Directed Independent Adult Learning
STUDY GUIDE
INTRODUCTION TO CHILDREN'S
LITERATURE
LIT-221-GS
Compiled by Sylvia Baer
Material adapted and reproduced from Instructor's Resource Manual to Accompany "Through the
Eyes of a Child: An Introduction to Children's Literature," 4th through 7th eds., by Donna E.
Norton and Saundra E. Norton (Upper Saddle River, N.J.: Merrill/Prentice Hall, 1995, 1999, 2003,
2007). Used with permission.
C
ontents
_______________________________________________________________________________
Introduction v
1
Response to Literature 1
Lesson 1: The Child Responds to Literature 3
2
History and Evaluation
13
Lesson 2: The History of Children's Literature 15
Lesson 3: Evaluating and Selecting Literature for Children 24
3
Realm of the Artist 33
Lesson 4: Artists and Their Illustrations 35 Lesson 5: Picture Books 44
4
Literary Forms 53
Lesson 6: Traditional Literature 55 Lesson 7: Modern Fantasy 64
5
Realistic and Historical Fiction 83
Lesson 9: Contemporary Realistic Fiction 85 Lesson 10: Historical Fiction 94
6
Nonfiction 103
Lesson 11: Biographies 105
Lesson 12: Informational Books 114
I
ntroduction
What was your favorite childhood storybook? What was your favorite fairy tale? Surely you remember fondly at least one story, and most likely two or three.
A friend of mine in his fifties can still tell the tale, almost word for word, of The Little Engine That Could. Another friend, in her thirties, loved every single word and picture in her Cinderella book. My first friend heads a major corporation, but his childhood was filled with desertion and poverty. He credits reading that childhood book every night while waiting for his mother—a waitress and single parent—to get home in the evening with inspiring him to get ahead in the business world. My other friend is now a New York designer who specializes in evening wear and whose name you'll see in fashion magazines. She insists that the image of Cinderella guides all of her designs.
That childhood influences greatly affect who we become as adults is no surprise to psychologists, sociologists, educators, and the rest of us. If that is true, then imagine the importance of what children read! Often our first view of the world outside our nest comes in the form of books. We learn how to act in the world, what is right, what is wrong, what will be praised, what will be punished, what is expected from others, and what we can
importance? Do you know what makes a children's book good? Do you know how to choose a good book from among the myriad choices in libraries and bookstores today? Do you know what books are appropriate at what age levels? Do you know what books contain controversial themes, what those themes are, and how you feel about them?
Introduction to Children's Literature is intended to help you answer those questions. More specifically, what I hope will happen is that you'll learn how to evaluate books, how to explore ideas, and how to determine readability. Most important, however, I hope you will appreciate and enjoy these wonderful pieces of literature. If there are youngsters in your life, I hope you will share this exploration together.
All exploration of literature is ultimately a voyage of discovery of ourselves. Words and illustrations transport us, like sturdy ships, into the sea of our souls. There we are tossed and rocked onto the shores of understanding—always changing, always fascinating. I wish you interesting travel.
A NOTE ABOUT THE COURSE
This Study Guide is intended for use with the three-credit, Thomas Edison State College course Introduction to Children's Literature (LIT-221-GS). The syllabus for that course is published separately as part of the Course Manual provided to enrolled students.
In addition to the Study Guide and Course Syllabus, the textbook required for the course is:
Donna E. Norton, Through the Eyes of a Child: An Introduction to
Children's Literature, 6th ed. (Upper Saddle River, N.J.:
1 Response to Literature
In Module 1 you explore the complex and interesting development of children and how it relates to children's literature.
Obviously, children are ready to read and learn different things at different ages. What you read to a two-year-old is very different from what an eight-year-old would choose to read. Why? How has the language development, cognitive development, personality development, and social development of children informed their literature? What kinds of books should we as adults offer children at different developmental levels? How do we decide what's appropriate for each child at each level and for groups of children at various levels? These are some of the questions we'll seek to answer in this module.
Lesson 1
The Child Responds to
Literature
Lesson 1 focuses on the values of literature for children and the promotion of child development through literature. The literature recommended in the textbook and the discussions about the literature emphasize the promotion of children's development through literature that enhances language development, cognitive development,
personality development, and social development. Charts and discussions identify characteristics of children at different ages and stages, implications for selecting and using literature with children, and literature suggestions that enhance each stage in development.
OBJECTIVES
_____________________________________
After completing this lesson, you should be able to:
Identify the role of literature in the language development, cognitive development, personality development, and social development of children.
Answer knowledge-based, multiple-choice study questions on the assigned reading.
Formulate responses to essay questions based on the assigned reading.
Analyze and respond to relevant topics for reflection in children's literature.LEARNING
ACTIVITIES
____________________________________
Read and study chapter 1 in the textbook.
Answer the Study Questions (multiple-choice questions and essay questions) in the Study Guide.
Read, analyze, and formulate responses to one essay and one topic for reflection in children's literature.
Read ten (and evaluate five) children's books chosen from the accompanying CD-ROM included with the text or based on the recommendation of your local librarian.The Study Questions consist of twenty-five multiple-choice and six essay questions based on the lesson's textbook assignment. These questions serve as the basis for the examination and thus enable you to check your understanding and mastery of the material while preparing for the exam.
Please answer both sets of questions on your own. Do not send your responses to the faculty mentor. Answers to the multiple-choice questions are at the back of the Study Guide.
MULTIPLE-CHOICE QUESTIONS
____________________________________
Circle the letter of the choice that best answers the question or
1. Which of the following is NOT a major value of sharing literature with children?
a. nurturing and expanding the imagination and aesthetic development
b. understanding of cultural heritage c. transmission of literary heritage d. curriculum modification
2. Studies of language show that
a. language development is the same for all children of a specific age.
b. language development is the same for all children of equal intelligence.
c. children go through the same stages of language
development, although the rate of development varies. d. children do not go through the same stages of language
development.
3. Using words, stories in rhyme, and acting out sounds and movement are important aspects of
a. cognitive development. b. language development. c. personality development. d. social development.
4. Walter Loban's research suggests that discussion should be a vital part of elementary literature programs because it helps children
a. mature.
b. be more accepted by peers.
c. organize ideas and illustrate complex generalizations. d. None of the above
5. How can wordless picture books stimulate oral and written language development?
a. They encourage children to tell the story in their own words. b. They do not stimulate oral and written language
development.
c. They help children understand story forms. d. They help children learn the parts of a book.
6. The processes involved in perception, memory, reasoning, reflection, and insight constitute
a. language development. b. cognitive development. c. social development. d. personality development.
7. A teacher who is leading children's discussions about a series of books written about the same subject, setting, or theme is encouraging cognitive development through
a. organizing. b. observing. c. hypothesizing. d. comparing.
8. Why are concept books (colors, shapes, sizes) particularly excellent resources for developing the cognitive skill of classi-fying?
a. They reinforce basic concepts while providing concrete prac-tice in ordering and classifying.
b. They allow children to compare literary works. c. They help children summarize material.
d. They encourage children to hypothesize about what they will find when they turn the page.
9. Which of the following types of stories would be LEAST appropriate for development of organizational skills?
a. folktales with strong sequential plots and repetition of sequence and detail
b. cumulative folktales that repeat the sequence each time a new experience is added to the story
c. concept books that use different levels of abstractness to introduce children to concepts
d. "why" tales that depict a series of events to explain something
10. According to child development authority Joanne Hendrick, which is NOT a stage of emotional development encompassed by early childhood?
a. trust versus mistrust
b. autonomy versus shame and doubt c. initiative versus guilt
d. insight and perspective versus self-condemnation
11. The ability to express emotions, express empathy toward others, and develop feelings of self-worth and self-esteem describes a. language development.
b. social development. c. personality development. d. cognitive development.
12. Encouraging a child to read a book because of the possible therapeutic effect that may be gained from the reading experience is called
a. stress therapy. b. bibliotherapy.
c. literary response therapy. d. bibliofeedback.
13. Why might books that stress creative problem solving be espec-ially valuable for personal development of young children? a. Children may not realize that there is more than one way to
solve a problem.
b. They encourage children to overcome fear.
c. Children may not realize they can overcome problems with-out adult help.
d. None of the above
14. According to David Shaffer, "the process by which children acquire the beliefs, values, and behaviors deemed significant and appropriate by the older members of their society" is
a. cognition. b. personification. c. socialization. d. humanization.
15. Socialization is said to occur
a. when children learn the ways of their groups so that they can function acceptably within them.
b. when children begin to read and write.
c. when children know the difference between right and wrong.
d. All of the above
16. Three processes that are MOST influential in the socialization of children are
a. reward/punishment, observation of others, identification with models.
b. observation of others, classification of objects, organization of time
c. hypothesizing, applying, and criticizing.
17. How can books be expected to aid in the social development of children?
a. Books help children deal with various emotions related to friendship.
b. Books help children become aware of different views about the world.
c. Books help children realize that both girls and boys can succeed in a wide range of roles.
d. All of the above
18. This age child develops an understanding of chronological orderings, experiences rapid changes in physical growth that may cause self-conscious behavior, develops strong associations with gender-typed expectations, and enjoys books such as A Swiftly Tilting Planet:
a. early elementary, ages 6–8 b. middle elementary, ages 8–10 c. upper elementary, ages 10–12 d. high school, ages 16–18
19. This age child uses connections such as "meanwhile" and "unless," attends to certain stimuli and ignores other stimuli, values cooperation, develops flexible concepts of right or wrong, and enjoys reading books such as Little House in the Big
Woods:
a. kindergarten, ages 5–6 b. early elementary, ages 6–8 c. middle elementary, ages 8–10 d. upper elementary, ages 10–12
20. This age child develops a sense of justice, wants to complete jobs, values independence, and applies logical rules of reasoning.
a. kindergarten, ages 5–6 b. early elementary, ages 6–8 c. middle elementary, ages 8–10 d. upper elementary, ages 10–12
21. During the conventional level of moral development, or Kohl-berg's stages 3 and 4, the child is concerned with
a. external, concrete consequences. b. the rights of others.
c. social expectations of family or groups. d. All of the above
.
22. How might the stages of moral development be used in children's literature?
a. to evaluate the moral decisions of characters in biographical literature
b. as guidelines for categorizing and evaluating the moral decisions of characters in realistic fiction
c. to help students discuss decision-making processes of characters and consider ways they might have responded in similar circumstances
d. All of the above
23. Children's responses to literature are influenced by a. the age of the main character.
b. the children's development. c. the literary genre.
d. All of the above
24. When Purves and Monson analyze children's responses to literature, the analytic response
a. considers the language and structure of the work. b. places the work in its historical context.
c. makes inferences about the work. d. judges the work's merits.
25. Phyllis Reynolds Naylor's Shiloh and Molly Cone's Come Back,
Salmon are especially good for motivation because the books
encourage responding to a. prestige in history. b. problem solving.
ESSAY QUESTIONS
____________________________________
Formulate responses to each of the following essay questions. You will submit only one essay response to your mentor.
1. Contrast the characteristics of books that you believe are good for the language development of kindergarten and first-grade children with the characteristics of books that you believe are good for the language development of children in the upper elementary grades. Provide examples of specific books in your answer.
2. Choose one of the eight operations associated with thinking. Describe in detail the books and literature-related activities that you would use to encourage the development of that specific operation.
3. Choose a book that you believe encourages the social development of children. Describe in detail why you believe the book is appropriate. Contrast this with a book that you believe would be inappropriate.
4. Choose a book appropriate for readers in the middle elementary grades. Discuss the factors within the readers, the factors within the text, and the factors within the contexts that might influence readers' responses to that specific piece of literature.
5. Choose a book appropriate for readers in the upper elementary grades or in middle school. Discuss the factors within the readers, the factors within the text, and the factors within the contexts that might influence readers' responses to that specific piece of literature.
6. You are asked to present a speech to the PTA in which you persuade the group to introduce children to literature at an early age. Write your speech in which you persuade this group about the benefits and values of introducing children to books.
Choose one of the following topics for reflection. Submit your response to your mentor as directed in the Syllabus.
1. What did you learn from books you read as a child? What books do you remember? Why did they make an impression on you?
2. Many people, when questioning the merit of a specific book or other printed matter a child is reading will add, "at least they're reading." Where do you stand on this issue? How important is simply reading without attention to the educational aims we are about to cover in this class?
2 History and Evaluation
In Module 2 you explore the history of children's literature and learn how to better evaluate literature for children based on specific criteria. You also review what elements authors use to create literature for children.
Most of us were exposed to some form of children's literature as youngsters, and many of us read and tell stories to young people. But often we are unaware of the history and the structure of some of those stories. Certainly most of us are unaware of the exploding children's literature field of the past decades. Why is this happening now? Why weren't more children's books written in the 1800s or the 1700s? What purpose did the few books that were around years ago serve? What changed, if anything? Why are children's books published today? Why do we choose certain books for children? These are some of the questions we'll seek to answer in this module.
Lesson 2
The History of Children's
Literature
Lesson 2 focuses on milestones in the history of children's literature. The major milestones covered include (in chronological order): the oral tradition, early printed books, the Puritan influence, John Locke's influence on views of childhood, Charles Perrault's collections of folktales, adventure stories of Defoe and Swift, Newbery's books for children, Rousseau's philosophy, William Blake's poetry, fairy tales of Andersen and the Brothers Grimm, early illustrators of children's books, the Victorian influence, and stories about real people.
OBJECTIVES
_____________________________________
After completing this lesson, you should be able to:
Identify milestones in the history of children's literature.
Answer knowledge-based, multiple-choice study questions on the assigned reading.
Formulate responses to essay questions based on the assigned reading.
Analyze and respond to relevant topics for reflection in children's literature.LEARNING
ACTIVITIES
____________________________________
Read and study chapter 2 in the textbook.
Answer the Study Questions (multiple-choice questions and essay questions) in the Study Guide.
Read, analyze, and formulate responses to one essay and one topic for reflection in children's literature.
Read and evaluate five children's books chosen from the accompanying CD-ROM included with the text or based on the recommendation of your local librarian.The Study Questions consist of twenty-five multiple-choice and five essay questions based on the lesson's textbook assignment. These questions serve as the basis for the examination and thus enable you to check your understanding and mastery of the material while preparing for the exam.
Please answer both sets of questions on your own. Do not send your responses to the faculty mentor. Answers to the multiple-choice questions are at the back of the Study Guide.
MULTIPLE-CHOICE QUESTIONS
____________________________________
Circle the letter of the choice that best answers the question or completes the sentence. Check your answers with the key at the back of
1. The history of children's literature is MOST strongly influenced by the
a. invention of the printing press. b. social attitudes toward children. c. mortality rate of children.
d. number of doctoral dissertations that critically evaluate certain aspects of children's literature.
2. The earliest history of children's literature begins with a. the invention of movable type.
b. Mother Goose. c. the oral tradition. d. the first fairy tales.
3. How is the literary role of the sixteenth century storytellers MOST like the role of the modern American children's authors? a. Authorities seek to control the stories they tell.
b. They can be jailed if they anger a ruler or the church.
c. They both tell stories that are the same for people of all ages. d. They both are entertainers.
4. What was the attitude toward children in feudal Europe that led to the conclusion that stories for children were NOT necessary? a. A child should be seen and not heard.
b. A child was considered a small adult who should enter into adult life as quickly as possible.
c. A child's mind was a blank page on which ideas were to be imprinted.
d. Children were expected to spend their lives attempting to prove predestined worthiness to be saved.
5. The MOST significant event related to literature in the 1400s was
a. the creation of the hornbook.
b. Johannes Gutenberg's discovery of movable type.
c. William Caxton's establishment of England's first printing press.
d. the Puritan influence. 6. What characterized hornbooks?
a. They were printed sheets of text mounted on wood and covered with translucent animal horn.
b. They were used to teach reading and numbers. c. They included the alphabet, numerals, and the Lord's
Prayer.
d. All of the above 7. Chapbooks were
a. crudely printed, inexpensive books sold by peddlers or "chapmen."
b. expensive books containing hand-drawn illustrations. c. books containing stories of high literary quality. d. instructional books that usually included the alphabet,
numerals, and the Lord's Prayer. 8. Puritan influence on literature emphasized
a. enjoyment.
b. moral development of children. c. intellectual development of children. a. None of the above
9. The enlightened belief for the late 1600s that children should go through a period of childhood rather than be treated as little adults was credited to
a. John Bunyan.
b. Jean Jacques Rousseau. c. John Locke.
10. What was Charles Perrault's contribution to children's literature?
a. He was the first to publish a book of children's poetry. b. He was one of the first writers to recognize that fairy tales
belong to the world of children.
c. He was the first to publish an adventure book for children. d. He was the first illustrator of children's books.
11. The original Mother Goose of 1698 contained a. verses about manners for children.
b. retold German fairy tales such as "Hansel and Gretel" and "The Frog Prince."
c. English nursery rhymes such as "Humpty Dumpty" and "Mary Had a Little Lamb."
d. retold French fairy tales such as "Cinderella," "Little Red Riding Hood," and "Sleeping Beauty."
12. Two eighteenth-century authors whose adventure stories were "adopted" by children were
a. Daniel Defoe and Jonathan Swift. b. John Locke and Jean Jacques Rousseau. c. Jacob and Wilhelm Grimm.
d. Hans Christian Andersen and Oliver Goldsmith.
13. What is the major reason that today's prized Newbery Award was named for John Newbery?
a. He was the first to be successful in publishing and marketing children's books.
b. He published Oliver Goldsmith's History of Little Goody Two-Shoes.
c. He was the first to illustrate children's books. d. He was the first to write books for children.
14. Change occurred in children's literature in the mid-1700s, the time when children's books began in Europe because
a. the middle class was growing and was centered on home and family.
b. more people had time, money, and the education necessary to read.
c. people realized children were children rather than small adults.
d. All of the above
15. What was philosopher Jean Jacques Rousseau's "totally new approach" to educating children?
a. He envisioned the child's mind at birth as a tabula rasa, a blank page on which ideas were to be imprinted.
b. He believed children were little adults.
c. He maintained that children could and should develop naturally, with gentle guidance from wise adults who could supply necessary information.
d. None of the above
16. Which eighteenth-century English poet is credited with "writing verses as if a child had written them"?
a. John Newbery b. William Blake c. Edward Lear
d. Robert Louis Stevenson
17. Where did the Brothers Grimm find their fairy tales? a. They made them up.
b. They listened to German storytellers. c. They found them in libraries.
d. They read them in chapbooks.
18. The first person to create and publish an original fairy tale, using his own experiences to stimulate his writing was
a. Charles Perrault.
19. Which of the following is NOT one of the nineteenth-century English artists who had an enormous impact on illustrations for children's books?
a. Edward Lear b. Walter Crane c. Randolph Caldecott d. Kate Greenaway
20. Which of the following did NOT characterize the Victorian Age? a. the rise of a highly competitive industrial technology
b. the growth of rural traditions and movement from large cities
c. an emphasis on strictly controlled social behavior d. a romantic focus on home and family
21. Horatio Alger wrote books in the mid-1800s concerning a. poor children.
b. fantasy. c. adventure.
d. children as adults.
22. Lewis Carroll's Alice's Adventures in Wonderland is considered one of the first children's books
a. written purely to give pleasure to children. b. written without a trace of a lesson or moral. c. written as a fantasy for children.
d. All of the above
23. The historical novel became popular in the 1800s with the publi-cation of stories by
a. Mark Twain. b. Louisa May Alcott. c. Sir Walter Scott. d. Kate Douglas Wiggins.
24. In the 1980s, what type of literature was most frequently banned?
a. seditious b. racist
c. anti-American d. All of the above
25. Optimism, religious values, patriotism, stability, respect for older generations, and traditional family models characterize the children's literature of what age?
a. Puritan b. Victorian c. 1938–1960 d. 1960 to the present
ESSAY QUESTIONS
____________________________________
Formulate responses to each of the following essay questions. You will submit only one essay response to your mentor.
1. Compare and contrast the changing attitudes toward children over the last 400 years. Explain how the different attitudes are reflected in the literature of the various time periods.
2. Choose an early illustrator of children's books. Describe the role that illustrator has had in the history of children's literature.
3. Choose three time periods discussed in the history of children's literature. Compare and contrast the role of female characters during these three time periods. Use specific examples and books in your discussion.
4. Choose three time periods discussed in the history of children's literature. Compare and contrast the role of the family during these three time periods. Use specific examples of books in your discussion.
5. Choose an author of children's literature who wrote during the 1800s whose work is still considered a classic in children's literature. Discuss why you believe that book was influential when it was written and why the book is considered a classic today.
Choose one of the following topics for reflection. Submit your response to your mentor as directed in the Syllabus.
1. In Chapter 2 the textbook makes the case that literature available at the time reflects society's views on childhood. Take a look at your local bookstore or online bookstore in the Children's section. What types of books do you see first? How many are tied to television, movies, or toys? What does this reveal about our society's views on childhood? 2. Write a short reflection on the piece presented on page 70 of
the textbook (entitled "What is the Future of Children's Book Publishing and Literacy?") Defend your ideas with evidence.
Lesson 3
Evaluating and
Selecting Literature for
Children
Lesson 3 focuses on the standards for evaluating and selecting literature for children. It places special emphasis on the literary elements of plot, characterization, setting, theme, style, and point of view and how these elements are developed by authors in excellent literature. The text also discusses selecting the right book for each child with an emphasis on accessibility, readability, and interest.
OBJECTIVES
_____________________________________
After completing this lesson, you should be able to:
Identify criteria by which to evaluate literature for children.
Recognize the elements of plot, characterization, setting, themes, style, and point of view and how authors develop theseelements in excellent literature.
Discuss the criteria for selecting the right book for each child, with an emphasis on accessibility, readability, and interest.
Identify techniques for involving children in the literary
Answer knowledge-based, multiple-choice study questions on the assigned reading.
Formulate responses to essay questions based on the assigned reading.
Analyze and respond to relevant topics for reflection in children's literature.
Evaluate five children's books according to stated criteria.LEARNING
ACTIVITIES
____________________________________
Read and study chapter 3 in the textbook.
Answer the Study Questions (multiple-choice questions and essay questions) in the Study Guide.
Read, analyze, and formulate responses to one essay and one topic for reflection in children's literature.
Read and evaluate five children's books chosen from the extensive bibliography at the end of chapter 3, from theaccompanying CD-ROM included with the text, or based on the recommendation of your local librarian.
The Study Questions consist of twenty-five multiple-choice and six essay questions based on the lesson's textbook assignment. These questions serve as the basis for the examination and thus enable you to check your understanding and mastery of the material while preparing for the exam.
Please answer both sets of questions on your own. Do not send your responses to the faculty mentor. Answers to the multiple-choice questions are at the back of the Study Guide.
MULTIPLE-CHOICE QUESTIONS
____________________________________
Circle the letter of the choice that best answers the question or completes the sentence. Check your answers with the key at the back of the Study Guide.
1. Why is it important for a literature program to provide a balance of selections, including classics and contemporary stories, fantasy, prose, poetry, biographies, and nonfiction? a. Children do not know what they will like until encouraged
to read different types of literature.
b. A balanced literature program will develop children's literary heritage.
c. If they are exposed to a wide variety of literature, children will develop recognition and appreciation of good literature. d. All of the above
2. What is probably the MOST important reason that people responsible for choosing books for children read literary criticism?
a. They do not have to read the books themselves.
b. They can be guided by experts to identify quality literature about which they might not otherwise have known.
c. They can be persuaded not to acquire certain books that may be controversial.
d. None of the above
3. Which of the following guidelines is NOT important for literary criticism?
a. an interpretation of the text
b. a condemnation of the book on censorship charges c. a personal judgment about the quality of the text d. a comparison and contrast with other books
4. If you read a descriptive review of a book in the Bulletin of the
Center for Children's Books, you would expect to read
a. characterizations of particular groups, distinguishable ethnic characteristics, moral values, and potential popularity. b. factual information about the story and illustrations of the
book.
c. a discussion, comparison, and evaluation of literary elements in the book.
5. If you read an analytical review in The Horn Book, you would expect to read
a. characterizations of particular groups, distinguishable ethnic characteristics, moral values, and potential popularity. b. factual information about the story and illustrations of the
book.
c. a discussion, comparison, and evaluation of literary elements in the book.
d. All of the above
6. The reviews in Social Education tend to emphasize a. human relations.
b. the work in isolation. c. reader response theory.
d. the controversial nature of the books.
7. To develop the order of events in a biography, an author would probably organize the narrative in which of the following ways? a. chronological order
b. flashbacks
c. problem and solution d. cause and effect
8. Which of the following is NOT the contribution of plot to the development of a story?
a. It provides a background and creates a mood. b. It relates the events in order.
c. It introduces the action of the story. d. It creates an element of suspense.
9. What is the usual source of plots in literature? a. characterization
b. point of view c. conflict d. setting
10. Literary conflicts in which the main character's actions, desires, or values differ from those of others around him or her represent conflicts of
a. person against nature. b. person against self. c. person against society. d. person against person.
11. Why is person-against-self conflict a popular plot device in children's literature?
a. Children do not tend to understand themselves. b. All children must face extreme personal challenges. c. All children must overcome fears and personal problems
while growing up. d. All of the above
12. Authors may develop the full nature of a character by a. describing the character's physical appearance. b. showing the character in action and revealing the
perceptions of others.
c. revealing the character's thoughts and conversations. d. using all of the above techniques.
13. Which of the following is NOT a purpose for setting? a. to create a mood
b. to provide historical background c. to create a theme
d. to symbolize the story conflict
14. In which genre would accuracy in setting probably be MOST important?
a. fantasy b. mystery c. biography d. adventure
15. Which of the following is the theme of a story? a. the story's location in time and place b. the sequence of events in the story
c. the underlying idea that ties the plot, characters, and setting together
d. the resolution of the conflict
16. What is a good way to identify the theme in a story?
a. Ask how the main character has changed in the course of the story and what he or she has learned.
b. Analyze the title of the story.
c. Explore the central conflict and its outcome. d. All of the above
17. The MOST effective way to evaluate the style of a story is to a.
a
nalyze the author's use of descriptive words and figurativelanguage.
b. read the story or a portion of the story aloud.
c. compare the story with other books of similar content. d. assess the relationship between the conflict and the
resolution.
18. The literary element of style involves a. word choice.
b. figurative language. c. sentence structure. d. All of the above
19. Contemporary realistic fiction written for children in the middle elementary grades is usually told through a(n) __________ point of view.
a. first person b. second person c. third person d. objective person
20. Which of the following is MOST likely true about consistency in point of view?
a. Consistency encourages readers to believe in the characters and plot development of the story.
b. Consistency in point of view is not as important as consistency in characterization.
c. Readers are not confused by changes in point of view within a story.
d. Consistency in point of view is not as important as consistency in theme.
21. Drawing a plot diagram that asks students to identify the prob-lem, the incidents that reflect increasing struggle, the point of self-realization, and the point of attaining peace or truth would increase children's understanding of
a. person-against-self conflict. b. person-against-nature conflict. c. person-against-society conflict. d. person-against-person conflict.
22. __________ is an effective technique that encourages children to understand inferencing in characterization.
a. Creative writing b. Modeling c. Dramatic play
d. Drawing an illustration
23. To involve students in settings that create moods, Norton suggests which of the following activities?
a. examining story illustrations to determine the mood b. reading books from several different genres to compare
moods
c. dramatic play
24. What is a literary symbol?
a.
s
ome story item that has a literal meaning in the story butsuggests or represents other meanings as well
b. the underlying idea that ties the plot, characters, and setting together
c. a story's location in time and place d. the usual source of a story's plot 25. Why are themes difficult to identify?
a. They are short phrases hidden in a story.
b. They are often implied rather than directly stated. c. They are not always in stories.
d. All of the above
ESSAY QUESTIONS
____________________________________
Formulate responses to each of the following essay questions. You will submit only one essay response to your mentor.
1. List five major objectives of a literature program. For each of these objectives, identify one title that might be read to accomplish that objective, and describe the book's specific contributions.
2. Identify the qualities that differentiate between excellence and mediocrity in books. Provide an example of a mediocre book for children and an excellent book for children. Specify why you have labeled each book as you have.
3. Choose one book that you have read. Describe in detail the techniques the author uses to develop believable characterization.
4. Propose a common theme found in multiple pieces of children's literature. Then list several books that you would use to help children develop and understand this theme. Defend your choices with evidence from the chapter's content.
5. Identify four purposes for setting in children's literature. a. Describe how authors develop each type of setting in
credible ways. Use specific titles of and examples from books in your discussion.
b. Describe how you would teach understanding of one type of setting to children.
6. Modeling is considered one of the best ways to improve understanding of literature.
a. Describe how you would develop a modeling lesson. b. Using an example from literature, develop the
introduction and the first set of modeling experiences.
Choose one of the following topics for reflection. Submit your response to your mentor as directed in the Syllabus.
1. The text stresses the value in sharing multicultural books with children. What is the value in sharing multicultural books? What is the danger of lumping all multicultural books together and sharing them in their own category instead of integrating them throughout the curriculum? 2. Pages 99 to 102 in the text discuss selecting the right book
for the child. Can children pick their own books? Why or why not?
3 Realm of the Artist
In Module 3 you explore the realm of the artist. We all know that illustrations are an integral part of children's books. But many of us are unfamiliar with the elements that artists use. What are the types of art used? What are the different types of picture books available, and how is art integrated into the story? How can we evaluate good picture books? These are some of the questions we'll seek to answer in this module.
Lesson 4
Artists and Their
Illustrations
Lesson 4 focuses on developing an understanding and an appreciation for the visual elements used by the artist, including line, color, shape, and texture. Examples of illustrated books introduce the artistic media, including lines and washes, watercolors, acrylics, pastels, oils,
woodcuts, and collage. The textbook discusses both representational art and abstract art. It presents evaluation criteria for illustrations in
children's books and discusses outstanding illustrators of children's books.
OBJECTIVES
_____________________________________
After completing this lesson, you should be able to:
I
dentify the visual elements used by the artist, including line,color, shape, and texture.
Identify examples of artistic media, including lines and washes, watercolors, acrylics, pastels, oils, woodcuts, and collage.
Describe both representational and abstract art.
Name outstanding illustrators of children's books.
Answer knowledge-based, multiple-choice study questions on the assigned reading.
Formulate responses to essay questions based on the assigned reading.
Analyze and respond to relevant topics for reflection in children's literature.
Evaluate five children's books according to stated criteria.LEARNING
ACTIVITIES
____________________________________
Read and study chapter 4 in the textbook.
Answer the Study Questions (multiple-choice questions and essay questions) in the Study Guide.
Read, analyze, and formulate responses to one essay and one topic for reflection in children's literature.
Read and evaluate five children's books chosen from the extensive bibliography at the end of chapter 4, from theaccompanying CD-ROM included with the text, or based on the recommendation of your local librarian.
The Study Questions consist of twenty-five multiple-choice and five essay questions based on the lesson's textbook assignment. These questions serve as the basis for the examination and thus enable you to check your understanding and mastery of the material while preparing for the exam.
Please answer both sets of questions on your own. Do not send your responses to the faculty mentor. Answers to the multiple-choice questions are at the back of the Study Guide.
MULTIPLE-CHOICE QUESTIONS
____________________________________
Circle the letter of the choice that best answers the question or completes the sentence. Check your answers with the key at the back of the Study Guide.
1. The role of illustrations in children's literature is to a. inspire the imagination.
b. complement the text. c. invite the reader. d. All of the above
2. How are illustrations in picture books different from illustrations in most older children's literature? a. They add interest to the story.
b. They join the text in telling the story. c. They invite the reader to read the story. d. They excite the reader's imagination.
3. What do artists mean when they talk about the visual element line?
a. a row of words printed across a page or a column
b. any of the marks that make up the formal design of a picture and suggest direction, motion, energy, and mood.
c. a thin, usually straight, continuous mark scratched in or made by a pen, pencil, or brush
d. a border or start or finish mark
4. In the relationship between line and natural phenomena, vertical lines suggest
a. danger.
b. lack of movement. c. calm.
5. Which type of line usually suggests loss of balance? a. jagged
b. horizontal c. diagonal d. curved
6. In the relationship between color and natural phenomena, which of the following colors have "warm" or "hot"
connotations? a. white, ivory b. black, gray c. blues, greens d. reds, yellows
7. A book page design with text placed opposite bordered illustrations on adjacent pages is considered
a. the most formal arrangement. b. abstract.
c. informal.
d. None of the above
8. The level of formality of page design is MOST important to evaluate in light of its harmony with the
a. particular story. b. artistic medium. c. genre of literature. d. visual elements.
9. A very informal design with text combined with two or more arrangements and text printed in different forms, colors, and sizes might be appropriate for which of the following types of literature?
a. fairy tales b. fables
c. nonsense rhymes d. science fiction
10. The most informal type of page design would be with a. text placed above or below an illustration.
b. no text or words printed in different sizes and colors. c. text shaped with irregular boundaries to fit around the
illustration.
d. text combined with two or more arrangements. 11. Artistic media refers to the
a. genre of literature an artist is illustrating.
b. type of paper on which an artist's illustration is printed. c. materials and techniques an artist uses to illustrate a book. d. news of the artistic world.
12. Of the various media available to the artist, which of the following is among the oldest?
a. woodcuts b. cardboard cuts c. collage
d. linoleum cuts
13. The earliest books for children were illustrated with which of the following?
a. watercolors and pastels b. collage
c. oils
d. black and white woodcuts
14. A technique in which bits of objects are pasted to a surface is called a
a. mural. b. woodcut. c. collage. d. frieze.
15. A representational style of art in picture books can be described as
a. symbolic.
b. literal and realistic. c. abstract and subjective. d. All of the above
16. Illustrators who draw pictures that focus on the play of light over objects in the natural environment, similar to those of the French artist Monet, are drawing in a style called
a. cubism.
b. impressionism. c. realism.
d. abstract expressionism.
17. An art style that uses visual elements to express an artist's deepest inner feelings is called
a. impressionism. b. abstract. c. expressionism. d. cubism.
18. An art style that takes ordinary objects as its subject but emphasizes certain characteristics of a subject by changing or distorting the usual image, or that focuses on pure form, is a. impressionism.
b. abstract. c. expressionism. d. cubism.
19. Which of the following would probably be the MOST
productive roles of the author and illustrator in creating a book? a. The illustrator tells the author what to write to fit the
drawings.
b. The author tells the illustrator what to draw to fit the story. c. The author and illustrator do what the publisher wants them
20. Which of the following is NOT a criterion to consider when evaluating illustrations in children's books?
a. the use of visual elements b. the accuracy of the illustrations
c. their contribution to the moral lesson of the story d. how the artistic style enhances the literary style 21. Aesthetic scanning encourages viewers to
a. locate and identify properties in artwork. b. critically evaluate the artist's works.
c. copy visual elements in their own art works. d. illustrate stories in which there are no illustrations. 22. Helping children respond to art through the illustrations in
books helps children to
a. Develop their appreciation for and understanding of art, artists, and texts.
b. Foster understanding of specific cultures and the artists whose works represent them.
c. Awaken their visual perceptions. d. All of the above.
23. Eve Bunting, Robyn Montana Turner, and Carmen Lomas Garza are contemporary artists from which culture?
a. Latino b. Jewish c. Asian
d. African American
24. Asking children "Do you see more red or blue in this painting?" or "Is the surface texture rough or smooth?" fall into the
following category of initiating questions: a. leading
b. selective c. parallel d. productive
25. Sometimes teachers ask older children to evaluate art from a critical perspective to determine where art is shaped by
ideology and social and economic power. ALL BUT WHICH of the following questions would support a critical, or Marxist, approach?
a. In what way might the artwork serve as propaganda? b. What culture is evident in this art?
c. What does art reveal about the society the artist is depicting? d. What roles does class play in the work on both the artist and
the viewer?
ESSAY QUESTIONS
____________________________________
Formulate responses to each of the following essay questions. You will submit only one essay response to your mentor.
1. Choose one of the visual elements: line, color, shape, texture, or design. Describe how a specific artist uses that element to create effective illustrations in children's literature. Refer to specific books in your answer.
2. List the criteria you would use when evaluating the illustrations in children's literature. Choose one book and discuss how that book meets the evaluation criteria.
3. Name and describe three different kinds of media used by book artists to create illustrations. For each kind of media, identify an example of a picture book and illustrator that exemplifies that medium.
4. Describe how page design influences the formality of a text. Discuss the different levels of formality that are possible within illustrated children's books. Refer to specific examples of literature in your answer.
5. Discuss the ways specific cultures can be reflected in art using specific books from various illustrators.
Choose one of the following topics for reflection. Submit your response to your mentor as directed in the Syllabus.
1. Pick one of the books discussed in Chapter Four. What type of media does the artist use to create this book? How does the art reflect and tie in to the story?
2. After reading Chapter Four, what ideas would you use to share artistic books in a classroom setting?
Lesson 5
Picture Books
Lesson 5 focuses on evaluating and discussing different types of picture books, including Mother Goose, toy books, alphabet books, counting books, concept books, wordless books, easy-to-read books, and picture storybooks.
OBJECTIVES
_____________________________________
After completing this lesson, you should be able to:
Identify different types of picture books, including Mother Goose, toy books, alphabet books, counting books, concept books, wordless books, easy-to-read books, and picture story-books.
Answer knowledge-based, multiple-choice study questions on the assigned reading.
Formulate responses to essay questions based on the assigned reading.
Analyze and respond to relevant topics for reflection in children's literature.LEARNING
ACTIVITIES
____________________________________
Read and study chapter 5 in the textbook.
Answer the Study Questions (multiple-choice questions and essay questions) in the Study Guide.
Read, analyze, and formulate responses to one essay and one topic for reflection in children's literature.
Read and evaluate five children's books chosen from the extensive bibliography at the end of chapter 5, from theaccompanying CD-ROM included with the text, or based on the recommendation of your local librarian.
The Study Questions consist of twenty-five multiple-choice and six essay questions based on the lesson's textbook assignment. These questions serve as the basis for the examination and thus enable you to check your understanding and mastery of the material while preparing for the exam.
Please answer both sets of questions on your own. Do not send your responses to the faculty mentor. Answers to the multiple-choice questions are at the back of the Study Guide.
MULTIPLE-CHOICE QUESTIONS
____________________________________
Circle the letter of the choice that best answers the question or completes the sentence. Check your answers with the key at the back of the Study Guide.
1. Which of the following distinguishes picture books from other types of books?
a. A picture book has pictures and other books do not. b. In picture books the text is always more important than the
pictures.
c. In picture books the illustrations are as important as the text or even more important than the text.
d. Picture books are written and illustrated for preschoolers. 2. Which of the following is probably the LEAST important
criterion for evaluating picture books? a. accuracy of illustrations
b. relationships between words and pictures c. size of the type
d. importance of the theme
3. According to Cianciolo, which of the following is NOT a major factor in how a child responds to a picture book?
a. the background of the artist b. age and stage of development c. emotional state of readiness
d. extent of preparation provided by an adult
4. According to Cianciolo's analysis of children's choices of picture books, children prefer illustrations that
a. depict the here and now, fantasy, and/or humor. b. are colorful and add detail.
c. are in a realistic or cartoon style. d. All of the above
5. Mother Goose serves as an excellent introduction to verse for very young children because of its
a. rhyme, nonsense, and rhythm. b. imagery and introspection. c. subtle lessons for children.
6. The Mother Goose rhyme "Peter Piper Picked a Peck of Pickled Peppers" has a repetition of sound called
a. rhythm. b. alliteration. c. exaggeration. d. onomatopoeia.
7. Which of the following is probably the STRONGEST reason there have been so many collections of Mother Goose rhymes? a. They have strong, enduring appeal for children.
b. They are not expensive to reproduce. c. They are familiar to adults.
d. They are among the earliest literature for children.
8. It is correct to refer to traditional nursery rhymes and children's jingles as "universal" because they are amazingly alike in
a. style. b. content. c. setting. d. characters.
9. Why might it be important to share nursery rhymes from other nations with children?
a. They foster self-esteem of children of ethnic minorities. b. They encourage the language development of children of
ethnic minorities.
c. They help all children appreciate the values of other cultures.
d. All of the above 10. Toy books can include
a. board books. b. pop-up books.
c. cloth and plastic books. d. All of the above
11. Like Mother Goose rhymes, which of the following were among the first books published for children?
a. concept books
b. wordless picture books c. toy books
d. alphabet books
12. In alphabet books specifically designed to teach young children the letters and their sounds, which of the following is particularly important?
a. Numerous objects beginning with the same letter should be presented.
b. The pictures must be bright and appealing.
c. Pictured objects should not have more than one commonly used name.
d. The page should be rich with detail.
13. When analyzing counting books for preschoolers, which of the following statements is LEAST important:
a. The format of the book encourages manipulation of concrete objects.
b. The objects and numbers are clearly separated and identi-fiable.
c. The books are designed to develop the concepts of addition and subtraction.
d. Photographs of common objects illustrate the number concepts.
14. Concept books are excellent sources of materials for stimulating children's
a. moral development. b. personality development. c. social development d. cognitive development.
15. Which of the following is NOT a major value of wordless picture books?
a. Children of different backgrounds and reading levels can enjoy the same story.
b. Oral and written language skills are reinforced as children provide the missing text.
c. Concepts are introduced and reinforced.
d. Creative thinking and visual literacy are stimulated.
16. What is the MOST characteristic feature of an easy-to-read book?
a. short chapters b. sequential plot
c. controlled vocabulary d. harmonious illustrations
17. What is the MAJOR value of easy-to-read books? a. They appeal to special interests of children. b. They allow children to reinforce reading skills
independently.
c. They stimulate cognitive, social, and personal development. d. They introduce and reinforce important concepts.
18. Which of the following are NOT crucial elements in outstanding picture storybooks?
a. originality and imagination b. plot and characterization
c. historical realism and moral teaching d. humor and style
19. Which of the following is MOST important in developing characters for picture storybooks?
a. The main characters should be children.
b. The characters must experience situations and emotions immediately familiar to children.
20. When analyzing setting in picture storybooks, which of the following statements is LEAST important?
a. The illustrations enhance a setting that is carefully developed in the text.
b. The illustrations create detailed descriptions of time and place.
c. The illustrations enhance the mood of the story. d. The illustrations depict the setting as the antagonist.
21. Which of the following is NOT one of the sources of humor identified in Caldecott Medal books?
a. wordplay and nonsense b. allusion
c. exaggeration
d. the ridiculous and caricature
22. Which of the following activities for children is NOT recommended in the text when sharing Mother Goose with children?
a. orally filling in missing words or rhyming elements b. dramatizing favorite nursery rhymes
c. investigating the sources of Mother Goose
d. individually memorizing specific nursery rhymes to "read" or recite in class
23. Which of the following activities is MOST appropriate for stimulating cognitive development and language development when sharing wordless picture books with children?
a. dramatization of the stories
b. writing or telling stories to accompany the story c. drawing additional pictures to accompany the story d. comparing illustrations of different picture books
24. What is probably the GREATEST value of reading to children? a. helping beginning readers develop an appreciation for
books and literature b. improving reading skills
c. exposing children to other cultures and experiences d. improving listening skills
25. Which of the following is not a way to motivate writing with picture storybooks?
a. Writing letters to friends, relatives and authors. b. Creating different endings to mysterious storybooks. c. Drawing new illustrations to replace some of the pictures. d. Rewriting a story using a different point of view.
ESSAY QUESTIONS
____________________________________
Formulate responses to each of the following essay questions. You will submit only one essay response to your mentor.
1. List at least five values, in addition to pleasure, that are provided to children who read picture books or have them read aloud to them. For each of the values, name and discuss at least one book that fosters the realization or development of that value.
2. Contrast the characteristics of alphabet books for younger children with the characteristics of alphabet books appropriate for older children. Refer to specific books in your answer.
3. Compare easy-to-read books and picture storybooks. Discuss the style of the books and their potential use with children.
4. Are picture books meant to be read primarily by children or to children? Defend your answer.
5. Choose one of the categories of picture books discussed in chapter 5. Discuss your criteria for selecting appropriate
6. Identify one of the ways that authors and illustrators develop humor in picture storybooks. Choose three books and discuss how the authors or illustrators of those books developed humor.
Choose one of the following topics for reflection. Submit your response to your mentor as directed in the Syllabus.
1. Page 175 features an issue discussion on picture books, asking “Does controversy change with the times?” Where do you stand on this issue? What are the new controversies we face?
2. Pick a wordless book. How would you share this book with a child?
4 Literary Forms
Module 4 introduces a variety of literary forms. First you examine traditional literature and explore its depth and breadth from various cultures. Through this exploration you discover just what traditional literature is and how it differs from place to place.
Next you leap into modern fantasy, where you examine this form of literature and learn how to help children enjoy this genre.
Then you take another leap, this time into the realm of poetry. Here you discover styles and learn about several poets. In its entirety the module takes you on a giant ride around the past and present in children's literature, in verse and prose.
Lesson 6
Traditional Literature
Lesson 6 focuses on the types and characteristics of traditional
literature, including folktales, fables, myths, and legends. The textbook includes a discussion of folktales, myths, and legends from various countries.
OBJECTIVES
_____________________________________
After completing this lesson, you should be able to:
Identify types and characteristics of traditional literature.
Discuss folktales, fables, myths, and legends from various cultures.
Identify the differences between forms of traditional literature.
Understand the cultural information found in folktales.
Answer knowledge-based, multiple-choice study questions on the assigned reading.
Analyze and respond to relevant topics for reflection in children's literature.
Evaluate four children's books according to stated criteria.LEARNING
ACTIVITIES
____________________________________
Read and study chapter 6 in the textbook.
Answer the Study Questions (multiple-choice questions and essay questions) in the Study Guide.
Read, analyze, and formulate responses to children's literature issues (text, p. 213).
Read and evaluate four children's books chosen from the extensive bibliography at the end of chapter 6, from theaccompanying CD-ROM included with the text, or based on the recommendation of your local librarian.
The Study Questions consist of twenty-five multiple-choice and six essay questions based on the lesson's textbook assignment. These questions serve as the basis for the examination and thus enable you to check your understanding and mastery of the material while preparing for the exam.
Please answer both sets of questions on your own. Do not send your responses to the faculty mentor. Answers to the multiple-choice questions are at the back of the Study Guide.
MULTIPLE-CHOICE QUESTIONS
____________________________________
Circle the letter of the choice that best answers the question or
