Syllabus EDUC 553 Multicultural Literature for Children and Adolescents

October 2011 Session (October 24, 2011 December 18, 2011 8 week class) Course Syllabus Textbooks and syllabus are subject to change each session. Students are responsible for using the appropriate textbook and syllabus. Instructors may modify assignments.

Course Description
This course will introduce students to a range of high quality multicultural literature for all grade levels. Students will immerse themselves in the texts as they learn: how cultural, linguistic and ethnic diversity influence reading, how breadth and depth of reading experience influence vocabulary and comprehension development, a variety of ways to respond to literature, the analysis and evaluation of material, understanding dialect and language differences and the implications for reading. Practicum: 5 Hours

Course Objectives
IDEA Objectives
IDEA course objectives for evaluation purposes Gaining factual knowledge (terminology, classifications, methods, trends) (E). Learning fundamental principals, generalizations, or theories (I). Learning to apply course material (to improve thinking, problem solving, and decisions) (E). Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course (E). Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.) (E). Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc.) (E). Developing skill in expressing oneself orally or in writing (E).

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Learning Objectives
Upon completion of this course, students will: Articulate an understanding of cultural diversity in literature. (Scholarship, Lifelong Inquiry, Social Responsibility). Analyze different cultural groups. (Scholarship, Lifelong Inquiry, Social Responsibility). Review and examine various multicultural literature resources available to the reading specialist. (Scholarship, Lifelong Inquiry, Leadership, Social Responsibility). Identify and incorporate cultural and ethnic diversity using literature for children and adolescents throughout the curriculum. (Scholarship, Lifelong Inquiry, Social Responsibility). Learn specific categories and genres of children and adolescent literature. (Scholarship, Lifelong Inquiry). Plan and develop curriculum and teaching strategies incorporating literature for children and adolescents. (Scholarship, Lifelong Inquiry, Leadership, Social Responsibility). Write clearly and convincingly about a variety of educational issues. (Leadership) Explore, identify, and analyze best practice in teaching as informed by theory and research. (Scholarship; Leadership). Demonstrate an ability to critically evaluate and analyze research literature that applies to multicultural literature and reading theory. (Scholarship; Lifelong Inquiry).

Required Text and Resources:

Title: Author:
Multicultural Childrens Literature: Through the Eyes of Many Children, 3 Edition.
rd

Norton, Donna E.

Publisher: Allyn and Bacon (Pearson) Year/Ed: ISBN 13:

3 edition / 2009
rd

9780135145289

Suggested Text and Resources

Title:
Stories Matter: The Complexity of Cultural Authenticity in Childrens Literature

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Author: Publisher: Year/Ed: ISBN 10: Availability:

Dana L. Fox & Kathy G. Short (editors) National Council of Teachers of English 2003 0-8141-4744-5 print

Title: Author: Publisher: Year/Ed: ISBN 10: Availability:

Standards for Reading Professionals: Revised International Reading Association International Reading Association 2003 978-0-8-7207545-0 print and online at www.reading.org/downloads/resources/545standards2003/index.html Description updates available at www.reading.org/downloads/standards/definitions.pdf

Course Requirements
Discussions: This course is designed to be a collaborative learning experience using Discussion Forums. Each week Discussion Questions on topics that are vital to the knowledge of early literacy and instructional practices will be assigned. To receive a minimum passing grade for the posting, you must make a posting by midweek and respond to at least one additional posting by the end of the week which must be on two separate days. However, I hope each of you make more than two postings and really get into the heart of the discussion. We have tried to make the discussions interesting by choosing topics that provoke passionate responses AND a real learning experience. NOTE: Only discussions threads posted by 11:00pm CST of the week they are due will count for grading purposes. Written Assignment: There will be weekly team writing assignments in this course that will aid your understanding of multicultural cultural literary principles and instructional practices. Team Book Selection Submissions: We will form teams to develop literature summaries of childrens books that can be used for instructional purposes. Each week we will look at the literature summaries created by each team for each cultural area of study. This will create a large database of text that you can take away from this course and immediately use within your classroom. The summaries will be presented weekly as we read about each culture in our text. The same teams will also select one specific cultural area of focus in which to develop a multicultural instructional unit for your Professional Portfolio Artifact described below. The six cultural areas include African-American, Latino/a, Native American, Asian, Jewish and Middle Eastern. Portfolio Assignment: Multicultural Instructional Unit Our schools are representative of demographic changes that are occurring in the United States. Educators must have knowledge about the cultural and linguistic diversity found in our schools.

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Teachers can help students break down barriers of culture and ethnicity by using young adult novels by and about minorities. Students will review and examine the historical and contemporary literature for specific cultures (Native American, African-American, Latino, Asian, Jewish, or Middle Eastern backgrounds) (across grade levels K - 12). As a group, students will clearly and concisely: 1. A summary analysis of potential books is conducted first and includes: a. An annotated list of quality traditional literature that you have read from the following genres: historical fiction and nonfiction, poetry and contemporary literature for the cultural groups listed in chapters 2-7 of your text. The group list should include at least 8 books per culture. b. Divide the list in the point above into primary (K-2), intermediate (3-5), middle school (6-8), and high school (9-12) levels. Include picture books at all levels. c. Provide a list and brief description of appropriate Internet sources for additional instructional material that can be included for each culture. d. The group analysis final document (which will include all cultures) will be submitted to the assignment dropbox during week 8 for evaluation and grading. 2. Each group will create an instructional unit using Lesson Plan Template for 1 (one) cultural group which can support the instructional practices of classroom teachers. The lesson plan will utilize a full range of curriculum and assessment planning components. The unit should: a. b. Utilize the books listed in the summary analysis as the center of the instructional unit Content overview

a statement about the lesson objectives & essential question(s) as they relate to aspects of a particular culture

Illinois State Standard(s) met during the unit. assessment options for the lesson. lesson(s) must develop a general understanding of that culture and include a reading strategy emphasis throughout the lessons.

c.

the teaching sequence of instruction used during the lessons. the type of reader response used in the lesson. graphic organizers used in the lesson. differentiated instruction used during the lesson. a way to involve parents in the unit.

Contain a unifying literary element to the instructional unit

Author &/or Illustrator Genre Theme

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d.

Cross-Curricular

Multicultural aspects

Celebrate diversity and be child-centered. Increase understanding of, and respect for, other cultural groups. Enhance the reading, writing, and speaking abilities of each student. Be response-centered (refer to emergent literacy & language arts courses) and encourage children to enjoy literature.

Include books that accurately portray other cultural groups, avoid stereotypes, and present the voices of all groups.

3. You will submit your completed instructional unit to the Discussion Forum for peer evaluation. 4. You will include this project as a Professional Portfolio Artifact, which addresses the Illinois Reading Standard 7: The competent reading specialist provides leadership in curriculum design and implementation. This is outlined in the Portfolio Handbook. a. Submit an artifact rationale statement summarizing your experiences. Please see artifact rationale rubric located in the Professional Portfolio folder. Due week 8. Practicum Assignment: (5 clock hours) In Week 06 you will have the following assignment. You should start this assignment prior to Week 06. Please access the Practicum folder for complete information. Students will be complete the following activities: 1. Observation & Interview: a. b. Use checklists to observe a literature lesson and to interview the classroom teacher. Reflect on the teacher interview and what you observed, did you discover any gaps or disconnects between observations and teacher comments? Based on your readings how would you resolve your concerns? c. Write a one-page reflection including: what grade level/lesson you observed; overall comments based upon your observations for each checklist. 2. Library Evaluation: a. Evaluate your classroom or a colleagues classroom library in terms of the multicultural literature evident in the library. b. Write a one-page reflection on this observation/evaluation of the classroom library and how the classroom library could be improved to reflect a more diverse collection if necessary. 3. Due Week 06.

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Course Policies
You are encouraged to access this course 3 to 5 times per week. By doing so you will be able to actively participate in the Discussion Forums, complete your assignments and access announcements in a timely manner. Assignments are to be submitted by the due date listed on the course schedule. Late assignments will be penalized.

Wee k

Title

Assignments

Reading
Norton - Chapter 1: Introduction to Multicultural Literature Multicultural Literature In The United States: Advent and Process What Teachers Need to Learn about Their Students Promoting Multicultural Education Through a Literature-Based Approach

Week 01 Discussion - Studying Multicultural Literature

Find an article from a professional education journal/magazine that deals with multiculturalism. Summarize the article and then write a reflection on what you have learned. What type of literature is being discussed in the article? How does the article promote multiculturalism? Please post the website of the article to the discussion forum as well as any bibliographical information that is relevant. Respond to at least one other response. In responding to a classmate's post discuss your understanding of the information. Refer to the Discussion Rubric in the Course Syllabus for posting guidelines. Please make your initial post by midweek, and respond to at least one other student's post by the end of the week. Please check the Course Schedule for specific due dates.

01

Studying Multicultura l Literature

Week 01 Discussion - Forming a Virtual Team

This week you will form teams to work around the specific cultural areas represented in our text. Teams will be formed for two purposes.

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1. We will form teams to develop literature summaries of children's books that can be used for instructional purposes. Each week we will look at the literature summaries created by each team for each cultural area of study, beginning with African-American literature. This will create a large database of text that we can take away from this course and immediately use within our classrooms. The summaries will be presented weekly as we read about each culture in our text. 2. The same teams will also select one specific cultural area of focus in which to develop a multicultural instructional unit for your Professional Portfolio Artifact. The six cultural areas include African-American, Latino/a, Native American, Asian, Jewish and Middle Eastern. By the end of this week, please form teams of 3 to 5 members for the team assignment in this course. Each team will identify which cultural focus they would like to present during week 8. When forming your team, please consider your colleagues' schedules and time zones. You needto meet as a team online for a few hourseach week; selecting teammates with similar schedules will significantly ease such collaboration. For this course, I encourage you to use an IM (instant messenger) clientsuch as Skype (www.skype.com). This softwarefacilitates instantaneous communication via audio, text, and conferencechat, and isavailable for free download. Skype does require the use of a computer headsetwith a boom microphone. Using this Discussion Forum, identify the classmates with whom you would like to collaborate on your team project (i.e. post a thread with your study availability, etc.) Once you have identified your team members, each team is to post asingle thread in this discussion forum titled "Team Formed". In this thread, please identify all team members (first and last name) and a name for your team. This is a chance for your team creativity to shine, and marks your first decision as a team. When your team is formed, I will set up your team in ANGEL; you will have access to a Team Discussion Forum (for posting messages, etc.) and a Team Drop Box (for submitting assignments) and Team File Sharing. A very good website for resources for virtual teams and information on how to make teams work is: www.effectivemeetings.com. It is vital that you review this informationto make your virtual team experience a good one.

Reading
Norton - Chapter 2: African-American Literature

02

African American Literature

Rewriting "Goldilocks" In The Urban, Multicultural Elementary School Using African-American Literature to Increase Ethnic Understanding

Week 02 Discussion - Team Discussion: Book Selection

We will begin the team assignments this week working with African-American

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literature. Keep in mind the Five-Phase Approach for the Study of Multicultural Literature listed on page 7 in your text that you will use to develop your instructional unit. In the teams you formed in Week 01 and the guidelines from your book in chapter 1, each team will evaluate books under the African-American literature tradition. Working within your teams find appropriate AfricanAmerican children's literature and develop a summary analysis for this category (guidelines listed below). You can use your Team Discussion Forum for primary discussions between team members. By Friday of the Week - Post your completed team analysis to this Discussion Forum for review. If your team has selected this category for your multicultural unit, the summary can be used as your starting point for your instructional plan. Choose one team member to make the post to this Forum. Starting on Friday and throughout the weekend, please respond to at least one other team's work. A summary analysis of potential books includes: a. An annotated list of quality traditional literature that you have read from the following genres: historical fiction and nonfiction, poetry and contemporary literature for the cultural groups listed in chapters 2-7 of your text. The group list should include at least 8 books per culture. Divide the list in the point above into primary (K-2), intermediate (35), middle school (6-8), and high school (9-12) levels. Include picture books at all levels. Provide a list and brief description of appropriate Internet sources for additional instructional material that can be included for each culture. The group analysis final document (which will include all cultures) will be submitted to the assignment drop box during week 8 for evaluation and grading.

b.

c. d.

In your post, be sure to connect your responses to your assigned readings and identify your reasons for your selections. Please respond to at least one other team by the end of the week. Please check the Course Schedule for specific due dates.

Week 02 Discussion - Award Winners

The Coretta Scott King Book Award is given annually to an African-American author and illustrator who make profound educational contributions with their books. In elementary classrooms, it is important to expose children to a wide range of multicultural literature - books that contain characters of color, but also books written and illustrated by people of color. In this project, students will explore Coretta Scott King Book Award-winning books to become more prepared to share some of these titles in their own classrooms. Directions:

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1. Examine the Coretta Scott King Book Award http://www.ala.org/ala/emiert/corettascottkingbookaward/corettascott .cfm website. 2. Review the factors suggested in chapter 1 of your text for selecting multicultural literature and compare the factors to the criteria for book selection for this award. 3. Then, create a text set from the Coretta Scott King Book Award winners based on the established factors listed. 4. Explain your process for selecting the Coretta Scott King Book Award winners from the book list. 5. Speculate how you might use this set of books in an elementary classroom. Please make your initial post by midweek, and respond to at least one other student's post by the end of the week. Please check the Course Schedule for specific due dates.

Reading
Norton - Chapter 3: Native American Literature Teaching Young Children about Native Americans Present-Day Native American Book List Curriculum for Native American Students: Using Native American Values

Week 03 Discussion - Team Discussion: Book Selection

This week we are working with Native American literature. Keep in mind the Five-Phase Approach for the Study of Multicultural Literature listed on page 7 in your text that you will use to develop your instructional unit. Using the teams you formed in Week 01 and the guidelines from your book in chapter 1, each team will evaluate books under the Native American literature tradition. Working within your teams, find appropriate Native American children's literature and develop a summary analysis for this category (guidelines listed below). You can use your Team Discussion Forum for primary discussions between team members. By Friday of the Week - Post your completed analysis to this Discussion Forum for review. If your team has selected this category for your multicultural unit, the summary can be used as your starting point for your instructional plan. Starting on Friday and throughout the weekend, please respond to at least one other team's work.

03

Native American Literature

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A summary analysis of potential books includes: a. An annotated list of quality traditional literature that you have read from the following genres: historical fiction and nonfiction, poetry and contemporary literature for the cultural groups listed in chapters 2-7 of your text. The group list should include at least 8 books per culture. Divide the list in the point above into primary (K-2), intermediate (35), middle school (6-8), and high school (9-12) levels. Include picture books at all levels. Provide a list and brief description of appropriate Internet sources for additional instructional materials that can be included for each culture. The group analysis final document (which will include all cultures) will be submitted to the assignment drop box during week 8 for evaluation and grading.

b.

c. d.

In your post, be sure to connect your responses to your assigned readings and identify your reasons for your selections. Please respond to at least one other team by the end of the week. Please check the Course Schedule for specific due dates.

Week 03 Discussion - Reader Response Video Discussion

While viewing the Reader Response: Pat Mora and James Welch video formulate responses to the 6 questions below. 1. What did you think about the way in which the teacher used a readerresponse approach to the literature? 2. How might you incorporate or adapt the strategies for use in your classroom? 3. How might you work with colleagues in your department/school/district to bring authors to your community? 4. How can you provide opportunities for your students to share their work with the community? 5. What are some of the ways you might extend students' understanding of contemporary Native American issues and James Welch's works beyond personal response? 6. What are some possible next steps to the lessons in part 1 and 2 of the video? In responding to a classmate's post discuss your understanding of the rationales given; include your reasons for support or opposition. Remember, your response should be substantive and one that contributes to the conversation. This can be achieved by asking relevant questions, respectfully debating your position(s), and/or presenting supporting information that is relevant to the topic. Please make your initial post by midweek, and respond to at least one other student's post by the end of the week.

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Please check the Course Schedule for specific due dates.

Reading
Norton - Chapter 4: Latino Literature It "Ain't" Always So: Sixth Graders': Interpretations of HispanicAmerican Stories with Universal Themes How Does Hispanic Portrayal In Children's Books Measure Up After 40 Years? The Answer Is "It Depends." Dissolving Borders and Broadening Perspectives Through Latino Traditional Literature

Week 04 Discussion - Team Discussion: Book Selection

This week we are working with Latino/a literature. Keep in mind the FivePhase Approach for the Study of Multicultural Literature listed on page 7 in your text that you will use to develop your instructional unit. Using the teams you formed in Week 01 and the guidelines from your book in chapter 1, each team will evaluate books under the Latino/a literature tradition. Working within your teams, find appropriate Latino/a children's literature and develop a summary analysis for this category (guidelines listed below). You can use your Team Discussion Forum for primary discussions between team members. By Friday of the Week - Post your completed analysis to this Discussion Forum for review. If your team has selected this category for your multicultural unit, the summary can be used as your starting point for your instructional plan. Starting on Friday and throughout the weekend, please respond to at least one other team's work. A summary analysis of potential books includes: a. An annotated list of quality traditional literature that you have read from the following genres: historical fiction and nonfiction, poetry and contemporary literature for the cultural groups listed in chapters 2-7 of your text. The group list should include at least 8 books per culture. Divide the list in point above into primary (K-2), intermediate (3-5), middle school (6-8), and high school (9-12) levels. Include picture books at all levels. Provide a list and brief description of appropriate Internet sources for additional instructional material that can be included for each culture. The group analysis final document (which will include all cultures) will be submitted to the assignment drop box during week 8 for evaluation and grading.

04

Latino Literature

b.

c. d.

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In your post, be sure to connect your responses to your assigned readings and identify your reasons for your selections. Please respond to at least one other team by the end of the week. Please check the Course Schedule for specific due dates.

Reading
Norton - Chapter 5: Asian Literature Exploring Bicultural Identities of Asian High School Students through the Analytic Window of a Literature Club Khmer Rap Boys, X-Men, Asia's Fruits, And Dragonball Z: Creating Multilingual And Multimodal Classroom Contexts Unwrapping the Pojagi: Traditional Values and Changing Times in a Survey of Korean-American Juvenile Literature

Week 05 Discussion - Individual Differences Video Discussion

While viewing the Individual Differences video formulate responses to the questions below. 1. Which individual differences does Ms. Saatzer name as being present in her current class?

05

Asian Literature

2. Name two special challenges Ms. Saatzer faces with her diverse student population, and discuss how you would deal with these challenges. 3. One individual difference that was not discussed but may be a factor in this multicultural classroom is socioeconomic status. How might this affect the attitudes and values students bring into the classroom? What other ways can socioeconomic status have an impact on students? What should the teacher do to minimize the effects of this kind of diversity? 4. Ms. Saatzer is aware of many of the differences between her students, but what about the ways in which they are similar? Why is this also important to know when planning the curriculum? 5. How might early morning routines help children and teachers bond with one another? Is it more or less important in a multicultural classroom? Name a few activities a teacher could use to make children from other cultures feel more comfortable in the classroom. How might you involve the students in the planning of these activities? In responding to a classmates post discuss your understanding of the rationales given; include your reasons for support or opposition. Remember, your response should be substantive and one that contributes to the conversation. This can be achieved by asking relevant questions, respectfully debating your position(s), and/or presenting supporting information that is relevant to the topic.

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Please make your initial post by midweek, and respond to at least one other student's post by the end of the week. Please check the Course Schedule for specific due dates.

Week 05 Discussion - Team Discussion: Book Selection

This week we are working with Asian literature. Keep in mind the Five-Phase Approach for the Study of Multicultural Literature listed on page 7 in your text that you will use to develop your instructional unit. Using the teams you formed in Week 01 and the guidelines from your book in chapter 1, each team will evaluate books under the Asian literature tradition. Working within your teams, find appropriate Asian children's literature and develop a summary analysis for this category (guidelines listed below). You can use your Team Discussion Forum for primary discussions between team members. By Friday of the Week - Post your completed analysis to this Discussion Forum for review. If your team has selected this category for your multicultural unit, the summary can be used as your starting point for your instructional plan. Starting on Friday and throughout the weekend, please respond to at least one other team's work. A summary analysis of potential books includes: a. An annotated list of quality traditional literature that you have read from the following genres: historical fiction and nonfiction, poetry and contemporary literature for the cultural groups listed in chapters 2-7 of your text. The group list should include at least 8 books per culture. Divide the list in point above into primary (K-2), intermediate (3-5), middle school (6-8), and high school (9-12) levels. Include picture books at all levels. Provide a list and brief description of appropriate Internet sources for additional instructional materials that can be included for each culture. The group analysis final document (which will include all cultures) will be submitted to the assignment drop box during week 8 for evaluation and grading.

b.

c. d.

In your post, be sure to connect your responses to your assigned readings and identify your reasons for your selections. Please respond to at least one other team by the end of the week. Please check the Course Schedule for specific due dates.

06

Jewish Literature

Reading

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Norton - Chapter 6: Jewish Literature Becoming a Multicultural Teacher Educating Without Overwhelming: Authorial Strategies in Children's Holocaust Literature

Week 06 Discussion - Children of Willesden Lane

The Children of Willesden Lane www.learner.org/resources/series206.HTML?pop=yes&pid=2231#program_de scriptions View the following video modules (total run time: 93:14 minutes) 1. An Introduction (4:15) 2. What is The Children of Willesden Lane? (1:15) 3. What is Facing History and Ourselves? (2:48) 4. Introducing the "Universe of Obligation" Middle School (11:39) 5. Introducing the "Universe of Obligation" High School (12:40) 6. Choices that Make a Difference (12:14) 7. First Impression of Judaism (10:18) 8. Upstanders and Bystanders (10:37) 9. A Structured Conversation (16:57) 10. A Concluding Discussion (12:31) Complete a PMI chart that will record your thinking as you view each segment. Post your completed PMI chart to this discussion and indicate how you could use the information presented in this series in the classroom. Please read, review and respond to at least one PMI chart from a classmate. In responding to a classmate's post discuss your understanding of the rationales given; include your reasons for support or opposition. Remember, your response should be substantive and one that contributes to the conversation. This can be achieved by asking relevant questions, respectfully debating your position(s), and/or presenting supporting information that is relevant to the topic. Please make your initial post by midweek, and respond to at least one other student's post by the end of the week. Please check the Course Schedule for specific due dates.

Week 06 Discussion - Team Discussion: Book Selection

This week we are working with Jewish literature. Keep in mind the Five-Phase Approach for the Study of Multicultural Literature listed on page 7 in your text that you will use to develop your instructional unit. Using the teams you formed in Week 01 and the guidelines from your book in

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chapter 1, each team will evaluate books under the Jewish literature tradition. Working within your teams find appropriate Jewish children's literature and develop a summary analysis for this category (guidelines listed below). You can use your Team Discussion Forum for primary discussions between team members. By Friday of the Week - Post your completed analysis to this Discussion Forum for review. If your team has selected this category for your multicultural unit, the summary can be used as your starting point for your instructional plan. Starting on Friday and throughout the weekend, please respond to at least one other team's work. A summary analysis of potential books includes: a. An annotated list of quality traditional literature that you have read from the following genres: historical fiction and nonfiction, poetry and contemporary literature for the cultural groups listed in chapters 2-7 of your text. The group list should include at least 8 books per culture. Divide the list in point above into primary (K-2), intermediate (3-5), middle school (6-8), and high school (9-12) levels. Include picture books at all levels. Provide a list and brief description of appropriate Internet sources for additional instructional materials that can be included for each culture. The group analysis final document (which will include all cultures) will be submitted to the assignment drop box during week 8 for evaluation and grading.

b.

c. d.

In your post, be sure to connect your responses to your assigned readings and identify your reasons for your selections. Please respond to at least one other team by the end of the week. Please check the Course Schedule for specific due dates.

Week 06 Assignment - Practicum Submission

Practicum: (5 Clock Hours). You should have started this assignment earlier in the course. This week you are to put any finishing touches on it and submit by the end of the week in the Drop Box located in the Practicum folder. Practicum: Students will be complete the following activities: 1. Observation & Interview: a. Use checklists to observe a literature lesson and to interview the classroom teacher. b. Reflect on the teacher interview and what you

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observed, did you discover any gaps or disconnects between observations and teacher comments? Based on your readings how would you resolve your concerns? c. Write a one-page reflection including: what grade level/lesson you observed; overall comments based upon your observations for each checklist. 2. Library Evaluation: a. Evaluate your classroom or a colleague's classroom library in terms of the multicultural literature evident in the library. b. Write a one-page reflection on this observation/evaluation of the classroom library and how the classroom library could be improved to reflect a more diverse collection if necessary. 3. Due by the end of the week in the Drop Box located in the Practicum folder.

Reading
Norton - Chapter 7: Middle Eastern Literature Exploring Bias Using Multicultural Literature for Children

Week 07 Discussion - The Middle East Conflict

As you watch "The Middle East Conflict," take notes on Mr. Zimmerman's instructional strategies, particularly the way he encourages students to consider an issue from multiple points of view. Write down what you find interesting, surprising, or especially important about the teaching and learning in this lesson. Reflecting on the Video Review your notes, then respond to the 3 of the following questions, 2 selfselect questions and everyone should respond to question #6: 1. What struck you about the classroom climate, background, preparation, strategies, and materials used in this lesson? 2. How does Mr. Zimmerman keep students engaged and motivated? 3. How does Mr. Zimmerman prevent students from comparing the right

07

Middle Eastern Literature

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of each religion to the land in dispute? Why do you think he does this? 4. What aspect of the Middle East conflict do you think Mr. Zimmerman focuses on in the next lesson? 5. How does this class differ from yours? How would you introduce your students to the conflict? 6. How could this lesson be integrated with literature to create a crosscurricular instructional unit? Please make your initial post by midweek, and respond to at least one other student's post by the end of the week. Please check the Course Schedule for specific due dates.

Week 07 Discussion - Team Discussion: Book Selection

This week we are working with our final culture, Middle Eastern literature. Keep in mind the Five-Phase Approach for the Study of Multicultural Literature listed on page 7 in your text that you will use to develop your instructional unit. Using the teams you formed in Week 01 and the guidelines from your book in chapter 1, each team will evaluate books under the Middle Eastern literature tradition. Working within your teams find appropriate Middle Eastern children's literature and develop a summary analysis for this category (guidelines listed below). You can use your Team Discussion Forum for primary discussions between team members. By Friday of the Week - Post your completed analysis to this Discussion Forum for review. If your team has selected this category for your multicultural unit, the summary can be used as your starting point for your instructional plan. Starting on Friday and throughout the weekend, please respond to at least one other team's work. A summary analysis of potential books includes: a. An annotated list of quality traditional literature that you have read from the following genres: historical fiction and nonfiction, poetry and contemporary literature for the cultural groups listed in chapters 2-7 of your text. The group list should include at least 8 books per culture. Divide the list in the point above into primary (K-2), intermediate (35), middle school (6-8), and high school (9-12) levels. Include picture books at all levels. Provide a list and brief description of appropriate Internet sources for additional instructional materials that can be included for each culture. The group analysis final document (which will include all cultures) will be submitted to the assignment drop box during week 8 for evaluation and grading.

b.

c. d.

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In your post, be sure to connect your responses to your assigned readings and identify your reasons for your selections. Please respond to at least one other team by the end of the week. Please check the Course Schedule for specific due dates.

Reading
Leyendo Juntos (Reading Together):New Directions For Latino Parents' Early Literacy Involvement What's Your News? Portraits of a Rich Language and Literacy Activity for English-Language Learners Multicultural Literature and Young Adolescents: A Kaleidoscope Of Opportunity The Family Stories Project: Using Funds of Knowledge for Writing

Week 08 Discussion - Home to School Partnership

While viewing the Parents & School Personnel video formulate responses to the questions below. 1. What motivates these students to be academically successful? What role do teachers play? What role do parents and family play?

08

Group Presentatio ns

2. According to the students, how is this school different from other, traditional schools? According to the teachers, how is this school different from other, traditional schools? 3. Make a list of challenges you might encounter when dealing with the parents of children from cultures other than your own. How would you encourage parents to feel comfortable enough to voice their concerns or make suggestions? 4. Try and sit in on family visits on Parents' Nights in order to build relationships in the community or go on home visits. How do schools handle parents whose language is other than English? What strategies do you need to develop when working with parents and families? Please make your initial post by midweek, and respond to at least one other student's post by the end of the week. Please check the Course Schedule for specific due dates.

Week 08 Discussion - Professional Artifact Peer Review: Multicultural

Instructional Unit

Before submitting your artifact in the Drop Box, post your final instructional unit plan and artifact reflection to the discussion area. Please read and

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respond to at least one classmates' plan and reflection. Ask questions or comment on the information presented for at least one other artifact by Saturday, (9:00pm CST) of this week. The student who developed the entry will monitor the questions/comments and answer accordingly in a timely manner and have this completed by Sunday, (12:00 noon CST) of this week. You are to submit your completed assignment to the Drop Box located in the Professional Portfolio folder under the Lessons Tab.

Please check the Course Schedule for specific due dates.

Week 08 Written Assignment - Professional Portfolio Artifact

This week your Professional Portfolio Artifact is due to the Drop Box in the Portfolio folder. Please read below to review the requirements: Multicultural Instructional Unit Our schools are representative of demographic changes that are occurring in the United States. Educators must have knowledge about the cultural and linguistic diversity found in our schools. Teachers can help students break down barriers of culture and ethnicity by using young adult novels by and about minorities. Students will review and examine the historical and contemporary literature for specific cultures (Native American, African-American, Latino, Asian, Jewish, or Middle Eastern backgrounds) (across grade levels K-12). As a group, students will clearly and concisely: 1. A summary analysis of potential books is conducted first and includes: a. An annotated list of quality traditional literature that you have read from the following genres: historical fiction and nonfiction, poetry and contemporary literature for the cultural groups listed in chapters 2-7 of your text. The group list should include at least 8 books per culture. b. Divide the list in the point above into primary (K-2), intermediate (3-5), middle school (6-8), and high school (912) levels. Include picture books at all levels. c. Provide a list and brief description of appropriate Internet sources for additional instructional material that can be included for each culture. d. For example, if your group is creating a unit exploring African

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America literature, add your completed list from Week 02. 2. Each group will create an instructional unit using Lesson Plan Template for 1 (one) cultural group which can support the instructional practices of classroom teachers. The lesson plan will utilize a full range of curriculum and assessment planning components. The unit should: a. Utilize the books listed in the summary analysis as the center of the instructional unit b. Content overview

a statement about the lesson objectives & essential question(s) as they relate to aspects of a particular culture

Illinois State Standard(s) met during the unit assessment options for the lesson lesson(s) must develop a general understanding of that culture and include a reading strategy emphasis throughout the lessons

the teaching sequence of instruction used during the lessons

c.

the type of reader response used in the lesson graphic organizers used in the lesson differentiated instruction used during the lesson a way to involve parents in the unit

Contain a unifying literary element to the instructional unit

d.

Author &/or Illustrator Genre Theme Cross-Curricular

Multicultural aspects

Celebrate diversity and be child-centered. Increase understanding of, and respect for, other cultural groups.

Enhance the reading, writing, and speaking abilities of each student.

Be response-centered (refer to emergent literacy & language arts courses) and encourage children to

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enjoy literature.

Include books that accurately portray other cultural groups, avoid stereotypes, and present the voices of all groups.

3. You will submit your ROUGH DRAFT of the instructional unit to the Discussion Board for peer evaluation by mid week. 4. You will include the FINAL PROJECT as a Professional Portfolio Artifact, which addresses the Illinois Reading Standard 7: The competent reading specialist provides leadership in curriculum design and implementation. This is outlined in the Portfolio Handbook. Submit an artifact rationale statement summarizing your experiences and the assignment's connection to Standard 7. Please see artifact rationale rubric located in the Professional Portfolio folder. 5. FINAL DRAFT Due by the end of the week in the Drop Box located in the Professional Portfolio Artifact folder.

Week 08 Written Assignment - Group Book Analysis Selection

Summary A summative book analysis of the books that have been selected by your team will be submitted to this Drop Box for evaluation and grading. Remember your summary will include the information you have already gathered and presented in the weekly Discussion Forums (compiled into 1 document) and includes the following information: a. An annotated list of quality traditional literature that you have read from the following genres: historical fiction and nonfiction, poetry and contemporary literature for the cultural groups listed in chapters 2-7 of your text. The group list should include at least 8 books per culture. Divide the list in the point above into primary (K-2), intermediate (35), middle school (6-8), and high school (9-12) levels. Include picture books at all levels. Provide a list and brief description of appropriate Internet sources for additional instructional material that can be included for each culture.

b.

c.

Submit your completed assignment to the drop box for instructor grading. Your assignment is due Sunday (11:00 pm CST) of week 8. Refer to Group Annotated Book Selection Summary Rubric for evaluation criteria. Please have one member of your team to submitto thisDrop Box.

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Please check the Course Schedule for specific due dates.

Library Resources
The primary mission of the Benedictine University Library is to provide library resources and services that support the Benedictine University community and meet its academic and research needs. To support our mission, the Library has made provisions for all students to gain access to important academic resources through the Benedictine Library Website. As you begin your academic journey please take note of these key concepts that will affect that access: Entry into academic databases and most Library resources must be made through the Benedictine Library Website at www.ben.edu/library Within one week of your official enrollment your patron information will be automatically entered into the library system, where once entered, you will be able to check out books and access databases When off-campus you will be prompted by authentication software (a proxy server) to provide your Library ID number and last name to access article databases and request books. This software proxy server confirms that you are a current Benedictine University student and thus allowed access Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your seven-digit student ID number (also called your b number). Thus 2281100XXXXXXX is the Library ID number with Xs being the seven digit student number. This number is prominently located just below the barcode on your Benedictine ID card Tutorials on the Research Process including basic Library skills and Web-based Resource Guides are available on the Library Website http://www.ben.edu/library/. Click on Reserves & course support or simply follow the link http://www.ben.edu/library/course_support/index.asp Additional Library information and tutorials are available on the Library Website by clicking on How do I?...(Help & FAQs) or simply follow the link http://www.ben.edu/library/help/index.asp For further information on any aspect of Library resources and access please call or write the Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of Library hours and staff directory located on the Library Website

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under About the Library and feel free to contact us about any concern or need you might have.

Late Assignments
Per University policy, assignments cannot be accepted by an instructor after the last day of the course. In the event of extenuating circumstances, please see the information regarding the Incomplete Policies and Procedures.

Incompletes: Policy and Procedures

Under extraordinary circumstances, when a student is unable to complete all course assignments by the final date of the session, a grade of 'I'(Incomplete) may be requested by the student and issued with the permission of the instructor. In order to be eligible for an Incomplete, a student must be performing satisfactorily in the course, have completed a substantial portion of the course and be in good academic standing. Online students may have as many as 28 days in which to complete their work and submit for a final grade from the instructor. Incomplete grades not addressed by students will become an F unless the student has removed it. It is the students responsibility to complete all course requirements.

University Academic Honesty Policy

The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University community. To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the academic appeals board, procedures of the academic appeals board, and records, please select the following link: www.ben.edu/ahp

Services for Students with Disabilities

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 prohibit discrimination against individuals with disabilities by standing provision of reasonable accommodations to make programs and activities accessible to qualified individuals with disabilities. If you have a documented learning, psychological, or physical disability, you may be eligible for reasonable academic accommodations or services. To request accommodations or services, please contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to fulfill essential course requirements. The University will not waive any essential skill or requirement of a course or degree program.

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