Children's Literature Notebook/Log (O-1, 2, & 4)
Resources for all activities:
www.huntel.net/rsweetland/literature/index.html
Russell Textbook and any other sources desired.The children's literature notebook will be evaluated on the inclusion, organization, and quality of information. Three ring notebook - divided into sections labeled and current so it may be reviewed at anytime. Literature activities notes and summaries (O-1, 2, & 4), book notes with genre information and story elements information (O-1), and Children's Literatue Text chapter assignments (O-1).
Data File/Notebook/Cards for Children's Literature Book Readings and other media
Literature notebook/log/computer file with notes for each book read. A minimum of thirty books (30) that fit in each category on the Book Readings Chart. See list of books to choose from for realistic fiction, historical fiction, fantasy, and nonfiction. Also see lists by genre for additional suggestions and/or suggestions in your Children's Literature Text by Russell.
Will be evaluated on the quality and/or accuracy of information included. Only quality literature is acceptable. Books generally not considered quality are Walt Disney Books, Sesame Street, Golden Books, Berenstain Bears, Nancy Drew/Hardy Boys, Care Bears, Sweet Valley Twins/High, Baby-sitters Club, Ninja Turtles, Goose Bumps, Peanuts and books written for TV shows and movies. If you are not sure of the quality of a particular book, discuss it with an instructor.
Sample book file pages
Minimum information Sample
Sample HTML template file
Sample Microsoft Word file -(CLICK to DOWNLOAD)
Definition of Children's Literature Write your personal definition of Children's Literature. (To be used in the beginning of your Curriculum Document).
History of Children's Literature Research Chapter 1 in Russell
Use chaper one in Russell, the time lines for historical development of children's literature , and a research idea or create one of your own. Select or create one significant characteristic/change of children's literature, identify what you selected or created, write about its development and/or change over time, describe how it changed over time, what you believe caused the change, its impact on children, and support your ideas with specific examples from the text and/or time line. Be prepared to share your example in class (approximately half-page single spaced one page double spaced).
Child Development and Literature Chapter 2 in Russell
Chapter 2 in Russell and children's response to literature. Describe how developmental theory can be used to better understand and anticipate different students' responses to literature so that you might help children have more positive literary transactions. Select one developmental theory, write how you will use it to help students have significant positive transactions with literature. Include in your description specific examples of different pieces of literature and how they relate to a development theory and what possible positive affect they might have on children at various ages.
Cultural and Social Diversity
Chapter 3 in Russell and activities from reading. Multicultural
Literature Study and Interpretation of Literature
Chapter 4 in Russell
Totally understand, identify, and critically use genre, elements of literature, and criticism to identify and explain a variety of interpretations and evaluations of different pieces of literature. Write a critical interpretation of The Giver. Include in your discussion critical interpretations of the story. Identify a variety of story elements, provide explanations and examples to support their inclusion and use to develop literary criticisms for different possible interpretations.
Responding to Literature Chapter 5 and chapter 6 in Russell
Become familiar with the different kinds of responses that students can have to literature. Write a response to the following questions: What is the difference between what children's responses suggest they understand and can do and the actual physical artifact/activity/response that can be observed?
Curriculum Outline
Create an outline of a literature curriculum to include: definition of literature, goals for K-8 literature curriculum, specific outcomes for a grade level, specific outcomes for literary element skills for that grade level, an assortment of at lesat five activities that can be used by students to develop skill in understand, interpret, and evaluate those literary elements, and list observable outcomes that students would studetns could respond with to convince you of their level of understanding of the selected elements. curriculum bits and pieces
Picture Books and Literature Chapter 7 in Russell
Each group should fill-in the picture books chart a week before the assignment is due. Your study group should all critique a different book with at least two of them being Caldecott medal winners and two being Caldecott honor winners.
Use the elements of art and/or the arts evaluation matrix to critique a picture book and write or chart your conclusions and bring them to class. Be sure to include specific examples (The author used color to ... by changing from greens to blues, blues to dark purple, red to organge and yellows.
Folktales Literature Chapter 8 in Russell
Each group should fill-in the folktale sign-up chart a week before the assignment is due. Elements of folktales (folktales, myths, legends), Folktale comparison chart, culture chart, and same folktale different author information sheet. Each group should review the information from all the group members and see what can be determined about the culture represented in the story.
Poetry Literature Chapter 9 in Russell
Poetry creation day. Compile a poetry book
Fantasy Literature Chapter 10 in Russell
Each group should fill-in the fantasy book sign-up chart at least a week before the assignment is due.
Select a book from the fantasy book sign-up chart, read it, and fill in the modern fantasy topics sheet for it (May want to review the modern fantasy topics definitions sheet).
Realistic Fiction and Historical Fiction Literature Chapter 11 Russell
Select a book from the realistic fiction book chart, read it, select or create an activity sheet, and complete it. Use the elements of realisitic fiction to critique the ideas from your book that you listed on the activity sheet you selected. (See realistic fiction activity sample suggestions for more specific directions).
Select a book from the historical fiction book chart, read it, select or create an activity sheet and complete it. Use the elements of historical fiction to critique the ideas from your book that you listed on the activity sheet you selected. (Could use same organizational framework as with realistic fiction activity realistic fiction sample suggestions).
Identify what concepts and/or skills students would learn for each and how those concepts and/or skills fit into a literature curriculum and write a brief outline/chart/map/web to show your plan.
Nonfiction Literature Chapter 12 Russell
Select one of the books on the nonfiction book chart, read it, select elements from one of the elements of nonfiction or biography, critique it, and suggest how it could be used to help students learn the content as well how to use nonfiction. Be specific in identifying what concepts and/or skills you would expect students to learn, possible activities they could do to develop the concepts and skills and how to assess.