Textbook Chapters 6-9

Chapter 6-Literary Elements

Literary Elements

·         Antagonist-opponent, competitor or rival

·         Character-a person who appears in a story, book, play

·         Conflict- a struggle between two opposing forces usually a protagonist and an antagonist

·         Mood and Tone-mood is referred to as the atmosphere of a literary piece, as it creates an emotional situation that surrounds the readers. Mood is developed in a literary piece through various methods. It can be developed through setting, theme, tone and diction.  Tone, in written composition, is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words or the viewpoint of a writer on a subject.

·         Plot- the events that make up a story or the main part of a story. These events relate to each other in a pattern or a sequence. The structure of a novel depends on the organization of events in the plot of the story

·         Protagonist- the central character or leading figure in poetry, narrative, novel or any other story. A protagonist is sometimes called a “hero” by the audience or readers

·         Setting- an environment or surrounding in which an event or story takes place.

·         Themes-a main idea or an underlying meaning of a literary work that may be stated directly or indirectly.

Literary Devices

• Allegory-a figure of speech in which abstract ideas and principles are described in terms of characters, figures and events

• Allusion-a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. It does not describe in detail the person or thing to which it refers. It is just a passing comment and the writer expects the reader to possess enough knowledge to spot the allusion and grasp its importance in a text.

• Archetype-a typical character, an action or a situation that seems to represent such universal patterns of human nature

• Deus ex machine-refers to the circumstance where an implausible concept or a divine character is introduced into a storyline for the purpose of resolving its conflict and procuring an interesting outcome

·  Hyperbole-a figure of speech, which involves an exaggeration of ideas for the sake of emphasis.

• Imagery-use figurative language to represent objects, actions and ideas in such a way that it appeals to our physical senses

• Metaphor- a figure of speech which makes an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics. In other words, a resemblance of two contradictory or different objects is made based on a single or some common characteristics.

• Motif-can be seen as an image, sound, action or other figures that have a symbolic significance and contributes toward the development of theme. Motif and theme are linked in a literary work but there is a difference between them. In a literary piece, a motif is a recurrent image, idea or a symbol that develops or explains a theme while a theme is a central idea or message.

• Point of view-the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. In literature, point of view is the mode of narration that an author employs to let the readers “hear” and “see” what takes place in a story, poem, essay etc.

• Simile-a figure of speech that makes a comparison, showing similarities between two different things. Unlike a metaphor, a simile draws resemblance with the help of the words “like” or “as”. Therefore, it is a direct comparison.

• Symbolism-use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense.

What is Theme?  

Theme is a message and it is in a complete sentence.  It is a truism.  It is not necessarily singular.  It can be demonstrated from the text.  Examples of a theme is: Family is a place of a refuge.  Memories will fade, but feelings do not go away easily.  

What Is Not a Theme?

Theme is not a main idea, a topic, a summary, or an old saying.

How Do You Teach Theme?  

A good way to teach theme is to start with a picture book.  A great book to use is one loved by many, Where The Wild Things Are.  The themes for this book include: Your imagination can take you places.  A mother's love is unconditional. Ask yourself what message is the author trying to convey?  I the message universal?

In elementary school, we spend a majority of time discussing character, setting, and the conflict may be called problem and solution.  Students understand these because they are concrete and something they can relate to.  When we try to teach "theme" for STAAR reading passages or for expository writing, we can lose some children because it is more abstract.  If it is something they have experienced, it is easier for them.  So, students with wider experiences, more reading opportunities, more vocabulary may do better.  I know that my ESL students have a hard time with this. 

My ESL students do have an advantage because their reading book is called "Macarena and the Magic Duck."  It is in a play format.  So my students are exposed to audience, narrator, characters in a different kind of text.

Chapter 7-Awards

AWARDS and LISTS

Printz- an award for a book that exemplifies literary excellence in young adult literature. It is named for a Topeka, Kansas school librarian who was a long-time active member of the Young Adult Library Services Association.  The award is sponsored by Booklist, a publication of the American Library Association.

**The books I recently read from this list are Book Thief, I Am The Messenger, Eleanor & Park, Looking for Alaska.  Book Thief is my all time favorite book. It is beautifully written and is a true classic.  Then, Eleanor & Park is a book about a boy and girl from two different world who become friends. I didn't want to put the book down.  I have recommended this book many times.  John Green's Looking for Alaska is very popular among young adults.

YALSA Excellence in Nonfiction- YALSA's Award for Excellence in Nonfiction honors the best nonfiction book published for young adults (ages 12-18) during a Nov. 1 – Oct. 31 publishing year

Great Graphic Novels for Teens- a list of recommended graphic novels and illustrated nonfiction for those ages 12-18, prepared yearly by YALSA.

Best Fiction for Young Adults- YALSA’s Best Fiction for Young Adults Committee presents fiction titles published for young adults in the past 16 months that are recommended reading for ages 12 to 18. The purpose of the annual list it to provide librarians and library workers with a resource to use for collection development and reader’s advisory purposes.

**I recently read two books from this list.  I read Saint Anything and Everything, Everything. I have passed Everything, Everything on to my mom and to the librarian at my school.  It is an amazing book about a girl who lives in a "bubble" because she has a disease.  It is a love story with many twists that will captivate readers!

Margaret A. Edwards Award- honors an author, as well as a specific body of his or her work, for significant and lasting contribution to young adult literature. The annual award is administered by YALSA and sponsored by School Library Journal magazine. It recognizes an author's work in helping adolescents become aware of themselves and addressing questions about their role and importance in relationships, society, and in the world. 

ALEX Award- given to ten books written for adults that have special appeal to young adults, ages 12 through 18. The winning titles are selected from the previous year's publishing. The Alex Awards were first given annually beginning in 1998 and became an official ALA award in 2002.

The award is sponsored by the Margaret A. Edwards Trust. Edwards pioneered young adult library services and worked for many years at the Enoch Pratt Library in Baltimore. Her work is described in her book Fair Garden and the Swarm of Beasts, and over the years she has served as an inspiration to many librarians who serve young adults. The Alex Awards are named after Edwards, who was called “Alex” by her friends.

Odyssey Award- This annual award will be given to the producer of the best audiobook produced for children and/or young adults, available in English in the United States.  The selection committee may also select honor titles. The Odyssey Award is jointly given and administered by the Association for Library Service to Children (ALSC) and the Young Adult Library Services Association (YALSA), divisions of ALA, and is sponsored by Booklist.

The selection committee consists of nine members: four members appointed by ALSC; four members appointed by YALSA; a chair, whose appointment alternates between ALSC and YALSA divisions; and a consultant from the staff of Booklist magazine who works with audiobooks.  The consultant may participate fully in all book discussions but may not participate in voting.

Morris Award- honors a debut book published by a first-time author writing for teens and celebrating impressive new voices in young adult literature.  The award's namesake is William C. Morris, an influential innovator in the publishing world and an advocate for marketing books for children and young adults. Bill Morris left an impressive mark on the field of children’s and young adult literature. He was beloved in the publishing field and the library profession for his generosity and marvelous enthusiasm for promoting literature for children and teens.

Outstanding Books for the College Bound- The books on this list offer opportunities to discover new ideas, and provide an introduction to the fascinating variety of subjects within an academic discipline. Readers will gain an understanding of our diverse world and build a foundation to deepen their response to that world. This list is developed every five years.

A YALSA committee of public, secondary school, and academic librarians selects the list.  Revised every five years as a tool for several audiences (students preparing for college, educators, librarians, and parents) it offers opportunities for independent reading and lifelong learning. Use it to round out your reading as you prepare for college entrance exams and courses, to strengthen your knowledge in a variety of subject areas and enhance appreciation for different cultures and times.

Popular Paperbacks- Each year, the Popular Paperbacks committee creates lists of books to encourage young adults to read for pleasure. The lists of popular or topical titles are widely available in paperback and represent a broad variety of accessible themes and genres.

Quick Picks for Reluctant Readers- The Quick Picks for Reluctant Young Adult Readers list identifies titles aimed at encouraging reading among teens who dislike to read for whatever reason. The list selects both fiction and nonfiction.

**I found Skink by Carl Hiaasen on this list.  This is a great book for reluctant readers because the main character is a boy going on an exciting, dangerous adventure.  It also has great wildlife that boys will like.

Readers’ Choice- YALSA’s Readers’ Choice list seeks to engage a wide audience of librarians, educators, teens and young adult literature enthusiasts in choosing the most popular teen titles in a given year, as organized by broad genres.  The list will also provide librarians with a timely means of identifying popular teen titles on an ongoing basis.  Nominations will be posted monthly, with a final vote taking place each November.  Any individual, provided he/she is not the author or an employee of the publisher, or a current member of the Readers’ Choice List Committee may nominate a title via an online form, while only YALSA members are eligible to vote for the final ballot, which is sent in the November issue of YALSA E-News.

Teens Top Ten- The 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

Amazing Audiobooks- Each year, YALSA's Amazing Audiobooks committee selects and annotates an annual list of notable audio recordings significant to young adults from those released in the past two years. The name of the list became Amazing Audiobooks for Young Adults with the 2009 list and was previously known as Selected Audiobooks for Young Adults.

YA Choices- Since 1987, the Young Adults' Choices project has developed an annual list of new books that will encourage adolescents to read. The books are selected by the readers themselves, so they are bound to be popular with middle and secondary school students. The reading list is a trusted source of book recommendations, used by adolescents, their parents, teachers, and librarians.

Lone Star Reading List- The Texas Lone Star 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 students in grades 6, 7, or 8 to explore a variety of current books. The Lone Star list is intended for recreational reading, not to support a specific curriculum. Due to the diversity of this age range, Texas librarians should purchase titles on this list according to their individual collection policies.

TAYSHAS Reading List- The Tayshas Reading List was developed to motivate young adults, grades 9-12, to become lifelong readers and to participate in the community of young adult readers throughout Texas.

Maverick Reading List- Maverick Graphic Novels Reading List was created and approved in 2009 to encourage young adult readers, grades 6-12, to explore a variety of current books in graphic novel format. The name, “Maverick” was chosen for this reading list because Texas was the first state to create a graphic novel reading list- we were the Mavericks in the field.

Edgar Award for Mystery- Each spring, Mystery Writers of America present the Edgar® Awards, widely acknowledged to be the most prestigious awards in the genre.

NCTE Award for Excellence in Poetry for Children- NCTE established the Award for Excellence in Poetry for Children in 1977 to honor a living American poet for his or her aggregate work for children ages 3–13

Orbis Pictus- established in 1989 for promoting and recognizing excellence in the writing of nonfiction for children. The name Orbis Pictus, commemorates the work of Johannes Amos Comenius, Orbis Pictus—The World in Pictures (1657), considered to be the first book planned for children.

Batchelder Award- given to the most outstanding children’s book originally published in a language other than English in a country other than the United States, and subsequently translated into English for publication in the United States.

Scott O’Dell Award for Historical Fiction- In 1982, Scott O'Dell established The Scott O'Dell Award for Historical Fiction. The annual award of $5,000 goes to an author for a meritorious book published in the previous year for children or young adults.  Scott O'Dell established this award to encourage other writers--particularly new authors--to focus on historical fiction. He hoped in this way to increase the interest of young readers in the historical background that has helped to shape their country and their world.

Pura Belpre Award- The award is named after Pura Belpré, the first Latina librarian at the New York Public Library. The Pura Belpré Award, established in 1996, is presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth. It is co-sponsored by the Association for Library Service to Children (ALSC), a division of the American Library Association (ALA), and REFORMA, the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking, an ALA affiliate.

Schneider Family Award- The Schneider Family Book Awards honor an author or illustrator for a book that embodies an artistic expression of the disability experience for child and adolescent audiences.

Sibert Award- awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in the United States in English during the preceding year. The award is named in honor of Robert F. Sibert, the long-time President of Bound to Stay Bound Books, Inc. of Jacksonville, Illinois. ALSC administers the award.

Stonewall Award- The first and most enduring award for GLBT books is the Stonewall Book Awards, sponsored by the American Library Association's Gay, Lesbian, Bisexual, and Transgender Round Table. Since Isabel Miller's Patience and Sarah received the first award in 1971, many other books have been honored for exceptional merit relating to the gay/lesbian/bisexual/transgender experience.

**I'm glad I discovered these lists.  Sometimes it's hard to know what to read next.  This is a great place to start.  There are books on multiple lists, so you know you can't go wrong.  Also, you will find great authors. 

Chapter 8-Poetry

Poetry is a format, not a genre.  Educators often neglect poetry because we don't feel comfortable reading it aloud.  We need to just have fun with it, and read it to our students.  If we had teachers that traumatized us with dissecting poems, we need to get over it and have fun reading and writing poems with our students.  Many students like writing poetry because there are no rules. 

 Research shows that elementary students like certain elements about poetry.  First of all, they prefer narrative poetry.  This make sense since they are used to reading stories.  Next, they dislike free verse and haiku's. Also, they enjoy the rhyme and rhythm in poetry.  Students like playing with language using alliteration and onomatopoeia. Furthermore, kids this age like funny poems, poems about animals, and poems dealing with familiar experiences.  This is why poems by Jack Prelutsky, Shel Silverstein, and Judith Viorst are so popular.  Finally, research shows that students prefer contemporary poems.  The language is recognizable and they feel more comfortable when reading these kinds of poems.

There are some criteria to use when reading and selecting poems:

• Visual images
• Don't bring reading down to their level
• Allow kids to interact with the poem
• Poem should be good enough for repeated readings, the enjoyment is familiarity

Recommended Poetry Books:

• If You're Not Here, Please Raise Your Hand
• Grimericks
• Technically It's Not My Fault
• More Luscious Lollipops

Award Winner Poets:
Barbara Ebensen
Valerie Worth
Lee Bennett Hopkins
J. Patrick Lewis
Paul Fleischman
Douglas Forian




Resources:
Sylvia Vardell and Janet Wong have books and blogs to help you teach poetry.

Criteria for Evaluating Poetry for Children

"Every Time I Climb A Tree" is a concrete poem for elementary students. Many students have climbed a tree or can understand what it is like. The poem contains familiar items like insects, bird nests, and skinning your knee. The poem uses imagery. Readers will have a picture of the child shooing away a bee, tearing pants, and getting covered with ants. Readers may picture themselves as the person up in the tree and see the fields from way up high. The poem rhymes and we know from research that students prefer that in poems. Rhythm is created by the repetition of the line "Every time I climb a tree." I think the only time the reader may need help is with the questions in the second stanza.

"Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out" is a funny poem by Shel Silverstein. This is a poem that all students can relate to because it is about smelly garbage. It is big on imagery because the reader can picture the stubborn girl Sarah Cynthia Sylvia Stout. Also, there are great descriptions of the rotten food that makes your stomach turn like "Green baloney, rubbery,blubbery macaroni." The poems rhymes so it has a funny content and it sounds funny when it is read aloud. The rhythm fits the poem and there is great alliteration not only in the title, but in lines like "prune pits, peach pits, orange peel." Readers will want to read this over and over again and share with friends.

**When I first started teaching, we would read chorally every day. It seems that we have pushed that away because of time. Students definitely can use poems to play with words and language. I know I am guilty of just doing poetry for a month or a unit. Students love to reread the same poem and that helps build their fluency. Shel Silverstein and Jack Prelutsky are definite favorites! I know I need to do everyday poems. I am glad to be inspired to do it again and now I have some new resources!

Chapter 10-Historical Fiction

     Historical fiction is a story that takes place in the past.  Because some consider September 11 history and some of us think of it as an earlier time such at the 1963 story of The Watsons Go to Birmingham, we need to understand that it is any story that will let the reader experience living in a previous time and place.

Criteria for Evaluating Historical Fiction:                           

• ·       Book should tell about history and tell a good story
• ·       Facts should be accurate
• ·       Values of the times should be brought to life
• ·       Clothing, music, speech, architecture should match time period
• ·       Theme should be universal

I have been happy when I teach historical fiction, that there are many historical fiction picture books. This makes it easier to teach for my ESL students. One of my favorite books is The Hallelujah Flight by Phil Bildner.