Republic of the Philippines BATANGAS STATE UNIVERSITY Jose P. Laurel Polytechnic College

Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

ELEMENTARY EDUCATION PROGRAM COURSE SPECIFICATION

Second Semester, AY 2013-2014 VISION A leading University in the region which shapes a globally competent citizen imbued with moral courage nurtured through values and quality education MISSION Batangas State University commits to develop productive citizens by providing the highest standard of instruction, research, extension service and production through value-laden learning experiences, community partnerships and internalization initiatives.

CORE VALUES

Spirituality Nationalism Harmony and Teamwork Commitment to Excellent Service

Human Dignity and Gender Equality Transparency, Honesty, and Accountability Concern for the Environment

COURSE TITLE: CHILDREN’S LITERATURE

COURSE CODE: LIT 202 DOCUMENT CODE:

PREREQUISITE: LIT 201 REVISION NUMBER: 00

LECTURE UNIT: 3 ISSUE NUMBER: 01

LABORATORY UNIT: None ISSUED DATE: November 11, 2013

1. PHILOSOPHY

This course examines the use of children's literature in the elementary school classroom. Various genres of children's literature are studied as well as their application to instruction and to assessment in reading. Methods for integrating the use of children's literature in all content areas are also examined to identify their pedagogical implications. This provides a broad introduction to the vibrant and growing field of children’s literature. It deals with the study of children’s literature ranging from its beginnings to contemporary examples of its various genres illustrating current trends. The course also includes the study of picture books old and new, stage performance, young adult fiction, storytelling and poetry intended to expose the students on the distinctiveness and purposes of children’s literature, its prestigious and popular modes as representations of children’s worlds. 2. AUDIENCE

The course is intended for second year Bachelor in Elementary Education students. This is designed to enrich their knowledge on the nature of children’s literature and to acquaint them with various methodologies in teaching its diverse genres as well as integrating them across the curriculum.

3. INTENDED LEARNING OUTCOMES

By the end of the course, the students must be able to: 1. trace the development of children’s literature throughout time, 2. examine critically how children's literature reflects and promotes society's views of

childhood, gender roles, and the like from early books to current publishing trends, 3. analyze and select high quality and developmentally appropriate literature for

children, 4. devise age-appropriate materials designed to stimulate and extend children's literary

experiences and reading enjoyment, and 5. Demonstrate a lesson integrating literature across the curriculum.

4. COURSE OUTLINE The following is the list of topics and required readings for the course. However, the

instructor has the right to alter the outline any time due to inevitable circumstances or presence of other resources which he deems essential for the class.

Week Topics Required Readings

1

A. Understanding Literature and the Child Reader 1. The Place of Literature in a Child’s Life 2. The Nature of Children’s Literature

Bruno Bettelheim’s The Struggle for Meaning

Loss of Innocence in Charles Perrault’s Little Red Riding Hood

Sleeping Beauty in Giambattista Basile’s Sole, Luna, E Talia

Parayno: 1-7

2 3. Valuing Children’s Literature 4. Children’s Reading Interest 5. Selecting Books for Children

Parayno: 9-13

3 6. History of Children’s Literature 7. Development of Children’s Literature in the

Philippines Parayno: 14-17

4

B. Exploring the Genres of Children’s Literature 1. Poetry for Children

a. Development of poetry for children and their poem-makers

PRELIMINARY EXAMINATION

Parayno: 21

5 b. Mother goose rhymes or nursery rhymes c. Verses for children

Parayno: 27-31

6 d. Poetry for children e. Choral speaking or reading

Parayno: 35-42

7

2. Traditional Literature a. Folk and Fairy Tales

J.R.R. Tolkien’s On Fairy-Stories

Max Lüthi’s The Fairy-Tale Hero: The Image of Man in the Fairy Tale

Joseph Campbell’s Hero Cycle in Ivan, the Grey Wolf, and the Firebird

Claude Levi Strauss’ Structured Opposites in Joseph Jacob’s Jack and the Beanstalk

Sigmund Freud’s Psychoanalytic Dynamics in in Jacob and Wilhelm Grimm’s Hansel and Gretel

b. Myths c. Legend

Parayno: 46-59

8 d. Epics and Hero Tales e. Fables

MIDTERM EXAMINATION Parayno: 63-73

9

3. Bible Stories 4. Realistic stories for children

The Paradox of Realistic Fiction in Phyllis Reynolds Naylor’s Shiloh

Parayno: 74-78

10 5. Autobiography 6. Biography

Parayno: 82-86

11

7. Modern Fairy Tales or Tales of Fantasy

The Development and Disneyfication of Animal Bridegroom Tale in Madame Le Prince de Beaumont’s Beauty and the Beast

Marina Warner’s From the Beast to the Blonde

8. Informational Books

Parayno: 88-90

12 9. Comics

SEMI-FINAL EXAMINATION Parayno: 88-90

13 C. Creating the Literature-Based Classroom

1. Literature as Spring Board of Creative Activities Parayno: 96-99

14 2. Plain Storytelling 3. Story Telling with Pictures

Parayno: 101-105

15 4. Dramatization Parayno: 107-110 16 5. Puppets and Marionettes Parayno: 115-114

17-18 Project Making FINAL EXAMINATION Submission of all requirements

5. SPECIFIC OBJECTIVES

Upon completing the course, students should be able to: 1. Illustrate a timeline dealing with the development of children’s literature.

Trace the developing definitions of children’s literature. Devise a matrix showcasing the various periods and contributions that led to the development of children’s literature.

2. Create and present an occasional paper on issues conveyed in various selections in children's literature that reflect and promote society's views of childhood, gender roles, and the like from early books to current publishing trends. Make an extensive research on some existential issues conveyed in various selections in children’s literature considering the two goals of an English course: to write good themes, and to assimilate great works of literature into imagination. Prepare multimedia presentations on the surveyed issues depicted on the occasional paper and report them in class.

3. Devise rubrics to be used in analyzing and selecting high quality and developmentally appropriate literature for children. Determine the various criteria in selecting appropriate books for children. Evaluate some selections in children’s literature by examining their theme, plot, quality of content, characterization, style, format, illustration and the like. Create rubrics to be used in evaluating children’s literature. Assess the appropriateness of a selected literary piece for children using the rubrics.

4. Generate age-appropriate materials designed to stimulate and extend children's literary experiences and reading enjoyment. Conduct a needs analysis of the target learners to identify their strengths and weaknesses in studying a literary genre. Apply the considerations derived from the needs analysis in devising appropriate instructional materials in teaching children’s literature.

5. Conduct demonstration teaching on the different literary genres. Develop a unit plan that includes considerations in teaching children’s literature. Explore potential censorship problems, planning precautionary steps with other English teachers. Experiment with varying methods of teaching literature in actual classroom conditions.

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning Strategies A. Active Learning. This is includes question-posing, inquiry, and self-directed

learning. B. Cooperative Learning. This allows students to work in groups and be responsible

for each other’s learning, and each accountable for their own learning. C. Critical Explorations. This is a teaching strategy designed to promote

independent learning in a literature class. Students will be assigned to read or to view texts and documentaries that will allow them to critically respond by answering a series of questions or accomplishing worksheets. They will also be allowed to consult an array of media to find relevant information that will support their responses in the given material.

D. Critical Thinking. This approach to thinking emphasizes stating original claims or opinions and supporting them with reasons. Critical thinking is used expressively when students make interpretations and support them verbally or in writing. Critical thinking is used receptively when students critique other people’s arguments.

E. Directed Reading Activity. This is a building-knowledge strategy for guiding the silent reading of students with comprehension-level questions; often associated with reading with stops or chunking.

F. Explicit Teaching of Text Structure. Teaching the parts of different types of text and making sure students understand the text structure before reading is the

primary goal of this strategy. This would include basics such as text in English is read from left to right, and also more sophisticated structures such as the structure of a narrative.

G. Hands-On. This encourages the students to design activities that they are actively involved. Hands-on participation is as important as verbal participation in the activity.

H. Literature Circles. Students discuss portions of books in a small group. Sometimes roles are assigned for group interaction. Students at varying levels are able to share different points about the book.

I. RAFT. A writing activity usually used in the consolidation phase of a lesson in which students consider four elements: role, audience, format and topic.

J. Reading and Questioning. A cooperative learning and study activity in which pairs of students read a text and write questions about the text and answers to those questions. Later they may use the questions and answers as study aids.

Assessment and Evaluation Methods

A. Teaching Demonstration. This is a major requirement in the course. The students will conduct teaching demonstration in their selected genre of children’s literature while integrating literary theories and educational technology in engaging their audience to the lesson. They may employ the following methodologies in teaching children’s literature.

a. Reading Aloud b. Plain Story Telling c. Story Telling with Pictures d. Dramatization e. Puppets and Marionettes

B. Lesson Planning. This serves as a prerequisite to demonstration teaching. Students will compose lesson plans in teaching each genre while considering appropriate theories and strategies that will shape the lesson in each learning plan.

C. Instructional Material Development. In order to conduct demonstration teaching, students should have developed instructional materials that will supplement to their lessons. The students will consider the result of the needs analysis in developing these instructional materials. The following are recommended instructional materials. Students may accomplish any from the given options.

a. To comply with this requirement, students may choose to do three of the following minor projects.

Big Book

Charts

Filmstrip

Make Believe World Map

Story Boxes

Story Maps

Story Quilts

Videotape b. They may also consider to challenge themselves in accomplishing any of

the following.

Digital Story Book

Dioramas

Pop-up Book

Puppetry D. Paper Presentation. This is a minor requirement in the course. Applying the

concepts that they have learned from the course in critiquing children’s literature, the students will spearhead a paper presentation on their extracted issues from selected literary pieces. They will prepare multimedia presentations of their researches in children’s literature. The following are recommended topics for analysis.

a. Demoralization of Traditional Literature in Commercialized Fiction b. Disneyfication of Folk and Fairy Tales c. Transforming Bridegroom Tales into Popular Culture: From Madame Le

Prince de Beaumont’s Beauty and the Beast to CBS Films’ Beastly d. Commercializing Traditional Literature: 21st Century Fantasy Fiction e. Translating Selected Horror Stories of Edgar Allan Poe into Children’s

Fiction

f. Racism in Children’s Verses E. Class Portfolio. This is a compilation of the different outputs in the class ranging

from worksheets to rubrics used in the various activities required in the course. The students should comply with these requirements and submit them on time or ahead of time as set by the instructor. Noncompliance to each on the given deadline means a rating of 40%. The class portfolio will be composed of the following:

a. The Development of Children’s Literature b. Occasional Paper on the Researchable Topics c. PowerPoint Presentation of the Researchable Topics (CD format) d. Summary Sheet of the different Activities in the Course

F. Homework and Seatwork. Homework and seatwork are integral part of the course. This may come in various task such as group work, individual activity, research work, extended reading and the like. This will provide opportunities for the students to transfer the concepts they have learned in class to a more concrete situation and to equally participate in class discussion

G. Examinations. There will be four major examinations to be administered on the date set by the department otherwise specified. These will evaluate students’ knowledge on the topics covered in the class. Make-up tests will only be given to a student having a valid reason for not taking the examination on the prescribed date. The instructor has the right to disapprove any explanations for absences presented without prior notice and to void opportunity for a make-up test.

H. Class Engagement. Students are expected to actively participate in the various activities prepared by the instructor. To be part of the learning community, students are required to accomplish various tasks required in the course while adhering to the set standards prescribed by the instructors.

7. COURSE POLICIES

A. Refer to the University Student Handbook for the policies on Attendance, Dropping of Subject, Grading System and on Scholastic Delinquency.

B. Academic Misconduct. Academic misconduct will be subject to disciplinary action. Any act of dishonesty in academic work constitutes academic misconduct. This includes plagiarism, changing or falsifying any academic documents or materials, cheating, and giving or receiving unauthorized aid in tests, examinations, or other assigned school works. Punishment for academic misconduct will vary according to the seriousness of the offense. Punishment for such offenses includes expulsion, suspension, non-credit of examination and the like.

C. Regulations and Restrictions in the Classroom The students should be completely aware of their behaviour and attitude inside

the class. They must avoid interrupting or distracting the class on any level. The following must be strictly observed during the class.

a. The orderliness and cleanliness of the classroom must be maintained before, during and after the class.

b. Any material or gadget irrelevant to the subject must be turned off and kept. c. Chatting or talking with the seatmates is prohibited unless required in the

classroom activity. d. Going in and out of the room without permission from the instructor. e. Being excused by friends or peers from the class for any reason is not

allowed except for emergency cases concerning family problems or administrative reasons.

8. ACADEMIC INFRASTRUCTURE

A. Textbook: Parayno, Salud M. Children’s Literature. Quezon City: Katha Publishing, 2007. Harllett, Martin, and Karasek, Barbara. Folk and Fairy Tales. 2nd ed. United States

of America: Broadview Press Ltd., 1996.

B. References: Barnet, Sylvan, Berman, Morton, Burto, William. And Draya, Ren. Types of Drama:

Plays and Contexts. 7th ed. United States of America: Pearson Longman, 2007.

Barranger, Milly S. Theatre: A Way of Seeing. 5th ed. California, USA: Wadsworth/Thomson Learning. 2002.

Brothers Grimm. Grimms’ Fairy Tales. United States of America: Penguin Popular Classics, 2006.

Cox, Carole. Teaching Language Arts: A Student-and Response-Centered Classroom. Arlington St., Boston: Allyn and Bacon, 2002.

Norton, Donna E. Multi-Cultural Children’s Literature through the Eyes of Many Children. United States of America: Merrill Prentice-Hall, 2001.

Temple, Charles, Martinez, Miriam, Yokota, Junko, and Natlor, Alice. Children’s Books in Children’s Hands: An Introduction to Their Literature. Arlington St., Boston: Allyn and Bacon, 2008.

Tolkien, J.R.R. Tolkien on Fairy-stories. Hammersmith, London: HarperCollins Publishers, 2008.

Tompkins, Gail E. Language Arts: Content and Teaching Strategies. 4th ed. United States of America: Prentice-Hall, Inc., 2008.

9. COURSE CALENDAR

Week Topics Required Readings

1

D. Understanding Literature and the Child Reader 1. The Place of Literature in a Child’s Life 2. The Nature of Children’s Literature

Bruno Bettelheim’s The Struggle for Meaning

Loss of Innocence in Charles Perrault’s Little Red Riding Hood

Sleeping Beauty in Giambattista Basile’s Sole, Luna, E Talia

Parayno: 1-7

2 3. Valuing Children’s Literature 4. Children’s Reading Interest 5. Selecting Books for Children

Parayno: 9-13

3 6. History of Children’s Literature 7. Development of Children’s Literature in the

Philippines Parayno: 14-17

4

E. Exploring the Genres of Children’s Literature 1. Poetry for Children

f. Development of poetry for children and their poem-makers

PRELIMINARY EXAMINATION

Parayno: 21

5 g. Mother goose rhymes or nursery rhymes h. Verses for children

Parayno: 27-31

6 i. Poetry for children j. Choral speaking or reading

Parayno: 35-42

7

2. Traditional Literature f. Folk and Fairy Tales

J.R.R. Tolkien’s On Fairy-Stories

Max Lüthi’s The Fairy-Tale Hero: The Image of Man in the Fairy Tale

Joseph Campbell’s Hero Cycle in Ivan, the Grey Wolf, and the Firebird

Claude Levi Strauss’ Structured Opposites in Joseph Jacob’s Jack and the Beanstalk

Sigmund Freud’s Psychoanalytic Dynamics in in Jacob and Wilhelm Grimm’s Hansel and Gretel

g. Myths h. Legend

Parayno: 46-59

8 i. Epics and Hero Tales j. Fables

MIDTERM EXAMINATION Parayno: 63-73

9

3. Bible Stories 4. Realistic stories for children

The Paradox of Realistic Fiction in Phyllis Reynolds Naylor’s Shiloh

Parayno: 74-78

10 5. Autobiography 6. Biography

Parayno: 82-86

11

7. Modern Fairy Tales or Tales of Fantasy

The Development and Disneyfication of Animal Bridegroom Tale in Madame Le Prince de Beaumont’s Beauty and the Beast

Marina Warner’s From the Beast to the Blonde

8. Informational Books

Parayno: 88-90

12 9. Comics

SEMI-FINAL EXAMINATION Parayno: 88-90

13 F. Creating the Literature-Based Classroom

1. Literature as Spring Board of Creative Activities

Parayno: 96-99

14 2. Plain Storytelling 3. Story Telling with Pictures

Parayno: 101-105

15 4. Dramatization Parayno: 107-110 16 5. Puppets and Marionettes Parayno: 115-114

17-18 Project Making FINAL EXAMINATION Submission of all requirements

Prepared by: Mr. RICHARD M. BAÑEZ Program Chair, College of Teacher Education Checked and Verified by: Dr. RUBILYN M. LATIDO Associate Dean, College of Teacher Education

Approved:

Dr. NORA G. DIMAANO Dean of Colleges