Engl 345 Ut

ENGL 345
CHILDRENS LITERATURE
Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Sistema Universitario Ana G. Mndez, 2008 Derechos Reservados
Escuela de Estudios Profesionales

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Universidad del Turabo
Prepared with the collaboration of:
Estella Mrquez, MA
2009
ENGL 345 Childrens Literature

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TABLE OF CONTENTS
COURSE INFORMATION ------------------------------------------------------------------------------ 4
WORKSHOP ONE --------------------------------------------------------------------------------------- 8
WORKSHOP TWO------------------------------------------------------------------------------------- 10
WORKSHOP THREE --------------------------------------------------------------------------------- 12
WORKSHOP FOUR ----------------------------------------------------------------------------------- 14
WORKSHOP FIVE ------------------------------------------------------------------------------------- 16
APPENDIX A ------------------------------------------------------------------------------------------- 19
REFLECTION DIARY------------------------------------------------------------------------------------ 19
APPENDIX B -------------------------------------------------------------------------------------------- 25
READING SELECTIONS -------------------------------------------------------------------------------- 25
APPENDIX C -------------------------------------------------------------------------------------------- 30
CHILDRENS LITERATURE ----------------------------------------------------------------------------- 30
APPENDIX D -------------------------------------------------------------------------------------------- 32
REFERENCES------------------------------------------------------------------------------------------- 32

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Course Information
Title:
Childrens Literature
Code:
ENGL 345
Length:
5 weeks
Pre-requisites:
English 152-153,205,206
Description:
The Course comprises an overall presentation of childrens literature and its
developmental stages from sixteenth century to the present. Selected rhymes, riddles,
paradoxes, tongue trippers, ballads, nonsense, poetry, fables, folk tales, myths and
legends, epics and romances, and fantasy will be analyzed and interpreted.
General Objectives
At the end of this course, the students will be able to:
1. Identify the fundamental psychological and intellectual characteristics of children
between 5 and 12 years of age.
2. Discuss the general background and highlights of the history and development of
the literature for children from the XVI century to the present.
3. Recognize the characteristics of the different components in childrens literature
and how these relate to children between 5 and 12.
4. Demonstrate their ability to use different types of childrens literature in ESL,
through class demonstration.
5. Make a picture book with the appropriate text for the grade.
Electronic addresses
Bibliotecas del Sistema
http://bibliotecavirtualut.suagm.edu/
Universidad del Este
http://www.suagm.edu/suagm/une2/portal_de_biblioteca/
Universidad Metropolitana
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http://www.suagm.edu/SUAGM/m1/html/webvoy.htm
Printed Material
The Literary Enciclopedia. Retrieved on August 11, 2008 in
http://www.litencyc.com/index.php
Note: If for any reason you cannot access the URLs presented in the module,
do not limit your investigation. There are many search engines you can use for
your search. Here are some of them:
www.google.com
www.alltheweb.com
www.Altavista.com
www.Pregunta.com
www.AskJeeves.com
www.Findarticles.com
www.Excite.com
www.yahoo.com
The facilitator may make changes and add additional web resources if deemed
necessary.
Note: If any facilitator or student needs to conduct a research or submit a questionnaire
and carry out any interview, must consult with SUAGMs Compliance Office first to
study its policies and request the corresponding authorization.
To access the Compliance Office authorization forms, you can:
Access our webpage

http://www.suagm.edu/suagm/suagm/vpauxrecursos_vpare.aspx, select Oficina
de Cumplimiento and click Formularios, or
Access directly this link

http://www.suagm.edu/suagm/suagm/compliance_IRB_Forms.aspx.
In addition to the forms, you can also access the instructions to make the online
certification for IRB Institucional Review Board, Health Information Portability
Accounting Act (HIPAA) and the Responsability Conduct for Research Act (RCR).
If you have any question, please contact with the Institutional Coordinators or with the
Compliance Office:

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Evelyn Rivera Sobrado, Compliance Office Director

Tel. (787) 751-0178 Ext. 7196
Carmen Crespo, Compliance Coordinator for UMET
Tel. (787) 766-1717 Ext. 6366
Josefina Melgar, Compliance Coordinator for Turabo
Tel. (787) 743-7979 Ext.4126
Dr. Rebecca C. Cherry, Compliance Coordinator for UNE
Tel. (787) 257-7373 Ext. 3936
Evaluation:
Assignments Prior to Workshops
100 points
Individual and small group oral presentation
100 points
Partial Test
50 points
Make a picture book
50 points
Portfolio (Instructions to be provided by the facilitator)
50 points
Final Exam
50 points
Description of course policies:

1. Attendance at all class sessions is mandatory. If the Facilitator excuses an
absence, the student must make up for all presentations, papers, or other
assignments due on the date of the absence. The Facilitator will have the final
decision on approval of absences. He/she reserves the right to accept or reject
assignments past due, and to adjust the students grade accordingly.
2. Oral presentations and special activities cannot be remade. If the student
provides a valid and verifiable excuse (ex. medical or from a court), he/she will
be summoned for a written test on the activity in which he/she did not attend.
3. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires at least ten hours of preparation.
4. It is expected that all written work will be solely that of the student and should not
be plagiarized. That is, the student must be the author of all work submitted. All
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quoted or paraphrased material must be properly cited, with credit given to its
author or publisher. It should be noted that plagiarized writings are easily
detectable and students should not risk losing credit for material that is clearly
not their own.
5. If the Facilitator makes changes to the study guide, such changes should be
discussed with the students during the first workshop. Changes agreed upon
should be indicated in writing and given to the students and to the program
administrator.
6. The facilitator will establish the means and way of contact with the students.
7. The use of cellular phones is prohibited during sessions.
8. Children or family members are not allowed to the classrooms.
9. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
10. In-group works, except under exceptional circumstances, it will be considered
that all the members of the group perform work and thus they will be evaluated
equally.
11. The written works and assignments will be turned on that assigned date in their
entirety.

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Workshop One
Specific Objectives
At the end of this workshop the students will:
1. Identify psychological and intellectual characteristic of children between 5 and 12
years of age.
2. Describe childrens creative behavior.
3. Compare developmental stages of childrens literature from England, Germany
and France.
4. Discuss and analyze selected rhymes and riddles.
Johnson, . (2008).Riddle-Poems, and How to make them. Retrieved on August 20,2008
http://www.catb.org/~esr/riddle-poems.html
Online Dictionary and Thesaurus
http://www.m-W.com/
Tasks before Workshop One
Instructions:
1. Use a cluster diagram to illustrate characteristics of children between 5 and 12
years of age.
2. Explain briefly the developmental stages of childrens literature from England,
Germany and France.
3. Bring a sample of a nursery rhyme from any of the countries mention in item #2
Diddle Diddle Dumpling. (2008). Childrens Nursery Rhymes. Retrieved on
August 19, 2008, in http://www.zelo.com/family/nursery/diddle.asp
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The Big Ship Sails (2008) Nursery Rhymes Lyrics and Originals.
Retrieved on August 19, 2008, in http://www.rhymes.org.uk/a122-the-bigship-sails.htm
Activities
1. Knowing each other
2. Overview of the course
3. Discuss evaluation criteria
4. Elect student representative
5. Discuss the intellectual and psychological characteristics of children between 5
and 12 years of age. (Refer to Piagets Stages of Cognitive Development).
6. In pairs, students discuss childrens creative behavior.
Prepare a chart to
illustrate it.
7. Students will present an overview of developmental stages of childrens literature
from English, Germany, France (This is a small group activity. Each group will
be assigned a country based on Assignment One). Oral presentation about each
small groups country.
8. Discuss and analyze selected rhymes and riddles.
9. Create an original nursery rhyme and a riddle. (Group activity, to be handed in).
10. Collect Assignment One.
11. Students reflect on events in Workshop One. (See Appendix 5).
Assessment
1. Write about: What did I learn today in Workshop One?

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Workshop Two
Specific Objectives
1. Compare and contrast childrens literature in United States with ballads and
fables from other countries
2. Analyze paradoxes and tongue trippers.
3. Interpret ballads, nonsense and fables
http://www.m-W.com/
Waltz, Robert, Engle, David G. (2007. The Traditional Balla Index: An Annonated.
Bibliography of the Folk Songs of the English-Speaking Wrold. Retrieved on August 12,
2008, in http://www.csufresno.edu/folklore/BalladSearch.html
Tasks before Workshop two
Instructions:
1. Explain the developmental stages of children literature in the United States.
2. Ask a child (between 5 to 12 years of age) to write about anything they wish to.
Analyze their creative behavior based on children intellectual and psychological
characteristics discussed in class.
3. Are paradoxes and tongue trippers the same as riddles? Explain
4. Bring one sample of each: ballads, nonsense and fables.
Activities

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1. Students
react
to
questions about how intellectual
and
psychological
characteristic of children are reflected in their creative behavior.
Discuss
assignment 2, items 1 and 2.

2. Students analyze the differences and similarities of childrens literature in United
States and other countries.
3. The facilitator will provide the characteristics of ballads, nonsense and fables.
4. Students organize in pairs and compare the sample they found for ballads and
nonsense. They will write their findings about vocabulary, style and message.
5. Open discussion about how you can support childrens cognitive behavior
through play.
6. The facilitator will explain the guidelines for the picture book to be presented
Workshop Five. Grade level must be specified
7. Work on Reflective Diary
Assessment
1. Small group activity:
Students will create a television commercial promoting children literature.
The
commercial should include one of the types of childrens literature discussed in class
(nursery rhymes, riddles, paradoxes, tongue trippers, ballads, nonsense, and fables)
or a combination of any of them. To be presented orally

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Workshop Three
Specific Objectives
1. Demonstrate how to use folktales in ESL class.
2. Develop oral and thinking skills
3. Analyze myths and legends
Tasks before Workshop three
Instructions:
1. Create a Timeline Chart with pictures and graphics to illustrate some of the most
important events of the history and development of the literature for children from
the XVI century to present. You may use pictures, graphs, maps etc. to explain
the development of events. (Small group activity).
2. Bring a sample of a folktale.
Write a paragraph on your reaction about it.
(Individual activity to be handed in).

Activities
1. Students present their Timeline Chart. The facilitator uses a rubric to evaluate
the chart and oral presentation.
2. Group discussion about the origin of folktales.
3. Students present the one they brought to class (message, vocabulary used, etc.)
and how folktales can be used in an ESL class.
4. The facilitator presents general information about myths and legends.
5. Students read the legend in Appendix B and discuss the question at the end.
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6. Students analyze myths and legends selected by the facilitator: vocabulary,

message, and reaction. (small group activity)
7. Students work on their Reflective Diary.
Assessment
1. Partial Test- material covered in Workshops One and Two (Facilitator decides
when to complete the test).

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Workshop Four
Specific Objectives
1. Demonstrate the development stages of epics and romances.
2. Use music as a teaching tool.
3. Make effective oral presentations.
Tasks before Workshop four
Instructions:
1. Find the definition for epics and romances.
2. Bring an example of each. Which do you prefer? Why?
Activities
1. The facilitator will provide detailed information about epics and romances.
Analysis of selected samples of each will be done by students supervised by the
facilitator. (Small group activity).
2. The facilitator will provide children songs for students to listen, sing and
dramatize.
3. Students will compose a childrens song based on any of the different types of
childrens literature and sing it for other students to evaluate. (Small group
activity).
4. Students work on their Reflective Diary.
Assessment

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1. Prepare a mini lesson using (10 minutes maximum) one of the topics presented
in class. Select an specific grade level 1st to 5th grade. (Group activity)

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Workshop Five
Specific Objectives
1. Value psychological and intellectual characteristics of children 5 to 12 years of
age.
2. Reflect about integration of childrens literature in ESL curriculum.
3. Demonstrate strategies to promote reading and writing of childrens literature.
http://www.m-w.com/
The Grammar Lay
http://www.grammarlady.com/
Short Stories for ESL Learners
http://www.eslfast.com/
Tasks before Workshop One
Instructions:
1. Choose a movie or a song which can be classified as fantasy. Explain in two
paragraphs how you can integrate the movie as an assessment strategy. (To be
handed in).
Activities
1. Course Evaluation
2. Give examples of children movies and how can they be integrated in the teaching
process of children between 5 and 12 years of age.
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3. Picture Book presentation as a strategy to promote reading and writing of

childrens literature
4. Students submit their Portfolio.
Assessment
1. Final Exam: The facilitator will inform students about material to be included in
this test.

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Appendix

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Appendix A
Reflection Diary
A reflection diary is a record of your experiences; use it to report feelings and opinions about
events of each workshop. A balanced report of what has taken place is very important.
Workshop One:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Workshop Two:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Workshop Three:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Workshop Four:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

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Presentation Rubric
Evaluating Student Presentations
Developed by Information Technology Evaluation Services, NC Department of Public
Instruction
1
Audience cannot
understand
presentation
Organization
because there is
no sequence of
information.
Student does not
have grasp of
Subject
information;
Knowledge student cannot
answer questions
about subject.
Graphics
Mechanics
3
Student presents
information in
logical sequence
which audience
can follow.
Student is
uncomfortable with
information and is
able to answer only
rudimentary
questions.
Student
demonstrates full
Student is at ease
knowledge (more
with expected
than required) by
answers to all
answering all class
questions, but fails
questions with
to elaborate.
explanations and
elaboration.
Student occasionally
Student's graphics
uses graphics that
relate to text and
rarely support text
presentation.
and presentation.
Student's
presentation has
four or more
spelling errors
and/or
grammatical
errors.
Presentation has
three misspellings
and/or grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for students
in the back of
class to hear.
Audience has
difficulty following
presentation
because student
jumps around.
Student uses
superfluous
graphics or no
graphics
Student reads all

Eye Contact of report with no
eye contact.
Elocution
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student's graphics
explain and reinforce
screen text and
presentation.
Presentation has
Presentation has no
no more than two
misspellings or
misspellings and/or
grammatical errors.
grammatical errors.
Student maintains
Student occasionally
eye contact most of
uses eye contact,
the time but
but still reads most
frequently returns
of report.
to notes.
Student maintains
eye contact with
audience, seldom
returning to notes.
Student's voice is
low. Student
incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student uses a clear

voice and correct,
precise
pronunciation of
terms so that all
audience members
can hear
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
Total Points:
Caroline McCullen
http://www.ncsu.edu/midlink/rub.pres.html
Retrieved: August 15, 2008
ORAL PRESENTATION RUBRIC

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Name (s) __________________________________

__________________________________
Date: __________________
Topic:_________________
Rate 1-low to 5 high

1
Content:
-There is an introduction to gain the audiences
attention and explain the purpose of the
presentation.
- Is well organized and clear.
- Topic is relevant and addresses
assignment specifications.
Presentation:
-Non verbal cues/gestures are appropriate
to presentation and the flow of topic
-Content knowledge and confidence are
evident
-Speaks naturally to the audience, minimum
reading.
Use of Visual Aids:
-They are easy to see and read
-Media are used correctly (i.e. overheads,
videos, computer, generated slides,
charts, etc.)
Audience Participation:
-The presenter (s) involved the audience
-He/she gave the audience a sense of closure
Adherence to time limit:
-The presenter (s) stayed within the allotted
time limit.
Total Points:_____________
Comments :___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Signature:______________________________

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Visualizing
When readers visualize, they form a picture in their minds about the setting, characters,
and events in a selection. Writers help readers to visualize by providing descriptive
detais that appeal to the senses. Use the chart below to record details from the story
and to describe the pictures they create in your mind.
Details From the Story
How I Pictured Them

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What is it like
Word
What are some examples

Choices in Literature
Prentice Hall
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Compare/contrast chart
Item 2 _____________________
Item 1 _____________________
Similarities
Differences
Points of contrast
________________
________________
________________
________________
Choices in Literature- Prentice Hall
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Appendix B
Reading Selections
Our Picnic Mess
Read the following short story:
Oh, look, said Jim. Theres the lake

We were going to have a picnic at Grovers Lake. We had been walking a long
way and were glad to get there.
This is a good place to eat our picnic lunch, said Sue. She sat down under a big
tree next to the lake.
Just as Jim got everything out of the sack, Benny let out a yell. I turned around
and saw him jumping up and down on one foot. A bee! A bee! he yelled, and went on
jumping around. In fact, he went on jumping right into the potato salad and cake. Jim
thought this was funny. But I didnt since I was really hungry and the cake had looked
good.
When Benny stopped yelling, I went around the lake to Grovers Store. I got
something for our picnic and took it back.
Hooray! yelled Jim and Sue when I got back. We sure are hungry!
Now, lets see how well you remember what happened in this story. Below is a list of the
things that happened on the picnic. But the things are not in the right order. Put them in
the same order as they happened in the story. Write them in the spaces from top to
bottom. Be sure to underline the letter in each one that is underlined in the list. If you
are correct, the underlined letters will spell what the children ate. Try to do it without
looking back at the story!
Benny let out a yell.
________________________________
Benny stopped yelling.
________________________________
The kids yelled when I got back.
________________________________
Jim saw the lake.
________________________________
I went to Grovers Store.
________________________________
Benny hopped into the cake.
________________________________
Sue sat down under a tree.
________________________________

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Mallet, Jerry. (1981). Big Book of Games Puzzles and activities for motivating beginning
readers. West nyack, N.Y.: The Center for Applied Research in Education.
LEGEND
Jan Harold Brunwand, known as Mr. Urban Legend, is a University of Utah

folklorist who collects modern told-as true tall tales.
Many of the 500 or so modern legends that Brunvand has collected involve cars.
In previous eras, legends were often about specters, since ghosts bred like bunnies in
the dark corners of candle-lit houses. Spooks still pop up, but now they ride in V-6s.
That may be because cars offer a certain liberation, but freedom is scary. Out on that
open highway, anything might happen.
Brunvand titled the first of his five urban legends books The Vanishing Hitchhiker
1981), after what he calls the classic automobile legend. Hers how it goes:
Well, this happened to one of my girlfriends best friends and her father. They
were driving along a country road on their way home from the cottage when they saw a
young girl hitchhiking. They stopped and picked her up and she got in the back seat.
She told the girl and her father that she just lived in the house about five miles up the
road. She didnt say anything after that but just turned to watch out the window.
When the father saw the house, he drove up to it and turned around to tell the girl they
had arrivedbut she wasnt there! Both he and his daughter were really mystified and
decided to knock on the door and tell the people what had happened. They told them
that they them that they had once had a daughter who answered the description of the

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girl they supposedly had picked up, but she had disappeared some years ago and had
last been seen hitchhiking on this very road. Today would have been her birthday
That version, says Brunvand, came from a Toronto teenager in 1973. But the
story had begun going around North America at the turn of the century. The
automobile motif had taken over by the 1930s. Usually the teller cites specific local
streets where the driver picks up the spectral hitchhiker. Sometimes the ghost leaves a
book or a scarf in the car, which the bereaved parents then identify as belonging to
their lost daughter.
Taken from Pass the story (1995). What a Story! Magazine (pp.6-7).
Have you heard about a similar legend in your country? Explain

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Ten Little Indians

One little, two little, three little Indians
Four little, five little, six little Indians
Seven little, eight little, nine little Indians
Ten little Indian boys and girls.
In the spring, they hoe their gardens
(Pretend to use a hoe.)
In the summer, they go on the warpath

(Hop up and down and

put your hand to your
mouth.)
In the fall, they build their wigwams

(Pretend to pick up poles

and plat them in the
ground.)
In the winter they build their fires

(Bend down and make a

sweeping motion with your
hands for gathering up fire
wood in one spot.)
Wirth, Marian, , Verna Stassevitch, Rita Shotwell, Patricia Stemmler. (1983). Musical
Games, Finger Plays and rhythmic activities for early childhood. West Nyack,
W.Y.:Parker Publishing

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POETS AND POETRY

Eugene Field, the famous poet, was born on this date in 1850.
Field was called the Poet of Childhood. He wrote charming poems about the makebelieve world of early years. Find a book of his poems and read them to the children.
The best-known of these are probably. Wynken,. Blynken, and Nod and The Sugar
Plum Tree. Introduce the children also poetry of the week and the year with some of
the traditional poems such as:
Monday's child is fair of face.

Tuesday's child is full of grace.
Wednesday's child is full of woe.
Thursday's child has far to go.
Friday's child is loving and giving.
Saturday's child works hard for a living,
A child thats on a Sunday born,
Is fair and wise and good each morn.
Thirty days has September,
April, June and November.
All the rest have thirty-one,
Except February, twenty-eight alone,
Except in leap year, at which time,
Februarys days are twenty-nine.
Malehorn, Hal. (1981). K-3 Teachers Classroom Almanac: a treasury of learning

activities and games. West Nyack, N.Y.: Parker Publishing

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Appendix C
Childrens Literature
I. Examples of Nursery Rhymes

The Big Ship Sails (2008). Nursery Rhymes Lyrics and Originals. Retrieved on August
19, 2008, in http://www.rhymes.org.uk/a122-the-big-ship-sails.htm
Diddle Diddle Dumpling. (2008). Childrens Nursery Rhymes. Retrieved on August 19,
2008, in http://www.zelo.com/family/nursery/diddle.asp
II. Examples of Riddles

Riddle Poem How to Make Them. (2008, July 17). Eric S. Home Page. Retrieved on
August 19, 2008, in http://www.catb.org/~esr/riddle-poems.html
This page is easy to read and even though is not from an authorative source, the
information can be helpful.
Riddles online. (n.d.). Retrieved on August 19, 2008, in http://www.riddlesonline.com/find-search-riddles.htm
In this website you can find example of riddles by level or theme.
III. Examples of Ballads

Study Guide. org (2002, June 8). Retrieved on August 20, 2008, in
http://www.studyguide.org/ballads.htm#Examples%20of%20Ballads
This website is for young students, so it has examples they can understand and the how-to
write a ballad. The website was created by an English teacher.
Ramsey, Inez. (n.d.) Ballads. Forms of Poetry for Children. Retrieved on August 20,
2008, in http://falcon.jmu.edu/~ramseyil/poeform.htm#G2
This website was created by a professor at the James Madison University for a Childrens
Literature class.
If you click on Childrens Literature you can find more information and links to useful
websites on the subject.

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IV. Examples of Fables

4 short fables. (n.d.). Kidsgen. Retrieved on August 20, 2008, in
http://www.kidsgen.com/fables_and_fairytales/fables.htm
Offers a brief definition and a simple example.
Tierney, Diana. (2007, April 3). Aesops fables: a few examples of these brilliant tales.
Suite101.com. Retrieved on August 20, 2008, in
http://fables.suite101.com/article.cfm/aesops_fables
Tierney is a freelances with a strong background on mythology and folklore. She

presents three examples.
V. Examples of Fantasy
Fantasy and the imagination. 2008). Scholastic. Retrieved on August 20, 2008, in
http://teacher.scholastic.com/lessonrepro/lessonplans/fantasy.htm
In this page you can find a list of childrens book that fall into the fantasy genre.
VI. Reference for all the genres

Saltman, Judith. (1985). The Riverside Anthology of Childrens Literature, (6th ed.).
Boston, Massachussetts: Houghton Mifflin.
Russell, David L. (2004). Literature for Children: A Short Introduction, (5th ed.). US:
Allyn & Bacon.

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Appendix D
References
McClure,-Amy-A.; Bownas,-Joan; Dapoz,-Lisa; Hildebrand,-Karen; Oxley,-Peggy;
Webb,-Lillian; Weston,-Lynda. (1999, March). To See the World Afresh:
Talking about Poetry. Language-Arts, 76(4). 341-48 pp.
Can be found in ERIC. The abstract is from this database: Reviews 31 collections of children's
poetry that help students see the world from a fresh perspective. Notes how they were used in a
variety of classrooms and how children responded to them. Organizes the books in terms of:
making the ordinary extraordinary; looking at relationships in new ways; new views of the
world; and a fresh look at animals. (SR)
Hearne, Betsy. (1998, Fall). Perennial Picture Books Seeded by the Oral Tradition.
Journal-of-Youth-Services-in-Libraries, 12(1). 26-33 pp.
This article can be found in ERIC and the abstract is from this database: Lists 33 children's
picture books that have endured with both children and critics, and examines a dominant pattern
of structural similarities. Topics include historical and developmental observations; textual and
artistic issues; form and function, including graphic art and narrative art; and tone. (LRW)
Russell,-David-L. (1991). Literature for Children: A Short Introduction. Massachusetts:

Addison-Wesley.
Abstract from ERIC database: A concise yet comprehensive survey of works written for young
people from infancy through early adolescence, this book provides both students of children's
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literature and the general reader with an introduction to the study of the field. The book is
divided into two parts, the first addressing the contexts within which literature for young people
is viewed (including a brief historical survey, theories of child development, and instructional
methods of sharing literature) and the second examining the principle literary genres and the
necessary critical approaches to reach and evaluate literature. Chapters of the book are: (1) "The
History of Children's Literature"; (2) "Children and Literature"; (3) "The Picture Storybook"; (4)
"Alphabet, Counting, and Concept Books"; (5) "Folk Literature"; (6) "Mother Goose Rhymes";
(7) "Poetry"; (8) "The Nature of Fiction"; (9) "Fantasy"; (10) "Realistic Fiction"; (11)
"Biography"; and (12) "Informational Books." Most chapters include a bibliography of critical
studies pertaining to the literary type or genre discussed in the chapter, and most also contain
selected bibliographies of relevant books. Appendixes list winners of American and international
children's book awards. (SR)
Luetkemeyer, Mark. (1981). A Bibliographical Essay on the History of Children's

Literature with an Annotated Bibliography of Serials Published in the United
States, 1959-1979. Masters Thesis, University of Missouri.
The information on this thesis can be found in ERIC and the abstract is from this database: This
140-item annotated bibliography of journal articles from 1959 to 1979 deals with the history of
children's literature in the United States and the early influence of Great Britain on America's
children's literature. A historical essay on the publishing trends in children's literature in the
twentieth century precedes the annotated bibliography. The essay demonstrates that the society
of the United States is reflected in its literature for children. (RS)
Reynolds, Kimberley, Tucker, Nicholas. (1998). Children's book publishing in Britain

since 1945. Aldershot, England: Scolar Press.

33

Programa Ahora
Information about this source can be found in ERIC.
Beckett, Sandra L. (1997). Reflections of change: children's literature since 1945.

Westport, Connecticut: Greenwood Press.
Hearn, Michael Patrick, Clark, Trinkett, Clark, Henry Nichols Blake. (1996).
Myth, magic and mystery: one hundred years of American children's book
Illustration. Boulder, Colorado: Roberts Rinehart Publishers.
Nikolajeva, Maria, ed. (1995). Aspects and issues in the history of childrens literature.
Westport, Connecticut: Greenwood Press.
Hunt, Peter, Butts, Dennis. (1995). Children's literature: an illustrated history. Oxford,
England: Oxford University Press.
Information on this source can be found in ERIC.
Peterson, Susan, Eisenhut, Lynn, Sutherland, Zena. (1992). History of children's
Literature, (Rev. ed.). Willows, California: North State Cooperative Library
System.
Information on this source can be found in ERIC.

34

Programa Ahora
Keane, Nancy J. (2001). Nancy Keane's Children's Literature Webpage. Retrieved on

August 12, 2008, in http://nancykeane.com/links/
This website is a directory to other websites on childrens book authors and so forth. There are
some sites that are not working, but most of them are.
Gardner, Emelyn E. (2007). A Handbook of Childrens Literature: Methods and
Materials. N.p.: Read Books (ISBN: 140676633X, 9781406766332)
This book has information on historical background of childrens literature, rhymes, myths,
fables, childrens reading interest and more.
Childs, John L. (2008). Childrens Literature: History, Literature in the Lives of Children,
Environment, awards. Education Encyclopedia. Retrieved on August 12, 2008, in
http://education.stateuniversity.com/pages/1829/Children-s-Literature.html
Brief information on childrens literature and includes bibliography.
Nursery Rhymes: Lyrics and Origins. (2008). Retrieved on August 12, 2008, in
http://www.rhymes.org.uk/index.htm
Here you can find information on nursery rhymes and some examples of them.
Nursery rhyme. (2008). Answers.com. Retrieved on August 12, 2008, in
http://www.answers.com/topic/nursery-rhyme
Here you can find the definition of nursery rhyme from different point of views.

35

Programa Ahora
Merriam-Websters Online Dictionary. (2008). Retrieved on August 12, 2008, in

http://www.merriam-webster.com/dictionary/riddle
Here you can find the definition of the terms: riddles, paradoxes, ballads, nonsense, fables,
folktales, myths, legends, epics, Romances and fantasy.
Waltz, Robert, Engle, David G. (2007). The Traditional Ballad Index: An Annotated
Bibliography of the Folk Songs of the English-Speaking World. Retrieved on
August 12, 2008, in http://www.csufresno.edu/folklore/BalladSearch.html
Index of ballads. It provides historical information on the ballad, brief description of the ballad,
and bibliography of each ballad.
Van Wagner, Kendra. (2008). Eriksons Theory of Psychosocial Development:
Psychosocial Development in Infancy and Early Childhood. About.com.
Retrieved on August 12, 2008, in
http://psychology.about.com/od/theoriesofpersonality/a/psychosocial.htm
It has general information on the theory.
Van Wagner, Kendra. (2008). Kohlbergs Theory of Moral Development: Stages of
Moral Development. About.com. Retrieved on August 12, 2008, in
http://psychology.about.com/od/developmentalpsychology/a/kohlberg.htm
In this article you can find information on this theory based on research with children of different
ages.
36

Programa Ahora
Moore, Amanda. (1999, May). Albert Bandura. Muskingum College. Retrieved on

August 12, 2008, in
http://www.muskingum.edu/~psych/psycweb/history/bandura.htm#Theory
Provides basic information on his theory.
Stages of Intellectual Development in Children and Teenagers. (2008). Child

Development Institute. Retrieved on August 12, 2008, I n
http://www.childdevelopmentinfo.com/development/piaget.shtml
Provides information on children intellectual development and the different theorists on the
topic.
Additional References
Malehorn, Hal. (1981). K-3 Teachers Classroom Almanac: a treasury of learning
activities and games. West Nyack, W.Y.: Parker Publishing
Nalett, Jerry J. (1981). Big Book of Games Puzzles and activities for motivating
beginning readers. West Nyack, N.Y.: The Center for Applied Research in
Education.
Wirth, Mariah; Verna Stassevitch, Rita Shotwell, Patricia Stemmler. (1983).
Musical Games, Finger Plays and rhythmic activities for early childhood. West
Nyack, W.Y.: Parker Publishing.

37

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Escuela de Estudios Profesionales

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Individual and small group oral presentation

Make a picture book

Portfolio (Instructions to be provided by the facilitator)

Description of course policies:

Escuela de Estudios Profesionales

ENGL 345 Childrens Literature

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Escuela de Estudios Profesionales

ENGL 345 Childrens Literature

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ENGL 345 Childrens Literature

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questions about how intellectual

characteristic of children are reflected in their creative behavior.

assignment 2, items 1 and 2.

ENGL 345 Childrens Literature

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Write a paragraph on your reaction about it.

(Individual activity to be handed in).

Escuela de Estudios Profesionales

6. Students analyze myths and legends selected by the facilitator: vocabulary,

ENGL 345 Childrens Literature

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ENGL 345 Childrens Literature

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ENGL 345 Childrens Literature

Escuela de Estudios Profesionales

Escuela de Estudios Profesionales

3. Picture Book presentation as a strategy to promote reading and writing of

ENGL 345 Childrens Literature

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ENGL 345 Childrens Literature

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ENGL 345 Childrens Literature

Escuela de Estudios Profesionales

Student reads all

Student uses a clear

Retrieved: August 15, 2008

ORAL PRESENTATION RUBRIC

ENGL 345 Childrens Literature

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Name (s) __________________________________

Rate 1-low to 5 high

ENGL 345 Childrens Literature

Escuela de Estudios Profesionales

Details From the Story

How I Pictured Them

ENGL 345 Childrens Literature

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