CCNA Exploration Syllabus
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CCNA Exploration Syllabus 1. Network Fundamentals ( Duration : 40 Hrs ( Theory : 20hrs & Practical : 20 hrs ) Chapter One Living in a Network Centric World ( Theory ) Chapter Two Communicating Over the Network ( Theory ) Chapter Three Application Layer Functionality and Protocols ( Theory ) Chapter Four OSI Transport Layer ( Theory & practical ) Chapter Five OSI Network Layer ( Theory ) Chapter Six Addressing the Network-IPv4 (( Theory & Practical ) Chapter Seven Data Link Layer ( Theory ) Chapter Eight OSI Physical Layer ( Theory ) Chapter Nine Ethernet ( Theory ) Chapter Ten Planning and Cabling Networks ( Theory & Practical ) Chapter Eleven Configuring and Testing Your Network ((
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- ipv4 address
- ip model
- physical layer
- tcp
- protocol
- summary
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801.581.8801 • 1-800-467-8839 • www.continue.utah.edu/distance • www.continue.utah.edu/4educators
Teaching and Learning 5120-B Children’s Literature 3 Semester Units
Author/ Marilou R. Sorensen, Ph.D. Associate Professor Emerita Department of Teaching and Learning University of Utah
Texts th Huck, C.S., Helper, S., Hickman, J. and B. Kiefer.Children’s Literature in the Elementary School.(8 Edition) McGraw-Hill. Sorensen, M.R. and B. Lehman, eds.Teaching with Children’s Books: Paths to Literature Based Instruction.(1995) National Council of Teachers of English. A children’s or young adult’s novel of your choice Course Objectives The main objective of any literature and reading program should be to expand the range, breadth, and diversity of the reader’s voluntary reading.Specifically, the objectives of this course are: • toacquaint teachers with literature that promotes linguistic, personality, social,and cognitive development of all ages and stages of growth in children and young adults; • tointroduce teachers to different genres of literature and the authors who produced them; • tointroduce teachers to others who have worked — and continue to work — in literature-based teaching and administration and who share their views and research findings; • toprovide steps in developing literature-based lessons that can be integrated across the curriculum. Particularly important are activities that emphasize the value of reading literature for pleasure and understanding; • todevelop skills in evaluating, selecting, and using literature in the classroom; and • topresent ways to assist young readers in experiencing and understanding works of literature Course Description You will develop an understanding of the theories, genres, and texts currently relevant in the field of children’s literature in the early childhood, elementary, and middle school settings. The course consists of 10 lessons and your grade for the course will be determined as follows: 10 Assignments85% Final exam*15% Total 100%
The assignments are in short answer/essay format.The final exam has three major parts: short answer, vocabulary, and an essay.Exam questions are based on material from the reading assignments and the course manual.
*Fail the final exam, fail the course.University of Utah Independent Study policy requires that students pass the proctored final examination in order to pass the class.A final grade —whether passing or failing — will be recorded with the University of Utah Registrar.
Transfer of Credit If you are planning to transfer University of Utah Independent Study course credit to another institution or use the credit for re-certification/professional development purposes, obtain approval from the appropriate entity prior to registering for this course. Lesson Content Lesson 1Children’s Literature • Knowingchildren’s books and understanding readers • Voluntaryreading • Thechanging world of children’s books
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Books for Beginners; Traditional Literature • Picturebooks • Growthin appreciation
Poetry • Ballad • Narrativepoems • Lyricalpoems • Freeverse • Haiku • Limerick • Concrete
Modern Fantasy • Highfantasy • Lightfantasy • Fantasyand science fiction
Contemporary Realistic Fiction • Categorizingliterature • Fivevalues for children • Griblin’scriteria • Graphicrealism • Stereotyping
Historical Fiction • Twostyles • Historicalperspective • Fiverecent trends • Socialhistory
Lesson 7
Lesson 8
Nonfiction • Selectionand evaluation • Trends • Accuracyand authenticity • Pictureglossary • Questionand answer approach • Themestudies • Integratingfact and fiction
Biography • Biographicalfiction • Fictionalizedbiography • Memoir • Oversimplification • Simplifiedbiography
Lesson 9Planning the Literature Program • Purposes • Integratedcurriculum • Semanticmapping • Venndiagram • Wholelanguage Lesson 10Extending/Evaluating Children’s Understanding of Literature • Activereaders • Assessmentportfolio • Focusingquestions • Literarysurveys • Miscueanalysis
About the Author Marilou Sorensen, Ph.D., University of Utah, was first appointed Associated Professor at the University of Utah in 1980 and Associate Professor, Emerita in 1995.During this time, she also served as Director of the Curriculum Library on the University of Utah campus.Additionally, Dr. Sorensen has served as visiting professor to the Department of Education, University of Nevada, Las Vegas as well as to the Department of Curriculum and Instruction, Southern Utah University.Dr. Sorensen’s specialties include children’s andyoung adult’ sliterature, communication arts/reading, language development, and early literacy. Shehas more than ten years of experience teaching independent study courses at a distance.
