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LESSON ONE: ACCESSING PRIOR KNOWLEDGE ABOUT
THE CULTURAL CONSTRUCTION OF CHILDHOOD
By the end of class, you will be able to access prior knowledge to identify 3-4 elements of the culture of children in contemporary society.
Let's Get Started! Welcome activities like introductions, attendance, name cards, class website URL, classroom tour
Read Aloud: Little Nino’s Pizzeria, by Karen Barbour
Guided practice: In groups, students will complete the template: “Welcome to… CHILDREN’S LITERATURE: NOT FOR KIDS ONLY.”
Afterward, discuss the various possible responses as a whole class.
Think- Pair- Share Prompt: What do we know about children in contemporary Western society?
Summarizer: “The Most Important Thing about Children and Contemporary Society.”
Homework: Everybody: Syllabus sign-off; Also, 12H/ Extra Credit CP: Read over this webpage about the Cultural Construction of Childhood. Prepare some kind of graphic organizer/ schematic/ diagram so you can teach its essential ideas. You'll share in a small group tomorrow.
LESSON TWO: HOW WAS CHILDHOOD CONSTRUCTED IN THE PAST?
By the end of class, you will be able to cite and explain three elements that distinguish contemporary children from children of the past.
Let's Get Started! Submit syllabus sign-off's. 12H/ CP extra credit share their graphic organizer/ schematic/ diagram with a small group, based on webpage about the Cultural Construction of Childhood.
Activity #2: Today you'll pretend that you live 200 years ago, right here in Franklin, MA. What is your life like?
Mini-Research Module: Click on the following links to develop a response to the question: “What would my life have been like 200 years ago?”
Use this template, called "Research Notetaker: My Childhood, 200 Years Ago" to store your findings.
Websites from which to Learn about the History of Childhood in General and in New England
What is childhood? (basic dictionary definition)
How have children's roles changed throughout history? (a paragraph from Answers.com)History of Childhood (from Wikipedia)
Open Learn: Different Cultures, Different Childhood (Snippets of a few different cultural perspectives on childhood. Fairly short and accessible.)
Expectations and Roles of Children in Colonial America and Today (You Tube)
Old Sturbridge Village artifacts (online collection) and The Farm Family
Samuel Slater: Who Made America?
12H: History of the Treatment of and Attitudes toward Children (a chapter from a book: skim for keywords and phrases)
12H: Open Learn: Re-inventing Childhood (Scholarly, text-heavy, and high-ish reading level. Still good, comprehensive information, but it's actually very Western-focused.)
(If you find other good sites, let Dr. Carolyn know, and she'll add them.)
Homework: Create a Wordle (by hand) that gathers the key words and terms that describe your New England childhood, circa 1816. 12H/ Extra Credit 12CP: Write a cohesive paragraph that tells your story --- 200 years ago!
LESSON THREE: MY LITERARY GENESIS
Objective: By the end of class, you will be able to.... connect the stories of your childhood to their symbolic meaning for your later life.
Let's Get Started! Please take out your Name Card and display it prominently. We'll share our Wordles and paragraphs about our lives of 200 years ago. Driving Question: What function would children's literature have in such a world 200 years ago?
Next, please open up your Google Drive. Today, we're going to make a Google Drawing. We'll create images and explanation of significances of Our Favorite Childhood Stories.
Here's "Dr. Carolyn's Favorite Children's Stories" Google Drawing.
Homework: Finish your Google Drawing. We'll share them in our next class.
LESSON FOUR: DESIGNING A PERSONAL GOOGLE WEBSITE
By the end of class, you will be able to construct, design, and register a personal website.
Let's Get Started! Please take out your Name Card and display it prominently.
'Next, also following Dr. Carolyn's in instructions, you'll create a personal Google website (if you don't already have one from semester one), or you'll migrate your semester one pages and create a section for semester two. (Note: Students who already have a personal Google website for English will guide students who don't have one. Then they'll move all their pages so that they fall under one of two headings: English 12CP/H and Children's Literature.)
Download your Google Drawing as a jpg, following Dr. Carolyn's instructions.
Complete the Google Form for registering your new Google website with Dr. Carolyn.
When you're done constructing your website, insert your Google Drawing into the Home page image of your new website.
Now create pages for each unit of our course:
The Power of Story
From Wordless Books to Global Tales
Variants across Children's Literature
Deconstructing Disney
Growing up is Hard to Do
Disallow comments on all new pages.
If you were absent during today's lesson, go to How to Construct a Google Website instructions.
Homework: Make sure your new personal Google website has all the features we designed today in class.
LESSON FIVE: INTRODUCTION TO THE ORAL TRADITION
By the end of class, you will be able to cite three or more ways in which oral storytelling communicates culture, generation to generation.
Let's Get Started! Please pull up your personal Google website to your Children's Literature Home Page. Let's survey the various favorite children's stories that students identified and analyze them for trends as we view.
Transition to Oral Tradition in Children's Literature: Nokkpokliba on Vimeo... What is plot of this story? What are its underlying themes/ messages?
Jigsaw Assignment
12CP: Break into seven assigned groups: one for each page of article, "Folklore and the Oral Tradition," by Madronna Holden. Read your assigned page and annotate it (take notes). Using this linked template, write a synthesis after you're done reading and annotating.
12H: Read the entire article:"Folklore and the Oral Tradition," by Madronna Holden. Please also write five open-ended discussion questions--- and answers --- that will ground our review of this article and our upcoming class jigsaw discussions.
Sharing: Students go around the room in a timed sequence to listen to and mark on their own articles the other groups’ annotations, synthesis sentences, and open-ended questions. Note: students must talk about what they found to be important, not just copy each other’s notes.
Summarizer:
Homework: 1) Finish any part of the class reading and response that you did not complete today in class. 2) Play the Quizlet for the Oral Tradition--- get really good at knowing and being able to use these terms!
What texts do you see that students have in common?
What are are themes that these texts have in common?
Why do we disseminate these texts and these themes to 21st century children?
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