Modern Fantasy:
Modern Fantasy is defined as literature that is set in the real world; the author alters one or more characteristics of everyday reality. This literature genre derives from ancient mythology; do the names of these Greek, mythological gods sound familiar: Zeus, Athena, Hades, Hercules. You probably remember them from the Disney cartoon, Hercules. Using legends and myths from long ago can help stimulate imagination and creativity. One of the first Modern Fantasy books was The Odyssey by Homer. I recall reading some of this book during my ninth grade Honors English class. I don’t remember every detail within the bounds of the covers, but I do remember being excited to flip the next page. It is a fun experience to travel to a world in which its reality IS NOT THE NORM. Anything is possible; there are no bounds. I loved reading James in the Giant Peach. The story starts out (it has been awhile since I read it) in reality, then jolts the reader into this alter- world. In the alter- world of modern fantasy books, the unbelievable is believable, the intangible become tangible and the unkown is evident.
One of my all-time favorite movies is The Pagemaster. It is set in a time where libraries are ancient and books are of no interest to children; their only use it to collect dust and disintegrate into the dirt. However a young boy stumbles upon three adventurous books and becomes a part of their reality, rather than his own. Due to his discovery of the magical world of books and how they became a part of his reality, his love and respect for these stories grew indefinitely.
Fun Classroom Activity:
I would have each child write down the following…
· Think of a make-believe place
· What creatures/animals (fictional or real) could be found in your land?
· What is the climate like?
· What could you find there on your land/island/planet?
· What is your place’s name
I would have the students draw illustrations of their make believe place. After gathering their written information I would have them concoct a main character; one whom despises reading books, and who would rather play video games. I would then write a story using their information and illustrations about a child who gets trapped in a book and travels to all sort of places and encounters different creatures and animals. I would have it bound and give a copy to each student. In this they have validly of their capability of adding ideas to a storyline by using their imagination. I would dedicate a day to read the story, discuss and share. I suppose this would be an appropriate activity for a third grade class.
I enjoyed learning about Modern Fantasy and definitely look forward to using teaching methods for this genre.
Thursday, March 26, 2009
Thursday, March 19, 2009
Blog# 6
Traditional Literature:
In my opinion, the definition for traditional literature is that composed of narrated, generational stories (transmitted through oral storytelling) comprised of folklores (adventurous tales ), fables (animal characters take on human characteristics), myths (natural phenomena including human emotion and experience) and legends (narrated historical truth).
Traditional literature is a genre of literature that is introduced to almost every child at an age of lasting impression. You could inquire any American child about the story "Cinderella" and they would most likely be able to tell you what the story was about. There are ojects within a story that help foster the child's recollection of that particular story. "The Princess and the Pea" consists of a pile of mattresses and a pea; “Cinderella” has a glass slipper and a fairy god-mother; “The Tortoise and the Hare” is about a race between a cocky rabbit and a determined turtle. When I was read to growing up, traditional literature was the genre of stories I was read to the most. I could recall what happened within the pages of these fascinating books. I could especially remember fables because there was always a moral at the end of the story; my mother would always somehow include the moral of the story as a lesson to a previous mistake I committed. (I was a bad child… no, actually I was just curious and often my curiosity got me into trouble. That’s when Fables came to my mom’s aid; she was greatly appreciated them, alongside every other strict parent).
Bringing traditional literature into a classroom would be interesting for both the students and the teacher. When learning new concepts, one has to become familiar with what is being studied. Fortunately, everyone has experienced this type of literature at a young age, therefore it would be easier to exercise creativity when discussing traditional literature. Here are my concepts and lessons concerning traditional literature:
Concepts and Lessons:
When studying various works I would distribute the four types of traditional literature (folklores, fables, myths and legends) amongst four groups of students. I would then have them read and examine a unfamiliar book parallel to their type of traditional literature. I would encourage them to create character webs, plot/scene analysis, timeline of plot, ect.; the more information collected, the better. Lastly, I would ask them to draw a specific scene that is the most vital to the storyline, and why. After these four separate groups have completed their tasks I would present all information and have the class as a whole collaborate to determine similarities and differences among the four types of traditional literature. I would ask my students what the main theme/concept was within all forms of traditional literature.
I would have my students give me their definition of traditional literature from what the learned from the previous activity. I would ask them to take their personal definition and concoct their own traditional literature genre story with illustrations and rich text. I would have them try to involve all four types (mythical, legend bearing, fable and folklore- like) within their story. I would have my students all share their stories.
I love traditional literature. As a child reading stories such as these widened my imagination. Any child can learn from it and most everyone enjoys listening to the supernatural tales of talking animals that learn meaningful lessons on the way. I will use traditional literature in my classroom and surly have fun “re” introducing it to my students.
In my opinion, the definition for traditional literature is that composed of narrated, generational stories (transmitted through oral storytelling) comprised of folklores (adventurous tales ), fables (animal characters take on human characteristics), myths (natural phenomena including human emotion and experience) and legends (narrated historical truth).
Traditional literature is a genre of literature that is introduced to almost every child at an age of lasting impression. You could inquire any American child about the story "Cinderella" and they would most likely be able to tell you what the story was about. There are ojects within a story that help foster the child's recollection of that particular story. "The Princess and the Pea" consists of a pile of mattresses and a pea; “Cinderella” has a glass slipper and a fairy god-mother; “The Tortoise and the Hare” is about a race between a cocky rabbit and a determined turtle. When I was read to growing up, traditional literature was the genre of stories I was read to the most. I could recall what happened within the pages of these fascinating books. I could especially remember fables because there was always a moral at the end of the story; my mother would always somehow include the moral of the story as a lesson to a previous mistake I committed. (I was a bad child… no, actually I was just curious and often my curiosity got me into trouble. That’s when Fables came to my mom’s aid; she was greatly appreciated them, alongside every other strict parent).
Bringing traditional literature into a classroom would be interesting for both the students and the teacher. When learning new concepts, one has to become familiar with what is being studied. Fortunately, everyone has experienced this type of literature at a young age, therefore it would be easier to exercise creativity when discussing traditional literature. Here are my concepts and lessons concerning traditional literature:
Concepts and Lessons:
When studying various works I would distribute the four types of traditional literature (folklores, fables, myths and legends) amongst four groups of students. I would then have them read and examine a unfamiliar book parallel to their type of traditional literature. I would encourage them to create character webs, plot/scene analysis, timeline of plot, ect.; the more information collected, the better. Lastly, I would ask them to draw a specific scene that is the most vital to the storyline, and why. After these four separate groups have completed their tasks I would present all information and have the class as a whole collaborate to determine similarities and differences among the four types of traditional literature. I would ask my students what the main theme/concept was within all forms of traditional literature.
I would have my students give me their definition of traditional literature from what the learned from the previous activity. I would ask them to take their personal definition and concoct their own traditional literature genre story with illustrations and rich text. I would have them try to involve all four types (mythical, legend bearing, fable and folklore- like) within their story. I would have my students all share their stories.
I love traditional literature. As a child reading stories such as these widened my imagination. Any child can learn from it and most everyone enjoys listening to the supernatural tales of talking animals that learn meaningful lessons on the way. I will use traditional literature in my classroom and surly have fun “re” introducing it to my students.
Wednesday, March 4, 2009
Blog #5
Picture Books:
Picture books are those that “communicate information or tell stories through a series of many pictures combined with relatively slight texts or next text at all” (Nodelman, 1990). Picture books emphasize the importance of illustrations, especially books made for younger children. When looking at a picture book, children are able to create their own stories, by just looking at the pictures. I have witnessed three year-olds, whom do not know how to read pick up a picture book and invent their own story.
Picture books can be used at any time in any grade level. I have been read a picture book this semester in one of the classes and it opened up a class dialogue and activity (obviously it was my Education class). Picture books are not limited to the text. There are picture books that are wordless books. In these specific types of picture books, children can formulate their own story line and character traits.
When evaluating picture books, one needs to take into consideration if the book as a whole will keep the students’ attention. If you have a classroom comprised of primarily boys, it would not be wise to select female- preferred books as the majority; keep a good balance of all types of books. Also, a teacher would need to evaluate how their students would perceive the entirety of the book. Compare the child’s age to the stage of cognitive and social development; ask yourself the question: will my kids be able to understand the information/pictures present in the book; can they socially relate to the book and will they gain anything after being exposed to it? Take an assessment: are my children prepared to experience this book? Would be a mistake to put a book intended for a 5th grade class in front of a kindergartener? Depending on the illustrations and story… it’s all subjective. That is why it is so important for the teacher to evaluate books on a personal basis. Book reviews only go so far. Get active in choosing your books!
When I was a young child, I was read to often. My favorite types of books were picture books. I loved looking at the pictures, especially if they were bright illustrations (those really captivated my attention). My mom would religiously read to me The Cat In the Hat. After the awhile I could recite it, word for word. ( Repetition is an important element in a child’s cognitive development). I will definite use picture books; they are fun, fascinating and take you on a journey. Not only do the children enjoy listening, and looking at the picture books, adults enjoy reading them; I sure do.
Picture books are those that “communicate information or tell stories through a series of many pictures combined with relatively slight texts or next text at all” (Nodelman, 1990). Picture books emphasize the importance of illustrations, especially books made for younger children. When looking at a picture book, children are able to create their own stories, by just looking at the pictures. I have witnessed three year-olds, whom do not know how to read pick up a picture book and invent their own story.
Picture books can be used at any time in any grade level. I have been read a picture book this semester in one of the classes and it opened up a class dialogue and activity (obviously it was my Education class). Picture books are not limited to the text. There are picture books that are wordless books. In these specific types of picture books, children can formulate their own story line and character traits.
When evaluating picture books, one needs to take into consideration if the book as a whole will keep the students’ attention. If you have a classroom comprised of primarily boys, it would not be wise to select female- preferred books as the majority; keep a good balance of all types of books. Also, a teacher would need to evaluate how their students would perceive the entirety of the book. Compare the child’s age to the stage of cognitive and social development; ask yourself the question: will my kids be able to understand the information/pictures present in the book; can they socially relate to the book and will they gain anything after being exposed to it? Take an assessment: are my children prepared to experience this book? Would be a mistake to put a book intended for a 5th grade class in front of a kindergartener? Depending on the illustrations and story… it’s all subjective. That is why it is so important for the teacher to evaluate books on a personal basis. Book reviews only go so far. Get active in choosing your books!
When I was a young child, I was read to often. My favorite types of books were picture books. I loved looking at the pictures, especially if they were bright illustrations (those really captivated my attention). My mom would religiously read to me The Cat In the Hat. After the awhile I could recite it, word for word. ( Repetition is an important element in a child’s cognitive development). I will definite use picture books; they are fun, fascinating and take you on a journey. Not only do the children enjoy listening, and looking at the picture books, adults enjoy reading them; I sure do.
Sunday, March 1, 2009
Blog #4
International Literature v. Multicultural Literature
International Literature can be summed up by the definition: “that body of books originally published in a country other than the United States in a language of that country and later published in this country” (Hancock, 2000). At first, I did not decipher the difference; however this definition from our text explains it flawlessly. International literature is not just limited to books originally written in another language (other than English); if a book is written in English, yet in another country other than the U.S., it can be considered to be “international” as well. When in search for an international book, a librarian confused international literature with multicultural literature. Finding an international book was quite a journey; I actually had to research to find a book that was written in another language, and translated into English. The two books I found were books originally written in German. By looking at the front book covers I would have never guessed that they were international pieces of literature.
Compared to international literature, multicultural books were easy to spot. Books that appear to “look” out of the ordinary, considering culture are the ones that are, obviously multicultural pieces of literature. This type of literature opens up the readers’ mind to varying beliefs, values and cultural differences. The country we presently preside in consists of many cultures. Although we have a unified “American” culture, our foundation is made up of all different types of existing cultures. We are, after all a melting pot of cultures, encompassed in one nation. The difference between these two forms of literature is that multicultural lit. are those that present an accurate perspective of people/ beliefs/ values from that specific culture. In order for the books to be authentic multicultural books, they must be written by authors whom are from that specific culture or have lived within it or greatly experienced the culture. International books must be written in a different country and translated to English.
It is important to have both genres of literature in a classroom setting. International literature can help students bond with different people from other countries, giving them an incentive to bridge the gap between other nations. Reading from another countries perspective will inspire students to broaden their horizons, mentally and even physically. Students will learn about other cultures when they read multicultural literature. This literature allows students to see their own culture and in some way gives them a sense of belonging. It also allows students to observe and learn about other cultures, that they have stereotyped before.
Activities for both genres of literature:
International:
1) Have the children write about how the characters in the story differ from them ( the way they dress, their language, actions, ect.)
2) Next, have the children write about how the characters in the book are similar to who they are.
*the children should be able to identify somehow to the characters in the story; whrn they find similarities, remind them that others in a different country may not be as different from them.
Multicultural:
1) Have the children identify something culturally different (such as food, tradition, language) that is new or interesting to them. Have them write down their reasoning.
2) Allow the children to discuss something about their culture that is interesting and have them draw a picture representing their culture. Create a collage representing all the different cultures within the classroom; then remind them that there are different cultures within our country.
International Literature can be summed up by the definition: “that body of books originally published in a country other than the United States in a language of that country and later published in this country” (Hancock, 2000). At first, I did not decipher the difference; however this definition from our text explains it flawlessly. International literature is not just limited to books originally written in another language (other than English); if a book is written in English, yet in another country other than the U.S., it can be considered to be “international” as well. When in search for an international book, a librarian confused international literature with multicultural literature. Finding an international book was quite a journey; I actually had to research to find a book that was written in another language, and translated into English. The two books I found were books originally written in German. By looking at the front book covers I would have never guessed that they were international pieces of literature.
Compared to international literature, multicultural books were easy to spot. Books that appear to “look” out of the ordinary, considering culture are the ones that are, obviously multicultural pieces of literature. This type of literature opens up the readers’ mind to varying beliefs, values and cultural differences. The country we presently preside in consists of many cultures. Although we have a unified “American” culture, our foundation is made up of all different types of existing cultures. We are, after all a melting pot of cultures, encompassed in one nation. The difference between these two forms of literature is that multicultural lit. are those that present an accurate perspective of people/ beliefs/ values from that specific culture. In order for the books to be authentic multicultural books, they must be written by authors whom are from that specific culture or have lived within it or greatly experienced the culture. International books must be written in a different country and translated to English.
It is important to have both genres of literature in a classroom setting. International literature can help students bond with different people from other countries, giving them an incentive to bridge the gap between other nations. Reading from another countries perspective will inspire students to broaden their horizons, mentally and even physically. Students will learn about other cultures when they read multicultural literature. This literature allows students to see their own culture and in some way gives them a sense of belonging. It also allows students to observe and learn about other cultures, that they have stereotyped before.
Activities for both genres of literature:
International:
1) Have the children write about how the characters in the story differ from them ( the way they dress, their language, actions, ect.)
2) Next, have the children write about how the characters in the book are similar to who they are.
*the children should be able to identify somehow to the characters in the story; whrn they find similarities, remind them that others in a different country may not be as different from them.
Multicultural:
1) Have the children identify something culturally different (such as food, tradition, language) that is new or interesting to them. Have them write down their reasoning.
2) Allow the children to discuss something about their culture that is interesting and have them draw a picture representing their culture. Create a collage representing all the different cultures within the classroom; then remind them that there are different cultures within our country.
Sunday, February 15, 2009
Ch. 3 Blog
When evaluating books, it is essential to consider the book in terms of values. You may want to dissect the literature, piece by piece and determine whether or not it fits the evaluation criteria. Take the book, The Adventures of Huckleberry Finn; I had no idea that it caused controversies to the point of banning it from certain schools. I suppose if I were an African American individual, reading a book (written for enjoyment) that had slavery within its bounds would make me to feel quite uncomfortable. I would ask myself, “What values does this book address?” I have read Huckleberry Finn, once awhile ago and I do remember feeling ill when I read about the attempted lynching toward Jim, Huckleberry’s black friend. Even though I could not relate to Jim, culturally, I still felt remorse for blacks during the books’ setting. I believe this book could be construed in different ways, depending on which side of the spectrum you are looking thru. I believe it presents slavery as a horrid act of human nature, in a ruthless world where a young white boy, whom is an “outcast” of society, befriends yet another outcast, a black man. I find that the values of this particular book are that of friendship, loyalty and love. Ultimately, Huckleberry loved Jim, and judged him not by the color of his skin but by the shape of his heart.
There are so many children’s books out in America. Out of the endless amounts of literature, think about how many different characters there are. The impossibility becomes possible; characters who are crazy, wild, shy, loud, rough, absurd, pensive, introverted, extraverted… the list could go on and on. Now, along with the characters, it is essential to concoct an ideal setting for them to reside in. “Believable settings place readers in geographic locations and time periods that they can see, hear, and even feel” (Norton, 2007). Without characters within a book, the setting would be pointless; without a setting, the characters would be worthless. They two work hand-in-hand to make the literature come alive. Having characters that are believable allows room for a child to relate to the characters. If the setting is within a time-frame that is unfamiliar to the child , with the clues from the characters, the child will be welcomed into the plot.
There are so many children’s books out in America. Out of the endless amounts of literature, think about how many different characters there are. The impossibility becomes possible; characters who are crazy, wild, shy, loud, rough, absurd, pensive, introverted, extraverted… the list could go on and on. Now, along with the characters, it is essential to concoct an ideal setting for them to reside in. “Believable settings place readers in geographic locations and time periods that they can see, hear, and even feel” (Norton, 2007). Without characters within a book, the setting would be pointless; without a setting, the characters would be worthless. They two work hand-in-hand to make the literature come alive. Having characters that are believable allows room for a child to relate to the characters. If the setting is within a time-frame that is unfamiliar to the child , with the clues from the characters, the child will be welcomed into the plot.
Sunday, February 8, 2009
Ch. 2
This chapter was interesting to read. I really never thought about how children were viewed in the times past today. "A child was considered a small adult who should enter into adult life as quickly as possible and stories primarily for young people were considered unnecessary" (Norton, 2003). It saddened me to come to terms with the idea that the enjoyable, fascinating books that we have now for children did not exist, moreover story books for young children were "unnecessary" at one time in history. In 1476, most of the books written were not written for interest. Their main objective was to improve a child's manners and instruct to shape their minds. There is nothing wrong with this concept of children books being an "instruction manual" on how to be a perfect child, yet children need to be able to enjoy themselves through reading. They can be taught morals, values and virtue through books that are gearing them in the right direction, yet will entertain the young, impressionable mind.
During the Victorian Age, it was the upper-class children whom were more privileged and deemed to be "special". The lower-class children on the other hand were not so privileged, as their world consisted of mine working and factory laboring. Due to their accessibility to books, upper- class children enjoyed the wonder of fantasy stories that altered their imagination. During this era, most books main focus was on sense of duty to parents and to God. Children acquired a sense of respect for authority. A prominent theme in children's literature was on relationships of children within the family. Hard- working children shared suffering and poverty with their family, within a unit. Well- to-do children of nobility often spent most of their childhood separated from their family. I know that money gets you to a place of comfort, but nothing beats the comfort of having the people you love around you, through times of riches to poverty.
Personally, I wish the views from the Victorian Era were still relevant to today's society. Most children have gotten so far away from the fear of authority. Put a child (who hasn't been taught respect) in the presence of a authority figure who corrects their mistakes and see how the child responds. I work with children, and I can tell you that I am blowed- away by the lack of respect they have for adults. I give them a simple command, "Please, go sit down at the table." and I get a snooty glare from them, straight in the eyes as they say, "No!". What this generation needs are books that will reteach our children how to respect their elders. We need to bring them back to the basics through literature that will instill in them a change. Instead, the media is feeding them ideas of how it's alright to be an individual; to rebel and disrespect anyone who comes against you. The children within the 19th century were taught to respect and obey their parents, and above all, God through AMERICANS ARE LIVING IN A world THAT HAS COMPLETELY DISMANTLED HOW LIFE SHOULD OPERATE. God is a KING, and we are HIS subjects. I don't know how we bought into the lie that when God says to do something, its alright to say, "No!"
Within the classroom experience, a child needs to be fostered into learning how to enjoy reading. I wasn't much interested in reading, but all throughout elementary school, we would have book "read-ins". During those days, we were allowed to bring blankets and pillows along with various different books, and we read all day. This allowed for comfort in a place where comfort is not easily found. I enjoyed the reading experiences because I felt less intimidated within the compounds of a classroom.
During the Victorian Age, it was the upper-class children whom were more privileged and deemed to be "special". The lower-class children on the other hand were not so privileged, as their world consisted of mine working and factory laboring. Due to their accessibility to books, upper- class children enjoyed the wonder of fantasy stories that altered their imagination. During this era, most books main focus was on sense of duty to parents and to God. Children acquired a sense of respect for authority. A prominent theme in children's literature was on relationships of children within the family. Hard- working children shared suffering and poverty with their family, within a unit. Well- to-do children of nobility often spent most of their childhood separated from their family. I know that money gets you to a place of comfort, but nothing beats the comfort of having the people you love around you, through times of riches to poverty.
Personally, I wish the views from the Victorian Era were still relevant to today's society. Most children have gotten so far away from the fear of authority. Put a child (who hasn't been taught respect) in the presence of a authority figure who corrects their mistakes and see how the child responds. I work with children, and I can tell you that I am blowed- away by the lack of respect they have for adults. I give them a simple command, "Please, go sit down at the table." and I get a snooty glare from them, straight in the eyes as they say, "No!". What this generation needs are books that will reteach our children how to respect their elders. We need to bring them back to the basics through literature that will instill in them a change. Instead, the media is feeding them ideas of how it's alright to be an individual; to rebel and disrespect anyone who comes against you. The children within the 19th century were taught to respect and obey their parents, and above all, God through AMERICANS ARE LIVING IN A world THAT HAS COMPLETELY DISMANTLED HOW LIFE SHOULD OPERATE. God is a KING, and we are HIS subjects. I don't know how we bought into the lie that when God says to do something, its alright to say, "No!"
Within the classroom experience, a child needs to be fostered into learning how to enjoy reading. I wasn't much interested in reading, but all throughout elementary school, we would have book "read-ins". During those days, we were allowed to bring blankets and pillows along with various different books, and we read all day. This allowed for comfort in a place where comfort is not easily found. I enjoyed the reading experiences because I felt less intimidated within the compounds of a classroom.
Wednesday, January 28, 2009
The Best Teacher Award Goes To...
The best teacher I ever had, I will never forget. Her name was Mrs. Evans; the sweetest, calm- tempered, most humbled teacher I ever had. Mrs. Evans taught my first grade class. I had a lot of anxieties going to a new school that year, but she seemed to be the strength I needed at that time. She taught me that there was no such thing as a "stupid" question. During the time I was with her, I never saw her frustration with others who just weren't quite getting certain math problems... me being one of them. She would just smile and kindly direct me toward the correct answer. And when it came time to reading outloud, I never felt embarrassed when I made mistakes, and even if I did I'm sure she made me feel more confident. She gave her heart when she taught because she loved what she did. I didn't like reading much, but she opened up a door for me to walk through when she encouraged me to keep reading, even when I didn't desire to. There was nothing special about her apperance; she looked ordinary and was real petite; however, it was her heart that made her special. She was appreciated by many other students I'm sure, because she took the time to appreciate each individual. She was special because she made young, little children feel special.
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