Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
41 Cards in this Set
- Front
- Back
|
Describe the fantasy and science fiction genres
|
• Fantasy is stores that can’t happen in real life. They are closely related to folklore.
• Science fiction is stories about things that could happen in the far off future. |
|
|
How does fantasy differ from folklore? (pg. 207)
|
• Ancient tales were shaped through cultural belief and the voice of the storyteller. Modern tales are shaped through the author’s artistic vision and stylistic choices.
|
|
|
Historical overview of fantasy and science fiction
|
• Gulliver’s Travels (1726): written for adults; became popular w/kids
• Alice in Wonderland (1865): Lewis Carroll • Wizard of Oz (1900): first fantasy written by U.S. author • Tale of Peter Rabbit (1902): Beatrice Potter (low fantasy) • Lion, Witch, and the Wardrobe (1950): one of first fantasy series • Harry Potter Series (1998) |
|
|
Types of fantasy
|
• Animal fantasy: “Duck for President”
• Preposterous fantasy: “Matilda” • Unreal worlds: “Cloudy with a Chance of Meatballs” • Miniature Worlds: “The Borrowers” |
|
|
High vs. Low Fantasy
|
• Settings for high fantasies include kingdoms and unreal worlds. Themes are death, alcoholism, brutality, problem solving.
• Setting for low fantasies are realistic locations such as schools, farms, and neighborhoods. Themes includes friendship and cooperation. |
|
|
Themes of science fiction
|
• Mind Control: “Messenger”
• Life in the future: “Unwind” • Survival: “The Hunger Games” |
|
|
Teaching with fantasy and science fiction (pg. 223)
|
• Engage in read alouds
• Have literature groups |
|
|
Why is realistic fiction sometimes controversial?
|
• Sometimes people think the books are too mature for the intended target audience due to some of the themes and topics of the books.
|
|
|
Describe/define realistic fiction
|
• Realistic fiction are stories that could really take place
• They can be considered a window (look at other societies) or a mirror (look at yourself or own society) |
|
|
Evaluate realistic fiction (pg. 234-235)
|
• The setting is realistic
• Characters are credible • The plot is realistic and understandable by the reader • The theme is applicable to readers’ lives • The style should have realistic dialogue and include current slang |
|
|
Common themes of contemporary realistic fiction
|
• Family relationships (Dear Mr. Henshaw)
• Growing Up (Are You There God, It’s Me Margaret) • Survival (Hatchet) • Death (Bridge to Terabithia) |
|
|
Common subjects of contemporary realistic fiction
|
• Divorce
• Foster care • Poverty • Disability • Homosexuality • Interracial couples • Coming of age • Homelessness |
|
|
Categories of contemporary realistic fiction
|
• Animal stories (Shiloh)
• Mysteries (Nancy Drew) • Humorous stories (Junie B. Jones) • Adventure (Hatchet) |
|
|
Teaching and realistic fiction
|
• Include a wide range of reading levels
• Include a diversity of authors • Include a range of types and themes |
|
|
Define historical fiction
|
• Historical fiction are stories set in the historical past
|
|
|
Values of using the genre of historical fiction
|
• View historical settings
• Learn about other ways of life • Can see personal background and gain knowledge of one’s culture • Realize that, in history, people depended on one another |
|
|
Evaluating historical fiction (How I Have Heard of a Land fits the genre)
|
• Do the situations reflect the time period?
• Are the actions and values of the characters realistic for the time period? • Is the language authentic for the time period? • Is the setting authentic? • Is the theme worthwhile? |
|
|
Themes of historical fiction
|
• Seeking new frontiers (I Have Heard of a Land)
• Community closeness in times of adversity • Effects of War (Number the Stars) • Poverty (Bud, Not Buddy) |
|
|
Time periods in the genre of historical fiction
|
• Medieval (Crispin)
• The Westward Migration (I Have Heard of a Land) • The Civil War (Pink and Say) • Slavery (Dave the Potter) • Pioneers (Sarah, Plain and Tall) • WWII (Coming on Home Soon) • Holocaust (Number the Stars) |
|
|
Teaching with historical fiction (pg. 276)
|
• Present historical eras through multiple genres
• Explore themes through historical fiction in combination with other genres |
|
|
Organization of biographies
|
• Complete: birth/childhood to death (“Martin’s Big Words”)
• Partial: a section of someone’s life (book about President; “Rosa”) • Series: “Who Was” series; “My First Biography” series; “A Picture Book of” Series |
|
|
Common subjects of biography
|
• Explorers of Earth and space
• Political leaders • Civil rights leaders • Famous people in sports • Artists and authors • Extraordinary ordinary people |
|
|
Famous authors of biography
|
• Jean Fritz: added humor to biographies in 70s and 80s
• Russell Freedman: only person who wrote a biography to win a Newbery • James Cross Giblin: writes about the bad boys of history, such as Hitler, John Wilkes Booth, and Jesse James |
|
|
Evaluating biographies
|
• Is the subject worth knowing about?
• Is it factually accurate? Are sources listed? • Are photographs included? • Is the style appealing to children? |
|
|
Motivating students with biographies
|
• You can especially use extraordinary ordinary people biographies to show students that they can do anything they want.
|
|
|
Teaching with biographies
|
• “Me” Boxes: shoebox with things in it about yourself
• All About Me books • Story quilts • Multigenre biography projects |
|
|
Define the genre of nonfiction
|
• Books with facts about the real world
|
|
|
How do teachers use nonfiction?
|
• Use these books to support unit
• Students can make alphabet book or glossary about a certain topic • Students can interview older family members and then research the history |
|
|
Values of informational texts (pg. 320)
|
• Students learn a great deal about certain topics
• They are more interesting than textbooks • Children read well-written, organized prose that can help their writing skills • Reading nonfiction allows students to think critically |
|
|
Topics of nonfiction books
|
• People and cultures
• History • Nature • Discoveries and how things work • Hobbies, crafts, how-to |
|
|
Evaluating nonfiction
|
• Organization: clear pattern & sequence, headings and subheadings
• Style: enthusiastic/stimulating, rich vocabulary • Illustrations: visually appealing, captions used to explain the illustration • Accuracy: up-to-date, author is qualified |
|
|
Defining multicultural literature
|
• Books by and about people of color
• They explore diversity |
|
|
What are the values of using multicultural literature?
|
• Kids can see people who are not like them
• Kids can see cultures that are just like them • Prepares kids for the real world |
|
|
History of multicultural literature
|
• “Story of the Negro” by Bontemps (1949): 1st Afro American to win a Newbery
• “Song of the Swallows” by Polite (1950): 1st book w/Latino main character to win Caldecott • “The Snowy Day” by Keats (1963): 1st book w/Afro-American to win a Caldecott • Coretta Scott King Award (1969): established by ALA • CIBC (1960s): Council on Interracial Books for Children that demanded publishers to put more Afro-Americans into children’s lit • “Lon Po Po” by Young (1990): 1st Chinese American to win a Caldecott • “Smoky Night” by Diaz (1994): 1st Hispanic to win a Caldecott • “A Single Shard” by Park (2002): 1st Korean American to win a Newbery • Today, it is still not equal in terms of student demographics and the number of published multicultural books (only 5% of books are multicultural) |
|
|
Challenged books
|
• In 2010, 348 books were challenged
• Most challenges are in the genre of realistic fiction |
|
|
Handling “Risky” Books
|
• Communicate w/parents
• Prepare a school policy • Adopt a formal complaint procedure |
|
|
Selection/Censorship
|
• Selection is choosing reading materials that does not offend our taste
• Censorship is suppressing reading material |
|
|
Beliefs of our professional organizations-NCTE and IRA-about selection and censorship
|
• The NCTE, IRA, and ALA condemn attempts by self-appointed censors to restrict students’ access to quality reading materials. They believe in selection, instead.
|
|
|
What are the literary elements of narratives?
|
Setting
Plot Theme Style Characterization |
|
|
Which of the literary elements most drives historical fiction?
|
Setting
|
|
|
What is the award for nonfiction texts?
|
The Orbis Pictus Award
|
