ED-305 Children's Literature and Drama

Course Description:
Introduction to children’s literature in English and the FSM languages available to children in Micronesia. Students will learn to convert children’s literature into scripts for acting out.

  • Prerequisites: Admitted into third-year education program, completion or concurrent enrollment in ED 301a and ED 301b.
  1. PROGRAM LEARNING OUTCOMES (PLOs):

The student will be able to:

  1. Demonstrate and use knowledge of the FSM elementary school curriculum standards.
  1. Apply a variety of teaching approaches to meet learning needs of FSM elementary school students.
  2. Assess and evaluate learning of the elementary student at both the formative and summative levels.
  3. Organize and manage an elementary classroom environment for learning.
  4. Demonstrate and use background knowledge in the following areas: learning theories and principles, human development, language development, educational foundations, socio-cultural issues and individual and group motivation.
  5. Demonstrate professionalism.
  1. STUDENT LEARNING OUTCOMES (SLOs) – GENERAL:

 The student will be able to:

  1. Define children’s literature and further describe its availability and usefulness for enrichment of reading abilities.
  2. Identify sources of children’s literature available in English and the FSM languages.
  3. Identify dramatic formats suitable for elementary school children.
  4. Create original children’s literature and drama.
  5. Become familiar with a variety of genres and sources of children’s literature.

SLO

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

     1

 

  

 

 

D

 

     2

D

  

 

 

D

 

     3

D

   D

 

 

D

 

     4

     D

  

 

 

D

 

     5

I

   I, D

 

 

D

 

I = Introduced
D = Demonstrated
M = Mastered

  1. STUDENT LEARNING OUTCOME (SLOs) - SPECIFIC:

The student will be able to:
General SLO 1. Define children’s literature and describe it availability and usefulness for development of reading skills.


Student learning outcome

Assessment Strategies

    1.  Define what children’s literature is and further describe its availability and usefulness to enhance a reading program.

Write a cause-and-effect essay to define what children’s literature is, its availability here in the FSM, and ways in which it could be used to enhance comprehension in his/her future classroom here in the FSM. This will be measured by an established essay scoring rubric.

    1. Describe the history of children’s literature.

After watching a video titled, Children’s Literature and How It Grew, the student will be quizzed on this video to demonstrate knowledge and understanding of how children’s literature developed.

General SLO 2. Identify sources of available children’s literature in English and the FSM languages.


Student Learning Outcome

Assessment Strategies

2.1. Use the Frye Reading Graph and/or the Flesh-Kincaid-Readability Test (computer) to find out the readability level of a child’s reading book.

Run the readability test on a selected children’s reading book using either the Frye Reading graph or the computer Flesh-Kincaid-readability test, following the suggested procedures given for both tests.

2.2 The student will identify and select children’s literature as appropriate for a specific age-group.

2.a) Use the Frye Reading Graph and/or the Flesh-Kincaid-Readability Test (computer) to read and write a brief book report on at least 20 children’s books. The student will include in each of his/her book report the following: book  title, author, the main characters, genre, moral teaching, cultural relevancy of content to Micronesian cultural settings, 1-2 paragraph summary) for each book, classifying them as: Early Childhood, Lower Elementary (1-3), Middle Elementary (4-6), Upper Elementary (7-8), or High School and Up

General SLO 3. Identify the dramatic formats suitable for elementary school age children.


Student Learning Outcome

Assessment Strategies

3.1. Convert children’s literature into classroom material.

Script a classic children’s book in preparation for dramatic reading. The student does at least five script readings. Each student will serve as one of the characters in the book/story, reading his/her assigned lines to be scored 1-5 depending on how well he/she performs according the established rubric.

3.2 Develop his/her own language arts classroom materials in his/her heritage language and English and do a script reading for a class presentation and an audio recording

In groups, the student will write his/her own stories, script them, and perform group script reading demonstrations for the class and for audio recording. This will be scored according to the established rubric for this activity targeting at collective efforts of all group members, quality of the written script, and the quality of the script demonstration.

3.3 Prepare to read aloud in the classroom. 

The student will do at least three individual read- aloud activities to the whole class to be graded using a rubric, scales of 1-5. The rubric categories include the volume of the reader’s voice, eye-contact, pronunciation and prosody, reading pace suitable for the identified age-level of the book and gestures and body movement, as well as animation.  

General SLO 4. Create original children’s literature and drama.


Student Learning Outcome

Assessment Strategies

4.1. Develop a puppetry script and a drama script for group presentations of each.

The student will write a script for a script reading demonstration in his/her assigned group and present it in class. This will be measured by the rubric to measure the quality of the written script and the actual demonstration.
The student will write a script in his/her assigned group and demonstrate it, dramatizing the scripted story. Rubrics written for measuring both, the quality of the script and the demonstration will be used.

 

 5: Become familiar with a variety of
genres and sources of children’s literature.


Student Learning Outcome

Assessment Strategies

5.1. Describe the different genres used in children’s literature.

The student will specify the type of genre in her/his book reports and other, script or drama-related activities.

5.2. Select a particular genre and describe how it motivates student reading interest

In groups, the student will select a genre, conduct research on it (to include its general features, origin, etc., and a book and artifact display) and present it to the class to. Assessment will be following the developed rubric for this activity. Scores will range from 1-5 on the rubric measuring how effective the group members collaborated on this undertaking, the quality of the book and artifact collection , and the oral presentation.

D.        COURSE CONTENT

 

What is Children’s Literature? Its Availability and Usefulness

Movie, Children’s Literature and How it Grew

Book Reports and Readability

Read Aloud

Script Reading of a Story

The Lion, the Witch, and the Wardrobe

Reading Books of Choice

Group Story Scripting and Reading

Group Script Writing for Puppetry Demonstration

Genres of Literature
Movie, Exploring Story Through Drama
Script Writing for Group Drama

E.        METHODS OF INSTRUCTION
Lecture, class discussion, quizzes, cooperative groups, readings, and writing

      1. REQUIRED TEXT AND COURSE MATERIALS

There is no textbook for this course, however, students MUST obtain any Public Library Card, as well as, have a current COM I.D. card.

Other books:
Lewis, C.S. (1950). The Lion, the Witch, and the Wardrobe.
White, E.B. (1952). Charlotte’s Web.
McGee, Lea M. and Tompkins, Gail E. 1993. Teaching Reading with Literature. Macmillan Publishing comp. New York (or most recent edition).
Giorgis, Cyndi and Glazer, Joan I. 2005. Literature for Young Children. Pearson Education Inc. Upper Saddle River, New Jersey (or most recent edition)
An additional book of a student’s choice

G.        REFERENCE MATERIALS
None

H.        INSTRUCTIONAL COST
None

I.          EVALUATION
None

J.         CREDIT BY EXAMINATION
None

 

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