| Course Overview |
*English Through Children’s Literature*
Overview
Practice listening, pronunciation, rhyming, and grammar in English while reading great Children’s books. Students will learn in four ways:
1) Essentially as native-speaking children learn – the teacher will read the books aloud to the class, and the students will watch videos of others reading children’s books.
2) Through linguistic analysis of the language used in the books. This includes phonetic, phonological, lexical, syntactic, and semantic analysis.
3) Through analysis of the books as literature. This includes discussing themes, symbolism, and various philosophical issues that the books raise.
4) Through a variety of class activities and homework based on the language in the books that will give students chances to practice and master aspects of English pronunciation, intonation, rhyming, and grammatical patterns.
Purpose
To understand and enjoy many great works of children's literature. To make use of children’s literature to learn about and practice English rhythm, intonation, pronunciation, vocabulary, and grammatical constructions. To learn about analysis and critiquing of English literature.
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Keywords : Literature, Linguistics, Analysis, Creativity
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Prerequisites :
Required Ability : You will need to think for yourself, and try to express your thoughts in English. You don't need to speak perfectly, as long as you try your best we will be very happy!
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| Notes |
| Remote/On-site |
Information regarding Moodle |
| ● |
対面授業 |
I will be using Moodle and will give you specific information at the first class meeting. |
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リアルタイム-オンライン授業 |
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ハイブリッド授業（対面＋オンライン） |
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オンデマンド型授業 |
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課題提出型授業 |
教職 :
資格 :
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| Course Objectives |
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かなり優れている |
優れている |
及第である |
一層の努力が必要 |
B_A-c [言葉の理解]
「言葉」に対する自覚的かつ反省的な関わりを通じて、人間存在への理解を深める。 |
Can accurately identify main idea,
even of complex text and lecture.
Can accurately and succinctly
summarize essential
information of text and lecture. |
Accurately identifies main idea.
Can accurately summarize
essential information. |
Usually identifies main idea.
When summarizing, often
includes less relevant and/or
inaccurate information. |
Sometimes identifies main
idea.
Has difficulty accurately
identifying essential
information, and often retells
rather than summarizes. |
B_B1-c [外国語運用能力]
|
Uses appropriate
expressions and a
wide range of
vocabulary learned in
and out class.Uses many different grammatical
structures depending
on contexts with only
a few grammatical
errors. |
Uses appropriate
expressions and a
fair range of
vocabulary learned in
and out class.Uses some different grammatical
structures depending
on contexts with only
a few grammatical
errors. |
Uses less-than-appropriate
expressions and a narrow range of
vocabulary learned in
and out class.Uses few different grammatical
structures depending
on contexts with some grammatical
errors. |
Uses inappropriate
expressions and a
narrow range of
vocabulary. Uses few different grammatical
structures, irrespective of context, with many grammatical
errors. |
B_B2-e [コミュニケーション能力]
|
Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Language in stories is appropriate to audience.Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.) |
Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience. Central message is clear and consistent with the supporting material. |
Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience.Central message is basically understandable but is not often repeated and is not memorable. |
Language choices are unclear and minimally support the effectiveness of the presentation. Language in presentation is not appropriate to audience. Central message can be deduced, but is not explicitly stated in the presentation. |
B_C-c [発想力]
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Extends a novel or unique idea, question, format, or product to create new knowledge or knowledge that crosses boundaries.Transforms ideas or solutions into entirely new forms. |
Creates a novel or unique idea, question, format, or product.Synthesizes ideas or solutions into a coherent whole. |
Experiments with creating a novel or unique idea, question, format, or product.Connects ideas or solutions in novel ways. |
Reformulates a collection of available ideas.Recognizes existing connections among ideas or solutions. |
九州大学文学部ディプロマ・ポリシー 九州大学人文科学府人文基礎専攻ディプロマ・ポリシー
九州大学人文科学府歴史空間論専攻ディプロマ・ポリシー 九州大学人文科学府言語・文学専攻ディプロマ・ポリシー
九州大学文学部哲学コース・カリキュラムマップ 九州大学文学部歴史学コース・カリキュラムマップ
九州大学文学部文学コース・カリキュラムマップ 九州大学文学部人間科学コース・カリキュラムマップ
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| Course Plan |
| 授業形態（項目） |
授業形態（内容） |
| ● |
講義 |
Class will involve: the teacher reading to the students, the teacher lecturing, students discussing and analyzing the literature in small groups, students making presentations in small groups, students writing (individually) |
| ● |
外国語演習 |
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原典資料演習 |
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実習／フィールド調査 |
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Problem-Based Learning （問題発見・解決型学習） |
| ● |
学生のプレゼンテーション |
| ● |
Moodle の使用 |
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学外実習 |
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野外実習 |
Textbooks : Jack Prelutsky (ed.) Arnold Lobel (illustrations). 1983. The Random House Book of Poetry for Children. New York: Random House. ISBN-10 : 0394850106 ISBN-13 : 978-0394850108
The teacher will provide all other materials required, including links to videos of people reading the books aloud.
Reference Books :
Course Handouts : I will use Moodle
Course Plan ()
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Tentative Weekly Schedules |
Lecture |
Exercise, Field trip etc. |
Comments, suggestions for the course preparation, review, etc. |
| 1 |
Introduction to the course |
○ |
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a) Prepare Self Intro for Apr 24
b) Watch two videos: 1) One Fish Two Fish Red Fish Blue Fish and 2) Green Eggs and Ham before Apr 24 |
| 2 |
Dr. Seuss- One Fish Two Fish Red Fish Blue Fish
Self Introductions
Shadowing |
○ |
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a) Reading: find and collect 3 poems that you like from different chapters of the Random House Book of Poetry for Children. Write a “poem review” of each one.
b) Shadow these two videos: 1) One Fish Two Fish Red Fish Blue Fish and 2) Green Eggs and Ham
c) watch one video: The Cat in the Hat (before May 1) |
| 3 |
Dr. Seuss- Green Eggs and Ham
Dr. Seuss- The Cat in the Hat |
○ |
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a) Reading: find and collect 3 poems that you like from different chapters of the Random House Book of Poetry for Children. Write a “poem review” of each one.
b) Shadow three videos: 1) One Fish Two Fish Red Fish Blue Fish and 2) Green Eggs and Ham and 3) The Cat in the Hat |
| 4 |
Shel Silverstein Poetry
Submit 6 poem reviews to Carey |
○ |
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a) Prepare a 1-2 min. presentation about any 1 or 2 of the poems you collected, to present in class May 15.
b) Shadow any one of the 3 Dr. Seuss videos once |
| 5 |
Shel Silverstein Poetry
Practice Presentation 1 |
○ |
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a) Edit your presentation and finalize it for May 22.
b) Shadow any one of the 3 Dr. Seuss videos twice |
| 6 |
Various Poetry
Presentation 1 |
○ |
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a) Watch one video: The Giving Tree
b) Shadow any one of the 3 Dr. Seuss videos twice |
| 7 |
Shel Silverstein - The Giving Tree |
○ |
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a) Read the alternate ending to The Giving Tree by Topher Payne
b) What do you think about the alternate ending? Come to class prepared to share your thoughts.
b) Record yourself reading a Dr. Seuss book, as smoothly and naturally as possible. |
| 8 |
The Giving Tree (alternate ending)
Send your voice recording 1 to Carey |
○ |
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a) Watch 3 videos: Where the Wild Things Are, Chicken Soup with Rice, Pierre
b) Shadowing: any one video twice |
| 9 |
Maurice Sendak – Where the Wild Things Are, Chicken Soup with Rice, Pierre |
○ |
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a) Reading: find and collect 3 poems that you like from different chapters of the Random House Book of Poetry for Children. Write a “poem review” of each one.
b) Shadowing: any one video once |
| 10 |
Chris Van Allsburg - The Mysteries of Harris Burdick |
○ |
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a) Reading: find and collect 3 poems that you like from different chapters of the Random House Book of Poetry for Children. Write a “poem review” of each one.
b) Shadowing: any one video once |
| 11 |
Bill Watterson - Calvin and Hobbes |
○ |
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a) Reading: find and collect 3 poems that you like from different chapters of the Random House Book of Poetry for Children. Write a “poem review” of each one.
b) Shadowing: any one video once |
| 12 |
Arnold Lobel – Frog and Toad
Submit 9 poem reviews to Carey |
○ |
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a) Prepare a 1-2 min. presentation about any 1 or 2 of the poems you collected, to present in class July 10
b) Shadowing: any one video two times |
| 13 |
David Wiesner – Tuesday, Flotsam
Practice presentation 2 |
○ |
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a) Shadowing: any one video two times
b) Edit your presentation and finalize it for July 24 |
| 14 |
Presentation 2 |
○ |
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Record yourself reading any one of the books, as smoothly and naturally as possible. |
| 15 |
Leftovers. Wrap up.
Send your voice recording 2 to Carey |
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| Evaluation |
Standpoint→
Evaluation Method
↓ |
B_A-c
[言葉の理解] |
B_B1-c
[外国語運用能力] |
B_B2-e
[コミュニケーション能力] |
B_C-c
[発想力] |
Grading Percentage, Disqualification etc. |
| Presentation |
◎ |
◎ |
◎ |
◎ |
20% for Pres 1 |
| Presentation |
◎ |
◎ |
◎ |
◎ |
20% for Pres 2 |
| Creations |
◎ |
◎ |
◎ |
◎ |
30% for 15 total Poem Reviews |
| Presentation |
◎ |
◎ |
◎ |
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2 X 15% = 30% for Voice Recordings |
GPA Evaluation
| A |
B |
C |
D |
F |
| 授業を通じて、総じて「かなり優れている」に相当する活動を行った。 |
授業を通じて、概ね「優れている」を超える活動を行った。 |
授業を通じて、「及第する」に相当する活動を行った。 |
授業を通じて、総じて「及第する」には達しないものの、それに近い活動を行った。 |
授業を通じて、「一層の努力が必要」の活動にとどまった。 |
Additional Information regarding Evaluation Method : Homework
Weekly homework assignments involve reading and / or watching or shadowing videos of someone who is reading a children’s book.
There will be two presentations in which you introduce a poem or two, with your discussion and analysis.
There will be two voice recordings due, in which you should record yourself reading one of the books as smoothly and naturally as possible.
Voice recordings: 2 X 15 = 30%
Poem reviews 15 X 2 = 30%
Presentations: 2 X 20% = 40%
Students who do not come to classes will lose points on their final grade.
3 missed classes = minus 10%, 4 missed classes = minus 20%, 5 missed classes = *you cannot pass the course*.
If you miss a class due to illness or for another valid reason, please talk to the teacher as soon as possible and bring a doctor's note or other evidence to the next class. Be prepared to do a makeup assignment for each class you miss.
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| Study Consultation (Office Hours) |
Study Consultation (Office Hours) : Office Hours: Anytime I’m in my office, or feel free to make an appointment
Suggestion for success (Specific) : If you want to succeed, you need to *care about* our class. Here are some specific suggestions: Don't miss class. Keep up with the homework. Keep up with the syllabus.
More suggestions: Keep your mind open. Engage with the material. Express yourself, the best you can. Don't be scared about whether your grammar or pronunciation is “good enough”. Just keep expressing yourself in English. It’s very lucky to be a student! (And I am lucky to be your teacher!) Let's make the most of our chance. Don't allow yourself to miss valuable opportunities because of shyness or laziness. Relax and enjoy yourself. What you get out of it depends on what you put into it, so work hard but happily!
Even more suggestions: After a good night’s sleep, on the morning of our class, meditate, exercise, and eat a healthy breakfast with protein (and a healthy lunch as well for afternoon classes). Then, be in class on time and ready to participate. If you are sleepy, drink some coffee or tea so you have the mental energy to fully participate in class.
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