(s): http://www.sbec.state.tx.us/SBECOn-
line/standexam/examfram.asp
The University of Texas at Dallas complies with the Americans with Disabilities Act in making reasonable accommodations for qualified
students with disabilities. If you have a qualifying disability as defined in the Americans with Disabilities Act and would like to request
accommodation, please inform me by the 3rd class day.
Academic dishonesty includes cheating, plagiarism, or collusion. If you engage in academic dishonesty related to this class, you will receive a
failing grade on the assignment and could receive a failing grade for the entire course. In addition, your case will be referred to the Dean of Students
for appropriate disciplinary action.
This syllabus is a tentative contract between the instructor of the course and its students. The instructor reserves the right to make changes to
the calendar, assignments, topics, and requirements if she deems this appropriate and beneficial.

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 ASSIGNMENTS

25 POINTS – MOLLY BANG CREATIVE PICTURE ASSIGNMENT + SHORT ESSAY - Proper use of conventions of written English and
standard APA or MLA format are expected.
Create a picture in which you combine, in some fashion, colors (including background) and distinctive shapes in order to illustrate some
aspect of Bang's principles. (the key elements are color, line, shape, and placement) You will choose a particular moment from a poem, fairy
tale, a nursery rhyme, or some other well-known story as the inspiration for your picture. You might even re-illustrate a scene from an
illustrated work or provide an illustration for a moment not depicted in an illustrated work. Strong emotions are easier to depict than weak
ones. Don't be realistic: follow the abstract style of Bang's depiction of "Little Red Riding Hood" (e.g., she uses on a red triangle to
characterize and represent the Red Riding Hood).

Create your representation in either artistic media (draw, paint, collage, etc., then photograph and/or scan) or electronic media (jpeg, gif,
Microsoft Word or PowerPoint). Your final picture doesn't need to be pretty, but it does need to demonstrate that you have learned about
graphic representation from your exposure to Picture This. You should then insert your picture into your essay document.

Use Microsoft Word and write an explanation of your picture. (About 3 pages - typed, double spaced, 12-point Times New Roman or Courier
New font) Tell me what you originally wanted to produce (in terms of effect -- focus particularly on emotion); tell me how you experimented
before finalizing the project and what emotion you tried to evoke, what you tried to accomplish with your arrangement. Be sure to include
either a quote or a title of the scene you are representing. The source of your quote or title must be referenced on your reference page. It must
come from a book or publication, not from your memory. So there will be at least 2 references on the reference page. Save your document as
a Microsoft Word document. You will submit your assignment to the Digital Drop Box on Blackboard before class on the due date. See
a sample project under Assignments on Blackboard. Your syllabus has instructions on Digital Drop Box. Please also bring a hard copy
to class on the due date because I have had some problems with Blackboard submissions, and I want documentation that you have turned in
the project on time.

25 POINTS – Your choice of INDIVIDUAL PROJECT - Proper use of conventions of written English and standard APA or MLA format are
expected. Each project must include a brief (one page) typed discussion as described in the directions.

EITHER prepare a “beta” copy of a children’s book of your own composition. You may submit a bound copy of your book, storyboard of a
picture storybook, an expanded outline of a chapter book, or any other pre-approved format. Although you may create your book in
PowerPoint or some other electronic format, you must bring a bound or displayed copy. The format should be attractive, effective, and
contribute to the presentation of your publication. Write and turn in a brief discussion of the critical elements of your work. Include in the
discussion, the appropriateness of your book for a designated age group and the techniques/processes you went through to create your book.
One page typed description must be included.
OR
Compile and “bind” a collection of poetry for children that would be appropriate for a specified audience of children. Your poetry book should
include full text of each poem, should be organized either by theme or author, and should be illustrated in a way that enhances your poems.

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(You may do original art work, copy artwork, use clip art, etc.) The binding should be attractive, effective, and contribute to the presentation
of your poems. Write and turn in a brief discussion of the reasons for your choices and illustrations. Include in the discussion, the
appropriateness of your anthology for a designated age group and the techniques/processes you went through to create your poetry anthology.
One page typed description must be submitted.
OR

Create a Web Quest using a children’s book as the focus. You can find a template for a web quest at this site:
http://www.spa3.k12.sc.us/webquesttemplate/webquesttemp.htm

You can find information about creating Web Quests at: http://webquest.sdsu.edu/materials.htm as well as many other places on the
Internet. A sample Web Quest based on Because of Winn Dixie can be found at
http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/boswell .

One page typed description must be submitted.

OR

Create a “Must Read” Annotated Bibliography for a specific age group of children (e.g., ages 4 – 8 or young adult). You will choose and
designate the age/grade level of the target reading audience then create a list in the form of a standard citation and an annotation for each book.
You must turn in your categorized list and a brief typed explanation of your “Must Read” list with a bibliography of sources (at least two
sources beyond your textbook). You must have at least 4 different categories of books (e.g., Picture books, Chapter books, Poetry,
Informational Books, etc.), and there should be about 10 - 20 books per category and a total of about 50 books. Your grade will be influenced
by the appropriateness of the books for the target age of children, the creation of standard citations and quality annotations, and the credibility
of your sources. Please research the choices (read them all if possible!) before recommending them. A separate one page typed description
must be submitted.

OR

Propose an individual project for special approval. Type a proposal that includes the essence of your project, the sources you will use,
and the product you will submit. One page typed description must be submitted.

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25 POINTS – Choice of GROUP PROJECTS (shared in class) – Note that you may choose either that Author Study or the Traditional Tale
Analyses

AUTHOR/ILLUSTRATOR STUDY (Groups of Four)

EITHER

• Choose an important illustrator or author of children’s literature and do an author or artist study, exploring the person’s life
and work. Refer to and cite at least two other sources beyond your textbook. (Possible illustrators or authors include: Marcia
Brown, Barbara Cooney, Eric Carle, E. B. Lewis, Leo Lionni, Faith Ringgold, Lane Smith, Jack Prelutsky, Hans Christian
Anderson, Gary Paulsen, Patricia McCissack, Davis Diaz, Judy Blume, and innumerable others.)
• You may do this project in electronic media or create a presentation board (science-fair type tri-fold board) to depict your
author or illustrator.
• Join a group comprised of four class members. Once you meet with your group and decide on an author, sign up on the Group Project
Planning Board. You will present your author to the class. (NO LONGER THAN ABOUT 10 min.)
• You will provide each member of the class with a handout describing or enhancing the author you chose.
• You must turn in your board or electronic presentation (Saved on a CD) and a brief typed explanation of your author/artist
study with a bibliography of sources (at least two sources beyond your textbook).

OR
TRADITIONAL TALE ANALYSES
• Select a particular story from the folk or fairy tale tradition sub-genre and examine at least four different versions of that work. The
Internet is a good source for this project.
• You may do this project in electronic media or create a presentation board (science-fair type tri-fold board) to depict your traditional
tale.
• Join a group comprised of four class members. You will present your tale to the class. (NO LONGER THAN ABOUT 10 min.)
• You will provide each member of the class with a handout describing or enhancing the analyses.
• Compare and contrast the textual & visual interpretations using the following questions as a guide for your written discussion and oral
presentation:
1. What are the differences among the textual interpretations of the story?
2. Are the different versions intended for different audiences?
3. How do these versions compare with the earliest available written form of the story?
4. What are the differences among the visual interpretations of the story?
5. Is the specific content of the story altered in any way by the illustrations? If so, how? (Character, mood, plot, etc.?)
6. What is the relationship, if any, between illustrative technique and mood in the story? Between color and mood?
7. How are the visual details of setting used in the storytelling?

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 8. Is the number of illustrations and their placement in relation to the text appropriate to the story?
9. Do visual and verbal points of view correspond and complement each other?
10. Is the format of the book as a physical object part of its affective statement as story?

25 POINTS – ELECTRONIC READING JOURNAL ON BLACKBOARD DISCUSSION BOARD

Directions for Electronic Journal…To complete this assignment, you need to read one book from each of the 10 genre listed and
respond to 10 of your classmates’ posts. Thus, you will write 20 posts so begin right away and keep up with it!

• Read one of each of the following categories of Children’s Literature:

1. The Books of early childhood - Any book of your choice …can use alphabet books from Norton’s
2. Picture storybooks – Any one of your choice
3. Any Caldecott Medal winner
4. Fantasy – Any fantasy book for children of your choice…can use science fiction story from Norton’s
5. Poetry – Any poetry book or poet of your choice…can use readings from Norton’s
6. Realistic fiction – Your choice of Realistic Fiction
7. Historical fiction – Your choice of Historical Fiction
8. Any Newbery Medal Winner
9. Biography/autobiography – Any one of your choice
10. Informational books – Any one of your choice

• Write a thoughtful and insightful discussion thread (NOT just a story summary) for each of the ten categories. Each entry must be
between 100 and 200 words long.

• Post to the class Blackboard Discussion Board under the appropriate Discussion Thread for each of the categories.
AND

• RESPOND or react to classmates’ entries TEN (10) times (at least 100 words, any category).

• Rubric - You will receive one point for each of the 10 genre entries that meets the basic requirements, one point for each
response to your classmates’ entries that meets the basic requirements (up to ten), and the remaining five points of the 25
points possible will reflect the instructor’s evaluation of the overall quality of an individual’s entries (1-5 points will be
awarded based on evaluation of the individual’s thoughtfulness, insight, effectiveness, and quality of the written posts).

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 Digital Drop Box
From the Blackboard Learning System (Release 6) Student Manual

Overview
The Digital Drop Box enables Students to exchange files with the Instructor. A file added to the Drop Box will not appear to the Instructor until it has
been sent. Once a file has been sent to the Instructor, it cannot be removed from the Drop Box.

Simply click on the Drop Box button in the course menu to open the Digital Drop Box page.

The following functions are available from the Digital Drop Box page.
Add File: Upload files to the Drop Box.
Send File: Send a file to the Instructor.
Remove: Remove a file from the Drop Box.

Tips and Tricks

The following date and time information is included in files:
- files sent to the Instructor will show the date and time submitted
- files that are added to the Drop Box but not sent will show the date and time posted
- files sent from the Instructor will show the date and time received

Note: The date and time displayed in each instance is not the date and time on the user's machine, rather, it is the date and time on the Blackboard
Learning System server.

Add File to the Digital Drop Box

Files are added to the Digital Drop Box from the Add File page. The Add File page requests information on the title, file location, and any comments
regarding the file. A file is not automatically sent to the Instructor if it is placed in the Drop Box through the Add File option. Files must be sent
through the Send File option. Files that are added to the Drop Box but not sent will show the date and time posted. Once the file is sent to the
Instructor it will show the date and time submitted.

On the Drop Box page, just click on 'Add File' to open the Add File page.
Title: Enter the title of the file.
File: Click Browse to locate a file or enter the exact path.
Comments: Enter any comments related to the file. These comments will appear beneath the title on the Drop Box page.

Send File from the Digital Drop Box

Students can select a file from the Digital Drop Box to send to the Instructor or select a file not in the Digital Drop Box on the Send File page. A file

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sent to the Instructor that is not in the Digital Drop Box will be added to the Student's Drop Box when it is sent. Files that are added to the Drop Box
but not sent will show the date and time posted. Once the file is sent to the Instructor it will show the date and time submitted.

On the Drop Box page, just click 'Send File' to open the 'Send File' page!
Select File: Click the drop-down arrow and select the file to send.
Title: Enter the title of the file.
File: Click Browse to upload a file and send it to the Instructor.
Comments: Enter any comments about the file. These comments will appear beneath the title on the Drop Box page.

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