Textbook Reflections 11-15

Chapter 11- Realistic Fiction

SUMMARY:
Realistic  Fiction is also sometimes called Contemporary Realistic Fiction or Modern Realistic Fiction, but whichever name you use, it means stories that are set in modern times.  These stories are believable, everything within them is consistent with the real world, including characters, settings, and events.  The criteria used to evaluate realistic fiction is:

1. Everything in the book is consistent with the real world that modern kids live in.  This includes speech, behavior, gender and cultural elements. We should look for realistic fiction that avoids stereotypes to share with our students.
2. The theme emerges naturally from the story.  It avoids preachy and didactic messages.  The theme should not bash the reader in the head, but emerge as the story develops.  Also, good stories often have more than one theme.
3. The topic and subject matter relates to modern children.  Realistic fiction is about sensitive and difficult issues.  These can include:  sexual orientation and sexuality, death and disaster, changing family structures, and many other topics.  Right now, the topics that were taboo in  previous generations are becoming the subject matter for YA books.

REFLECTION:

Realistic Fiction is important to teach.  While students do need to escape reality with some other types of literature, realistic fiction is important so that they can have a mirror to see themselves in and realize that they are not alone with their problems and life issues.  Realistic Fiction can also provide the necessary window into other people’s world and provide a means for students to gain empathy and compassion for others.  Realistic Fiction contains a power that other types of fiction do not have; it has the power to change perceptions and beliefs.

Chapter 12- Nonfiction

SUMMARY:

Nonfiction is challenging to define because it covers such a wide variety of approaches and templates.  According to Dr. Robert Small, nonfiction is defined by what it is not.  Nonfiction includes biography, autobiography, expository, narrative, etc.  A resource worth looking into is Nonfiction For Young Adults:  From Delight To Wisdom by Betty Carter and Dick Abrahamson (and we should know these people and this novel is crazy important for nonfiction- probably I should go buy this even though it is out of print).

Criteria for evaluating Nonfiction (based on the chapter and the video together):

1. What are the qualifications of the author?  Two easy ways to find out are to read the back of the book “about the author” section or to check out their websites.  Some authors will include notes, indexes, etc. in the back of the book as well that will show that they did their research.  Over time, you will learn that certain authors are the “go-to” people for their subject or that they are one of the authors who write about many different topics, but that do thorough research for each one.  The fact that they do their research is what makes them trustworthy.  Some reliable authors (many award-winners in this group) are:  Kathleen Krull (AMERICA”S BILL OF RIGHTS, WOMEN WHO BROKE THE RULES- a series), James Cross Giplin (THE LIFE AND DEATH OF ADOLF HITLER), Steve Jenkins (EYE TO EYE), Don Brown (AARON AND ALEXANDER), Loree Griffin Burns (BEETLE BUSTERS), Seymour Simon (OUR SOLAR SYSTEM).           
2. Are the facts accurate?  We don’t know ourselves unless we have personal knowledge and we can’t rely on reviews because the book reviewers likely have no more expertise than we do.  One way to check for accuracy is to compare the book to other books about the same topic by putting the students into groups where they create a chart analyzing where the books agree and disagree.  The students can then do research on the differences to determine which book is most accurate.  This may also show that one book goes into more depth than the others. This also teaches us and our students that we don’t have to be experts in everything, but it does teach us and our students how to find the most accurate information.  This is why it is important to trust reliable series and authors as well. Possibly the most important idea is that there are lists put out by the National Council teachers groups by content that will vet these books- read them and use them. 
3. What is the purpose and scope of this piece?  Determine how broad of a scope you need a book to have and what specific purpose you need it to cover.  IT’S PERFECTLY NORMAL by R. Harris is an amazing example (which is fabulous because we are reading it in class!).   The scope of this book is very broad and covers many topics about sex, sexuality, and changing bodies.  The purpose is for older children whose bodies are about to be/are going through these things. It is followed up by ITS SO AMAZING that’s scope covers sexual reproduction and babies growing (a much narrower scope) and its purpose is for younger children.  Another example, ANIMALS THAT MAKE ME SAY EWWW!, serves the purpose of grossing kids out. Your job as an educator is to determine the purpose and scope you need.
4. What is the organization of the book and how will it assist students in finding what they need?  The organization of a book is important when students are looking for specific information.  In WHY’D THEY WEAR THAT: FASHIONS AS A MIRROR OF HISTORY, there is a forward by Tim Gunn which automatically gives credibility because, hello, Tim Gunn.  The Table of Contents is organized by centuries (super helpful for kids to find what they are looking for efficiently).  The chapter titles are hilarious, and it covers a vast amount of time.  It also has an index for further efficiency.  It also includes suggestions for further reading and back matter.  Credits given for illustrations, bibliography, notes, etc.  These elements also tie in to the qualifications of the author.     
5. What role do visuals play?  Visuals elaborate on the text as well as break it up to make it less overwhelming for students. THE STAR-SPANGLED BANNER is part of a reading series called The Smithsonian.  The book is full of archival photographs and how-to pictures about repairing the flag. The role of the visuals depends on the scope and purpose of the book, but any way you look at it, illustrations, charts, maps, etc. are needed.  There are books such as SEEDS that discuss the importance of seeds, seed museums, and preppers. Books such as CHOCOLATE with rich colorful illustrations discussing the science behind chocolate.  ITS GETTING HOT IN HERE discusses climate change for students will many different organizational structures and elements used. 
6. One final discussion that was not numbered on its own: Nonfiction collections need to be well-rounded and of interest to all students.  LGBT books, the Koran, the Talmud, etc. should all be included.  THE TEEN’S GUIDE TO EXPLORING LIFE WITHOUT RELIGION What If I’m An Atheist?  Is an example of a book that meets the windows, mirrors, and doors that students need.  This is not just for fiction!  As a librarian, we need to have ALL types of nonfiction in our library.

There are questions to ask for nonfiction.  Some of these are: 

●     Tell how this book would be written 50 years in the past or 50 years in the future?

●     Describe your favorite illustrations. 

●     Would this book make a good documentary? 

●     Explain what you think the author did to research this book.

●     What kind of teacher do you think this author would make?

●     If you had to interview this author, what would you ask them?

●     What do the title and jacket tell you about the book?

REFLECTION:

Nonfiction is such a vast topic.  From my years as an ELA teacher, I have learned that getting students interested in nonfiction can be very challenging.  I think by using some of these questions created by Carteree and Abrahamson, the students will come up with interesting answers and find reading is much more interesting than reading a passage and writing the main idea and supporting points.  I love that there is so much new and interesting nonfiction out there, and I am hopeful that we as educators can start to do more interesting things with it to keep our students interested and learning.

Chapter 13- Fantasy and Science Fiction

SUMMARY:

The genre of fantasy fiction can be defined as stories that violate the laws of physical reality.  Science fiction is a subgenre of fantasy.  Not all fantasy is science fiction, but all science fiction is fantasy. 

The criteria used for evaluating Fantasy and Science Fiction is:

1. Despite the fantastical characteristics of the story, the characters must behave in consistent and believable ways.
2. There are rules for the fantasy world that are followed.
3. The author must help the reader sustain a “willing suspension of disbelief”.
4. Universal truths should be found in the themes.

There are many subgenres in Science Fiction.  Dr. Perry shared them in a video.  They are: 

●     Apocalyptic- The world is ending.

●     Post-apocalyptic- The world has ended and is trying to recreate civilization.

●     Steampunk-set during the steam engine era, often in Victorian England.

●     Cyberpunk- high tech, bleak and dark

●     Biopunk- dark side of genetic engineering

●     Dystopian- control of thoughts and freedom, a fake perfect world

●     Extra Sensory Perception- usually about telepathy, precognition, or clairvoyance

●     Space and Aliens- set in other worlds, aliens are characters

●     Time Travel/ Alternate Universe- travel through time and other worlds

●     Miscellaneous books about things like zombies, unnatural aging, vampires, superhero powers, cryogenics and more.

And in exciting news, Dr. Perry wrote a book that Neal Shusterman wrote the forward to.  How amazing is that?! 

REFLECTION: 

I have never been a huge science fiction fan, but there are some authors that do such a phenomenal job that I can’t help but love what they do.  I haven’t always been able to put my finger on why I don’t like so much of what I see, but looking at the criteria for evaluating Fantasy and Science Fiction has helped.  I also struggle to get some of my students to understand the fictional worlds that are created, and have found that it takes a very skilled author to create a fantastical world where many of my low readers can learn and follow the “rules of the world” without difficulty. 

Chapter 14- Graphic Novels

SUMMARY:

Graphic novels are not a genre, but are a form/format.  The term is now used to describe any book in a comic format that has about the same length and narrative development as a novel. They can be about any topic- history, fantasy, nonfiction, and all the subgenres you can think of. Graphic novels are different from comic strips because they are more complex.  They are similar to comic strips because they use illustrations and test to tell the story. Graphic novels have evolved in such a way that they are now read from kindergarten all the way through adulthood.

Survey says:  67% of teachers do not read graphic novels, yet research shows that readers prefer graphic novels in growing numbers.  Graphic novels are not just for low or unmotivated readers, they are for all levels of reading ability and attitudes.

Graphic novels do promote literacy.  They promote literacy by: motivation, teaching mood and tone, beneficial for ELLs, dyslexic, and other students with special needs, and contain all the elements of literature.

Many educators have reported great success in using graphic novels with their students.  Graphic novels combine many formats together because they have illustrations and words moving together to tell a story and creating movement on the page (this is pretty amazing and freaked me out the first time it happened to me).  They cover all genres and can be used for any subject.

There are graphic novel readings lists published on the ALSC blog (through ALA.org) to help get an idea of excellent graphic novels to start with.

REFLECTION:

I never liked graphic novels.  And my reason was simple- I am a good reader, why would I want to look at a long comic strip?  And then I started my MLS at SHSU and was forced to read one.  The very first one I read was ROLLERGIRL, and I was in love with this format!  I am now a huge fan of graphic novels and have enjoyed countless talks with my students about them. I have recommended books to my students and read books they have recommended to me.  I know librarians who still say graphic novels are not their thing, but I have definitely become a believer.

And, in even more exciting news, I just ordered classroom sets of a graphic novel for my 8th grade LA department and we CANNOT wait to read these novels with our students!

Chapter 15- Peck’s Questions

SUMMARY:

The following is a list of questions created by Richard Peck that forces the reader to analyze the novel instead of answering simple questions that do not require deep thought. 

Ten Questions to Ask About a Novel (Peck 1978)

1.  What would the story be like if the main character were of the opposite sex? (stereotypes)
2. Why is the story set where it is? (because this requires thought about author’s purpose)
3. If you were to film the story, would you use black and white or color and WHY? (mood/tone)
4. If you could not use all of the characters, which would you eliminate and WHY? (main versus minor characters)
5. How is the main character different from you? (identify even if they are different from you)
6. Would this story make a good TV series? (focus of the ending and sequential order)
7. What one thing in the story has happened to you?
8. Reread the first paragraph of Chapter 1.  What is in it that made you read on?  If nothing, why did you continue reading? (author’s purpose)
9. If you had to design a new cover for the book, what would it look like?
10. What does the title tell you about the book?  Does it tell the truth? (narrative hook?  symbolic?

REFLECTION:

These questions are amazing and cause the reader to analyze, make inferences, and draw conclusions.  These are all skills my students need to practice.  This list was made in 1978.  Why in the world have I never seen it until now?  I am going to begin incorporating these questions into our reading in my classroom because I think they are interesting and they are something my students have never seen before.  These questions are more interesting than what we traditionally ask students.  Let’s see what my lovely guinea pigs say after we test them out!