edu 210 introduction to children’s literature fall...

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EDU 210 INTRODUCTION TO CHILDREN’S LITERATURE

FALL 2014

Day / Time: Time: Monday 6:00-7:50pm

Location: Mattson Hall 104

Instructor: Dr. Katrina Imison-Mázy

Office: Mattson 113 Office Hours: Monday & Wednesday 10:00-11:00 or by appointment

Phone: 507-933-7440 (Office)

507-382-0644 (Cell)

E-mail: [email protected]

Moodle site: 2014-f-edu-210-001

Course Description

EDU 210 is a survey course which introduces students to a wide range of children’s literature in many genre,

including fiction, biography, fantasy, folk tales, poetry, informational books, and picture books. Students will

read and review selections from each genre, focusing on literary analysis.

This course is designed to help you:

· become acquainted with a broad range of authors and illustrators of literature for children.

· examine the role children’s literature plays in language and literacy development of children.

· read and evaluate literature that is appropriate for children of various developmental stages.

· recognize and respond to trends and issues that affect children’s literature.

· be introduced to strategies for broadening and deepening elementary grade children’s response to literature.

Course Goals/Objectives This course is designed to introduce students to exemplary children’s literature and media. It is a survey of the materials available to contemporary audiences (consisting of both children and adults). Students will have the opportunity to read critical theory, to practice writing critically about children’s literature, and to define for themselves the place of literature and media in the world of the child. Major objectives of EDU 210 are: To understand the basic elements found in exemplary children’s literature. To develop the ability to evaluate a wide variety of printed and non-printed materials designed for children and young people. To define how literature fits into the world of the child. To demonstrate an understanding of literary analysis and its role in the interpretation and appreciation of children’s literature through discussion and written response. To develop the ability to synthesize and communicate personal observations and research about literary materials for children.

Course Outcomes

Upon completion of this course each student will have demonstrated knowledge of, or competency in, the

following:

The Minnesota reading standards for K-12 teachers and the Minnesota Statute 122A.06, Subdivision 4,

The framework and essential learner outcomes of this course are found in Minnesota Statute 122 A.18 and

Minnesota Statute 122.06, subdivision 4. These principles are the basis for the reading instruction portion of

the examination of licensure-specific teaching skills under MN 122 A.09.

mailto:[email protected]

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MN Reading Teacher Standards: Minnesota Administrative Rules: Chapter 8710, Teacher and other

Professional Licensing: Rules: 8710.320 Teachers of Elementary Education & 8710.3000 Teachers of Early

Childhood Education (see reading information) https://www.revisor.mn.gov/rules/?id=8710

Standards

National and state standards that are important to the teaching and learning of children’s literature are addressed

in this course, as are Minnesota Academic Standards in the areas of Language Arts and Reading. You can

access the complete MN Academic Standards from links on the MN Department of Education website:

http://education.state.mn.us/mde/index.html. Board of Teaching standards can be accessed at

http://homepages.gac.edu/~apearson/edstandardseffectiveprac.html.

Conceptual framework:

Required Course Texts:

Norton, Donna E. Multicultural Children’s Literature: Through the Eyes of Many Children-4th Edition.

Boston, MA: Pearson, 2013. Tatar, Maria. The Classic Fairy Tales (Norton Critical Editions). New York, NY: W. W. Norton &

Company, 1999. Optional Course Text: Lunsford, A. The Everyday Writer. Bedford/St. Martin’s, 2012.

Other Documents (many in electronic or PDF format): Provided by instructor on course moodle site.

“Principled practice” grounds all of our work in

the Department of Education. It is based on the

belief that teachers learn through cycles of

experience, reflection on that experience, and

articulation of knowledge that, in turn, guides

understanding of future experience.

For example, in this course we will draw on our

own experiences as language arts and social

studies learners and scholarship on writing to

guide lesson planning, generate data as we teach

lessons, reflect on the complexity of what we

observed in the classroom in light of our original

assumptions, and then use our new

understandings to complicate or reconsider our

previous knowledge.

A more complete description of the framework

used by the department can be accessed at: http://gustavus.edu/education/deptinfo/cf.php

https://www.revisor.mn.gov/rules/?id=8710

http://education.state.mn.us/mde/index.html

http://homepages.gac.edu/~apearson/edstandardseffectiveprac.html

http://gustavus.edu/education/deptinfo/cf.php

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COLLEGE POLICIES / SUPPORT SERVICES

Disability Services Gustavus Adolphus College is committed to ensuring the full participation of all students in its programs. If you

have a documented disability (or you think you may have a disability of any nature) and, as a result, need

reasonable academic accommodation to participate in class, take tests or benefit from the College’s

services, then you should speak with the Disability Services Coordinator, for a confidential discussion of your

needs and appropriate plans. Course requirements cannot be waived, but reasonable accommodations may be

provided based on disability documentation and course outcomes. Accommodations cannot be made

retroactively; therefore, to maximize your academic success at Gustavus, please contact Disability Services as

early as possible. Disability Services (https://gustavus.edu/advising/disability/) is located in the Advising and

Counseling Center.

Help for Students Whose First Language is not English The Writing Center has on staff a part-time tutor with professional training in ESL/ELL instruction. Students

can schedule work with this tutor by contacting the Writing Center. Students may bring their instructor’s

documentation concerning their ELL status. Where it is appropriate, faculty may choose to allow such students

more time to complete assignments either in- or out-of class.

Military If you have any military obligations, please let me know and arrangements will be made to honor your

obligations.

Standards for External Review (Board of Teaching)

We will regularly connect the learning and assignments in class with the Board of Teaching standards. A copy

of the Standards can be accessed at http://homepages.gac.edu/~apearson/edstandardseffectiveprac.html

Academic Integrity and Honesty.

Our course requires you to do both individual work and collaboration with a peer or group of peers. I anticipate

and expect that you will work together in a professional and appropriate manner when the work is collaborative,

that you will contribute to the work in an equitable manner, and that you will abide by the Gustavus Academic

Honesty Policy and the Honor Code. Additionally, you will be responsible for acknowledging resources you

have consulted in your work, avoiding plagiarism and “self-plagiarism”, etc.

We will spend some time in class discussing what constitutes appropriate use of sources in different contexts

(i.e. how to cite sources, the use of paraphrasing or direct quotes, etc.) However, it is ultimately your

responsibility to act with integrity and ask for help if you are unsure how to document a source. Failure to

acknowledge sources may result in consequences ranging from a lowered grade for an assignment to loss of

credit in the course.

At the November, 2006, Faculty Meeting, the faculty approved changes to Handbook Section 2.2.9:

“Through information provided in syllabi and/or other means, faculty members will explain to students how the

Honor Code will operate in their respective courses. The following statement is suggested as a pledge for

students to sign on all graded assignments and projects:

On my honor, I pledge that I have not given, received, or tolerated others’ use of unauthorized aid in completing

this work.”

Full descriptions of the Academic Honesty Policy and the Honor Code can be found in the catalogue on the web

at: http://gustavus.edu/academics/general_catalog/current/index.cfm?pr=acainfo

https://gustavus.edu/advising/disability/

http://homepages.gac.edu/~apearson/edstandardseffectiveprac.html

http://gustavus.edu/academics/general_catalog/current/index.cfm?pr=acainfo

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COURSE POLICIES

Written Work

All writing assignments must be typed. Students must use APA style for citations and references in written

work. Papers with spelling errors and grammar deficiencies will be graded down. Papers that are not carefully

thought out will not receive high marks. When turning in written work, please provide 2 copies: one hard copy

that will be graded and returned to you & one electronic copy. Weekly reflections/reading log entries may be

submitted only electronically during the semester; a hard copy of the complete reading log must be included in

and submitted with the final Reading Resource Portfolio.

Plagiarism & Plagiaphrasing

Plagiarism and plagiaphrasing are serious offenses and within the scholarly and academic community. In all

written work, you must acknowledge all your sources with appropriate citations; failure to do so constitutes

plagiarism/plagiaphrasing. We will discuss various strategies to avoid plagiarism in class; however, if you have

specific questions/concerns about citing work and documenting sources appropriately, please see me. Please be

aware that plagiarism on written work may result in an “F” for the assignment. Repeated documented

cases of plagiarism may result in failure of the course.

Assistance with Written Work

If you need assistance with completing written assignments for this course, please contact me to schedule a time

to meet and discuss your concerns. In addition, the Writing Center can provide assistance. Please visit their

website for further information: http://www.gac.edu/oncampus/writingcenter

STUDENT ACCOUNTABILITY

Attendance:

Attendance and participation are required for all classes. Punctuality is also required for all classes and

practicum. In terms of professional development, as a member of the educational profession you have special

responsibilities that include meeting all obligations on time and being thoroughly prepared. Attendance and

regular participation are hallmarks of responsible professional behavior. On rare occasions, it may be necessary

to request that an absence be excused, e.g., illness, death of an immediate family member, or other emergencies.

It is the student's responsibility to give prior notification of such absences. Students who miss class should

contact me immediately to explain the absence and discuss ways to make up missed work. An unexplained

absence is automatically an unexcused absence. Unexcused absences from classes will result in the reduction of

the final class grade.

Gustavus Education Attendance Policy

Teachers are expected to be on time, ready for class each day and to fully participate in all school and faculty

events. In preparation for this key professional disposition, the Education Department has an attendance policy

that reflects these expectations. This policy is also based on the fact that class discussion, engagement and peer

interaction cannot be replicated in any make-up assignment. This policy actualizes the Education Department

Professionalism Statement by the following:

1) Cumulative absences (excused or not excused) equaling 15% or more of scheduled class meetings will

result in a lowering of the grade by one letter grade. Cumulative absences (excused or not excused) equaling

25% or more of scheduled class meetings will result in a D grade. This will require a retake to remain in the

education program. Excused absences are those that come with written documentation. Illness excuses must be

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communicated to the instructor at least one half hour prior to the start of the class period. Extenuating

circumstances may be considered by the instructor.

2) Five or more late entrances into class (for one hour classes) and two or more late entrances (for longer

classes) will result in a decrease of the final grade by one letter grade.

3) Absences from any practicum requirement for this course without prior contact (at least a half hour prior to

the start of the placement experience) with the instructor and the placement teacher will result in a decrease in

the final grade by one letter grade. All visits will be verified with the practicum teacher or site coordinator. In

addition, more than one excused absence must be made up by the student on the student’s own time, with a

signed statement form the placement teacher/site manager attesting to the additional visit(s), returned to the

course instructor before the end of the semester.

Participation:

Your participation in this course is essential, as we will be discussing, sharing, and evaluating materials,

resources and ideas. Please come to class prepared, willing & able to contribute positively to all class activities.

Participation in the course includes completing required readings and assignments, participating in whole class

and small group discussions and activities, listening and responding to peers, taking notes to help you learn by

listening and processing information, and respecting due dates for assignments and projects. A gentle reminder:

Out of courtesy to your peers, please turn off cell phones/ringers & remove hats/caps;

Please wait until breaks or the end of class to send/receive/read texts, check email, update FB status or tweet

Class Readings and Weekly Topics:

This course will use a cooperative learning approach. Students are expected to read assigned readings before

class and actively participate in class discussions and activities. Throughout the semester you will write brief

reflections & responses to the week's readings, class activities/discussion, or issues related to the week's topic.

These reflections are designed to give you the opportunity to synthesize and respond to material covered each

week.

Late Assignments:

Please refer to due dates as indicated on the course schedule. All assignments are due at the beginning of class.

Absence on the day the assignment is due is NOT an acceptable excuse. Any assignment not turned in by 9 pm

on the due date will be considered late. Late assignments will be penalized 2 points per day.

Please contact the instructor in advance if extenuating circumstances impact your ability to meet assignment

deadlines.

DESCRIPTION OF COURSE ASSIGNMENTS

Assignment #1: Attendance, Professional Participation & In-class Activities

Due: Weekly attendance and participation are required

Grade Value: (20%)

Purpose: The State of Minnesota Licensing Rule regarding teacher certification requires students to develop

professional level knowledge, skills, and attitudes. Regular attendance and class participation are vital since

much of the course content will come from interactive class discussions, videos, teacher presentations, and a

variety of in-class independent and small group activities.. Each week during class you will complete short

responses/reflections based upon readings or discussion. Please make sure to read the assigned Chapters and

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additional articles, websites and regularly check Moodle for links to websites and other resources.

Requirements:

Participation in whole class and small group activities is required and an essential part of this course. In

addition to short mini-lectures, the majority of the class will be spent sharing, discussing, evaluating and

critiquing children's literature and media. Your willingness and preparedness to discuss weekly

readings/materials will contribute greatly to the quality of our discussions.

Please note that participation includes the following:

completing the required readings each week;

coming prepared to class & bringing all necessary materials;

actively engaging in whole class and small group discussions/activities;

no inappropriate use of cell phones, laptops, or other electronic devices.

Attendance:

Because this course only meets once each week attendance is required. Students are allowed 1 (one)

unexcused absence during the semester without loss of points. Additional absences will result in final grade

reduction as per the Gustavus Education Attendance Policy (see above).

Attendance will be taken at each class session. If you must miss class, please contact the instructor as soon as

possible and make arrangements with a classmate for notes, handouts, and a recount of the class activities.

Assignment #2: Weekly Readings & Reader Response Journal

Due: Weekly

Grade Value: (30 %)

Requirements: You will be asked to maintain a weekly reader response journal as you complete weekly

assigned readings for homework. The journal will give you the opportunity to reflect on readings in the course

textbook and the children’s literature you select each week, to draw connections amongst the readings, and to

pose questions about your own learning based on your experiences in these classes.

Each week you should complete assigned readings from your required textbook before class & read/review

resources (websites, links, articles & handouts) posted on the course Moodle site. It is your responsibility to

check the course schedule and keep up with the readings each week.

For education majors: Reflection and response entries in your journal will also give you the opportunity to

draw upon the Education Department’s Conceptual Framework as you develop your teaching stance as a

reflective practitioner.

The reader response journal will be collected 3 times during the semester for feedback: 3/5, 4/9, & 5/14 Further

information about the topics and format will be provided in class.

Assignment #3: Course Book Club – “Good Reads” Website

Due: Weekly

Grade Value: (30%)

Requirements: The purpose of this assignment is to encourage your critical reading and evaluation of

materials related to children's literature. During the semester you will be reading many self-selected children’s

books on various topics, themes and in different genres & will contribute information about the books you read

each week to the course Good Read discussion group. In addition you will be asked to contribute one post each

week to discussion threads. Further information about the requirements for this assignment will be provided in

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class.

By the end of the semester you must complete the following:

read at least 20 picture books & add each to the group bookshelf; write & post at least 10 short reviews (20-100 words) of picture books you have read; contribute at least 12 posts (1 each week) to the weekly discussion thread create the discussion post question/prompt for 1 week (a sign-up sheet will be provided in class)

A Note about Assignments #1-3:

In class activities, writing, readings, Reader Response Journal and the Good Reads website are interconnected

activities that have the following in common:

Each of these experiences:

o Asks you to read, reflect and respond to literature;

o To engage actively with ideas and material

o To communicate your ideas Entries in your Reader Response Journal can be used to formulate questions and discussion threads on the Good

Reads website; comments posted on Good Reads can form the basis of a journal entry; ideas explored in class

discussion

Assignment # 4: Final Project Due: 12/8

Grade Value: (20%)

Requirements: The purpose of this assignment is for you to develop, research & present a project on a topic of

personal interest within the field of children’s literature. You will be able to choose from the four options

outlined below in order to complete a final project for the course that connects with your major or a topic/issue

that interests you. Projects may be completed individually, with a partner or small group. You will be asked to

submit a Final Project Proposal/Outline (10/2) and schedule a conference to discuss your project so that I can

support you in your preparation, planning and research. Final Projects will be shared during the last class

session. Further information about the format and requirements for this assignment will be provided in class.

Option 1: Author-Illustrator Group Presentation

In a group of 2-4 students, research a specific author/illustrator and his/her body of work. Create an informative

presentation (20-30 minutes including discussion, question time, activities) to share with the class during the

final two class sessions. Your presentation should include biographical information about your

author/illustrator, discussion of his/her children’s books and examples of these books. Each member of the

group should individually write a short 1-2 page paper in connection with the group presentation to be

submitted on the day of the presentation. Each group should schedule a meeting with the instructor to discuss

ideas in advance and groups are required to turn in a brief outline of the presentation at least 3 days before

presenting to the class. You will be graded on both the group presentation & your individual paper.

Option 2: Critical Reflection & Research Paper

Individually complete a 6-8 formal paper that addresses one of the following topics, guiding questions or a topic

of your choice negotiated with the instructor:

What is “children’s literature”?

Censorship

Dystopian/utopian children’s literature

Responding to multicultural children’s literature

Graphic novels and manga

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Other…?

You should schedule a meeting with the instructor to discuss ideas in advance, help identify materials/resources,

and clarify paper format questions as you develop your paper. You are encouraged to submit a draft of the paper

in advance for feedback and to help you revise and edit your paper prior to submission.

Option 3: Picture Book Analysis Paper

Individually complete a written analysis of selected picture books. The purpose of this paper is to give you an

opportunity to explore the concept of analyzing and evaluating children’s literature and to engage in the critical

analysis of one or more picture books by contemporary authors/illustrators. You should schedule a meeting with

the instructor to discuss ideas in advance, help identify materials/resources, and clarify paper format questions

as you develop your paper. You are encouraged to submit a draft of the paper in advance for feedback and to

help you revise and edit your paper prior to submission.

Option 4: Student Choice

If you have an idea that does not fit within Options 1-3, but would allow you to complete a final project that is

personally motivating or allows you to make connections between children’s literature and your major area of

study, please meet with your instructor to negotiate and individual option.

Summary of Assignments:

Assignment #1: Attendance, Professional Participation & In-class Activities (20%)

Assignment #2: Homework Activities & Reader Response journal (30%)

Assignment #3: Course Discussion Group – Good Reads Website (30%)

Assignment # 4: Final Project (20%)

Total = 100%

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Course Grading:

A -- achievement that is outstanding relative to the level necessary to meet course requirements.

B -- achievement that is significantly above the level necessary to meet course requirements.

C -- achievement that meets the course requirements in every respect.

D -- achievement that is worthy of credit even though it fails to meet fully the course requirements.

S -- achievement that is satisfactory, which is equivalent to a C- or better (achievement required for an S is at

the discretion of the instructor but may be no lower than a C-).

F (or N) -- Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of

achievement that is not worthy of credit or (2) was not completed and there was no agreement between the

instructor and the student that the student would be awarded an I (see also I)

Academic dishonesty: academic dishonesty in any portion of the academic work for a course shall be grounds

for awarding a grade of F or N for the entire course.

I -- (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances, e.g.,

hospitalization, a student is prevented from completing the work of the course on time. Requires a written

agreement between instructor and student.

A A- B+ B B- C+ C C- D+ D D- F

100-

93

90-

92

87-

89

83-86 80-

82

77-

79

73-

76

70-

72

67-

69

63-

66

60-

62

50 &

below

Please note: There is no final in this course. You will have the opportunity to read

lots of children’s literature this semester both in class and outside class time, so

READ! READ! READ!

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Note on Readings:

** Please Note: Because 210 follows a constructivist model, this schedule is subject to change. Major changes

will be announced in advance via email, on moodle &/or in class.

As a beginning professional in the field, it is your responsibility to complete all the assigned readings &

homework as outlined in the schedule below, regardless of whether or not we talk about them in class.

Week

Date &

Time

Topics

Guiding Questions & Concepts

Assignments & Due Dates

2

9/8

6:oo-

7:50 pm

Overview of Course & Syllabus: What can we expect

from this course?

Reader Response Journal (RRJ):

Assignment handout

What should I write about?

Entry 1

Good Reads Website:

Assignment handout

Discussion Groups, Readings & Homework:

Assignment handout

Generating questions from our readings

Topics: Introductions, Activities& Getting Started!

Getting to know each other

What do we already know about children’s

literature? What is children’s literature?

Readings:

Norton: Ch. 1

Tatar: Introduction; pp. 1-13

Good Reads Website: What? How? Why?

Reader Response Journal: Basic

expectations & format

Aesthetics of Children’s Literature –

Folktales, Fairy Tales, Traditional Tales, & Postmodern Picture Books

3

9/15

6:oo-

7:50pm

Topics: “Who’s Afraid of the Big, Bad Wolf?”

The child hero in children’s literature

Little Red Riding Hood and cultural variations

Hansel & Gretel

Fairy tales & popular culture;

Traditional tales

Patterns, motifs and memes

Archetypal Criticism

Subjectivity and aesthetic responses to literature;

how can we analyze and interpret visual-verbal

texts in picture books?

What makes a “good book”?

Media: A selection of Scholastic Videos: Fairy Tale

Classics: James Marshall, H.C. Andersen

Readings:

Tatar: Introduction; pp. 19-24, 179-

197

Review resources & visit websites

posted on Moodle

Reader Response Journal 1

Good Reads Website:

Read 1 “classic” children’s book

(fairy tale, folktale, myth or legend)

& add it to the group bookshelf.

Add 1 post to class Goodreads

discussion forum.

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4

9/22

6:00-

7:50pm

Topics: “Who’s the Fairest of them All?”

The hero’s journey in children’s literature

Feminist criticism

What are “picture books”?

How do we read and interpret dual narratives &

visual/verbal texts?

Media: Snow White and the Huntsman & Mirror Mirror

(excerpts)

Readings:

Tatar: pp. 74-100


posted on Moodle

Reader Response Journal 2

Good Reads Website:




Add 1 post to class Good Read

Website discussion forum.

Submit RRJ for feedback!

5

9/29

6-7:50

Topics: “If the Shoe Fits –?”

Cinderella and its variants

The Little Mermaid

Heroes, heroines, villains & magical helpers

Media: A selection of Scholastic Videos: Fairy Tale

Classics: James Marshall; Enchanted (excerpt);

Disney’s Cinderella and The Little Mermaid (excerpts).

Readings:

Tatar: pp. 101-122, 127-131, 212-233


posted on Moodle

(RRJ): Entry 3

Good Reads Website:






6

10/6

6:oo-

7:50pm

Topics: Beasts Behaving Badly!

Beauty and the Beast and its variations

Bluebeard

Psychological criticism and understanding fairy

tales

Media: A selection of Scholastic Videos and film

excerpts (Disney’s Beauty and the Beast and The

Princess and the Frog, Twilight, Company of Wolves)

Readings:

Tatar: pp. 25-50, 66-73, 138-147.


posted on Moodle

(RRJ): Entry 4

Good Reads Website:






7

10/13

6:oo-

7:50pm

Topics: “There’s a lot more to ogres than people think”

(Shrek)

Postmodern Picture Books

Fracture Fairy Tales

Modern twists on old tales

Readings:

Tatar: pp. 246-253; 332-353

(RRJ): Entry 5

Good Reads Website:

Read 1 children’s book (postmodern,

fracture fairy tale, or humorous) &

add it to the group bookshelf.

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** Submit Final Project Proposal/Outline



Submit RRJ for feedback!

8 10/20 NO CLASS – READING DAY

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10/27

Multicultural & Rainbow Literature

Defining “multicultural” children’s literature

Insider vs. outsider voice in children’s literature

Authors & illustrators of the new canon

Discussion Group #1

Readings:

Norton: Ch. TBA


posted on Moodle

(RRJ): Entry 6

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11/3

6:oo-

7:50pm

Latino Voices in Children’s Literature

Pure Belpre Award

Magical realism & the carnivalesque-grotesque

Media: TBA

Discussion Group #2

Readings:

Norton: Ch. 132


posted on Moodle

(RRJ): Entry 7

Good Reads Website:

Read 1 children’s (Latino,

Chicano, Hispanic &/Pura Belpre

Award) book & add it to the group

bookshelf.



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11/10

6:oo-

7:50pm

Contemporary Asian-American children’s literature

Media: Scholastic Videos: Stone Soup and Other Stories

from the Asian Tradition

Discussion Group #3

Readings:

Norton: Ch. 5


posted on Moodle

(RRJ): Entry 8

Good Reads Website:

Read 1 “classic” children’s book &

add it to the group bookshelf.



12

11/17

6:oo-

7:50pm

African American Literature

Insider/Outsider voices in multicultural children’s literature

Media: Scholastic Video: A Story, A Story;

& Stories about African American Heritage featuring March

On

Discussion Group #4

Readings:

Norton: Ch. 2


posted on Moodle

(RRJ): Entry 9

Good Reads Website:

Read 1 children’s book (African

American &/Coretta Scott King

Award) & add it to the group

bookshelf.


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12

11/24

6:oo-

7:50pm

Native American Literature

First Nations literature

Cultural appropriation

Discussion Group #5:

**Submit RRJ!

Readings:

Norton: Ch. 3


posted on Moodle

(RRJ): Entry 10

Good Reads Website:

Read 1 children’s book (Native

American) & add it to the group

bookshelf.



11/26-30 THANKSGIVING BREAK

13

12/1

6:oo-

7:50pm

Jewish & Middle Eastern Literature

Utopian and dystopian literature

Holocaust literature

Trauma studies

Media: Scholastic Video: Joseph Had a Little Overcoat;

Where the Wild Things Are: and Other Maurice Sendak

Stories; Sendak (excerpt); Persepolis (excerpt).

Discussion Group #6

Readings:

Norton: Ch. 6 & 7

Review resources & on Moodle

(RRJ): Entry 11

Good Reads Website:

Read 1 children’s book (Jewish or

Middle Eastern) & add it to the

group bookshelf.



14 12/8

6:oo-

7:50pm

Final Project Presentations & Celebration

There is NO FINAL EXAM for this course!