Textbook Reading 2 Chapters 6-10

 Chapter 6 How do Adolescents Develop?

                Physical Development

Puberty-everyone develops over a different timeline…am I normal?  Time of change and it’s not easy!  Find books where characters physically change over time so students can relate.

                Intellectual Development

Abstract: can’t get in middle school, only concrete at that time.  Transition from concrete to abstract.  (Pieage’s Theory) Happens around age 14.  Think about questions to ask kids about books.   Books concrete vs abstract? Where are the kids?

Developmental stages for young adults (Havighurst)

                Learning to get along with peers

                Easy relationship with the opposite sex

                Working for pay

                Changing relationships with parents

                Finding a vocation

    Developing morals and values

    Adapting to physical bodies

    Defining appropriate sex roles

 

                Morals and Values Development

                               

                                Kohlberg’s Theory-kids operate preconventional morality (reward vs punishment)

                                Adults do this too

                                Conventional morality- we follow the rules

                                Post-conventional morality- supersedes the law (the laws are wrong)

                                Look for books for where kids are and moving them forward in their morals and                                     values. 

Maslow: Needs hierarchy- in this order: physiological, (food, rest) safety (no bullying), love/belonging (as an educator how to meet need?), esteem (respected and praised), self-actualization (anything you want to be).

Find books that meet these needs at the appropriate time

 

                Reading Development

                                     unconscious delight (read and get lost in a book-cereal reading)

                                Reading autobiography (read about people like us-a mirror)

                                Reading for vicarious experience (window)

                                Physiological speculation

                                Aesthetic experience (bring your life and experience-captured)

This chapter will help me understand how children and adolescents see things.  This can help me better assist them in finding what books they may be looking for or suggest something they may like but not know it.  Children and young adults think differently and see the world differently than adults.  The information in this chapter gives me a window into their minds. 

 

Chapter 7 Literary Elements and Devices

               

                Literary elements:

 

                                Antagonist: character that stands in opposition of the protagonist

                                Protagonist: central character or leading figure in a story

                                Character: people or things in a story.

                                Conflict: expressing a resistance the protagonist finds in achieving his aim or dream

Mood: a definitive stance the author adopts in shaping a specific emotional perspective towards the subject of the literary work.

Tone: the perspective or attitude that the author adopts with regards to a specific character, place, or development

                                Plot: sequence of events that make up the story

                                Setting: time, place, and mood of the events of the story

                                Themes: links everything together in a story..the main subject

               

                Literary devices:

 

                                Allegory: hidden meaning using metaphoric examples

                                Allusion: refers to a subject matter by way of a passing reference

                                Archetype: reference to a concept, person or object that is a prototype but used a lot

Deus ex machine: an implausible concept or character is brought into the story to make the conflict resolve.

                                Hyperbole: uses specific words and phrases that exaggerates the statement for effect

                                Imagery: words and phrases to create mental images

                                Metaphor: a meaning or identity ascribed to one subject by way of another.

                                Motif: constantly present through the entire body of literature-repetition of a theme

                                Point of view: who is telling the story

                                Simile: draws parallels or comparisons using like or as

                                Symbolism: using an object or action that means something more than its literal meaning

 

                Theme

                                What it is not: main idea, topic, summary, old saying a single word

                                What it is:

                                                -message stated or suggested by author

                                                -must be stated in a complete sentence

                                                -must be a truism (not just true in the story)

                                                -not necessarily singular -more than one in a story

                                                -go in and point to something in text (evidence)

This chapter gives me information that teachers may be looking for in books.  They may need books with specific literary devices or literary elements.  Being familiar with what they are will help me to find or suggest books they can use in their classroom.  Students may also need books with specific literary devices or elements.  They may need a book to write a book report on and have to focus on a specific device or element. 

 

Chapter 8 Awards

 

                Printz award: exemplifies literary excellence in young adult literature

YALSA’s Award for Excellence in Nonfiction: honors the best nonfiction book for young adults during a Nov. 1 – Oct 31 publishing year

Great Graphic Novels for Teens: a list of recommended graphic novels and illustrated nonfiction for ages 12 – 18, prepared yearly by YSLSA.

Best Fiction for Young Adults: YALSA’s Best Fiction for Young Adults Blogging Team presents fiction titles for young adults in the past 14 months that are recommended reading for ages 12-18.

Margaret A. Edwards Award: honors an author, as well as a specific body of his or her word, for significant and lasting contribution to young adult literature.  Given annually and recognizes authors who help adolescents become aware of themselves and addressing questions about their role and importance in relationships, society and in the world.

ALEX awards: given to 10 books written for adults that have special appeal to young adults, ages 12-18.  Given annually.

Odyssey Award: Annual award given to the producer of the best audiobook produced for children and/or young adults, available in English in the United States.

Morris Award: honors a book published by a first-time author writing for teens.  Given annually

Outstanding Books for the College Bound: This is a list of books that offer opportunities to discover new ideas and introduce a variety of subjects within an academic discipline.  This list is for several audiences: students preparing for college, educators, librarians, and parents.  It is revised every 5 years.

Popular Paperbacks for Young Adults: A list created by the Popular Paperbacks committee to encourage young adults to read for pleasure.  Includes popular or topical titles that are widely available in paperback.

Quick Picks for Reluctant Young Adult Readers: a list that identifies titles aimed at encouraging reading among teens who dislike reading for whatever reason.  It includes both fiction and nonfiction.

YALSA’s Readers’ Choice Booklist:  seeks to engage a wide audience of librarians, educators, teens, and young adult’s literature enthusiast in choosing the most popular teen titles in a given year, as organized by broad genres. Nominations are posted monthly, and a final vote takes place each November. 

YALSA’s Teens’ Top Ten: is a teen choice list where teens nominate and choose their favorite books of the previous year.  Nominators are members of teen book groups in fifteen school and public libraries around the country.  The Nominees are posted on Thursday of National Library Week and teens across the country vote on their favorite.

Lone Star Reading List: developed by public and school librarians from the Young Adult Round Table.  The purpose of the list is to encourage students in grades 6,7, or 8 to explore a variety of current books.

TAUSHAS reading list: is to motivate young adults to become lifelong readers and to participate in the community of reader in Texas.  Students in grades 9-12 are encouraged to read books for pleasure from the list.  It includes fiction and nonfiction.

Maverick Graphic Novels Reading List is a recommended reading list developed by public and school librarians from the Young adult Round Table. The purpose of the list is to encourage student in grades 9-12 to explore a variety of current books for recreational reading.

Edgar Award for Mystery: Awards given in different categories for the best mystery published in the previous year.  The Best Young Adult Mystery award are books in hardbound and paperback and for grades 8-12: ages 13-18.

NCTE Aware for Excellence in Poetry for Children: it honors a living American poet for their work for children ages 3-13.  Each year the committee also produces a Notable Poetry Books and Verse Novels list.

Orbis Pictus: it honors outstanding nonfiction writing for children.  It is awarded annually.

Batchelder Award:  Awarded to a United States publisher for a children’s book considered to be outstanding originating in a country other than the United States and in a language other than English but translated into English for publication.

Scott O’Dell Award for Historical Fiction- An annual award for a commendable book published in the previous year for children or young adults.  It encourages writers to focus on historical fiction. 

Pura Belpre Award: named for the first Latina librarian at the NYC Public Library. It is presented annually to a Latino/Latina writer and illustrator whose work best portrays and celebrates the Latino cultural experience in an outstanding work of literature.

Schneider Family Book Award: honors an author or illustrator for a book that embodies an artistic expression of the disability experience for child and young adult audiences.

Sibert Award: is awarded annually to the author and illustrator of the most distinguished informational book published in the US in English during the previous year.

Stonewall Award: presented to English language books that have exceptional merit relating to the gay/lesbian/bisexual/transgender experience.

Mike Morgan & Larry Romans Children’s & Young Adult Literature Award: Part of the Stonewall Award, presented to English language books that have exceptional merit relating to the gay/lesbian/bisexual/transgender experience.

These books are considered the best.  This is always a good list to use when ordering books for my library.  Being familiar with the winners and what the criteria are can help me when recommending books to students.  What they are interested in or situations they may be going through may be something that is part of the criteria for the award. 

Chapter 9 Poetry

 

                -NOT a genre, it is a form that literature can take

-poetry can be found in most genres

 

Criteria for evaluating Poetry for Children

               

1.       Is the subject of the poem something with which children would be familiar?

2.       Does the poem use imagery? (sights, sounds, taste, smells, texture)

3.       Does the poem rhyme? Younger readers need the scaffold of rhyme initially.

4.       How is rhyme used? Does the rhythm fit the subject of the poem? Is it natural or forced?

5.       What role does sound play? Alliteration, consonance, assonance, onomatopoeia are examples of how sound can play a role in poems.

 

Values of Poetry for children- children can share emotions, experiences, and visions with poets

Six reasons to share poetry with children (by Jean Le Pere)

1.       Enjoyment

2.       Provides knowledge of concepts

3.       Increases vocabulary

4.       Helps children identify with people and situations

5.       Helps children understand their feelings

6.       Grants insights to their feelings and universal emotions

 

Characteristics of poetry that Children prefer (Margaret Natarella)

1^st – 3^rd grade: narrative poems and limericks, poems about strange and fantastic events, traditional poems, poems that rhyme, use alliteration or onomatopoeia

4^th – 6^th grade: excitement for poetry declines, contemporary poems are better, poems with familiar and enjoyable experiences, poems that tell a story with humor, include rhythm and rhyme, no heavy imagery or implied emotion

7^th – 9^th grade: rhyme, humorous narrative, familiar experiences

 

                Criteria for selecting poetry for children:

1.       Lively poems with rhythm and meters

2.       Emphasize sounds and play on words

3.       Visual images and words that allow children’s imagination to expand

4.       Poems shouldn’t be brought down to a child’s supposed level

5.       Simple stories and introducing stirring scenes of action

6.       Allow children to interact with eh poem

7.       Subjects should touch the child

8.       Good enough for repeated reading

 

Forms of Poetry

                Lyrics-brief poems that emphasize sounds and pictures

                Narrative- poems that tell stories

                Ballads- narrative fold songs that tell history or legends

                Limericks- short, witty poems

                Concrete- poetry that uses words to shape up a picture

Haiku- three line poems with five syllables in the first and last line and seven in the middle line

 

                Poems and poets

Nonsense and humor: Nonsense are successors to Mother Goose rhymes for introducing children to poetry, spontaneous fun, have strange or no meaning.  Humorous poems are similar, but are more realistic

Ex: Shel Silverstein-Where the Sidewalk Ends (collectionz0

 

Nature poems: poets try to give people a respect and reverence for nature by showing beauty in poetry.

Ex: Robert Frost- Stopping by the Woods on a Snowy Evening

 

Characters, situations, and locations: poems for children should include experiences and situations they are familiar with..everyday happenings.

Ex. Valerie Worth- Barefoot

 

Moods and feelings: we can understand and learn about feelings and moods that we experience when we see them in poetry.

Ex. Langston Hughes- Merry-Go-Round

 

Animals: Animals have always held special place in the hearts of children.

Ex. Aileen Fisher-The Furry Ones

 

Witches and Ghosts:

Ex. Eve Merriam- Halloween ABC

               

                Involving Children in poetry

 

Listening to poetry- Poetry is meant to be read and reread.  Make it special.  Do these before reading :

1.       Read it aloud to yourself before reading to the audience

2.       Read the poem at a pace that comes natural to you: fast vs slow

3.       Learn where to make pauses

4.       Read it like you’re interested

Moving to poetry- Children may want to move around while you read

 

Dramatizing Poetry-Narrative poetry is great for having a dramatic play

 

Developing Choral Speaking- Choral speaking is two or more voices together.

Refrain arrangement- when one person reads the body of the poem and in the refrain everyone chants

Line arrangement- when one child or group reads one line and another person or group reads the next

Antiphonal or dialogue arrangement- This uses different voices for different parts. Groups or individuals

Cumulative arrangement- add a group to each line of the poem until all groups are reading together

Unison arrangement- the group reads together

                                 Writing poetry- encourage children to write their own poetry and share it

Being able to introduce children or young adults to poetry is important.  They may have a misconception about poetry. Being familiar with poetry and the different types can help me find poem collections or authors that can change a student's mind about poetry.  I also will need to help my teachers with finding resources they may need when teaching poetry in the classroom.  

Chapter 10 Historical Fiction

             -Any story set in the past

-Younger students define history as something that happened yesterday.

-Older students might define historical event as something that took place when they were younger.

-Adults define a historical event as something that took place before they were born.

-Keep in mind that historical events are subjective, when labeling books or placing them in a genre.

-Reading historical fiction allows readers the opportunity to vicariously experience what it might have been line to live in a previous time and place.

 

Criteria for Evaluating Historical Fiction for Children

1.       Does the book tell a good story that effortlessly blends the history in the story itself?

2.       Are the facts of the historical period accurate?

3.       How are the values of the time brought to life? (different than today)

4.       Is everything consistent with the social milieu? (clothing, architecture, music)

5.       Does the theme of the story relate to contemporary readers? (universal)

I will need to know about historical fiction when labeling  books or placing them in a genre.  If my teacher's need something specific for a lesson they are teaching I need to find what they area asking for.  If a students has to do a book report I can help them find something that will interest them.