sistema universitario ana g. méndez school for ... 323 dlp... · un plan de lección y presentará...

Revised by Juanita Pérez, M.Ed. 7/07

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Literatura para niños desde el Pre-Kinder hasta el Sexto Grado

Children’s Literature from Pre-K to 6th Grade

EDUC 323

© Ana G. Méndez University System, 2005. All rights reserved.

EDUC 323 Literature for Children 2


TABLA DE CONTENIDO / TABLE OF CONTENTS

Prontuario ......................................................................................................................................... 3

Study Guide .................................................................................................................................... 13

Workshop One ............................................................................................................................... 22

Taller Dos ........................................................................................................................................ 25

Workshop Three ............................................................................................................................ 28

Taller Cuatro ................................................................................................................................... 31

Workshop Five ............................................................................................................................... 34

Appendix A/ Anejo A ....................................................................................................................... 36

Appendix B / Anejo B ................................................................................................................... 37

Appendix C/ Anejo C ....................................................................................................................... 38

Appendix D / Anejo D ................................................................................................................... 39

Appendix E / Anejo E.................................................................................................................... 40

Appendix F/ Anejo F ..................................................................................................................... 41

Appendix G/ Anejo G .................................................................................................................... 42

Appendix H / Anejo H ................................................................................................................... 43

Appendix I / Anejo I ....................................................................................................................... 44

Appendix J/ Anejo J ........................................................................................................................ 45

Appendix K / Anejo K ................................................................................................................... 46

Appendix L / Anejo L .................................................................................................................... 47

Appendix M / Anejo M .................................................................................................................. 48

Appendix N/ Anejo N ....................................................................................................................... 49

Appendix O /Anejo O ...................................................................................................................... 50

Appendix P / Anejo P ....................................................................................................................... 51

Appendix Q/ Anejo Q ....................................................................................................................... 52



Prontuario

Título del Curso: Literatura para niños desde Pre-k hasta el Sexto Grado

Codificación; EDUC 323

Duración: Cinco Semanas o según aplique

Pre-requisito: EDUC 216

Descripción

Este curso ofrece al futuro maestro en forma teórica y práctica lo más esencial

de la literatura infantil dentro del programa de la escuela elemental. La

integración de la literatura al programa de la escuela elemental desarrolla el

potencial tanto intelectual como creador en el estudiante. El futuro maestro debe

estar equipado con un bagaje literario infantil selecto y amplio y con unas

competencias de metodología que le capaciten para inculcar en el niño el gusto

por las buenas obras literarias e inspirarlos a producirlas. En el curso se

estudiarán libros apropiados, cuadros, ficción, folklore, poesía y juegos. Se

estimula la creatividad en los estudiantes.

Objetivos Generales

1. Analizar los currículos para diseñar e implantar la literatura infantil de

acuerdo a las materias de enseñanza.

2. Discutir los estándares de excelencia del alumno y el maestro.

3. Desarrollar el aprecio por las obras literarias infantiles.

4. Describir y analizar características de obras, autores, cuadros, poesías y

otros géneros literarios.

5. Desarrollar destrezas de pensamiento al estudiar las obras infantiles.

6. Adquirir las técnicas y estrategias necesarias para la enseñanza de la

literatura infantil

7. Fomentar el desarrollo de los valores de dignidad, solidaridad y moral.

8. Contribuir a la promoción del pensamiento creativo en las escuelas

haciendo uso de la tecnología educativa.

9. Familiarizarse con la historia y folklore de la literatura americana y su

impacto socio cultural.



Texto y Recursos

Alegría, Ricardo (1976). Cuentos Folklóricos de Puerto Rico

Antología Poesías Populares (1976). Selección de Ibáñez, México.

Bartolucci, Guiseppe El Teatro de los Niños.

Bermúdez, Francisco (1972). Antología Poética. España.

Cullinan, Bernice E., Galda, Lee, (2005). Literature and the Child (6th edition)

Day,Francis A. (1999). Multicultural Voices in Contemporary Literature: A

Resource for Teachers (2nd edition).

Fox, Mem. (2001). Reading Magic: Why Reading Aloud to our Children Will

Change Their Lives Forever.

Gamba, Norma E. (1977). Literatura para el Jardín de Niños. McGraw Hill

Hadaway,N.L.,Vardell,S.M., Young, T.A. (2002).Literature-Based Instruction with

English Language Learners K-12

Mitchell, Diana (2003). Children’s Literature: An Invitation to the

Sorensen R. Marilou, Lehman A. Barbara. Teaching with Children’s Books: Paths

to Literature-Based Instruction.

Yupp Ruth Helen, Yupp Hallie Kay. Literature-Based Reading Activities (3rd

edition)

Referencias y material suplementario La Taxonomía de

Bloom

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

Lesson Plans

http://school.discovery.com/lessonplans/lit.html

http://members.aol.com/DonnAnCiv/Literature.html

Standards for the English Language Arts

http://www.reading.org/resources/issues/reports/learning_standard.html

Nota: Este curso ha sido identificado como uno de los cursos que contiene los

estándares de ESOL del estado de la Florida integrados en el mismo.







Evaluación

Criterios

Puntuación

Por Ciento

Asistencia (5) 50 8%

Participación 5) 50 8%

Ensayo(s) (3) 90 15%

Diario Reflexivo (5) 50 8%

Trabajo de Grupo (2) 50 8%

Presentación Oral 50 8%

Análisis de libro 60 10%

Elaboración del Plan 50 8%

Clase Demostrativa 80 14%

Portafolio---------------------------- ---------70 13%

Total de Puntos 600 100%

Asistencia y Participación Diaria (Anejo B) (100 puntos)

• (Inglés-Talleres Uno, Tres y Cinco; Español- Talleres Dos y Cuatro)

• La asistencia a clase es obligatoria y tendrá una puntuación de diez (10)

puntos por cada clase. Además, por cada día se sumarán los puntos

correspondientes a los siguientes criterios:

o Demostrar dominio de los temas discutidos en clase.

o Cumplir con las tareas asignadas en clase.

o Participar y cumplir con trabajo cooperativo.

o Demostrar destrezas de comunicación adecuadas.

o Puntualidad en la entrega de los trabajos.

o Es requisito asistir para aprobar el curso. Las ausencias

afectarán su nota final. ( 10 puntos por asistencia y 10 puntos

por participación)

Ensayo Tallares 1, 2 y 5 (Anejo D-E)) (30 puntos cada uno)

Los estudiantes redactarán tres ensayos acerca de la literatura infantil.

1) Ensayo-Taller 1– (inglés)–Tema: “Children’s Literature and Developmental

Stages of Children”



2) Ensayo- Taller 2- (español). - Tema: “Desarrollo Histórico de la Literatura

Infantil”

3) Ensayo -Taller 5 - (inglés) Tema: “Methods and Techniques that Facilitates the

Teaching and Learning Process in Children’s Literature”

Los ensayos tienen un valor de 30 puntos cada uno y deben incluir lo siguiente:

Página de Presentación

Introducción

Análisis

Reacción Crítica y/o Conclusión

Referencias

Diario Reflexivo o Diario de Aprendizaje (Anejo C) (Inglés 1-3-5) (español 2-

4)

Los estudiantes escribirán un diario reflexivo al finalizar cada taller. El

propósito es el hacer una reflexión crítica y escribir sobre los conceptos,

sentimientos y aptitudes relacionadas al proceso de aprendizaje en el salón de

clases. Una

auto-evaluación sobre la ejecución de los estudiantes debe ser incluida. El

diario reflexivo no debe tener menos de dos párrafos. El valor es de diez (10)

puntos cada uno.

Trabajo de Grupo (Anejo F G) (Taller 3-inglés) (Taller 4-español)

o Trabajo cooperativo en grupos pequeños (25 puntos cada uno)

o Se requiere la creatividad, uso de ayudas visuales (organizadores gráficos)

y el uso de tecnología.

o Preparar y entregar un resumen para cada

estudiante. o Tiempo para cada presentación grupal-

15 minutos Presentación Oral (Anejo L M N) Taller 2

(español)

La Presentación Oral tendrá un valor de 50 puntos y los criterios de

evaluación son los siguientes:

o Dicción (5 puntos)



o Tono de voz (5 puntos)

o Motivación de la audiencia (5 puntos)

o Uso de material y equipo audiovisual (5 puntos)

o Dominio del tópico (10 puntos)

o Organización y Creatividad (10 puntos)

o Conclusión (5 puntos)

o Resumen Escrito (5 puntos)

o Tiempo para cada presentación oral-10 minutos

Análisis de Libro y Demostración (Anejo H J K Q) (Taller 5) (Inglés)

El estudiante leerá un libro de literatura infantil y analizará el mismo incluyendo

métodos y técnicas de enseñanza para utilizarlo en una clase demostrativa.

Debe presentar un análisis escrito del libro donde incluya cómo éste puede

integrarse en otras áreas del currículo además de la lectura. También redactará

un plan de lección y presentará una clase demostrativa ante el grupo El análisis

debe incluir título, autor, género, personajes, idea central, detalles y mensaje del

autor (60 puntos). El plan de lección debe incluir tópico, título, objetivos, los

estándares (SSS) actividades, materiales y evaluación (50 puntos). En la clase

demostrativa el estudiante presentará una estrategia de cómo enseñar este libro

en el salón de clases (80 puntos).

Portafolio (Anejo O P) Taller 5 (español e inglés)

El estudiante entregará un portafolio académico al final del Taller 5. El mismo

será una recopilación de todas las lecturas, analices, reflexiones y todos los

trabajos realizados durante el curso. El portafolio incluirá también el análisis de

por lo menos 10 libros de literatura infantil. Este portafolio tiene un valor de 70

puntos.

Nota: Este curso ha sido seleccionado como uno de los cursos a ser

integrados con los estándares de ESOL del estado de la Florida para poder

cumplir con los requisitos del endoso a maestros. Ver guía de estudio en

Ingles para buscar los estándares que se cubren en este curso.



Descripción de las normas del curso

1. Este curso sigue el programa “Discipline-Based Dual-Language Model®”

del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.

Esto significa que cada taller deberá ser conducido enteramente en el

lenguaje especificado. Los lenguajes serán alternados en cada taller para

asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el modulo debe especificar que se utilizaran ambos

idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en

hacer una pregunta en el idioma especificado, bien puede escoger el

idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador

deberá contestar la misma en el idioma designado para ese taller. Esto

deberá ser una excepción a las reglas pues es importante que los

estudiantes utilicen el idioma designado. Esto no aplica a los cursos de

lenguaje que deben ser desarrollados en el idioma propio todo en ingles o

todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los

estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada

taller require un promedio de diez (10) horas de preparación y en

ocasiones require mas.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se

ausente al taller deberá presentar una excusa razonable al facilitador. El

facilitador evaluará si la ausencia es justificada y decidirá como el

estudiante repondrá el trabajo perdido, de ser necesario. El facilitador

decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o

asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la

fecha asignada. El facilitador ajustará la nota de las tareas repuestas.



4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo

basado en la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota a dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones

orales es extremadamente importante pues no se pueden reponer. Si el

estudiante provee una excusa valida y verificable, el facilitador

determinara una actividad equivalente a evaluar que sustituya la misma.

Esta actividad deberá incluir el mismo contenido y componentes del

lenguaje como la presentación oral o actividad a ser repuesta.

En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr

un trabajo de excelencia, pero recibirán una calificación individual.

6. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y

no plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos de otro será calificado con cero. (Vea

la política de honestidad académica)

7. Si el facilitador hace cambios al modulo o guía de estudio, deberá

discutirlos y entregar copia a los estudiantes por escrito al principio del

primer taller.

8. El facilitador establecerá los medios para contactar a los estudiantes

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

9. EL uso de celulares está prohibido durante las sesiones de clase; de

haber una necesidad, deberá permanecer en vibración o en silencio.

10. La visita de niños y familiares no registrados en el curso no está permitida

en el salón de clases.



11. Todo estudiante esta sujeto a las políticas y normas de

conducta y comportamiento que rigen Metro Orlando y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Existen otros “web sites”

que podrá utilizar para la búsqueda de la información deseada. Entre

ellas están:

• www.google.com

• www.Altavista.com

• www.AskJeeves.com

• www.Excite.com

• www.Pregunta.com

• www.Findarticles.com

El facilitador puede realizar cambios a las direcciones electrónicas

y/o añadir algunas de ser necesario.

http://www.google.com/

http://www.altavista.com/

http://www.askjeeves.com/

http://www.excite.com/

http://www.pregunta.com/

http://www.findarticles.com/



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del

Constructivismo. Constructivismo es una filosofía de aprendizaje fundamentada

en la premisa, de que, reflexionando a través de nuestras experiencias,

podemos construir nuestro propio conocimiento sobre el mundo en el que

vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos

mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,

por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales

para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque

es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras

estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a

los mismos a analizar, interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el

aprendizaje debe comenzar con situaciones en las cuales los estudiantes

estén buscando activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de

aprendizaje se enfoca en los conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los

estudiantes utilizan para percibir el mundo y las presunciones que ellos

hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsecamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es

hacer del avalúo parte esencial de dicho proceso, asegurando que el

mismo provea a los estudiantes con la información sobre la calidad de su

aprendizaje.



5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a

interpretar las múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el

estudiante.



Study Guide

Course: Title Literature for children

Code: EDUC 323

Time: Length Five Weeks

Pre-requisite: EDUC 216

Description

This course offers the future teacher the most essential material related to

children’s literature within the elementary school program, in a theoretical and

practical form. The integration of literature to the elementary curriculum develops

the child’s intellectual and creative abilities. The future teacher must be

knowledgeable of a selected and ample amount of children’s literature and the

methodology that will enable him/her to inculcate the enjoyment of good literature

in children, and also inspire them to create their own. In this course books, works

of art, fiction, folklore, poetry and games will be studied. Creativity will be

stimulated.

General Objectives

1. Analyze the curriculum for the design and implementation of children’s

literature according to the subjects to be teaching.

2. Discuss the standards of excellence of the students and the teacher.

3. Develop appreciation for children’s literature.

4. Describe and analyze characteristics of literature stories, author, poetry,

and other literary genre.

5. Develop thinking skills as the children’s literature is studied.

6. Acquire the necessary techniques and strategies to teach children’s

literature.

7. Stimulate the values of dignity, solidarity and moral.

8. Contribute to the promotion of the creative thinking in schools using

educational technology.

9. Familiarize with the history and folklore of the American literature and its

socio-cultural impact.



Texts and Resources

Alegría, Ricardo (1976). Cuentos Folklóricos de Puerto Rico

Antología Poesías Populares (1976). Selección de Ibáñez, México.

Bartolucci, Guiseppe El Teatro de los Niños.

Bermúdez, Francisco (1972). Antología Poética. España.

Cullinan, Bernice E. and Galda, Lee, (2005). Literature and the Child (6th edition)

Day,Francis A. (1999). Multicultural Voices in Contemporary Literature: A

Resource for Teachers (2nd edition)

Fox, Mem. (2001). Reading Magic: Why Reading Aloud to Our Children Will

Change Their Lives Forever.

Gamba, Norma E. (1977). Literatura para el Jardín de Niños. McGraw’Hill

Hadaway,N.L.,Vardell,S.M., Young, T.A. (2002).Literature-Based Instruction with

English Language Learners K-12

Mitchell, Diana (2003). Children’s Literature: An Invitation to the World

Sorensen R. Marilou, Lehman A. Barbara. Teaching with Children’s Books: Paths

to Literature-Based Instruction.

Yupp Ruth Helen, Yupp Hallie Kay. Literature-Based Reading Activities (3rd

edition)

References and Supplementary Materials Bloom’s Taxonomy

http://www.officeport.com/edu/blooms.htm


Lesson Plans



Standards for the English Language Arts


http://www.officeport.com/edu/blooms.htm







Note: This course has been identified as one of the courses to be infused

with the 25 ESOL standards of the state of Florida. The standards that

might be covered in this course are:

ESOL Performance Standard # 4: Use knowledge of the cultural characteristics

of Florida’s LEP population to enhance instruction.

ESOL Performance Standard # 9: Develop experiential and interactive literacy

activities for LEP students, using current information on linguistic and cognitive

processes.

ESOL Performance Standard # 18: Create a positive classroom environment to

accommodate the various learning styles and cultural backgrounds of students.

ESOL Performance Standard # 22: Develop and implement strategies for

using

school, neighborhood, and home resources in the ESOL curriculum.

Evaluation

Criteria

Punctuation

Percentage

Attendance (5) 50 8%

Participation (5) 50 8%

Essay (3) 90 15%

Learning Journal (5) 50 8%

Group Work (2) 50 8%

Oral Presentation 50 8%

Book Analysis 60 10%

Lesson Plan 50 8%

Class Demonstration 80 14%

Portfolio 70 13%

Total Points 600 100%

Attendance and Daily Class Participation (Appendix B) (100 points)

o (English – Workshops One, Three and Five; Spanish – Workshops Two and



Four)

o Attendance to every workshop is mandatory and the student will receive

twenty (20) points for each class. In addition, the following criteria will

be evaluated:

o Knowledge evidenced in class,

o Responsibility for the assignments and course work,

o Participation in collaborative work,

o Demonstration of adequate communication skills,

o Assignments hand-in on time,

o It’s a requisite to assist in order to approve the course.

o Absences will affect your final grade (10 points for attendance and

10 points for daily class participation).

Essays (Appendix D E) (Workshops 1, 5 in English) (Workshop 2 in

Spanish)

The students will redact three essays about children’s literature.

Essay 1 – Workshop 1 Theme: Children’s Literature and Developmental

Stages of Children

Essay 2 – Workshop 2 Theme: Desarrollo Histórico de la Literatura Infantil”

Essay 3 – Workshop 5 Theme: “’Methods and Techniques that Facilitates

the Teaching and Learning Process in Children’s Literature”

Each essay is worth 30 points and should include:

Presentation Page

Introduction

Analysis

Critical Reaction and/or Conclusion

References

Learning Journal (Appendix C) (English 1-3-5) (Spanish 2-4)

The students should write a daily journal at the end of each of the workshops.

The purpose is to make a critical reflection and write over the concepts,

feelings



and attitudes related to the learning process in the classroom. A self-evaluation

of students’ execution should be included. The daily journal should be no less

than two paragraphs. The punctuation for this task will be 10 points each.

Group Work (Appendix F G) (Workshop 3-English) (Workshop 4-Spanish)

• Cooperative Learning in small groups (25 points each)

• It is required to use creativity, audiovisual aids (graphic organizers) and

technology.

• Prepare and handle a written summary for each student. (Hand out)

• Time for group reports: 15 minutes

Oral Presentation (Appendix M N O) (Workshop 2) (Spanish)

Oral report will be worth 50 points and the evaluation criteria will be the following:

• Diction (5 points)

• Voice Tone (5 points)

• Audience motivation (5 points)

• Use of audiovisual materials and technological equipment (5 points)

• Mastery of the topic (10 points)

• Organization and creativity (10 points)

• Conclusion (5 points)

• Written Summary (5 points)

Book Analysis and Teaching a Mini-Lesson (Appendix H J K Q) (Workshop

5) (English)

The students will read a children’s book and will write an analysis of it including

methods of how to teach it in the classroom and how it can be integrated in other

areas of the curriculum rather than Language Arts. Besides the written analysis

of the book, the students will write a lesson plan and will teach a mini-lesson to

the group. The analysis should include title, author, genre, characters, main idea,

details and author’s message (60 points). The lesson plan should include topic,

title, objectives (content and language), Sunshine State Standards, activities,

materials and assessment (50 points). The student will present a mini-lesson to

the group with a strategy of how to teach the book to children (80 points).

Portfolio (Appendix O P) Workshop 5 (English and Spanish)



At the end of Workshop 5, the student will hand-in an academic portfolio in

which he/she will include all readings, analyzes, reflections, and tasks that

he/she has done throughout the course. The student should also include an

analysis of at least 10 books of children’s literature. This portfolio is worth 70

points.

Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language

Discipline-Based Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop,

dividing that workshop’s time and activities between the two languages. If

students have difficulty with asking a question in the target language in which the

activity is being conducted, students may choose to use their preferred language

for that particular question. However, the facilitator must answer in the language

assigned for that particular day. This should only be an exception as it is

important for students to use the assigned language. The 50/50 model does not

apply to language courses where the delivery of instruction must be conducted

in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires an average ten hours of preparation but could require

more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the



student to make up the work, or allow the student to make up the work and

assign extra work to compensate for the missing class time.

4. Assignments required prior to the workshop must be completed and turned

in on the assigned date. The facilitator may decide to adjust the grade given for

late assignments and make-up work.

5.If a student is absent to more than one workshop the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one

grade based on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

6. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator

may determine a substitute evaluation activity if he/she understands that an

equivalent activity is possible. This activity must include the same content and

language components as the oral presentation or special activity that was

missed.

7. In cooperative activities the group will be assessed for their final work.

However, each member will have to collaborate to assure the success of

the group and the assessment will be done collectively as well as

individually.

8. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work submitted.

All quoted or paraphrased material must be properly cited, with credit given to its

author or publisher. It should be noted that plagiarized writings are easily

detectable and students should not risk losing credit for material that is clearly

not their own (See Academic Honesty Policy)

9. If the Facilitator makes changes to the study guide, such changes should

be discussed with and given to students in writing at the beginning of the first



workshop.

10. The facilitator will establish a means of contacting students by providing an

email address, phone number, hours to be contacted and days.

11. The use of cellular phones is prohibited during sessions; if there is a

need to have one, it must be on vibrate or silent mode during class session.

12. Children or family members that are not registered in the course are

not allowed to the classrooms.

13. All students are subject to the policies regarding behavior in the

university community established by the institution and in this course.

Note: If for any reason you can not access the URL’s presented in the

module, do not limit your investigation. There are many search engines

you can use for your search. Here are some of them:

o

• www.Altavista.com

• www.AskJeeves.com

• www.Excite.com

• www.Pregunta.com

• www.Findarticles.com

The facilitator may make changes and add additional web resources

if deemed necessary.

Teaching Philosophy and Methodology

This course is grounded in the learning theory of

Constructivism. Constructivism is a philosophy of learning founded on

the premise that, by reflecting on our experiences, we construct our

own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use

to make sense of our experiences. Learning, therefore, is simply the process

http://www.altavista.com/

http://www.askjeeves.com/

http://www.excite.com/

http://www.pregunta.com/

http://www.findarticles.com/



of adjusting our mental models to accommodate new experiences. As

teachers, our focus is on making connections between facts and fostering

new understanding

in students. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the

issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must

be understood in the context of wholes. Therefore, the learning process

focuses on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that

students use to perceive the world and the assumptions they make to

support those models.

4. The purpose of learning is for an individual to construct his or her own

meaning, not just memorize the "right" answers and regurgitate someone

else's meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make the assessment part of the

learning process, ensuring it provides students with information on the

quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



Specific Objectives

Workshop One

At the end of this workshop, the student:

1. Define and analyze the concepts of Literature and Children’s literature

2. Discuss and analyze societal and cultural influences on children’s literature

3. Identify characteristics of the children’s literature according to the age of the

child.

4. Develop a critical appreciation and understanding of children’s literature.

Language Objectives

The students will be able to:

1. Locate, analyze and evaluate written information about children’s literature

and discuss it orally with the group using English as the language of

communication.

2. Use strategies to understand words and text and make inferences of what

was read.

3. Analyze the validity and reliability of primary source information and use

the information appropriately to write an essay with correct grammar, usage,

mechanics and spelling (GUMS).

4. Identify universal themes prevalent in the children’s literature of all cultures.

URLs

American literature

http://www.questia.com/Index.jsp?CRID=american_literature&OFFID=se1&KEY=

american_literature

Engaged reading: a multicultural approach to considering socio-cultural factors

with diverse learners

http://www.ciera.org/library/reports/inquiry-1/1-012/1-012.html

Multicultural

Creating and Applying an Evaluation Tool in Response to the Needs of Urban

Education

http://www.newhorizons.org/strategies/multicultural/Higgins.htm

Sunshine state standards

http://www.questia.com/Index.jsp


http://www.newhorizons.org/strategies/multicultural/Higgins.htm



http://www.firn.edu/doe/curric/prek12/frame2.htm

Assignments before Workshop I

1. Look up (Internet, books, dictionary and/or encyclopedia) the following

concepts:

• Literature

• Children’s Literature

2. Research about universal and local literature and its socio-cultural impact

3. Review the Sunshine State Standards and make a list of the skills that the

children should learn in literature according to their age/grade.

4. Write an essay about the following theme: “Children’s Literature and

Developmental Stages of Children”.

Activities

1. Facilitator and students will carry out an ice breaking activity.

2. Students will fill out the information card and the facilitator will provide the

contact information needed for the students to reach him/her.

3. Select Student Representative

4. General presentation of the course. Discuss objectives and expectations.

5. The facilitator will explain and discuss the projects to be completed by the

students and how these will be graded.

6. Socialized discussion will take place among the class to present the

concepts of literature and children’s literature

7. Educational panel to discuss and analyze the socio-cultural impact of

universal and local literature. ESOL Standard 22: Students will design an

activity that will include strategies to involve the school community, the

home and the outer community in the reading process, so as to develop

awareness on the impact that literature has on culture as well as socially.

This plan should also include a brief explanation on the importance of

involving people from the community to help in the success of ESOL

students. It should also include how bringing people from different cultures

to share literature pieces from different cultures and countries with




students (ESOL and Non-ESOL) can serve as a bridge to develop cultural

awareness.

8. Divide the class in small groups to discuss the skills to be learned in

Literature according to the children’s age and grade (Sunshine State

Standards). Using graphic organizers the groups will share with the whole

class their findings and conclusions.

9. Explanation of activities for Workshop 2 and assignment of topics for oral

presentation (Elements of Literature: Short/ Stories/Novel: theme,

character, plot, structure, setting or mood, point of view, language & style,

irony and tone ; Drama: climax, comedy, conclusion, dialogue, exposition,

falling and rising action, stage direction, tragedy and tragicomedy; Poem:

allegory, connotation,denotation,diction, figurative language, imagery,

rhythm and meter, sound, structure, symbolism, syntax and voice) ESOL

Standard 4: Write a two page reflection paper in which you explain what

the impact on including literature that represents the cultures of ESOL

students in a classroom can aid in the process of helping ESOL students

understand what they read and engage them in the readings performed in

class, as well as understanding and learning about other cultures.

10. Evaluation activity: Reflexive Diary and Essay



Taller Dos Objetivos Específicos:

Al finalizar el Taller el estudiante podrá:

1. Definir y analizar los siguientes conceptos:

o Canción

o Drama

o Juegos

o Ciencia Ficción

o Mito

o Leyenda

o Fábula

o Poesía

o Libros de Cuentos Ilustrados

2. Discutir el desarrollo histórico de la literatura universal para niños.

3. Identificar y examinar varios géneros literarios de la Literatura Infantil.

4. Explorar el rol de los elementos literarios en diversas selecciones de la

literatura infantil.

5. Desarrollar el aprecio por las obras literarias infantiles.

6. Identificar y discutir una variedad de autores, libros y géneros literarios

apropiados para niños.

7. Describir la función de los Libros de Cuentos Ilustrados en la enseñanza como

introducción a las ideas y valores de dignidad

Objetivos de Lenguaje

El estudiante podrá:

1. Seleccionar y usar una variedad de medios electrónicos especialmente la red

electrónica para crear una presentación oral sobre los temas asignados.

2. Usar detalles, ilustraciones, analogías, y ayudas visuales para hacer una

presentación oral con el propósito de informar sobre los géneros literarios

infantiles y los elementos literarios.

3. Utilizar las destrezas de comunicación eficazmente en discusiones informales

con el grupo, inclusive el escuchar y reflexionar sobre los temas presentados.



4. Aplicar todas las reglas gramaticales a los escritos asignados.

URLs

Literatura Infantil

http://www.scils.rutgers.edu/~kvander/ChildrenLit/

La Lectura: Un acercamiento multicultural para considerar factores socio –

culturales con estudiantes diversos


Deconstruyendo literatura para niños

http://www.southernct.edu/~brownm/300decon.html

Literatura infantil e historias

http://www.buzzle.com/chapters/arts-and-literature_books-and-

manuscripts_children's-literature-and-stories.asp

Desarrollo Histórico

http://reading.indiana.edu/ieo/bibs/childhis.html

Estudio sobre la literatura para niños

http://www.northern.edu/hastingw/aboutweb.htm

Literatura Infantil: Géneros

http://www.alpine.k12.ut.us/depts/media/elemlessons_rev/m4-

collections/lesson2cl_genre.html

Enseñando a los Niños el Aprecio por la literatura: Teaching Children to

Appreciate Literature

http://www.ericdigsts.org/pre-928/children.htm

Cuentos para Niños (vía electrónica)

http://www.acs.ucalgary.ca/~dkbrown/stries.htm

Tareas a realizar antes del Taller II:

1. Buscar en el (Internet, Diccionario o Enciclopedia) los siguientes

conceptos:

o Canción

o Drama

o Juegos

o Ciencia ficción

http://www.scils.rutgers.edu/~kvander/ChildrenLit/


http://www.southernct.edu/~brownm/300decon.html

http://www.buzzle.com/chapters/arts-and-literature_books-and-

http://reading.indiana.edu/ieo/bibs/childhis.html

http://www.northern.edu/hastingw/aboutweb.htm

http://www.alpine.k12.ut.us/depts/media/elemlessons_rev/m4-

http://www.ericdigsts.org/pre-928/children.htm

http://www.acs.ucalgary.ca/~dkbrown/stries.htm



o Mito

o Leyenda

o Fábula

o Poesía

o Libros de Cuentos Ilustrados

2. Investigar información sobre la historia folklórica y universal de la

Literatura Infantil.

3. Investigar información sobre los elementos literarios y los libros de

cuentos ilustrados.

4. Preparar una presentación oral sobre el tema asignado(elementos

literarios)

Actividades

1. Breve discusión sobre los conceptos aprendidos en el Taller Uno.

2. La clase se dividirá en grupos pequeños para discutir y analizar los

diferentes géneros literarios en la Literatura Infantil y las características

de cada uno.

3. Cada grupo seleccionará una persona del grupo para ofrecer un resumen

de los temas discutidos al resto de la clase.

4. Guiada por el/la facilitador(a), se producirá una discusión de los

elementos literarios y los libros de cuentos.

5. Presentaciones Orales de los temas asignados l

6. Explicar las actividades a llevarse a cabo en el Taller Tres.

7. Actividad de evaluación: Diario Reflexivo y el Ensayo



Workshop Three Specific Objectives

At the end of this workshop, the student: will be able to:

1. Identify and demonstrate ways to encourage children to read books and

use related media.

2. Evaluate books and multimedia materials according to standard criteria.

3. Increase their knowledge of the variety of books created for children and

the authors and illustrators that created them.

4. Understand the role of literature in both early and on going literacy and the

relationship with language development.

Language Objectives

At the end of this workshop, the student will be able to:

1. Synthesize the information gathered from multiple resources to draw

conclusions.

2. Select and use appropriate study and research skills and tools according to

the type of information being gathered.

3 .Express ideas in English related to the topic of discussion using volume,

stress, pacing and correct enunciation.

4. Use relevant details to support thesis in oral presentation.

5. Apply that language and literature are primary means by which culture is

transmitted.

6. Write a report showing logical point of view on the issue assigned and

applying the appropriate rules of grammar.

URLs

Lit to fit: Literature lessons for every grade

http://www.education-world.com/a_lesson/lesson150.shtml

List of Books for Preschoolers

http://www.teachingstrategies.com/article/FavchildrensBooks.cfm

Using literature to teach reading

http://www.ericdigests.org/pre-9213/reading.htm

Resources for school librarians

http://www.education-world.com/a_lesson/lesson150.shtml

http://www.teachingstrategies.com/article/FavchildrensBooks.cfm

http://www.ericdigests.org/pre-9213/reading.htm



http://www.sldirectory.com/libsf/resf/bookplans.html

Integrating literature into the curriculum

http://www.libsci.sc.edu/miller/lessonplan.htm

Strategies for Teaching Gifted Students in the Inclusive Classroom

http://www.nwrel.org/msec/just_good/9/ch4.html

The English Teacher

http://teacher2b.com/

Assignments before Workshop III

1. Research about methods and techniques to teach children’s literature in

the classroom.

2. Read about ways of integrating children’s literature in all subject areas in

the curriculum.

3. Read information about the Read- Aloud’s and its importance in early

childhood.

4 Select several books for children and bring them to class in order to

evaluate it with the group.

Activities

1. Facilitator and students will review the concepts learned in Workshop # 2.

2. Educational panel to discuss methods and techniques of teaching

children’s literature.

3. Read Aloud by Facilitator (suggested book: Oh, How I Wish I Could Read!

by John Gile.

4. Group discussion of the Read-Alouds, its importance and strategies used

5. Guided by the facilitator, students will discuss the ways children’s

literature can be integrated to all subject areas in the curriculum. ESOL

Standard 9: Students will develop an activity that promotes literacy

among ESOL students that can be applied across the curriculum. The

design of this activity will be based on current information on linguistic and

cognitive processes. After the designed activity that will include (title of

http://www.sldirectory.com/libsf/resf/bookplans.html

http://www.libsci.sc.edu/miller/lessonplan.htm

http://www.nwrel.org/msec/just_good/9/ch4.html

http://teacher2b.com/



the activity, objective of the activity and steps to be followed), students will

briefly explain how the activity will benefit ESOL students in other content

courses and the explanation will include which current information on

linguistic and cognitive processes is applied to the activity designed.

6. Group Work - Class will be divided in groups to examine and evaluate the

books brought in to class. Each group will analyze the books they have

brought, and will classify them in grades/age/level appropriateness. They

also will determine or suggest different methods and strategies that can

be used to teach these books to children. Each group will prepare a chart

in which they will report about the books they have analyzed to the rest of

the group. ESOL Standard 18: Students will write a two page paper in

which they will describe how they will create a positive environment in the

classroom that will meet the needs of students with various learning styles

and cultural backgrounds. The paper will also include how this

environment will provide for students to feel comfortable regardless of

their cultural backgrounds and how it will promote for students to develop

interest in reading and learning.

7. Evaluation activity: Reflexive Diary.



Taller Cuatro Objetivos Específicos:

Al finalizar el Taller, el estudiante podrá:

1. Desarrollar la expresión creativa y el uso de la misma en el salón de

clases.

2. Fomentar la creatividad en los niños con la tecnología educativa.

3. Identificar y demostrar las diversas maneras de fomentar la lectura en los

niños y el uso de los medios tecnológicos.

4. Integrar la diversidad en el salón de clases con la literatura multicultural.

5. Comparar y contrastar la literatura infantil multicultural en relación con los

valores de las diversas sociedades alrededor del mundo.

6. Definir y analizar los siguientes conceptos:

o Creatividad

o Expresión Creativa

o Tecnología

o Diversidad

o Literatura Multicultural

Objetivos de Lenguage

Al finalizar el Taller, el estudiante podrá:

1. Demostrar comprensión de los temas y textos leídos relacionados con la

literatura infantil y su relación con las diferentes etapas de desarrollo de los

estudiantes.

2. Utilizar una variedad de medios electrónicos, programas, para crear revisar y

verificar información escrita sobre la literatura infantil y multicultural.

3. Utilizar las destrezas de comunicación eficazmente en discusiones

informales con el grupo, inclusive el escuchar y reflexionar sobre los temas

presentados.

4. Aplicar todas las reglas gramaticales a los escritos asignados.

URLs:

Creatividad y Educación



http://www.creativitycentre.com/discussion2.htm

Currículo Nacional en acción

http://www.ncaction.org.uk/creativity

Enseñando para la creatividad

http://www.ltscotland.org.uk/creativity/section2d.asp El

diario de un aprendizaje rico en tecnología

http://eduscapes.com/activate/

Ideas en la integración de la tecnología que trabajan

http://www.education-world.com/a_tech/tech/tech176.shtml

Los Estándares del Departamento de Educación en Florida

http://sunshinestatestandards.net/standards.asp

Sitios para ver: literatura para niños

http://www.education-world.com/a_tech/sites/sites043.shtml

Incluyendo tecnología

http://members.tripod.com/hamminkj/technology.html

Integración de la Tecnología

http://www.education-world.com/a_tech/

Tecnología y los Niños

http://www.techandyoungchild.org/

Tareas a realizar antes del Taller Cuatro:

1. Buscar en el (Internet, Diccionario o Enciclopedia) los siguientes

conceptos:

• Creatividad

• Expresión creativa

• Tecnología

2. Investigar sobre métodos o técnicas para fomentar la creatividad en el

salón de clases y su importancia en el aprendizaje del niño.

3. Leer, analizar y resumir el siguiente URL Including

technology http://members.tripod.com/hamminkj/technology.html y venir

preparado a clase para discutirlo.

http://www.creativitycentre.com/discussion2.htm

http://www.ncaction.org.uk/creativity

http://www.ltscotland.org.uk/creativity/section2d.asp

http://eduscapes.com/activate/

http://www.education-world.com/a_tech/tech/tech176.shtml

http://sunshinestatestandards.net/standards.asp

http://www.education-world.com/a_tech/sites/sites043.shtml


http://www.education-world.com/a_tech/

http://www.techandyoungchild.org/




Actividades:

1. Iniciada por el facilitador se llevará a cabo una breve discusión y análisis

de los conceptos aprendidos en el Taller 3

2. Dividir la clase en pequeños grupos en el cual se discutirán diferentes

métodos para fomentar la creatividad en el salón de clases Cada grupo

presentará sus ideas de manera individual. Cada grupo deberá demostrar

creatividad en la presentación a la clase y también usar organizadores

gráficos.

3. Panel educativo para discutir la importancia de fomentar la creatividad en

los niños.

4. Discutir diferentes estrategias discutidas en el URL en cuanto al uso de la

tecnología en el salón de clases.


5. Discutir las tareas a realizar en el Taller Cinco

6. Evaluación final: Diario Reflexivo.




Workshop Five

NOTE: This workshop will be conducted in both languages (Spanish and

English)

Specific Objectives

At the end of this workshop, the student will be able to:

1. Define and analyze the concept: of values.

2. Integrate the values of dignity, solidarity and moral in the curriculum.

3. Use different methods, strategies and techniques that can be integrated to

the teaching of literature in the curriculum.

4. Demonstrate a variety of techniques for using literature with children.

5. Discuss pedagogical issues associated with the use of literature in

schools.

Learning Objectives

At the end of the workshop, the students will be able to:

1. Use and apply a variety of data and technological resources to gather and

synthesize information to create and communicate knowledge.

2. Demonstrate the ability to use spoken, written and visual language to

accomplish the purpose of delivering information in English.

3. Apply knowledge of language structure, language conventions and

figurative language to create an essay, analyze, critique and discuss about

books for children.

URLs

Sunshine state standards


Quality public schools for every student

http://www.feaweb.org/about.asp

Developing educational standards

http://edstandards.org/StSt/Florida.html

Teaching Strategies

http://www.teachingstrategies.com/page/AR_RecomendedLinks.cfm


http://www.feaweb.org/about.asp

http://edstandards.org/StSt/Florida.html

http://www.teachingstrategies.com/page/AR_RecomendedLinks.cfm



http://www.u46Teachers.org/mosaic/strategies.htm

Assignments before Workshop Five

1. Look up the following concept: Values

2. Research information on how to integrate values of dignity, solidarity and

moral in the classroom.

3. Research about methods and techniques to teach children’s literature in

the classroom.

4. Read about the standards of excellence in the educational system in

Florida.

5. Revise children’s books and complete the analysis in Appendix.

6. Select one of the books read, and complete the analysis form on Appendix

7. Write a lesson plan and choose a strategy to demonstrate how the book

can be taught to the students. Come prepare to present it to the group.

8. Write an essay about : “’Methods and Techniques that Facilitates the

Teaching and Learning Process in Children’s Literature” (Appendix B)

Activities

1. Facilitator and students will briefly review the activities and content

discussed during the last workshop.

2. Students will be divided in small groups and each group will define the

values and how to integrate it in the curriculum. Each group will use a

graphic organizer, a drawing or any other idea students may have. Each

group will share their definition and information they have gathered to the

rest of the class.

3. Educational panel to discuss the standards of excellence in the

educational system of Florida.

4. Each student will present to the rest of the class the Mini-Lesson they

have prepared with a strategy they would used to teach literature to

children.

5. Final evaluation: Reflexive Diary, Portfolio and Essay

http://www.u46teachers.org/mosaic/strategies.htm



Appendix A/ Anejo A

Student’s Weekly Progress Record Sheet

Student Name: Date

Course Title Professor

Criteria Day One Day Two Day Three Day Four Day Five Grand

Total Attendance (10

points each

day)

Individual Participation

(10 points each

day)

Learning Journal (10

points each

day)

Group Work (25 points

each)-( 2

Sessions)

Oral Presentation

(50 points)

Essay (30 points each) (3

Sessions)

Book Analysis (60 points)

Lesson Plan(50 points)

Mini-Lesson (Class

Demonstration

80 points)

Portfolio (70 points)

Total of Points

Student’s Signature Date

Facilitator’s Signature Date



Appendix B / Anejo B

Class Participation and Attendance Rubric

(Possibl Points 20)

Student’s Name: Date:

Course Title: Professor:

Class Participation Excellent Satisfactory No Compliance

Rating Scale 2 1 0

Criteria Workshop

1

Workshop

2

Workshop

3

Workshop

4

Workshop

5

Grand

Total *Attendance (20 points per class)

Demonstrates mastery of topic by providing information and data valuable to the class discussions.(2 points)

Demonstrates interest in the group discussions by listening and respecting other’s opinion(2 points)

Participates actively in the class discussions and contributes with ideas that are relevant to the topic (2 points)

Uses adequate verbal communication skills (2 points)

Demonstrates initiative and creativity in the class activities. (2 points)

Total Points Obtained

% Obtained





Appendix C/ Anejo C

Learning Journal Rubric

Student Name: Daily Journal # :

Course Date:

Excellent Satisfactory Unsatisfactory Final

Rating Scale 2 1 0 Score

Criteria Day

One

Day

Two

Day

Three

Day

Four

Day

Five

Grand

Total

Student turned in the journal on time assigned

Student answers questions without deviating from the topic; ideas are well connected and follow a sequence

Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class

Sentences are written using appropriate syntax, punctuation, verb usage, and grammar

Entry indicates that the student is learning according to the course outcomes.

Total Points:

(Possible Points) 10

Student’s Signature: Date

Facilitator’s Signature: Date



Appendix D / Anejo D

Essay Rubric

Student Name: Date: _

Levels Level 3

Excellent

Level 2

Satisfactory

Level 1

Unsatisfactory

Scale 3 2 1

Criteria Possible Points Points Obtained by Student

Content

Introductory statement is clear and well stated

3

Major or relevant details are exposed in essay

3

Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.

3

Sentences are cohesive and ideas flow as the essay is read

3

Establish a writer's relationship with the subject, providing a clear perspective on the subject matter and engaging the audience's attention.

3

Draw conclusions that reflect the relationships or significant outcomes of the discussion.

3

Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.

3

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas)

3

Uses grammar appropriately and correctly

3

Manages and uses verbs appropriately and correctly

3

Total Points 30 points (70% content and 30%

language)

Total Points Obtained by Student: = %



Appendix E / Anejo E

THE ESSAY An essay is a literary composition that presents the writer’s ideas about a specific topic. The basic steps for writing an essay are:

• Thinking on the topic to be developed-If the theme is implied in the topic, it should be

read pointing out the key words. A good example about this process is making a good exercise comparing, contrasting, summarizing, explaining and/or relating the ideas to be sure there are no repetitions. The writer should guarantee the reader a good and clear message.

• Making an outline of the principal ideas-The ideas in mind should be specifically related with the main topic.

• It’s very important to incorporate an introductory paragraph which should be a general view of the topic.

• Writing ideas with specific details that will support them-Details will

support the main topic and at the end may help in the production of a good and relevant conclusion.

• Using transitional words will help to connect ideas from one paragraph to another and will help the reader to follow the flow of ideas in the essay.

• Reviewing the written document for grammar and spelling is a must. • Editing the document-corrections should be made through the whole

document.



Appendix F/ Anejo F

Group Work Rubric

(Possible Points 25)

Student’s Name Date _


Rating Scale

Excellent 5

Very Good 4

Good 3

Satisfactory 2

Poor 1

Did no Comply 0

Criteria 5 4 3 2 1 0 N/A Grand Total

Student comes to the group prepared for the

group work.

Student participates in a constructive manner and

encourages others to

participate also in a

constructive manner.

Student is a good, active listener and promotes

positive human relations

in the group.

Student supports his/her position in a strong and

thoughtful manner and

disagrees in an agreeable

manner.

Student can reach compromises and shares

the responsibility of

helping the group to get

the job done according to

directions and on time. .

Total Points



Appendix G/ Anejo G

Book Review Guide (Analyzing Children’s Book)

Title Author

1. Did you like this book? Circle one Yes/ No/ Not sure 2. Why did you like it or did not like it? Explain briefly.

3. Is this book appropriate for children? Yes/ No/ Not Sure

4. What age/ grade or level would it be appropriate for?

5. How would you describe the book? Place a check mark next to wherever it applies

Interesting Convincing characters

Funny Interesting plot

Entertaining Can be used for a Read- Aloud

Memorable The language fits the story

Stimulates Thinking Language is suitable for the age of the children

Too long Illustrations in the book

Too short Prints are of an appropriate size

6.. Other comments or any suggestions

7. Would you recommend this book? Explain briefly.

8. Use the scale below to evaluate this book. Please circle the number that best represents

your assessment of this book.

Excellent Very Good Good Not too Good Poor Very Poor

5 4 3 2 1 0

Name(s) of the Evaluator(s)

Date



Appendix H / Anejo H Book

Analysis

Student’s Name Date


Title of the Book

Author: _ _ _ _ Illustrator: _

_ _ Genre: _ _ _

Characters _ _ _

_ _ _ _

Author’s message: _ _

Age/ Grade /Level you would recommend this book for

Summary: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

What were the best parts of the book? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

How did the book make you feel? How do you think that a child would feel? Explain _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

What strategies or techniques would you use to teach this book? Why? Explain _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _



Appendix I / Anejo I

Definition of Concepts

Write the definition and the source of information (Reference). Remember to write the references in APA style.

Definition Reference






Appendix J/ Anejo J

Rubric to Assess Lesson Plan

Student Name: Date:


Excellent Proficient Satisfactory Limited Poor

Rating Scale 5 4 3 2 1


Content

All components of the lesson plan are present.

5

Language and content objectives are clearly stated and well written. Sunshine State Standards have been included.

5

Student provides a clear list of materials to be used

5

Steps are clearly stated and understood; they follow a sequence

5

Activities and learning strategies are clearly stated

5

Assessment instruments are provided

5

Guidelines 5

Language

Technical vocabulary is accurately and correctly used

5

Grammar and syntax is appropriate and correct

5

Use of verbs are correct and appropriate

5

Total Points 50 pts

(70% of content and 30%

of language

Total of Points Obtained by

Student = %

Student’s Signature: Date

Facilitator’s Signature: Date



Appendix K / Anejo K Lesson

Plan

Student’s Name: Date

Subject: Grade/Level

Book: Title

Objectives: (Content and Language) (Sunshine State Standards)

Materials:

Activities or Procedures (step by step)*

Assessment:

Make sure you include detailed activities and the skills to be taught. Also include higher order thinking objectives on the lesson. You may use the Bloom’s taxonomy as a guide. Include different methods of teaching the book in this lesson.



Appendix L / Anejo L

TEMAS PARA PRESENTACIONES ORALES – CURSO: EDUC 323

TEMA ESTUDIANTES ASIGNADOS TALLER #

Cuento 2

Novela 2

Poema 2

Drama 2

Biografia/Ensayo 2



Appendix M / Anejo M

Guía para las Presentaciones Orales

Cuento

• Definición

• Elementos Literarios del Cuento (trama, estructura, personajes, tiempo y lugar, etc.)

• Tipos de Cuentos: Fábula, Leyenda, Mito, Ciencia Ficción, Creativa, etc.

Novela

• Definición

• Elementos Literarios de la Novela (trama, estructura, personajes, tiempo y lugar, etc.)

• Tipos de Novela: Histórica, Satírica, Humorística, Epistolar, Didáctica, Dialogada, Caballeresca, Romántica, Ciencia Ficción, etc.

Poesía

• Rasgos Predominantes (Definición y Características)

• Estilo

• Elementos o Recursos Poéticos (ritmo, rima, lenguaje figurado, estructura, simbolismo, etc.)

• Clases de Poesía (épica, dramática, lírica, creativa, etc.)

• Enfoque oral

• Recitación

Drama

• Definición

• Teatro Infantil

• Formas de Interpretación

• Relatos reales y ficticios

• Experiencias Creativas

• Valores e Integración en el currículo

Biografía

• Definición

• Tipos de Biografía: Autobiografía, Memorias, Autorizada, No Autorizada, etc.

• Elementos o Características de la Biografía



Appendix N/ Anejo N

Oral Presentation Rubric

Student Name: Date

Excellent Proficient Satisfactory Limited Poor

Rating Scale 5 4 3 2 1


Content

The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.

5

The speaker takes into account the specific knowledge and experience of the listener

5

The speaker uses arguments which are adapted to the values and motivations of the specific listener.

5

The speaker uses delivery to emphasize and enhance the meaning of the message.

5

The speaker delivers the message in a lively, enthusiastic fashion.

5

The volume varies to add emphasis and interest.

5

Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."

5

Language

The speaker pronounces words in a clear and correct manner so as to make language easily understood to others

5

Correct use of grammar and verb conjugation

5

Use of correct use of vocabulary words to express message

5

Total 50 pts

(70% of content 30% of

language)

Total of Points Obtained by

Student: = _ %

Student’s signature: Date

Facilitator’s Signature: _Date



Appendix O /Anejo O

Portafolios

Un portafolio académico es una selección deliberada de los trabajos de un alumno que en cierta forma nos cuenta la historia de sus esfuerzos, su progreso y sus logros. Para efectos de este curso, el portafolio es una herramienta de avaluó cuyo fin es documentar y determinar la efectividad del proceso enseñanza y aprendizaje, y también servirá como un registro para justificar y documentar los cambios y revisiones, y mejorar la efectividad del curso.

En el portafolio se debe incluir lo siguiente:

1. Pagina de Presentación

• Nombre de la universidad

• Curso

• Nombre del estudiante

• Fecha

• Nombre del Profesor

2. Diarios Reflexivos o Diarios de Aprendizaje

3. Ensayos

4. Trabajo(s) de grupo

5. Análisis de los Libros (realizados con el grupo)

6. Copia Escrita de la Presentación Oral

7. Análisis del Libro Leído

8. Plan de la Lección



Appendix P / Anejo P

Portfolio Score Sheet (Possible Points 70)

Student’s Name Date

Course Professor

Rating Excellent Above

Average Average Fair Poor

Scale 10-9 8-7 6-4 3-2 1-0

Criteria 10-9 8-7 6-4 3-2 1-0 Total

Presentation: >Neatness

>Format (as requested by facilitator)

Completeness: >All tasks have been included as requested by the facilitator)

Clarity: >Well organized >Well written

>Easy to understand

Information: >Accurate >Adequate

>Important

Support: >Sources and references are included

>Reflections are well reasoned

Graphic Organizers: >Relate to the course

>Provide information

>Indicate Understanding

Documentation: >Adequate >Credible

>Relate to the Course

Grand Total





Appendix Q/ Anejo Q

Rubric for Mini-Lesson

(Possible Points 80)

Rating Excellent Proficient Satisfactory Needs Improvement Not Observed

Scale 8-7 6-5 4-3 2-1 0

CONTENT

Criteria 8-7 6-5 4-3 2-1 0 Total Comments

Organization Lesson is presented in a logical, interesting

sequence; able to capture the attention of the

classmates

Knowledge of Issue Presenter understands the issue, demonstrates knowledge and is able to discuss and elaborate

on topic with ease.

Preparation/Planning Demonstrates that careful planning occurred

by identifying and selecting learning strategies

appropriate to the lesson’s objectives

Eye Contact Presenter maintains eye contact with audience

and establishes rapport.

Delivery / Elocution Presenter uses clear voice; able to keep classmates’ interest with enthusiastic delivery

Overall Presentation/Creativity Presents the activity or strategy using

technology and visual aides to engage

classmates.

Assesses Understanding

Asks questions, clarifies misunderstandings, designs and uses assessment instrument, and

evaluates classmates’ understanding

LANGUAGE The presenter pronounces words in a clear and correct manner so as to make language easily understood to others

Uses grammar, verb conjugation and vocabulary words correctly to deliver the message.

Presenter uses key vocabulary, appropriate terms and explains unfamiliar words to the group.

Grand Total


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