Chapter 6 – How Adolescents Develop
- · Physical – puberty
o
Am I normal?
o
Struggle with changes going on within
themselves.
o
Physical reality gets in the way
- · Intellectual
o
Piaget – progress stages
o
In the 70s, it was taught that students move
from concrete to abstract at the age of 10.
o
It is now recognized that students move from
concrete to abstract closer to 14.
o
If questions are abstract, we need to scaffold
for our students.
- · Havighurst – developmental stages
o
Learn to get along with peers
o
Work for pay
o
Changing relationships with parents
o
Develop morals and values
o
Adapt to physical bodies
o
Changing relationships with peers of the
opposite sex
o
Appropriate sex roles
- · Kohlberg’s Theory
o
Pre-conventional – behavior reverts when reward
and punishment is removed
o
Conventional – follow rules and laws because it
is right
o
Post-conventional – will violate rules and laws
for human rights – civil disobedience
- · Maslow Pyramid – needs hierarchy
o
Physiological
o
Safety
o
Love and belonging
o
Esteem
o
Self-actualization
- · Birthday Cake Theory
o
Unconscious delight - get lost in books, usually in a series or
with serial reading
o
Autobiographical – read about people like
ourselves, book as mirrors
o
Vicarious experiences – windows out, fantasy
o
Philosophical speculation – sometimes nonfiction
o
Aesthetic experiences – reading for the pure
enjoyment and experience of reading, emotional attachment
Reflection
This chapter really took me back to my college days. I
recognized many of the names and theories from my course work. As a librarian,
it will be our responsibility to help address students’ changing needs as they
are growing physically, intellectually, and emotionally. There are some books
that our younger students just aren’t developmentally ready for yet. I remember
when I was in elementary school, you were not allowed to check out Are You There God? It’s Me Margaret
until fourth grade. It was like a rite of passage finally being able to check
it out and find out what all the fuss was about. Due to flood damages, our 6th
grade students are currently attending school at the junior high, which is
normally 7th and 8th grade only. Due to a difference in
the types of books offered in their library, we have had to create a special
section for our 6th graders.
Chapter 7 – Literary Elements &
Devices
- Antagonist- the character that stands in opposition of the protagonist, or main character, often referred to as a villain, used to bring about conflict
- Character- person, animal, or figure that serves an important purpose to a story
- Conflict- a struggle between two opposing forces; often between a protagonist and antagonist; there is both internal and external conflict
- Mood – evokes feelings within the reader through words and descriptions; atmosphere or emotional situation
- Tone – the attitude the author has towards a subject or an audience; conveyed through word choice
- Plot – the events that make up a story; the foundation of a story; there are 5 main parts: exposition, rising action, climax, falling action, and resolution
- Protagonist – the central character or leading character in a story; often referred to as the hero
- Setting – environment where a story takes place; three major components; social environment, place and time
- Themes – the main idea or meaning of a literary work; it can be directly or indirectly stated
- Allegory - abstract ideas and principles are described in terms of characters, figures and events
- Allusion – a brief, often indirect reference to a person, place, thing or idea that has historical, cultural, literary or political significance
- Archetype - a typical character, action or a situation that seems to represent universal patterns of human nature – gives literary work a universal acceptance – example: heros exibit goodness and fight against evil
- Deus ex Machine - an implausible concept or a divine character is introduced into a storyline for the purpose of resolving its conflict and procuring an interesting outcome – considered an ill-constructed plot – brings about a solution to an otherwise unsolvable problem
- Hyperbole – an unreal exaggeration for the sake of emphasis – does not compare – example: It has been a million years since I’ve went to the movies!
- Imagery – represents objects, actions, and ideas in a way that it appeals to our physical senses – creates a mental picture – helps the reader envision the characters and scene more clearly
- Metaphor - an implicit, implied, or hidden comparison between two unlike things - you portray a person, place, thing, or an action as being something else – example: His voice was music to my ears.
- Motif - an image, sound, action or other figures that have a symbolic significance and contributes toward the development of theme – helps explain and reinforce the central idea
- Point of View - the angle or mode of narration that lets the readers “hear” and “see” what takes place in a story – who is telling the story – first, second, or third person
- Simile – makes a comparison between two unlike things using the words “like” or “as” – example: His smile was as bright as the sun.
- Symbolism – the use of symbols to signify ideas and qualities – an object represents another object – example: a dove is the symbol of peace
Reflection
Writing these definitions reminded me of being a first year
teacher. Going into a 6th grade ELAR class, I had little
recollection of these literary terms. I remember spending countless hours that
first year studying so that I would understand what I was teaching to my
students. Of all of these, the figurative language terms and plot terms stand
out the most. Those are the ones that we work with more frequently in my
classroom. When reading My Life in Dog
Years, I would give my students sticky notes to flag the figurative
language that they found in each chapter. The students turned it into a
competition to see who could find the most. Without having a strong
understanding of the definitions, they wouldn’t be successful in discovering it
in the passages. I always stress the importance of knowing vocabulary, and like
to use interactive notebooks to have my students record their vocabulary terms.
I usually like to post the terms on a word wall as well so that we can refer
back to them throughout the year. It is important for students to understand
literary elements and devices in their reading.
Chapter 8 – Awards
YALSA Excellence in
Nonfiction – YALSA honors the
best nonfiction book published for young adults (ages 12-18) during a Nov. 1 –
Oct. 31 publishing year.
Great Graphic
Novels for Teens – This is a
list of recommended graphic novels and illustrated nonfiction for those ages
12-18 and it is prepared yearly by YALSA.
Best
Fiction for Young Adults - YALSA’s
Best Fiction for Young Adults Committee presents fiction titles published for
young adults in the past 16 months that are recommended reading for ages 12 to
18. The purpose of the annual list it to provide librarians and library workers
with a resource to use for collection development and reader’s advisory
purposes.
Margaret A. Edwards
Award – This award was established
in 1988, and honors an author, as well as a specific body of his or her
work, for significant and lasting contribution to young adult literature.
The annual award is administered by YALSA and sponsored by School Library Journal It recognizes an author’s work in helping adolescents become aware of
themselves and addressing questions about their role and importance in
relationships, society, and in the world.
ALEX Award - The Alex Awards are given to ten books
written for adults that have a special appeal to young adults, ages 12 through
18. Please note that the winning titles are selected from the previous year’s
publishing.
Odyssey Award - This annual award will be given to the
producer of the best audiobook produced for children and/or young adults,
available in English in the United States.
Morris Award – The
Morris Award honors a debut book
published by a first-time author writing for teens and celebrating impressive
new voices in young adult literature.
Outstanding
Books for the College Bound - These
books offer opportunities to discover new ideas, and introduce the fascinating
variety of subjects within an academic discipline. Readers will gain an
understanding of our diverse world and build a foundation to deepen their
response to that world. This list is developed every five years.
Popular
Paperbacks - Each year, the
Popular Paperbacks committee creates lists of books to encourage young adults
to read for pleasure. The lists of popular or topical titles are widely
available in paperback and represent a broad variety of accessible themes and
genres.
Quick
Picks for Reluctant Readers – This list identifies titles aimed at encouraging reading among teens who dislike
reading for whatever reason. The list selects both fiction and nonfiction.
Readers’ Choice - YALSA’s Readers’ Choice list seeks to
engage a wide audience of librarians, educators, teens and young adult
literature enthusiasts in choosing the most popular teen titles in a given
year, as organized by broad genres. The list will also provide librarians
with a timely means of identifying popular teen titles on an ongoing basis.
Teens Top Ten – This
is a “teen choice” list, where teens
nominate and choose their favorite books of the previous year! Nominators are
members of teen book groups in fifteen school and public libraries around the
country.
Amazing
Audiobooks - YALSA’s Amazing
Audiobooks committee selects and annotates an annual list of notable audio
recordings significant to young adults from those released in the past two
years.
YA
Choices - Since 1986, the Young
Adults’ Choices project has developed an annual list of new books that will
encourage adolescents to read. The books are selected by the readers
themselves, so they are bound to be popular with middle and secondary school
students. The reading list is a trusted source of book recommendations, used by
adolescents, their parents, teachers, and librarians.
Lone Star Reading List -
The Texas Lone Star list is a
recommended reading list developed by public and school librarians from the
Young Adult Round Table. The purpose of the list is to encourage students in
grades 6, 7, or 8 to explore a variety of current books. The Lone Star list is
intended for recreational reading, not to support a specific curriculum.
TAYSHAS Reading List - The object of the Tayshas project is to
motivate young adults to become lifelong readers and to participate in the
community of readers in Texas. The Tayshas High School Reading List Committee
coordinates activities associated with the Tayshas program, a reading incentive
program designed for young adults in Texas, grades 9-12, who are encouraged to
read books for pleasure from a selected reading list prepared by the Tayshas
Committee.
Maverick Reading List - The Texas Maverick Graphic Novels Reading
List (TMGNRL) is a recommended reading list developed by public and school
librarians from the Young Adult Round Table (YART). The purpose of the list is
to encourage students in grades 6-12 to explore a variety of current books. The
TMGNRL list is intended for recreational reading, not to support a specific
curriculum.
Edgar Award for Mystery - This is an award presented by the Mystery
Writers of America and is seen as the most prestige award to be given to
writers of mystery suspense and crime.
NCTE Award for Excellence
in Poetry for Children - NCTE
established the Award for Excellence in Poetry for Children in 1977 to honor a
living American poet for his or her aggregate work for children ages 3–13. NCTE
also recognizes and fosters excellence in children’s poetry by encouraging its
publication and by exploring ways to acquaint teachers and children with poetry
through such means as publications, programs, and displays.
Orbis Pictus - The award was established in 1989 to
promote and recognize excellence in the writing of nonfiction for children.
Batchelder
Award - The Batchelder Award is
given to the most outstanding children’s book originally published in a
language other than English in a country other than the United States, and
subsequently translated into English for publication in the United States.
Scott
O’Dell Award for Historical Fiction - The Scott O’Dell award was established to encourage other writers–particularly new authors–to focus
on historical fiction. It was O’Dell hope that this was a way to increase the
interest of young readers in the historical background that has helped to shape
their country and their world.
Pura
Belpre Award - The Pura Belpré
Award, established in 1996, is presented annually to a Latino/Latina writer and
illustrator whose work best portrays, affirms, and celebrates the Latino
cultural experience in an outstanding work of literature for children and
youth.
Schneider
Family Award - The Schneider
Family Book Awards honor an author or illustrator for a book that embodies an
artistic expression of the disability experience for child and adolescent
audiences.
Sibert
Award - The Robert F. Sibert
Informational Book Medal is awarded annually to the author(s) and
illustrator(s) of the most distinguished informational book published in the
United States in English during the preceding year.
Stonewall Award - The first and most enduring award for GLBT
books is the Stonewall Book Awards, sponsored by the American Library Association’s
Gay, Lesbian, Bisexual, and Transgender Round Table.
Reflection
I am amazed at the variety of book awards available. Growing
up, I only remember hearing about Caldecott, Newberry, and Blue Bonnet. I know
that the list of book awards is growing, and that could account for some of
that. I like that some of the awards listed are actually top choices chosen by
the reading group, such as Teen Top Choice. I think it is great that young
people are given a voice in what books matter to them. As a librarian it is our
responsibility to recommend books for students. It is nice to have such a
variety of book lists to steer students towards. There are lists that cater to
the diverse population of students that we will service. I believe that by
having awards that are specific to certain groups such as GLBT and Latinos, it
allows students to easily find books that are relatable to them. Since I had
such a limited knowledge of book awards before taking LSSL courses, I have a
lot to learn to prepare me for my future as a librarian. I appreciate that our
required reading includes many of the books that appear on these lists. It
helps me to become familiar with books that I might otherwise not read.
Chapter 9 – Poetry
- · Poetry is a form, not a genre.
- · Students often have a negative view of poetry because they do not enjoy having to pick it apart to analyze it.
- · Kids prefer narrative poetry – it is similar the stories that they are used to reading
- · Kids dislike free verse and haikus the most. They enjoy writing haiku more than reading it. They do not like the lack of rhyme in free verse.
- · They like sound devices such as onomatopoeia, alliteration, and tongue twisters.
- · Imagery and visual words are important because they allow students’ imagination to expand.
- · Poems do not have to be brought down to a child’s level.
- · They enjoy funny poems such as Shel Silverstein.
- · Poems that lend themselves to interaction and repeated readings are favorable.
- · Kids enjoy concrete poems.
- · Poetry can lead to teachable moments.
- · NCTE Award – given to a poet for the body of work they have produced, was previously given every three years and now it is every year
Reflection
I guess I am one of the odd people that loved poetry as a
child. I have fond memories of the poems that my teachers shared throughout
elementary school. In kindergarten, our graduation ceremony consisted of us
reciting nursery rhymes that we had memorized. I remember how proud I felt
standing in front of all the parents reciting my nursery rhyme My 2nd
grade teacher introduced us to the world of Shel Silverstein. We were always eager for her to read a new
poem to us. Each day we would all rush to be the first one finished with our
work so we could read Light in the Attic
or Where the Sidewalk Ends. One of my
favorite assignments in college was in a writing class. We had to write 3 poems
and a creatively display them. I was so proud of my gingerbread man poem. I
wrote the poem on a large foam gingerbread man and glued it to a disposable
baking sheet. As a teacher, I have always enjoyed sharing poetry with my
students. Some of my favorite poems to share are metaphor poems and inferencing
poems. The students always love guessing what the poem is describing. I also
always love reading The Walrus and the
Carpenter with my class for narrative poetry. We are currently on our
poetry unit, and I always have a few students that are still shocked that poems
do not have to rhyme. This week they have been working on I Am poems and I have
been impressed by the thought that many of the students have put into their
work. I always enjoy reading these poems because I feel like it gives me a
little insight into my students.
Chapter 10 – Historical Fiction
Historical fiction is a story that is set in the past. The
age of the reader can affect what one views as historical. Young students view
history as things that happened earlier in the day. Older students see history
as being when they were younger, and adults often view history as events that
happened before they were born. Because of these discrepancies, you must be
careful when deciding what books belong in the historical fiction section.
Criteria for Evaluating Historical Fiction for
Children
- Does
the book tell a good story that effortlessly blends the history in the story
itself?
- Are
the facts of the historical period accurate? Reviews are an excellent
source to verify authenticity.
- How
are the values of the time brought to life? Readers need to see that
time periods might have valued some things differently from contemporary
times.
- Is
everything consistent with the social milieu? Details such as
clothing, architecture, and speech patterns should reflect the historical
time period.
- Does
the theme of the story relate to contemporary readers? The theme should be
universal.
Reflection
If you would have asked me a few years ago, I would have
told you that I hate historical fiction. History was always one of my least
favorite subjects, so I always thought I would hate any historical book. I
didn’t even realize that many of the books that I enjoy and share with my class
are actually historical. The Watson’s Go
to Birmingham is always one of my students’ favorite books. In fact, we
will begin reading it this week. It always leads to conversations about the
time period and what influenced the events in the book. We also enjoy reading Sadako and the Thousand Paper Cranes and
Number the Stars. The students are
much more engaged learning about these historical events through the
conversations sparked by these books. My first year teaching, I decided to read
The Man Who Walked Between the Towers
for September 11th. It never occurred to me that my students
wouldn’t really know September 11th. I had taken it for granted that
they were familiar with it because it doesn’t feel historic to me. I remember
the day vividly, yet my students at the time were only toddlers. It was
definitely a learning experience and every year since then, I have taken the
time to have conversations beforehand to make sure they have some background
knowledge.
