Textbooks Reflections: 6-10
Chapter 6: How do adolescents develop?
Developmental Aspects:
§ Intellectual
§ Moral
§ Developmental
§ Physical
§ Reader
Physical:
§ Puberty
§ Am I normal?
Intellectual: Piaget
§ Sensory Motor à Concrete Operational à Formal Operational
§ Typically around age 10 kids
transition from the concrete stage to abstract.
§ Typically around age 14 kids
transition from the concrete stage to formal.
§ When asking students abstract
questions, keep in mind that you will have to do some scaffolding.
Developmental Stages – Havighurts: Transition from childhood to adolescence
§ 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
Moral: Kohlberg’s Theory:
§ Preconventional: Decisions based on rewards and punishments.
§ Conventional: Follows the rules of society, religion, or
both.
§ Post-conventional: Recognize the laws, but human life is more
important and can supersede the law.
Think in terms of civil disobedience.
Maslow: Needs Hierarchy
§ Self-actualization
§ Esteem
§ Love/Belonging
§ Safety
§ Physiological
Developing as Readers:
§ Aesthetic Experiences
§ Philosophical Speculation
§ Vicarious Experiences
§ Autobiographically
§ Unconscious Delight
§ Develops Empathy
Reflection:
As a future
librarian, it is crucial that I understand the patrons of my library and at
times reflect on how I was feeling during my adolescence. It’s important to understand that students
are experiencing things that they’re unsure of or don’t know if it’s normal,
and a book that relates to their situation could really help them out. In order to best assist them, I need to build
a relationship with them, and for them to feel comfortable asking me to help
them find a book on any subject or topic.
In education it always comes back to making connections with students,
and if we can do that there is no limit to what can be achieved. Our joy and passion is reading and our main
goal is to share that with others. In order
to get a reluctant reader hooked on a good book we must make time to get to
know them, their interests, what they like to watch on TV; all in order to
suggest books that will intrigue them.
Chapter 6
Link:
Chapter 7: Literary Elements
Literary Elements:
§ Antagonist
§ Character
§ Conflict
§ Mood
§ Tone
§ Plot
§ Protagonist
§ Setting
§ Theme
Literary Devices:
§ Allegory
§ Allusion
§ Archetype
§ Deus ex machine
§ Hyperbole
§ Imagery
§ Metaphor
§ Motif
§ Point of View
§ Simile
§ Symbolism
Literary Elements & Literary
Devices Definition:
Literary
elements and devices are used in literature to enhance the writing and help to
further develop the story. When used
they help develop character arcs, plot, moral/lesson learned, emotions felt
throughout the story, and the use of figurative language to elevate the writing
to a higher standard.
Reflection:
In this
chapter, I was able to review literary terms that I’m very familiar with and
what I always started the beginning of a school year reteaching my
students. These are all terms that we know
but at times we need a refresher on them.
I always enjoyed teaching literary elements and devices to my students,
because they are used frequently all throughout literature. Once we had gone over the terms in class,
then I could incorporate them into any and all of our readings in class. While teaching I realized that an easy,
effective way to teach most of these literary terms can be done through various
picture books. Picture books typically contain
a theme, point of view, setting, protagonist, antagonist, conflict, plot, and
mood. With the use of picture books I
was able to review literary terms in a simple way for them to understand, and
usually with a book they are familiar with.
Figurative language was another favorite lesson of mine, but a topic I
would have to review throughout the year with my students. It’s important that we always incorporate
these literary concepts when discussing books with children.
Chapter 7 Link:
Chapter 8: Awards & Lists
§ Printz
§ YALSA Excellence in Nonfiction
§ Great Graphic Novels for Teens
§ Best Fiction for Young Adults
§ Margaret A. Edwards Award
§ ALEX Award
§ Odyssey Award
§ Morris Award
§ Outstanding Books for the College
Bound
§ Popular Paperbacks
§ Quick Picks for Reluctant Readers
§ Readers’ Choice
§ Teens Top Ten
§ Amazing Audiobooks
§ YA Choices
§ Lone Star Reading List
§ TAYSHAS Reading List
§ Maverick Reading List
§ Edgar Award for Mystery
§ NCTE Award for Excellence in Poetry
for Children
§ Orbis Pictus
§ Batchelder Award
§ Scott O’Dell Award for Historical
Fiction
§ Pura Belpre Award
§ Schneider Family Award
§ Sibert Award
§ Stonewall Award
§ Stonewall Contd
Reflection:
Children are
inquisitive in nature and often times will ask why a seal is on the cover. I must confess that before I started this
program I was only familiar with a handful of awards and lists for books. It’s crucial that I become knowledgeable
about the various awards and lists in literature, and share what I know with
the patrons of the library. After
reading over the list above, there are several that I will be looking into
more, especially the amazing audiobooks since I don’t typically listen to books
and I’m interested to see what’s on the list.
In my future library, I plan to educate students on the awards and how
they are chosen. Another idea I want to
implement is to showcase past winners of the award during the month when new
books are chosen for that particular award.
This will allow students to see how and why books are chosen for that
particular award, and to be on the lookout for the winner and honor books of
the award for that year.
Chapter 8
Link:
Chapter 9: Poetry
§ Not a genre
§ A form that literature can take
§ Found in various genres
§ Most neglected format
Research on Elementary Students:
§ Kids prefer narrative poetry
§ The two they dislike: haiku and free verse
§ Kids like rhythm and rhyme
§ Kids like sound devices: onomatopoeia, alliteration, and tongue
twisters
§ They enjoy poems that are: funny, familiar experiences, and animals
§ Preference for contemporary poems: language used is familiar
Criteria:
§ Visual images and words: allow a
child’s imagination to expand
§ Imagery: be able to smell, touch, taste, hear, and see
it
§ Shouldn’t be brought down to a child’s
supposed level
§ Allows kids to interact with the poem
§ Repeated readings
Awards for Poetry:
§ NCTE Award for excellence in poetry
for children
o
Began
in the 70s
o
At
first it was awarded every three years, but now it is given every year.
Jean Le Pere’s Reasons to Share
Poetry with Children:
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:
§ 1st – 3rd
Grade: Narrative poems, limericks, and
poems that have rhythm, rhyme, and sound devices.
§ 4th – 6th
Grade: Contemporary poems, familiar experiences,
story with humor, and imagery.
§ 7th – 9th
Grade: Rhyme, humorous narrative, and
familiar experiences.
Elements of Poetry:
§ Rhythm
§ Rhyme
§ Alliteration
§ Assonance
§ Onomatopoeia
§ Repetition
§ Imagery
§ Shape
Forms of Poetry:
§ Lyrics
§ Narrative
§ Ballads
§ Limericks
§ Concrete
§ Haiku
Additional 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?
3) Does the poem rhyme?
4) How is rhythm used?
5) What role does sound play?
Reflection:
Poetry was
always a unit that I dreaded to teach because when I was in school we would
analyze a poem to death. As a result, I
never had an urge to read poetry outside of the classroom. When I myself was teaching poetry, I still
didn’t enjoy it since we would have the students do the same thing, only we had
acronym for it now. My first year
teaching we used TPCASTT as our strategy to analyze poetry, and luckily the
next year we did shorten it a bit and use the strategy called SIFT. In my opinion, we need to read more poetry
with students just for the fun of it, and don’t always make them analyze
it. As stated in the video, most poets
didn’t write their poems for that reason, but simply to be enjoyed by
readers. After watching the video, I’m
very interested in reading Ruth Heller’s books and sharing this find with my
fellow English teachers. If I would’ve
known about these books before I know they could’ve made a big impact in my
classroom. If we read and share poetry with enthusiasm I know it will make a
difference in how our students perceive poetry.
Chapter 9 Link:
Chapter 10: Historical Fiction
§ Any story set in the past
§ Based on age, it varies whether a
person would categorize it as historical fiction.
§ Allows the reader to imagine what it
would’ve been like 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?
4) Is everything consistent with the
social milieu?
5) Does the theme of the story relate to
contemporary readers?
Reflection:
Historical
fiction is one of my favorite genres to read, and the Little House on the Prairie Series is what ultimately got me hooked
on reading. I love how with historical
fiction you can go back in time, and witness different ways of life. When I would take my students to the library
quite often they would head towards the I
Survived Series, since there is a
wide variety to choose from and they cover many different historical
events. Our librarian would usually
discuss and show book trailers for a few books before students would go check
out, and they always picked up more books when we shared historical fiction
books. Students were always fans of Alan
Gratz’s books, A Night Divided, and The Diary of a Young Girl. This is one area of books that I feel very
confident in when recommending books to students!
Chapter 10 Link:
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