TL 328 - Survey of Children's Literature
2021 Fall Syllabus, Section 01, CRN 14968
You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.
Times and Location
Dr. Sonja Brandt
Office: Education Room 376
2021 Fall Office Hours:
Mondays from 9:30am - 11:00pm and 1:30 - 2:30pm, Tuesdays from 9:30am-10:30am; Thursdays from 1:30pm-2:30pm or by appointment. Zoom office hours also available upon email request.
Office Phone: 701-777-3145
About the Professor
For information about your professor for this course, Dr. Sonja Brandt, view the Faculty tab inside our Blackboard course. You can also see her Flipgrid introductory video (link in the Week 1 folder). All students will complete a short introductory Flipgrid video to introduce themselves as well. Note: Dr. Brandt’s evening and weekend hours are of limited availability. You may not receive an immediate response to a question if they are sent during these times.
Students survey the broad range of literature written for children. Emphasis is placed on gaining familiarity with the multicultural aspects of literature, understanding the distinguishing characteristics of genre, developing visual literacy with respect to illustration, and acquiring the ability to evaluate literature, as well as its use, with an understanding of children's developmental needs.
TL328: Survey of Children’s Literature is part of the Essential Studies program at UND, found within the category of Humanities. Along with your major, Essential Studies helps form the core of your UND undergraduate education. Every ES course you take at UND will focus on at least one of the six learning goals. The two course learning goals for TL328 are Oral Communication and Written Communication.
This course addresses the Essential Studies learning goal of Oral Communication. This means it is about presenting information (formally or informally) in various settings and to various audience sizes to achieve some purpose, such as to increase the listeners’ knowledge, to foster their understanding of a topic, or to promote a change in their attitudes, values, beliefs, or behaviors. You can expect to work on these skills in this course.
This course addresses the Essential Studies learning goal of Written Communication. This means it is about developing and expressing ideas in writing or with a mix of words, data, and images. You can expect to work in different genres and styles of writing as you develop your written communication skills in this course.
By the end of the semester, you will be able to:
Identify different genres of children’s literature, including their distinguishing characteristics. (InTASC 4.l, InTASC 5.q, CAEP 1.3)
Evaluate the quality, including literary and artistic merit, of a variety of children’s literature. (InTASC 4.l)
Select children’s literature for use across the elementary and middle school school curriculum. (InTASC 4.p, InTASC 5.q)
Use a variety of instructional approaches for incorporating children’s literature in the classroom including read-alouds, response activities, and book talks. (ISTE 5.a, CAEP 1.1, 1.4, 1.5)
Distinguish the qualities of culturally-rich children’s literature. (InTASC 1.g, InTASC 2.j, InTASC 4.m, InTASC 4.p, InTASC 4.q, InTASC 5.p, ISTE 5.a)
Understand the importance of including diverse, culturally-rich literature in the classroom and throughout the curriculum. (InTASC 1.g, InTASC 2.j, InTASC 4.m, InTASC 4.p, InTASC 4.q, InTASC 5.p, ISTE 3.a, ISTE 3.b, ISTE 5.a)
Integrate theories of reader response in the reading, understanding and enjoyment of literature. (InTASC 1.h, InTASC 2.j, InTASC 4.q, ISTE 5.a, ISTE 5.b, ISTE 6.a, ISTE 6.b)
Describe and evaluate a wide variety of approaches to sparking a love of reading in future students. (InTASC 2.l, InTASC 3.i, CAEP 1.1, ISTE 5.a, ISTE 6.a, ISTE 6.b)
Design and incorporate different technologies when planning, creating, and facilitating literacy activities and lessons (ISTE 5.a, ISTE 5.b, ISTE 6.a, ISTE 6.b)
Participation and Attendance:
Each class period participation will be assessed in a variety of ways, including participation in class discussions (both large and small), evidence of class preparation, attentiveness, and small in-class assignments. Absences at this level have a direct impact on your learning which could also directly affect your grade in the course. You need to email the instructor before class if you will be absent, as absences change the structure of the class each day and are part of the Level II Dispositions (see below). Classes are interactive and cannot be made up outside of class. Your presence and your participation are essential to your success in this class and contribute to the learning of others! Absences oftentimes affect your grades in a variety of ways; missing class means you do not get credit for in-class assignments that take place each class period. Do not miss class to “catch up” on this or other classes you have missed! While you are in class, you are expected to present yourself in a professional manner, just as teachers do, through your word choice, conversations, and overall attitude.
Professional Dispositions (Level II):
As part of our Teacher Education Program, an Evaluation of Professional Dispositions is completed on each student four times throughout the program at UND. At this time in your program (midway), you are assessed according to the Level II Dispositions by one of your course instructors. (The Levels III and IV are completed during TEAM and Student Teaching, which are completed by a supervisor and/or a classroom teacher.) Dispositions are behaviors that are critical to being a professional teacher, such as class attendance and timeliness, participation, being an ethical role model, demonstrating a commitment to learning and service, your attitude and behavior, self-reflection, turning assignments in, engagement, communication, exhibiting responsibility and good judgment, and more. The evaluations are based on CAEP and InTASC standards for teacher education. More information and a copy of the actual Level II Disposition Report is included in the Teacher Education Handbook. Questions may be directed to Teri Salwey (firstname.lastname@example.org), the Statistics and Assessment Coordinator in the Office of Teacher Education or Dr. Donna Pearson (email@example.com), Associate Dean of Student Services and Assessment in the Dean’s Office.
- Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco, CA: Jossey-Bass.
One chapter book/young adult novel (to be selected from a list during class; see Literature Circles below)
Other readings as assigned
You will use Microsoft Word to complete assignments (files created using Pages in Apple can be saved as a Word file before submitting). Students are expected to use their official UND email in the course. Visit the Office 365 Email webpage for information on your UND email and how to download/install a free version of Microsoft Office. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.
Minimum Technical Skills Needed
In order to succeed in this course, at a minimum, you should be able to:
Insert minimum requirements expected and needed. In the bulleted example list below
- Navigate in and use basic Blackboard functions
- Download and open electronic documents
- Create, save, and upload/attach electronic documents
- Send, receive, and manage email
Access and Log in Information
This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.
Insert an explanation of how the course is organized for navigation in Blackboard. An example is shown below.
Example: The course content is organized by week for this semester. Each week contains a purpose, learning outcomes, and a variety of links to articles, video/audio files, and other instructional resources selected to enhance the learning experience and support the various topics. Discussions, blogs, wikis, surveys, quizzes, tests and assignments will be used to assess your comprehension and application of those materials.
Example and optional addition: What Should Students Do First?
Prior to the start of the first week you should have reviewed the syllabus and taken the Syllabus Quiz.
Example and optional addition: How Students Should Proceed Each Week for Class Activities
On the left side course menu in Blackboard there is a “Lessons” tab. Inside Lessons you will find all the required readings, videos, and assignments/activities for the week. An overview of each week can be found in Blackboard under the Schedule tab.
Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.
Insert the course requirements/expectations. An example is posted below.
- The student will review the syllabus and course schedule posted in Blackboard.
- The student will access and follow all course instructions found in the weekly area of the Blackboard course.
- The student will participate in any lecture or discussion sessions on campus or online as provided and as part of this course.
- The student will complete and submit assignments, exams, quizzes, etc. by the dated noted and in the manner described in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
- The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.
Instructor Responsibilities and Feedback
Insert responsibilities students can expect the instructor to meet. Example provided below.
- The instructor will provide feedback on all assignments and group activities by Wednesday of the following week.
- The instructor will be available during appointed Office Hours to answer questions, provide feedback, and offer advice.
Insert information on how you will be communicating with students and how you would like them to communicate with you. Be sure to set expectations regarding response times. Some examples are provided below, please include all categories relevant to your instruction of this course:
Announcements will be posted in Blackboard on a regular basis. Be sure to check the class announcements regularly as they will contain important information about class assignments and other class matters.
You are encouraged to post your questions about the course in the FAQs discussion board forum in the Blackboard site or raise them in class if held synchronously or on campus. The Blackboard discussion board is an open forum in which you and your classmates are encouraged to answer each other’s questions. But, if you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information. I will respond back to you within 48 hours during the week or weekend.
Discussion Forums, Blogs, & Wikis
These tools are an excellent way for you to engage with the course material and with your peers. Each week we will have at least one of these tools for you to participate in. You are expected to read all assigned discussion boards, blog posts, and/or wiki pages and provide thoughtful contributions.
When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. Please be respectful of your classmates at all times even if you disagree with their ideas.
This course is made up of a series of assignments and lesson plans to assist you in achieving the course learning objectives/outcomes. (Please refer to Blackboard for specific dates, directions, and prompts as needed).
Grade Scale: (0%)
Weight of assignments/percentage and point distribution for grading are as follows:
Weekly assignments, homework, in-class activities, attendance, and participation: 25% of the course
Major Assignments: 50% of the course
Genre Lesson Presentation
Course Projects and Activities: 25% of the course
Interactive Read Aloud Lesson, Presentation, and Reflection
Grade Distribution: (0%)
A: 90 – 100%
B: 80 – 89%
C: 70 – 79%
D: 60 – 69%
F: 59% and below
To successfully complete this course as part of the College of Education and Human Development Education Program at UND, you must receive a “C” or better in this course.
GPA of 2.75 is required for admission into UND's methods courses as well as student teaching.
Description of Major Assignments (50% of the course): (0%)
Description of Major Assignments (50% of the course):
The following is a brief overview of each major assignment/ assignment type. Detailed guidelines will be provided for each assignment. In addition, the guidelines will be discussed in class to ensure understanding by everyone. This list is not all encompassing and additional assignments can and may be added.
Genre Challenge (0%)
Throughout the semester, you will read two books from each of 10 different genres (20 books total). From each genre, you will read one (quality) picture book and one juvenile novel for elementary or middle school students. Students will write an original book summary and recommendation (for students and/or teachers) on each book they read for the Genre Challenge. NOTE: If you choose a book that has also been made into a movie, you must also include one similarity and one difference between the book and the movie. At the end of the semester, you will submit and share with the class your Top 10 Books, including your same information shared for the genre challenge, including each book’s title and author as well as your summary and recommendations on each. A more detailed description of what to include in each review is listed in Blackboard.
Genres for this semester (in the order we will read and discuss them in class):
Folklore / Traditional Literature
Contemporary Realistic Fiction
Others as assigned
Digital Bookshelf (0%)
As you complete your assignments and readings for class, you will compile a resource demonstrating your take-aways from this semester. As a final assignment, you will collect elements such as your favorite books and resources encountered throughout the semester and organize these into a themed website created on either Wix or Padlet. You can (and should!) pull books from any other assignments that you have already done, as well as class activities and even classmates’ work (just be sure to give credit where it is due!). Your website will serve as not only a reflection of learning over the course of the semester, but also as a tool for future use in your own and each other’s future classroom. See “Major Assignments” > “Digital Bookshelf Assignment” in Blackboard for more specifics on this assignment.
Genre Lesson Presentation (0%)
Genre Lesson Presentation
In this assignment you and your group members will create and share a genre presentation for the class to participate in. Consider when you are completing readings and assignments on your genre (see the course schedule) to help you and your group members schedule and plan when you will find books, resources, and materials for your presentation. Attached are the Genre Lesson Presentation Overview document as well as the Template. Use this template to read about and complete the written assignment portion of your Genre Lesson Presentation.
This group genre lesson presentation will focus on teaching/sharing the characteristics of the genre with the class as well as leading the class through some skill-based activities related to the genre and its characteristics. You and your group will develop 2 or more reading activities to share with class on one of the genres listed in the syllabus. Find and share 3 books from the genre as part of your lesson facilitation. Create a digital handout to share with the class that includes all of your activities, books, and characteristics of the genre.
Your peers will interact with your work as part of that day’s in-class activities. Keep in mind that your presentation will be a resource for everyone in our class, so don’t forget to include titles, authors, and sources if you use someone else’s materials.) The presentation should be posted on Blackboard in the appropriate discussion board for your genre by the start of class on the date you present.
Assignments – Participation, Homework, & In Class Work (25%): (0%)
Assignments – Participation, Homework, & In Class Work (25%):
Active engagement calls for your attendance and participation in class, and completion of in-class assignments and/or activities. Participation involves engaging with the course in ways that demonstrate a disposition towards becoming a better student and future professional in your chosen field. This includes completion of all reading assignments, bringing all necessary materials for class, engaging in critical dialogue with peers and the instructor, being an advocate for your learning, remaining open to learning new ideas, and participating with a learner-mindset. Reader response assignments, activities, and other projects will be used to assess your participation. Some homework assignments are designed for you to learn the material, some are designed so you can experience a topic in the same way students might, and some are designed so you can practice finding and creating your own lessons and activities to teach or present to children. Each of these assignments will be weighted equally. This means that an assignment for a writing lesson is “worth” the same as a reading technology project. Although the points vary, the weight does not. (Think percentage, not points!)
Other Projects and Activities: (0%)
Other Projects and Activities:
This list is not all encompassing and additional assignments can and may be added.
Bio Bag and Introduction Assignment: As an introductory activity, students will curate a collection of books that represent their life as a reader (past, present, and future!). Students will share in a FlipGrid video and in small groups during class the contents of their bag and the reasons behind selecting them. We want to see you as an individual and as a reader, so other items (non-book items) may also be included to show us who you are. Physical copies of books are wonderful, but you may also show images or virtual/online copies of books as well as your non-book items.
Interactive Read Aloud: After learning about interactive read alouds (IRAs), students will create their own IRA to share in class. Each student must prepare a book trailer/pitch to share with the entire class, then present their IRA to a smaller group of students from our class. A reflection will be due one class period after the in-class presentation (i.e. present on Tuesday and due on Thursday). Students must rehearse their entire presentation prior to presenting each piece in class! Each read aloud audience will complete a short peer feedback sheet to help students learn and grow for future assignments in our class and future classes and experiences with elementary and middle school students. More information can be found in Blackboard under the Major Assignments tab.
Literature Circles: Students will select and sign up for one literature circle group based upon books preselected by the instructor of the course. As homework, students will read their assigned chapters according to their group’s schedule and complete literature circle activities prior to participating in the literature circles during class. Each student will facilitate one of their group’s literature circle meetings. Students will turn in their literature circle activities each class time. More information can be found in Blackboard under the Major Assignments tab.
Literature Circle Books: Book selection sign up will take place in class; do not purchase your book prior to this class date! Choose a book you have not read before. Be open to reading a book that may not necessarily be your favorite genre or your first choice. You never know how a book can impact your life! See Blackboard for a complete listing of this semester's book choices.
Course Evaluations (0%)
Around the middle of the semester, we will complete a formative assessment to see how the course is going. Near the end of the semester, you will be asked to complete an online course evaluation form (SELFI). Your feedback on the course is extremely valuable to me. I read my students’ comments carefully and use them to improve the course the next time I teach it.
When the time comes, please let me know which aspects of the course helped you learn—and which aspects might be modified to help future students learn more effectively.
Please note that the course evaluations are anonymous and that I won’t see the results until after the grades for the course are submitted, allowing you to provide honest and constructive feedback.
And if you have feedback to offer before the end of the semester, please let me know.
Schedule of Topics and Assignments
|Tue||8/24||Introduction to the Course||Flipgrid Video Introduction|
|Thu||8/26||Read “Ch. 1: Children’s & Adolescent Literature” (Blackboard)
Read “Genres Descriptions” (Bb)
Read “Literature Autobiography Bags” by Weih (Bb)
Share Bio Bags
|Bring Bio Bag to share in class
Complete your GF Public Library Card Application online
|Tue||8/31||Read “New Perspectives on Picture Books” (Bb)||Genres & Book Shopping||Sign up for Literature Circles book (& purchase yours!)
Children’s Book Awards assignment
|Thu||9/2||Read “Ch. 3: Picturebooks as Visual Art” (Bb)
Read “Picturebook Terminology” PDF (Bb)
|How Picturebooks Work||Bring a picturebook of your choice to class|
|Tue||9/7||Grand Forks Public Library Visit||Meet at the GF Public Library 11:20am
Read & “Explore How Picturebooks Work” folder, including “The Art of the Picturebook” by Sipe (Bb)
|Thu||9/9||Read pages 1-46 in The Book Whisperer
Read & Explore "How Picturebooks Work” folder, including “The Art of the Picturebook” by Sipe (Bb)
|How Picturebooks Work||Bring a picturebook to class|
|Tue||9/14||Read pages 47-102 in The Book Whisperer
Read “Milestones in Literature for Children & Adolescents” (Bb)
View "Milestones" Book List
Read "Milestones for Diversity in Children’s Literature & Library Services"
|How Picturebooks Work||View “Milestones Picturebooks List” (Bb)|
|Thu||9/16||Read “Literature Response & Engagement” (Bb)
Read “Reader Response to Literature” (Bb)
|Types of Books & Reader Response||Bring a book of your choice for Reader Response|
|Tue||9/21||Read Chapters Seven & Eight of Reading Picture Books with Children by Lambert (Bb)||Interactive Read Alouds (IRA)||Bring a picturebook or chapter book to class that could be used for an IRA
Sign up for IRA Presentations
|Thu||9/23||Read “Engaging with Reading Through Interactive Read Alouds” by Barrentine (Bb)||Interactive Read Alouds (IRA)|
|Tue||9/28||Read “A Guide to Using Graphic Novels with Children & Teens” (Blackboard)
Read “Graphic Novels in the Classroom” by Yang (Blackboard)
|Graphic Novels & Comic Books||IRA Presentations Day 1
Bring your graphic novels to class
Genre Challenge Books #1-#2 due: Graphic Novels
Genre Challenge Books #7-#8 due: Culturally Rich
|Thu||9/30||Read “Toon into Reading” (Blackboard)
Read “The Best Place for Comics? The Classroom” by Shafer (Blackboard)
|Graphic Novels & Comic Books||IRA Presentations Day 2|
|Tue||10/5||Read & Explore: “What is Poetry?” (Bb - also includes: Terms in Poetry, Famous Poets, & Poetry Links)
Read “Literature for Young Adults: Poetry” (Bb)
|Poetry||IRA Presentations Day 3
Find a poem to share in class for our Poetry Slam
Genre Challenge Books #3-#4 due: Poetry
|Thu||10/7||Read The Book Whisperer pp. 103-211
Find a poem to share in class for our Poetry Slam
Folklore & Traditional Literature
|Bring your Folklore books to class
Genre Challenge Books #7-#8 due on Thurs., Nov. 11th: Science Fiction
|Tue||10/12||Read “Orchestrating Literature Circles” by Tompkins (Bb)
Read “What’s the Next Big Thing with Literature Circles?” by Daniels (Bb)
|Literature Circles||IRA Presentations Day 5
Plan your weekly readings with your Literature Circle group in class (bring your book to class today!)
Bring your Science Fiction books to class
|Thu||10/14||Watch “What is Folklore?” (Study.com Video - Bb)
Watch “Folktales Video” (Study.com – Bb)
|Folklore & Traditional Literature||Literature Circle #1
Bring your Folklore books to class
Genre Challenge Books #5-#6 due: Folklore
|Tue||10/19||Read “Mirrors, Windows, & Sliding Glass Doors” by Bishop (Bb)
Watch “The Windows & Mirrors of Your Child’s Bookshelf” (YouTube – Bb)
Read “The Apartheid of Children’s Literature” by Myers (Bb)
Explore “International & Domestic Picturebooks Featuring Diverse Families” (Bb)
|Folklore & Culturally Rich||Literature Circle #2|
|Tue||10/26||Read “Where Are the People of Color in Children’s Books?” by Myers (Bb)
Read “The Uncomfortable Truth About Children’s Books” by Slater (Bb)
View “Diversity in Children’s Books 2015 & 2018” (Bb)
|Culturally Rich||Literature Circle #3
Bring your Culturally Rich books to class
Genre Challenge Books #7-#8 due: Culturally Rich
|Thu||10/28||Read “Contemporary Realistic Fiction #1” (Bb)
Read “Contemporary Realistic Fiction #2” (Bb)
Read & Explore: “McQuade Library LibGuide: Realistic Fiction” (Bb)
|Contemporary Realistic Fiction (CRF)||Literature Circle #4|
|Tue||11/2||Contemporary Realistic Fiction (CRF)||Literature Circle #5
Bring your CRF books to class
Genre Challenge Books #9-#10 due: Contemporary Realistic Fiction
|Thu||11/4||Read “Fantasy” (Literary Terms – Bb)
Read “Science Fiction vs. Fantasy” (MasterClass – Bb)
|Fantasy||Bring your Fantasy books to class
Sign up for your individual Genre Presentation
Genre Challenge Books #11-#12 due: Fantasy
|Tue||11/9||Watch “Fiction Book Genres – What is Science Fiction” (Bb)
Watch “What If – Why Educators Should Teach Science Fiction” (Bb)
|Fantasy & Science Fiction||Genre Challenge Books #11-#12 due: Fantasy
Genre Presentations (Poetry)
|Thu||11/11||No Class - Veteran's Day||Genre Challenge Books #13-#14 due: Science Fiction|
|Tue||11/16||Watch "Historical Fiction: Defining the Genre” (Coursera - Bb)
Watch "4 Real Inventions Inspired by Science Fiction" (Bb)
Watch "When Science FICTION Becomes Science FACT!" (Bb)
|Science Fiction & Historical Fiction||Genre Presentations (Folklore)
Bring your Science Fiction books to class
|Thu||11/18||Watch “Historical Fiction” (YouTube – Bb)
Watch “Where to Start With Historical Fiction” (YouTube – Bb)
Watch “Historical Fiction Introduction” (YouTube – Bb)
|Historical Fiction||Genre Presentations (Contemporary Realistic Fiction)
Bring your Historical Fiction books to class
Genre Challenge Books #15-#16 due: Historical Fiction
|Tue||11/23||Read “The Difference Between Fiction & Nonfiction” (Lumen – Bb)
Read & Explore “Difference Between Fiction & Nonfiction” with Comparison Chart (Bb)
|Nonfiction||Genre Presentations (Fantasy)
Bring your Nonfiction books to class
Genre Challenge Books #17-#18 due: Nonfiction
|Thu||11/25||NO CLASS Fall Break|
|Tue||11/30||Explore “Informational Texts & Where to Find them” Resource (Bb)
Explore Scholastic’s “Teaching with Nonfiction” Resources (Bb)
|Nonfiction||Genre Presentations (Science Fiction)|
|Thu||12/2||Read “The Differences Between Memoir, Biography, & Autobiography – article" (Bb)
Read “Autobiography vs. Biography vs. Memoir” with Comparison Chart (Bb)
|Biography, Autobiography & Memoir (BAM)||Genre Presentations (Historical Fiction)
Bring your BAM books to class
Genre Challenge Completed! Books #19-20 due: BAM
|Tue||12/7||Biography, Autobiography & Memoir (BAM)||Genre Presentations (Nonfiction)
Digital Bookshelf Assignments due (share in class)
|Thu||12/9||Read “Banned Book FAQ” (Bb)
Read two of the “Spotlight on Censorship” posts (Bb)
|Censorship Reflection & Sharing||Genre Presentations (Biography, Autobiography, Memoir)|
Assignments are expected to be submitted either in class or on Blackboard as specified on their designated due dates. If you feel you require an extension on an assignment, please see me in person in advance in order to discuss options. Late assignments without such a request will result in a reduction in points.
If you feel you need to revise and resubmit an assignment in order to improve your own learning and success, please see me in person to discuss. Such instances will be considered individually as they arise.
Students are required to login regularly to the online class site. Students are also required to participate in all class activities such as discussion board, blogs, and wikis as well as be fully engaged and participate during our live Zoom sessions.
COVID-19 Syllabi Information:
In this course, students are expected to wear face coverings while in the classroom. Students electing not to comply with these expectations will not be permitted to enter the room. UND strongly encourages all members of the University community, including students, to get vaccinated and model positive behavior both on- and off-campus in order to foster a healthy and safe learning environment for all students. Individuals who would like to discuss disability accommodations regarding face coverings should contact the Disability Services for Students (DSS) office at 701-777-2664 or UND.dss@UND.edu. Individuals who are unable to wear a face covering due to a sincerely held religious belief should contact the UND Equal Opportunity and Title IX Office at 701.777.4171 or UND.affirmativeactionoffice@UND.edu.
It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.
In this undergraduate-level course, students are expected to:
Complete all readings and coursework in a reflective and critical manner
Demonstrate professional-level skills in thinking and communication
Be considerate of others’ thoughts and opinions
Assignments that are not well-written or well-thought out or those that are incomplete will be returned to the student for revision. Unless otherwise directed, format assignments using 12 pt. font and 1-inch margins and follow APA style. All assignments must be posted in Blackboard unless otherwise directed. E-mailed assignments will not be accepted without prior permission from the instructor.
Central Standard Time is used for class due dates and times.
Plan to spend sufficient time on the course. You are expected to put in the same amount of time into online courses as you are for a face-to-face course on campus. This is a three-credit course that meets face to face for sixteen weeks. In addition to our meeting time, you are expected to spend, at minimum, an additional hour for each hour of class time on assignments, projects, readings, and other course materials.
Due to the current and ongoing Covid-19 pandemic, there is a possibility some students in our course will not always be able to meet face-to-face. Note that it is up to the instructor’s discretion to convert the course into a synchronous hybrid face-to-face and online course using live Zoom sessions to allow all students to participate in each week’s class sessions.
The course is organized into 16 weeks. Each weekly folder within Blackboard contains objectives, to-do-lists, resources, and assignments/activities. This is an on-campus class, which meets face-to-face each week. We are a face-to-face (on-campus) class. The plan is to be back on campus without social distancing parameters within the classroom, but we will also be prepared to pivot and interact creatively depending upon local and university guidelines. At the start of the semester, masks are not required, but you may wish to wear a mask at any time during class. You can expect to spend 3 hours each week in class and an additional 6 hours each week at a minimum engaged in readings, assignments, and other work related to our class. The goal of this class is to give you instructional ideas and strategies for teaching reading and writing elements in a classroom. Be prepared to take others' ideas and gear them toward your future profession working with children!
How Students Should Proceed Each Week for Class Activities:
During portions of each class time, you will be placed into small groups to share your ideas and assignments based upon that week's readings. As part of some of our major assignments as well as some of these weekly assignments, you will also be spending time out of class collaborating with others. You may choose your preferred method of meeting but know that Zoom and Blackboard Ally are two options UND provides you using your UND account and logins.
On the left side course menu in Blackboard there is a “Weekly Folders” tab. Inside you will find an overview for each week, as well as a listing of all the required readings, videos, and assignments/activities to be shared and discussed for each week. There is also a “Major Assignments” tab where you can find descriptions of as well as templates and assignment dropboxes for each of the main assignments.
Under the Resources tab in Blackboard you will find the FAQ Discussion Board where students can post questions about the course; you are encouraged to respond and help your classmates by answering questions if and when you are able.