Danilo M. Baylen

Graduate ePortfolio

Artifacts ~ Children's Literature

Welcome to artifacts related to teaching of children's literature.

I have been fascinated by children's books since I was a young child. I could attribute such an interest to my grandfather who told me stories after stories whenever he had a chance. Also, my mother's brother played a big part by providing me with comic books to add to my collection. Finally, my reading skills had greatly improved given the availabily of illustrated magazines while growing up in the Philippines.


LAE 4416 Children's Literature

Curriculum Development

For three summers, I had the opportunity to teach the undergraduate course on children's literature (LAE 4416). I had the basic knowledge of the course content given my academic background. With the help of Dr. Carolyn Spillman, I was able to get up to speed that first summer of teaching.

The second summer, I had more time to rethink the various strategies used to teach the course. Also, to enhance my knowledge of the course content, I did coursework at Pennsylvania State University's World Campus for an online certificate on children's literature. My first two graduate courses helped a lot on my knowledge base as well as rethinking the teaching of several course components.

Finally, on my third summer of teaching, I was asked to redesign the course for online delivery as part of a grant. I integrated several lessons learned from the previous summers and created the appropriate course components.
Core Propositions: 1, 2, 3, 4
Florida EAPs: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


Compare and Contrast on Book Versions
Instructional Strategy

Not every Cinderella or Red Riding Hood story is the same. Each version has an element that sets it apart from another. To explore this variations across picture books of classic fairy tales, undergraduate students are asked to review for similarities and differences in storylines, illustrations, multicultural elements, etc.
  • Examples of Compare and Contrast Matrices and Reflection Papers
Core Propositions: 1, 2, 3, 4
Florida EAPs: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


Scary Picture Multimedia Project
Instructional Strategy / Technology Integration

Undergraduate students were asked to use the drawing utility in Microsoft Word, or use real construction papers to make a digital photo of a scary picture using the principles discussed in Molly Bang's Picture This. The scary picture could either take a form of a bird, a snake, a shark or other forms that commonly scary many of us.

  After drawing the images, students scanned and post them online for everyone to see. Also, students write a short reflection on activity especially on the learning process. This activity allows students to integrate art, content and technology. Several students commented the appropriateness of this activity to elementary classrooms especially when learning about Halloween as a holiday event.
  • Examples of Student Projects
Core Propositions: 1, 2, 3, 4
Florida EAPs: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


Author and/or Illustrator Study
Instructional Strategy / Technology Integration

To increase knowledge about authors and/or illustrators of children's literature and books, undergraduate students do a research project on their selection and demonstrate their newly-acquired knowledge through a multimedia presentation using PowerPoint.
  • Examples of Multimedia Presentations
Core Propositions: 1, 2, 3, 4
Florida EAPs: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12




Site Design and Development by Danilo M. Baylen
Designing Effective Learning, Teaching and Assessment Strategies
Updated last April 24, 2007