Course: TEACHING ENGLISH IN THE ELEMENTARY GRADES THROUGH

LITERATURE
Course Description: The course focuses on Children’s Literature in English to
include riddles, poetry, stories, drama, and other written works as an avenue to
teach English language. Teaching methodologies in the use of literature shall
be emphasized.
Course Outcomes: At the end of the course, the students are able to:
a. Read and discuss a wide variety of children’s books.
b. Familiarize various educational issues relating to the use of trade books in elementary
classrooms.
c. Explore the effective use of children’s literature in the classroom.
d. Identify the resources available to select, evaluate, and utilize books.
e. Develop personal understandings of how children’s literature can be used to foster
awareness, compassion, and insights into interpersonal relationships, cultural differences,
and social justice.

Resources:
a. Laptop/tablet/smartphone
b. Internet connectivity
c. Leland, Lewison, & Harste (in press). Teaching Children’s Literature: It’s Critical. New
York: Routledge.
d. Russell, D. L. (2009). Literature for children: a short introduction (6th edition). Boston:
Pearson.
e. Hunt, P. (2001). Children’s literature. Oxford: Blackwell.
f. Lukens, R. J. (2003). A critical handbook of children’s literature. Boston: Pearson.
g. Nodelman, P. & Reimer, M. (2003). The pleasures of children's literature. Boston:
Pearson.
h. Tomlinson, C. M. & Lynch-Brown C. (2005). Essentials of children’s literature.
Boston: Pearson
Grading System
Quizzes/Assignments 20 %
Recitation/Presentation 20 %
Class Participation 40 %
Major Examinations 40 %
Project 15 %
Attendance 5%
Total 100 %

Course Outline:
I. Introduction to Children’s Literature
II. History of Children’s Literature
III. The Study of Children’s Literature
IV. Teaching Children’s Literature
V. Reading Aloud, Storytelling, Sustained Silent Reading and Books for Every Occasion
VI. Shared Inquiry Reading Challenging Text
VII. Poetry for Children
VIII. Picture Books
IX. Multicultural and International Children’s Literature
X. Focused Study Presentations
Course Requirements

PRELIM

1. Web Search: As an introduction to the field of children’s literature, conduct a search on

the World Wide Web. Find 1 quality web site that deal with some aspect of this course
(see schedule) or other issues in the field that interest you. The kinds of pages you may
want to seek out include:

a. Award-winning books (Caldecott, Newbery, King, etc.)

b. Children’s literature newsletters
c. Multicultural books/books depicting diverse ethnicities/books by authors of specific
cultural groups or ethnicities
d. Books that are grouped thematically
e. Banned or challenged books
f. Chat rooms or mailing lists (LISTSERV)
g. Information about authors and illustrators
h. Recommended books (by children, organizations, etc.)
i. Genres of children’s books (picture, science fiction, jokes, poetry, fantasy, folk tales,
historical fiction, etc.)
j. International children’s books

2. Oral Interpretation: You will present an oral interpretation of a piece of children’s

literature. This piece should represent an exemplary piece of children’s literature that your
classmates probably haven’t read before (search out unusual or new books). Read one
children’s book and create an oral presentation about it. Present the author, the summary of the
book, an analysis of plots and characters, a discussion of themes, symbols, tones and styles,
your criticism and personal response to the book or story. You will have up to 3 -5 minutes
for your presentation. The goals of your presentation are: a) presenting a compelling
introduction to your piece; b) communicating meaning through the elements of the story
c) building rapport and connection with your audience and/or having some type of
audience participation.

MIDTERM
Book Circles: During the semester, you will have the opportunity to join different Book Circles
(online) to browse, read, and record reflections and ideas. For each book you have read or bring
into class, type a short Book Circle Brochure (MS Word, Publisher or any graphic design platform)
that contains: reference notations (title, author, illustrator, publisher, copyright date, type of
book—easy picture, sophisticated picture, easy novel, non-fiction, etc.) short synopsis insights
(why you chose this books to share, what made it memorable, why is it exemplary of the category
we are exploring) ideas (specific ideas on how you might use the book in a classroom including
related web sites) questions (issues, concerns, or possible problems with this book) Don’t forget
to put your name and date on the brochure and upload it in the Google classroom.
PRE – FINAL
Written Paper: A creative writing along with an analysis of your work. Look for a story which can
be realistic fiction, fantasy, folk literature, and picture books. You can choose to turn the story or one
chapter into a picture book, to write a new story or a new episode for the book using the same
characters, to rewrite a story or an episode from a different point of view, or to rewrite a story or a
chapter as a play).
FINAL
Oral Presentation: A dramatic response to your chosen book (select a story or one chapter of your
chosen book and re-present it in one of the following ways: storytelling/reading aloud, story theater,
reader’s theater, puppet theater, or other dramatic responses).

1. Oral Interpretation
It usually consists of a single individual presenting a poem or story (usually memorized) in
a dramatic way, with voice modulations and meaningful gestures.
2. Story Theater
It is a pantomime accompanied by a narrator who reads or tells the story while others act out
the plot. Pantomime, because it does not require line memorizing, is one of the least
threatening dramatic forms for children.
3. Reader’s Theater
It involves the reading of a script as opposed to acting it out, similar to a radio drama that
conveys meaning only through voices.
4. Creative Drama
It is the dramatization of a story with improvised dialogue. This allows children to perform
their own versions of stories without strict adherence to a script.
5. Role – Playing
It is similar to creative dramatics, the actors assume specific character roles and are expected
to invent not only the dialogue but the action as they proceed.
6. Puppet Theater
Puppet can be made from old socks, paper bags and boxes, construction paper and sticks,
cardboard cylinders, or vegetables. Once the puppet is made, the dramatic part of the
experience begins.