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UNIT 18
UNIT 18 READING ASSIGNMENT
Read in Butler the three poems found on pp. 326-327 and the essay "Tree and Leaf" found on pp. 483-489
UNIT 18 LECTURE
Selecting Children's Books
Who should do the book selecting?
- Adult buyers, editors, reviewers, teachers or librarians can not know with any degree of certainty what books a child or young adult will enjoy.
- Children are skilled at rejecting books that are not for them--at that time.
- Some books require experiences with reading or with the world in order to be understood and enjoyed. Books rejected one year may be enthusiastically received another year after the child has gained experiences and matured.
- Just like some music and some movies, some books or stories or poems must be heard several times and perhaps discussed with others before they can be understood and enjoyed.
- Each book should be evaluated by itself following general guides or suggested standards, which must be considered in collaboration with knowledge of the child or young adult for whom the book is intended.
- Knowledge of the child is gained through learning the children's interests and ability levels and through carefully observing the child's reaction to books.
- Children and young adults need to be exposed to a range of books that will widen their experience with the world, giving them broader social insights and deeper understandings of human conditions and human feeling. Children and young adults need books that will simply entertain and increase their aesthetic experience (appreciation of beauty) as well as books that inform.
Guides/standards for evaluating books (The Literary Elements--not all books have all elements)
- Setting -- the time and place of the action; should be clear, believable, authentic
- geographical location: broad (e.g. England) or narrow (e.g. a classroom)
- in general, young children best comprehend books with settings with which they are familiar--young children have limited experience with the world
- time: historical period (Civil War), season (e.g. summer), day (e.g. Thanksgiving)
- general milieu or atmosphere--social or emotional
- Point of View -- who tells the story
- omniscient (all-knowing, all-seeing) narrator who describes characters and gives their thoughts by direct exposition (dialog, thinking aloud, etc.)
- protagonist (leading character or person about whom the action of the story centers) or other observer--story is told only thorough the eyes and understanding of the narrator; therefore view of other characters is limited
- alternating telling of the story by different observers; for example having different chapter told by different people
- Characters --
- who are they
- a major character is often--but now always--the first person in the book to be introduced
- young children are primarily interested in the action in the story and may not be as concerned with characters
- how are they revealed: by what they say, what they do, or what others say about them
- a physical description (e.g. the character frowned, pursed their lips, etc.)
- must be believable and consistent
- do they change and grow during the story
- characters must develop naturally
- characters must behave and talk in ways consistent with their age, sex, background, ethnic group and education--and setting (time and place)
- characters must be convincing
- children and young adults gain new insights into their own problems and into the problem of and relationships among others through depth and perception in characters
- Plot -- what happened, what is the action; a series of actions that move in a related sequence to a logical outcome
- not all books have a plot; rather some may have a series of episodes or reminiscences
- all stories need a beginning (set the stage), a middle (development, momentum, conflict, opposition, problem), and an end (a definitive ending, a climax of action, a strong indication of future resolution of the problem)
- children want characters who have obstacles to overcome, conflicts to settle, difficult goals to achieve
- vigorous action in pursuit of these goals is what holds the reader's attention
- very young children need a simple plot with no subplots
- Theme -- central core, main idea, meaning or message of a story
- difference between theme and moral
- moral--an implication of a part of a story (exception, for example, Aesop's fables where the moral is the message or theme)
- theme--implication of (or commentary on) the whole story
- messages are less effective if presented in an explicit (boldly stated) or didactic (instructive or preachy) manner; rather...
- messages are most effective and remembered when implicit (implied or understood from the actions and characterizations in the story)
- often children's books use themes which reflect developmental values or needs of certain developmental stages
- not all books have themes; for example, certain adventure stories or historical fiction
- Style -- how the story is written or the ideas expressed
- style involves the author's choice of words and the author's sentence pattern
- style involves the use of imagery and the rhythm of the words or sentences
- good writing is appropriate and has integrity
The evaluating process
- Ask the child/young adult for whom you are selecting a book why they like or don't like other books they have read
- Read for yourself the book you are considering--there is no substitute for this in book selection
- Balance the strengths and weaknesses of a book
- Be aware of the attitudes, values and assumptions the author uses in the book
- Be flexible enough to select a book if its weakness is that it does not agree with your own values or attitudes
- Compare the book to others by the same author or illustrator
- Compare the book to others on the same topic or in the same genre (zhon'r): a kind or type of thing; science fiction is an example of a literary genre)
- Do not rely on publishers suggested reading level; learn to judge reading level for yourself
Range of books
- Picture books
- generally for pre-readers and beginning readers
- generally built around the themes of love or reassurance and achievement
- illustrations are of primary concern for the child
- reading picture books requires pauses in the story for the child's questions and discussion about the pictures
- three kinds of books included under general picture books
- Wordless picture books (including ABC and counting books)--pictures carry the story
- Picture story books--picture and words equally responsible for the story elements
- Illustrated books--the words carry the story elements and are exemplified by the pictures
- Folk Tales
- challenge and achievement are the primary themes of folk tales
- the main characters must perform demanding or dangerous tasks if they are to survive
- folk tales carry the verities [basic truths] that in the struggle between good versus evil: kindness and goodness will triumph over evil
- folk tales increase a child's social consciousness
- Fables, Myths and Epics
- primary for older children and young adults
- the complexities or symbolism of these stories may not be understood at first
- contribute to appreciation of drama, beauty of storytelling, reverence for courage and high deeds
- Modern Fantasy
- geared to satisfy a child's boundless imagination
- used to extend the child's horizons (to worlds beyond belief) through action, humor (from nonsense to subtle wit) and magic
- Poetry
- extends a child's imagination (in giving new inward vision and understand)
- narrative poetry--due to its storytelling appeal--is good for reading aloud
- children enjoy reading and writing poetry
- Modern Fiction
- primary themes are love, reassurance, achievement
- broadens children's social understanding and ability to empathize
- realistic stories today present real people confronted with real problems--little is barred
- introduces children with a world larger than the one in which they live
- Historical Fiction
- must be historically authentic and should be well-written
- comprises some of the best contemporary writing for children and young adults
- instill children with a sense of the reality of other eras
- Biography
- used with historical fiction to reinforce each other
- gives a close-up of the era while historical fiction gives the broader context and implications
- Informational Books
- requires very careful consideration as some give scant coverage or an unbalanced treatment of a subject
- important to establish the qualifications of the author
Helping children and young adults out of a reading rut
- children need to experience a range of books; when a child is reading only one kind or type of book (referred to as being in a reading rut) the adult needs to introduce the child to other books which, at first, have something in common with the ÒrutÓ books
- identify common elements in books the child or young adult enjoys
- use these as a stimulus for increasing variety in reading
Records of books
For [future] teachers, counsellors, parents, buyers-of-books-for-those-younger-than-yourself
- Start a record (index cards, computer-based diary, or a searchable computer database) of books you have read
- Items to record: title, author, publisher, series (if part of one), illustrator, if paperback version is available, and your opinion of the literary elements (plot, theme, etc.), reading/interest level, special passages or quotes
- The children's literature listserv to which I subscribe is taken up almost exclusively with book location queries, such as "I want to find a book I read a few years ago which has a main character, a mouse, named Charlie who lives in a school room" or "There's a marvelous book I saw a few years ago about a little boy who has to adjust to his new baby sister--he gives up his crib for her to sleep in; does any one know the name of this book?" [Caution: just because you became attached to a particular book does not mean the child you intend it for will share your enthusiasm. Remember-- book selection must consider the person for whom the book is intended.]
UNIT 18 QUIZ ON LECTURE
After reading and reviewing the Unit 18 lecture, please take the quiz in WebCT (SCSU Vista)
UNIT 18 WRITING ASSIGNMENT
Describe sex typing stories and how it used in the stories you selected (350 words). Post your writing for Peer Editing.
UNIT 18 PEER EDITING
IF WE USE THE WIKI: After you have entered your Type Three writing, read and edit/comment on the entry of one member of your Wiki group. Make suggestions for improving the writing, based on the focus correction areas (FCAs). Make editing changes directly to your group member's writing. Remember to make comments promptly on classmates' writings so they can be used in rewriting to the Type Four assignments. Type Four writings are expected to be a substantial improvement over the Type Three assignment.
IF WE USE THE THREADS: After you have entered your Type Three writing, read the entry immediately before yours and make suggestions for improving the writing, based on the focus correction areas (FCAs). [First person will need to read the last entry.] Upload your writings to the Peer Editing / Threaded Discussion for the day/unit due. Remember to make comments promptly on classmates' writings so they can be used in rewriting to the Type Four assignments. Type Four writings are expected to be a substantial improvement over the Type Three assignment.
On this class site, every effort has been made to acknowledge the work of others. Any omission is unintentional. If anyone finds an oversight, please contact me at brownm6@southernct.edu immediately so that any error can be corrected.
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