Chapter 11: Realistic Fictions
Summary:
This chapter is about realistic fictions which is sometimes known as contemporary realistic fiction or Modern realistic fictions. These stories are those set in contemporary or modern times. Important elements about realistic fiction are that they are believable, and everything within the story is consistent with the real world. This holds true for the characters, settings, and events, which separates these books from historical fiction and fantasy.
Below I have placed the criteria mentioned in the chapter for evaluating realistic fiction for children.
- Is everything consistent with the real world in which contemporary kids live? Speech, behavior, and every element must be believable and reflect the contemporary world. When addressing this criteria, consider especially gender and cultural elements. We want to share realistic fiction that avoids stereotypes.
- Does the theme emerge naturally from the story? Does it avoid being preachy or didactic? In actuality, a good piece of realistic fiction encompasses more than one theme . When reading, the theme should not be like a baseball bat to the brain. Rather, themes should emerge slowly and consistently.
- How does the topic or subject matter of the book relate to modern readers? Realistic fiction tackles sensitive and tough topics: death and loss, sexuality and sexual orientation, changing family structure, and so many others. Topics which used to be taboo are now becoming the subject matter of books for young readers.
Reflection:
I was really surprised by criteria number three, where it mentioned that topics which used to be taboo are now becoming the subject matter for books for young readers. Although this might seem a little scary, it is good to know that YA readers will have books that relate to the real events that are happening in their life. I am enjoying the books we are reading in this class, and do find myself being confronted with topics that are or have been taboo in the past. I will use this information to evaluate each book that I read, which will help me be more analytical as I make my way through the story.
Chapter 12: Nonfiction
Summary:
Nonfiction is the only kind of book defined by what it is not. Nonfiction is an umbrella of terms, which includes the following:
* narrative and expository approaches
* biographies
* autobiographies
* memoirs
It is important to remember that there is not one template for nonfiction, and there are many a variety of texts that will fall under this umbrella.
Below is the criteria mentioned in the chapter that can be used for evaluating Nonfiction for children.
- What are the qualifications of the author?
- Are the facts accurate?
- What is the purpose and scope of the book?
- How does the organization of the book assist readers in locating information?
- What role do visuals play?
This chapter also provides questions that can be asked to students when they are reading nonfiction.
1. Tell how this book would be different if it had been written 50 years earlier or 50 years later.
2. Describe your favorite illustrations. Which illustration do you wish you had done yourself? Why?
3. Would this book make a good documentary? Why?
4. Explain what you think the author did to research and write this book.
5. How would this book be different if it had been written for an adult? For a
kindergarten student?
6. What kind of teacher do you think the author would make?
7. If you had a chance to interview the authors of this book, what would you
ask them?
8. Describe three facts, theories, or incidents that you found particularly interesting. Tell why.
9. Examine the title and jacket of this book. Do they present a fair representation of the contents of the book.
10. select the book you thin was the most well written. Pretend a book company is considering publishing this book and you must defend this book. Describe what you would say to persuade them of its value in learning.
I really liked the questions that were included with this chapter, and could see myself using them when reading alone or with my students. I really like questions number six, and would be interested int he student responses, and would like to know why they had that particular perspective. I like that the criteria requires or takes into account the authors credentials, I think that when it comes to nonfiction, one must be knowledgeable and have the credentials to support their findings. I also think the visuals play an important part in helping library patrons understand certain books, so I a glad that this was included as one of the criteria. I will use the criteria given to analyze the book nonfiction books that I read, and ask myself and my students some of the probing questions included in this chapter.
Chapter 13: Fantasy / Science Fictions
Summary:
Stories that violate the laws of physical reality fall into the genre of fantasy fiction. When animals begin to talk in any novel, we know that we know that one has crossed over to the realm of fantasy.
Science fiction is a subgenre of fantasy. One important thing to remember is that all science fiction falls into the fantasy genre, but not all fantasy is science fiction.
This chapter gives specific criteria for evaluating Science Fictions and Fantasy for children.
- Despite the fantastic aspects of the story, characters must behave in consistent and believable ways.
- There must still be rules for the fantasy world.
- Authors must assist readers in the “willing suspension of disbelief.”
- The themes should explore universal truths.
Reflection:
I loves the fact that this chapter states that all science fiction falls into fantasy, but that not all fantasy is science fiction. This really pulled me in, and the information we learned in the first book review came to mind. It is wonderful to know that there are many aspects to fantasy that we must be aware of as educators. As I read the books for this class, I will definetly be using the evaluating criteria to test the books to see if they fall within the guide lines. I found criteria number one to be very interesting, because one would not think about that when it comes to fantasy.
Chapter 14: Graphic Novels
Summary:
Graphic Novels are not a genres, but instead are a form/format. For this reason graphic novels can be history, fantasy,fiction, nonfiction, and all the sub genre as well. Graphic novels have evolved to span readers from elementary to secondary and adult. The term graphic novel is now generally used to describe any book in a comic format that resembles a novel in length and narrative development. Graphic novels combine text and illustrations to convey the story or information. in the same way that a picture book would. Graphic novels differ from picture books and comics in their complexity.
Graphic novels help promote literacy in the following ways
1. Motivation
2. Great for teaching mood and tone
3. Contain all the elements of literature
4. Content area literacy with historical fiction, science fiction, and nonfiction.
5. Are wonderful for students with disabilities or special needs.
There are endless ways to categorize different graphic novels. Below I have included in some of the most prominent categories that are mentioned in this chapter.
1. Manga: The Japanese word for "comic' but in the US is used to descript Japanese style comics. manga is read from top to bottom and right to left as this is the traditional Japanese reading pattern. Manga refers to Japanese comics, but many think Manga refers to a style rather than the country of origin.
2. Superhero Story: Superhero graphic novels have taken the most popular form of comics and turned what were once brief episodic adventures into epic sagas. Superhero comics are dominated by a few mainstream publisher, Marvel, DC, and Darkhorse.
3. Personal Narratives(Perzines): these are autobiographical stories written from the author's personal experiences, opinions, and observations.
4. Non-Fiction: are similar to perzine's in that they are written from the author's personal experiences, but the author is generally using their own experience to touch upon a greater social issue.
Reflection:
I was really surprised with the different types of categories that graphic novels fall under. The categories are new to me, and I would really like to share them with my students. I feel the categories are important to understand, because it will lead to a greater understanding of the book they are reading. I have not read many graphic novel, but I am intrigued with the information that was mentioned in the chapter. I will be more aware of the books I am reading, and attempt to read at least one graphic novel in each of the categories.
Chapter 15: Ten Questions By : Richard Peck (1978)
Summary:
This Chapter provides your with the questions that I have posted below. These questions are meant to help the reader get a better understanding of the novel. Through these questions one is able to analyze the novel from every corner.
TEN QUESTIONS TO ASK ABOUT A NOVEL By: Richard Peck (1978)
l. What would the story be like if the main character were of the opposite sex?
(helps diffuse sexual polarizations and stereotyping)
2. Why is the story set where it is? (Not where is the story set?)
(points out setting as an author's device)
3. If you were to film the story, would you use black and white or color and WHY?
(consideration of tone)
4. If you could not use all of the characters, which would you eliminate and WHY?
(characters which add texture vs. simplification for media translation)
5. How is the main character different from you?
(reader can identify without being like the main character)
6. Would this story make a good TV series? Why/not?
(ending focus and sequential nature of chapters)
7. What one thing in the story has happened to you?
(anecdotal response of recognition)
8. Reread the first paragraph of Chapter 1. What is in it to make you read on? If
nothing, why did you continue to read?
(hooks reader and awareness of author's intent in writing)
9. If you had to design a new cover for the book, what would it look like?
(deceptive packaging and consumerism) '
10. What does the title tell you about the book? Does it tell the truth?
(titles as narrative hooks vs. symbolic titles)
Reflection:
I think this is a wonderful tool, that can be used by any librarian, to get the readers attention, and to help them fully understand the book that they are reading. I was surprised at some of the questions, for example questions number 8. I usually read a book, but never really stop to ask myself why did I keep reading, especially when it comes to books that start off slow. These questions will help guide my reading for this class, by providing introspective questions for me to ponder on as I get lost in the story. I will also be using these question to guide my students as they read. As a reader, I tend to get wrapped up in a book, and these question make you take a step back, and question all aspects of a novel.
No comments:
Post a Comment