| Glenna L. Howell, Ph.D. | Syllabi and Rubrics | Sample Assignments | Readings | |
GOVERNORS STATE UNIVERSITY COLLEGE OF EDUCATION/DIVISION OF EDUCATION COURSE SYLLABUS
COURSE TITLE: Multicultural Literature in the Classroom
COURSE NUMBER: EDUC 530
CREDIT HOURS: 3
INSTRUCTOR: Glenna L. Howell, Ph.D. g-howell@govst.edu 708-534-4371 G-320
TRIMESTER: Spring/Summer 2001
Description Introduces prospective and practicing teachers to the wealth of contemporary multicultural literature available in translation for children and young adults. Explores strategies for enhancing literacy development using multicultural literature as well as methods of implementing multicultural literature across the curriculum. Prerequisite: at least one course in reading methods.
Text Norton, D. E. (2001). Multicultural children’s literature: Through the eyes of many children. Upper Saddle River: NJ: Prentice-Hall.
Student OutcomesGiven the student's participation in lectures, discussions, collaborative and independent research and analysis activities, the student should be able to:
1. justify the use of multicultural literature across the curriculum and across grade levels; 2. identify significant authors and their works depicting characters from a range of cultural backgrounds appropriate for use in the classroom; 3. discuss primary criteria for evaluating and selecting multicultural literature for children and young adults; 4. demonstrate strategies for creating meanings across the curriculum through multicultural reading experiences; 5. create cross-curricular thematic units including appropriate multicultural literature from a variety of genres; 6. propose techniques to promote critical examination of various cultures described in the literature, including role play, cross-cultural comparisons and contrasts, and participation in related cultural experiences of art, music theatre, or dance; 7. implement strategies to assist students in recognizing stereotyping, racism, and discrimination; 8. discuss the role of technology in a multicultural, literature-based, language arts program.
Literacy Requirement All written assignments are to be in edited American English and free of distracting errors in grammar, usage, spelling, punctuation, and sentence structure. Multiple, distracting errors will result in the grade for the assignment being lowered one full letter grade (e.g., from A- to B-). The student may also be referred for remediation in composition.
Grading Students with disabilities in need of assistance or accommodation are advised to approach this professor as soon as possible. All assignments submitted in this class are to be typed or word processed in a professional manner. Examinations will be based on text readings, lectures, discussions, and handouts. Examinations will include long and short essay questions and identification/definition questions. Course grades will be determined on the following basis:
Points
Note #1: "Participation" refers to active involvement, reflecting preparation and critical thinking, in oral discussions with the professor and other students during EVERY class session. Occupying a seat or even making smiling eye contact with the professor will NOT be regarded as adequate (warranting grade of C) involvement.
Note #2: Brief reading and writing assignments and in-class activities which are not on the syllabus may be announced during the course. This course requires considerable reading, writing, and thinking; the student is advised to plan a study schedule accordingly.
Grades 920 - 880 = A 879 - 780 = B 779 - 680 = C 679 - 540 = D 539 and below = F
Attendance and Make-up Policies Class attendance and punctuality are mandatory. Each student will be allowed without question one absence for illness or family emergency; more than one absence will result in the student's grade for the course being lowered by one full letter grade (e.g., from A to B or B to C). Any absence must be reported to the professor before it occurs. All assignments and projects are due at the beginning of the period designated in the "Reading and Assignment Schedule." Grades for work submitted after that time will be reduced by one letter grade for every calendar day it is past due. Make-up examinations will be scheduled only on those rare occasions when extreme and verifiable extenuating circumstances seem warranted to the professor.
Annotated Bibliography Each student will submit an annotated bibliography of contemporary multicultural literature for children or young adults. Books in the bibliography should represent the cultures reflected in the course text. This bibliography is to include 45 books as follows:
Genre Grade level # of books
Each entry will be comprised of two parts: bibliographical information followed by an appropriate annotation for the book. Annotations for fiction will be story maps; sample annotations for poetry and non-fiction will be developed in class.
Article Responses Each student will submit and prepare for oral sharing with classmates article responses as indicated in the “Reading and Assignment” section of this syllabus. Each article response will include a brief summary and a more extensive analysis of the subtext of the article. Responses are expected to be approximately 250 words in length. A sample response will be developed in class.
Thematic Unit Web Each student will develop for submission to the professor and sharing with classmates a thematic unit web for students at a specific grade level. The unit will be planned for a minimum of ten instructional days. A minimum of twelve works of multicultural literature is to be included in a Resource List for this unit. The Resource List is also to include, in order to enrich the instructional context, a minimum of six additional pieces of creative expression from the culture of focus. The web will include both independent and group activities and will demonstrate the use of technology in students’ research, composition, presentations, etc.
Poetry Presentation Each student will prepare one poem from a culture other than the student's own for presentation to the entire class. The poem may be memorized or (if longer) read from a text. Students who do not memorize a poem must, nevertheless, demonstrate significant preparation in their oral interpretations.
Review of Cultural Experience (Art, Music, Theatre, or Dance) After attending an exhibit or performance of the art, music, theatre, or dance of a culture other than the student's own, students will write a review of the knowledge about or appreciation of the culture they have acquired through this experience. This is NOT to be a plot summary of a play or a description of a painter's work. Rather, the student is to focus on how his or her cultural awareness has been enhanced as a result of this experience: what have you learned about the represented culture? The review should be approximately 500 words in length.
Reading and Assignment Schedule
May 7 Introduction and Overview May 9 Norton, Chapter 1, “Introduction to Multicultural Literature” Sample Article Response Sample Annotation
* * * * *
May 14 Norton, Chapter 2, “African American Literature” May 16 Chapter 2 Continued Article Response Due (Martin)
* * * * *
May 21 Norton, Chapter 3, “Native American Literature” May 23 Chapter 3 Continued Article Response Due (Reese) Annotations Due (5)
* * * * *
May 28 University Closed—Memorial Day May 30 Norton, Chapter 4, “Latino Literature” Article Response Due (Vargas and DePyssler) Mid-term Examination
* * * * *
June 4 Chapter 4 Continued Norton, Chapter 5, “Asian Literature” June 6 Chapter 5 Continued Article Response Due (Hickey) Annotations Due (15)
* * * * *
June 11 Norton, Chapter 6, “Jewish Literature”
June 13 Chapter 6 Continued Article Response Due (Sutherland) Annotations Due (10)
* * * * *
June 18 Norton, Chapter 7, “Middle Eastern Literature” June 20 Chapter 7 Continued Article Response Due (Kissen) Annotations Due (15)
* * * * *
June 25 Final Examination
|
|
|||
|