Chapter 1 – Why Share
Literature:
- It is fun!
- It helps the acquisition of language and language development.
- It develops empathy.
- It supports lifelong readers.
- It develops imagination.
- It helps transmit culture.
I love getting new books to share with my students. I
recently purchased several new picture books to participate in
#classroombookaday. I got excited every time UPS delivered another package of
books. I always like to share books with my students that help build empathy,
such as Wonder. Our reading
department also likes to do novel studies over books that help students
understand other cultures, such as A Long
Walk to Water and Iqbal. Many of
my students come into 6th grade with little interest in reading. It
is always my goal to help my students discover a love of reading.
Chapter 2 - Divisions
of Young Peoples Literature:
- Children’s Literature 0-8 years old
o
This includes
§
wordless picture books
§
picture books
§
easy readers
§
illustrated children’s books
§
some novels such as Ramona Quimby, Charlotte’s
Web, and Because of Winn-Dixie
- · Middle Grade/Tween 8-12 years old
o
Books such as Roller Girl, Raymie Nightingale, and The Thing About Jellyfish
- · Middle School 11-13
o
These books may cover tougher issues such as
§
Romance
§
LGBTQ
§
Abuse
o
Some examples include Drama and Okay for Now
- · Young Adult 13-18 years old
o
The subject matter can make these books
inappropriate for middle school students
§
Firsts
§
Sex
§
Language
- · New Adult 18-30 years old
o
New category started in 2009
o
Explores issues such as
§
College experiences
§
Relationships
§
Adult issues with young characters lacking adult
supervision
o
Some examples include Sweet Home, This is Falling, and November 9
I feel that it is especially important to pay attention to
that middle school age group. I teach 6th grade and have selected
books for my classroom library based on suggested age, only to discover later
that content was not age appropriate. It is a difficult age group to select
books for because they want to transition to “older” books, but the content is
often too mature for them.
Chapter 3: Anatomy of
a Book
- · Endpapers
o
2 sheets at the beginning and end of the book
- · Casewrap
o
The part under the book jacket on a hard cover
book
- · Book Block
o
The main text or body of the book
- · Gutter
o
The blank space (inner margin) that separates
the printing area from the binding
- · Headband
o
The small, decorative strip used on case bound
books
o
It fills the gap between the spine and cover
- · Backbone
o
The back of a bound book that connects the front
and back cover
o
Spine
It was interesting to see the anatomy of books. I had never
heard the actual name of many of the parts, or even realized that there was an
official name.
Chapter 4: Genres and
Formats
There are 2 main genres: Fiction and Nonfiction
- · Fiction
o
Realism
§
Realistic: modern contemporary
§
Historical
o
Fantasy
§
Modern
·
Science Fiction (high and low)
·
High Fantasy (worlds created, such as Lord of the Rings)
·
Low Fantasy (more down to Earth)
§
Traditionsl
·
Fables
·
Ballads
·
Myths
·
Legends
·
Folktales
·
Fairytales
- · Nonfiction
o
Informational
§
Expository
§
Narrative Nonfiction
§
Biography, Autobiography, Memoir
- · Subjects and Categories (not genres)
o
Mystery
o
Horror
o
Sports Fiction
o
Action/Adventure
o
Dystopia
o
Chick Lit
- · Formats
o
Poetry
o
Drama
o
Novels
o
Chapter Books
o
Graphic Novels
o
Picture Books
I found it interesting that some libraries claim that
circulation improves after genrifying the library. I can see how it would help students find
books that they are most interested in. In my classroom, I have thought about
creating a sports section just because so many boys are only interested in
those novels. However, I can also see how it would be intimidating for boys to
select books that are in the Chick Lit section of the library. It can also make
it difficult to find books because students and librarians do not always think
the same way as far as which section a book belongs in. Some books could
possibly fit in multiple sections, making it difficult for students to locate
certain books. In our school library, she has a section for books that have been
made into movies. I sometimes forget about that section when trying to help
students find books. Also, since there are student library helpers, there are
times when they forget to put those books in the special section, which leaves
us having to search both locations.
This summer I searched Teachers Pay Teachers for genre
posters to hang in my classroom. It was a difficult task because the majority
of them listed categories and formats as genres. One set that I looked at
included horror and humor as genres. They even had graphic novels listed as a
genre. In reading this chapter, I was surprised to learn that poetry and drama
were not considered genres. I had always considered them to be, largely because
even the commercially available poster sets list them as genres. I am already
thinking about how to rearrange my posters to better show the students the
genres and subgenres.
Chapter 5: What is YA
Literature?
Mertz & England 1983
- Youthful protagonist
- Point of View of adolescent interpretation
- Directness of exposition and direct confrontation
- Significant change in the life of the main character
- Highly independent protagonist
- Shows gradual and incremental change – incomplete growth of the main characters
- Mirrors concerns over contemporary issues
- Main character reaps consequences of decisions and actions Brief time period, limited setting, few fully developed characters
- Sense of how adolescents develop
When I think of most young adult novels that I have read, I
can see where they fit the criteria in this list. Many of the books center
around a young woman that is just learning to navigate the world. Often it is
about the beginning of a new relationship that is different and exciting.
