Chapter 11: Realistic Fiction:
Summary:
Realistic fiction are sometimes called contemporary realistic fiction or modern realistic fiction. Books that are considered Realistic Fiction have to tell the story in modern time and the story needs to be realistic. The language used within a story needs to reflect the specific age group of the characters in the story. In addition, the story must be believable in that the attitudes, the clothes, the style, the places, restaurants, and venues must modern and available in today’s society . The reader should be able to make a connection with the world. The topic of the books are issues that readers can relate to. Some topics include that of death, sexuality and changing family structure. The theme has got to make its way into the book slowly and consistently. In addition, the chapter provides us with criteria in which we should evaluate realistic fiction for children.
Reflection:
I understand the importance of having literature that can relate to our students. I am able to determine the attributes of realistic fiction based on the descriptions afforded to me by this chapter. In addition, I will be able to evaluate realistic fiction using the evaluating criteria.
Chapter 12: Nonfiction:
Summary:
The chapter on nonfiction provides the reader a brief description explaining that nonfiction is best described by what it is not. It then goes on to explain the criteria for evaluating nonfiction for children. The first criteria that is discussed is the qualifications of the author. It explains that the qualifications of the author can be found in different ways. Some of the ways would have to be based on their reputation. It suggests that we can check the authors website, look at the book for notes and to check for the amount of research that was conducted to write the book. The second criteria was to ask if the facts are accurate. It states that review writers may not be experts, but provide strategies, where even the students can determine whether the information is accurate by comparing multiple books. It suggest to consider resources such as the Children’s Book Council or the National Council of Teachers of Math. The third criteria is the purpose and scope of the book. It defines the scope as either being broad or narrow and to ask what the books are about. It goes on to state the purpose of books are based on reader age groups. The fourth criteria discusses the organization of the book. Some books have a Table of Contents, where some have an index. Some may have illustrations credits or suggested readings. The last criteria is the role that visuals play. In this chapter, this includes the illustrations or photographs. The visuals elaborate on the text and helps break down or chunk the reading. The last part of the chapter are good nonfiction questions that we could ask students.
Reflection:
The book is a great guide that will assist in evaluating criteria. I loved how the chapter suggested a strategy that can be used in the classroom, where the students are able to identify whether the books being read are accurate. I loved how it provided us with so much detail on what to look for to check if the author was qualified. I also enjoyed how Dr. Lasesne and Dr. Perry explained each of the criteria using books and explaining how to use the books to be able to find the criteria for the different parts. I also learned why visuals are important to include in books. I think that for struggling readers, the visuals will be a great way to chunk the reading.
Chapter 13: Fantasy and Science Fiction
Summary:
The chapter is about categories that are found within the science fiction subgenre. The first categories that were discussed were apocalyptic and post-apocalyptic. The chapter was very instrumental in detailing the different characteristics that make up these categories. For example, Dr. Perry mentions that apocalyptic relates to stories of catastrophic disasters where we read about the challenges the characters face as they try to survive, where as post apocalyptic occurs years after the catastrophic event occurs. Other categories in this chapter include steampunk, cyberpunk and biopunk. It explains that steampunk has to do with steam power and that cyberpunk has to do with computer hacking and biopunk has to do with manipulating human DNA. Dystopian is another category. The characteristics of a dystopian novel includes propaganda to control citizens and the resistance to the government. Extrasensory perceptions has to do with telepathy or clairvoyance, which includes examples. In addition, this chapter provides us with not only information and descriptions of robots, androids, cyborgs, AI, space or aliens but is a great way to introduce this subgenre through examples using books.
Reflection:
The chapter was instrumental in identifying key differences in the subgenres of science fiction. Prior to this chapter I felt a little confused and actually thinking that apocalyptic and dystopian were the same. Dr. Perry does an excellent job in providing valuable information using books so that I could fully understand the differences. For example the criteria for apocalyptic vs. post-apocalyptic is that apocalyptic is a story of a person/s finding a way to survive a catastrophic event and post-apocalyptic story is about one coping with events after an apocalypse. These books take the reader along as they encounter obstacles in their journey. Post-apocalyptic is time long after the catastrophic event takes place. I love the explanations and the details provided in the video that help with understanding of the concepts.
Chapter 14: Graphic Novels
Summary:
The chapter was very informative in many ways. Dr. Perry does an excellent job of giving us basic information on graphic novels. She describes the different components of the graphic novels and even provides an illustration of the elements that make up a page in a graphic novel. The chapter also teaches us how to read graphic novels and although not in the slides, Dr. Perry added that Manga is read differently that graphic novels. She stated that Manga is read from top to bottom from from right to left and from back to front. The chapter also is a guide on how to use graphic novels can be used to satisfy the common core standards. Graphic novels can be read by all readers of all ages. You can find both fiction and non-fiction. Adaptations are a great way to have a reader understand the gist of the stories that were written. These books are multicultural and diverse. In all graphic novels is a great way to motivate students to learn the standards, while making reading fun and interesting.
Reflection:
I love graphic novels. I am glad to see that there is a connection between learning literature and satisfying the common core standards using graphic novels. I love how graphic novels motivates students to read and how the books and illustrations help the readers understand the plot. I also love how adaptations retain the gist of what the original story was while making reading fun and interesting.
Chapter 15: Peck’s Questions
Summary:
This chapter is about question to ask regarding novels. Literally, the chapter provides with lists of questions to ask readers and the reasoning behind why each question is important and what the questions incite. For example, some of the questions are as follows.
- What would the story be like if the main character were of the opposite sex? The reasoning behind asking the question is that it helps diffuse sexual polarization and stereotyping.
- Why is the story set where it is? The reasoning behind this question is that it points out the author’s device.
- If you were to file the story, would you use black and white or color and WHY? This will have the reader thinking about tone.
- If you could not use all of the characters, which would you eliminate and WHY? This helps students understand characters which add texture vs. simplification for media translation.
Although there are a total of ten questions, I chose to use only for to explain the thought process. These examples were taken directly by the Ten Questions to Ask About a Novel by Richard Peck (1978), which is found in the chapter.
Reflection:
This chapter is a great way to to illustrate the impact of purposeful questioning. A librarian can share this list with ELA teachers to help them with good question stems in the classroom. These questions in the classroom will not only incite critical thinking, but can open up opportunities for classroom discussions.
Chapter 16: Crowdsourced List of Middle School Authors
Summary:
This chapter provides a list of Authors’ names that have written books for middle school aged groups. Some of those authors include.
David Adler
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Katie Alendar
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Kwame Alexander
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Lloyd Alexander
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London Alexander
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Sherman Alexie
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Benjamin Ali
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Elise Allen
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David Almond
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Amy Ignatow
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Laurie H. Anderson
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Jeff Anderson
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Laurie Halse Anderson
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Nora Baskin
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Kylene Beers
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Robert Beatty
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Diana Gonzalez Bertrand
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Ray Bradbury
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Leslie Connor
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Sharon Creech
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Gary Paulsen
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Shelly Pearsall
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The list in the chapter is extensive with entries in excess of five hundred. Some authors were listed multiple times.
Reflection:
This is a great tool when looking for books in the middle school. This list can assist librarians in finding authors and books for their collection. The list is easy to use as it is in alphabetical order.
Chapter 17: We Need Diverse Books
Summary:
The chapter is a link to the We Need Diverse Books (WNDB) web page. The site is a non-profit and grassroots organization that aims to promote diversity of books in libraries. The mission statement for the page is “Putting more books featuring diverse characters into hands of all children”. WNDB understands that children need to have literature where they can see themselves. The site provides a list of diverse books with brief descriptions of the books. In addition as WNDB promotes diversity, it also has reveal parties for books. It has Q & A with authors and the website even has a book talking kit that is a “starting point for discovering”.
Reflection:
We Need Diverse Books is a great tool for all librarians. We need diversity in schools and this website provides us with a list of diverse books with small summaries of the books. The site also provides writers with grant and internship opportunities as well as volunteer opportunities. This site is one I will absolutely share with my librarian.
