Course Syllabus
Course: ENGL 2330
Division: Humanities
Department: English & Philosophy
Title: Children's Literature
Semester Approved: Spring 2021
Five-Year Review Semester: Fall 2025
End Semester: Fall 2026
Catalog Description: This course provides an introduction to poetry, fiction and non-fiction written for children. Emphasis is on selection, critical analysis, and approaches to teaching.
Semesters Offered: Spring
Credit/Time Requirement: Credit: 3; Lecture: 3; Lab: 0
Prerequisites: English 1010
Corequisites: None
Justification: Children's Literature is an option in most Elementary Education programs. In addition, it serves parents, teachers, and para-professionals in the local school districts.
General Education Outcomes:
1: A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. Students will develop their understanding of literary and artistic techniques used in children's literature. Students will demonstrate this understanding though readings, reports, anthology, and card file assignments.
4: A student who completes the GE curriculum can reason analytically, critically, and creatively. Students will examine and analyze the literary and visual art in children's literature. Students will demonstrate this understanding though readings, reports, anthology, and card file assignments.
Student Learning Outcomes:
Students should have a sense of the beginnings and major changes in literature for children. Students will demonstrate this understanding though readings, reports, anthology, and card file assignments.
Students should be familiar with authors and illustrators of significance in the development of children's books. Students will demonstrate this understanding though readings, reports, anthology, and card file assignments.
Students should be familiar with prominent authors and illustrators of the present. Students will demonstrate this understanding though readings, reports, anthology, and card file assignments.
Students should be able to evaluate a book in terms of illustration and content. Students will demonstrate this understanding though readings, reports, anthology, and card file assignments.
Students should be able to select a balance of books for the school classroom or library both in terms of genre and diversity. Students will demonstrate this understanding though readings, reports, anthology, reading corner, and card file assignments.
Content:
The following outline is representative of course content but may vary depending on instructor preference.
Understanding Literature and the Child Reader
Developments in the History of Children's Literature
Identifying and Understanding Literary Elements
Reader Response Theory and its Ramifications
Diversity and Multiculturalism
Exploring the Genres of Children's Literature
Traditional Literature
Picture Books
Poetry
Modern Realistic Fiction
Historical Fiction
Modern Fantasy and Science Fiction
Informational Books and Biography
Creating the Literature-Based Classroom
Creating Discussion
Literary and Content Units
The Classroom Library
Key Performance Indicators:
Written critical/analytical assignments 35 to 40%
Oral reports on an author and an illustrator 5 to 10%
Cardfile of 100 (minimum) books read and reviewed 35 to 40%
Selection and submission of a poetry anthology 5 to 10%
Diagram, materials list, and instructions for a theme-based reading corner 5 to 10%
Representative Text and/or Supplies:
Charles Temple and Miriam Martinez. Children's Books in Children's Hands. Boston: Allyn and Bacon, current edition.
Pedagogy Statement:
There are a range of pedagogical concerns for the class. Course content will be delivered through short lectures, class discussions, and writing assignments to ensure an engaged and interactive classroom. Some form of accountability for reading should be established: reading quizzes, discussion boards, bell work, etc.
The course content will endeavor to reflect the value of diversity. Furthermore, students are prepped to engage with the material, their first encounter with the literature occurs outside of the classroom, and class time employs differentiated and inclusive learning techniques, including discussion in varying formats, freewriting and pairing, group discussion, and class discussion. The professor functions as a guide, asking students to engage with the literature and historical moments as they move from initial impressions to informed analysis, close reading, interpretation, and critical thinking.
Instructional Mediums:
Lecture
Maximum Class Size: 30
Optimum Class Size: 20
