LSSL 5385 Textbook Reflections: Chapters 6-10
Chapter 6: The Development of Adolescents
SUMMARY: Adolescents go through different developments throughout their life. These development aspects include intellectual, moral, developmental, physical, and reader. Let's start with
physical transition. Everybody develops at a different rate when it comes to skin, growth, etc. Everyone goes through a puberty change, in which children start questioning whether they are normal or not. Moving on to intellectual development, Piaget has a theory that kids begin with a mindset that is limited to concrete concepts but is later transitioned to a more abstract one (usually at age ten). In developmental stages, Havighurst's theory explains that adolescents learn to get along with their peers, attempt to build relationships with the opposite sex, work for pay, change relationships with parents, find a vacation, develop morals and values, adapt to physical bodies, and define gender roles. These aspects are all difficult and are in no specific order. Because these changes are so different, this is usually the time adolescents start questioning their beliefs. For moral development, Kohlberg's Theory consists of pre-conventional, conventional, and post-conventional stages. In pre-conventional, both kids and adults make decisions based on rewards and punishments. During the conventional stage, people tend to follow rules (society, religion, etc.), while post-conventional is when they recognize humanity over the law. In addition to this, Maslow's Hierarchy of Needs is used within moral development. There's physiological needs (i.e. hunger), safety (physical and emotional), love and belonging (showing interest), esteem (respect), and self-actualization (understanding potential and role). Finally, adolescents develop as readers. This helps develops empathy, unconscious delight, and reading autobiographically, for vicarious experience, for philosophical speculation, and for aesthetic speculation.
REFLECTION: It is important for educators to recognize students' needs and the developmental stages they are or will be going through. Because of this, the students should feel understood and not alone during this process. This is why librarians should use this as an opportunity to select and provide texts to them for help. These books should help assure their normality, guide to abstract thinking, help answer difficult questions, and be used as a place to escape. Everybody is different; therefore, we need to recognize their various needs and interests. In my opinion, the developmental stage was the most interesting to read about since it goes more into shifting differences I've noticed a lot within my middle school students. They are becoming more and more curious each day and constantly wonder what their place in the world is. I want to help make this transition for them as easy as possible.
Chapter 7: Literary Elements
SUMMARY: The following are the definitions of common literary elements:
REFLECTION: Even though most of these words I'm already extremely familiar with, it was quite refreshing researching them and defining them. It's amazing how these elements are present within the texts we read and how we should be able to identify them as we go. Plus, they will always be there as we continue down our reading timeline. For example, the basic elements of fiction are taught in elementary school, but the students still use the same vocabulary whenever the enter middle school. However, more literary elements and devices that take a little more time to grasp are exposed to them since they are older. Reading is for enjoyment, but it is important as educators that we help our students create a purpose for reading and look out for these elements. With the terms identified and practiced, students can understand the text more and dig deep, which would be perfect for activities such as debates and book clubs. Some of these elements and devices are tricky and can easily be confused with something else; therefore, it would be a good idea for students to keep a glossary in their reading notebooks or somewhere else that is handy for easy access. Another suggestion for educators to help with this issue is to hang up anchor charts and posters with these definitions. This allows students to realize that these terms don't just go away after initially learning about them.
Chapter 8: Awards and Lists
SUMMARY: The following list consists of some major awards and lists within literature:
Chapter 9: Poetry
SUMMARY: Poetry is often mistaken as a whole genre, but it is actually just a form of literature that can be found within many other genres. These genres include fantasy, traditional literature, historical fiction, etc. Poetry is usually not the top choice to read because it appears to be difficult to many children. When they do read poetry, usually narrative and humorous poetry are preferred, especially for younger children. Students also enjoy contemporary poetry, for they often have relatable language and they can make connections to their emotions and experiences. In addition to this, poems should be able to be interactive in order to be more appealing (i.e. readers theater) and available for repeated reading. However, all poetry is different, and students should be exposed to different types, no matter what level they are. There is a list of criteria for evaluation poetry for children, which includes checking for a familiar subject, the use of imagery, present rhyme, the way rhythm is used, and what role sound plays. Lastly, poetry should be shared for many reasons: enjoyment, knowledge of concepts, vocabulary development, and making connections with experiences and feelings.
REFLECTION: I agree that poetry is most likely not really popular among children. I teach 7th grade ELAR, and I believe poetry often makes students uncomfortable simply because they can't understand it. However, I have also noticed that they tend to enjoy narrative poetry because of the story they are being told. I feel that the figurative language that is present in this type of poem makes the story more engaging and allows them to use their imagination even more. In addition to this, I also agree that they prefer humorous poems rather than ones that are a little more deep and emotional. They are still able to connect to the tone and experiences the poems are implying, which at times helps them get through reading the poems and taking the time to embrace and understand them. I've actually recently used some of Tupac's poems in class for instruction. They weren't poems the students are usually either use to or interested in, but because they were intrigued by his life, they had fun reading and discussing the messages his poems were carrying out.
Chapter 10: Historical Fiction
SUMMARY: Historical fiction are stories that are set in the past. They allow readers to explore an experience of what it would have been like to live in a previous time and place. So because of this, history can mean something different to various people. For example, kids can define 9/11 as a major historical event while others who are older in age may classify it as modern and recent. There is some criteria when evaluating historical fiction for children, which includes checking if a story is good enough to blend with history, if a certain time's values are brought to life, if the historical facts are accurate, if everything is consistent with the period's social aspects, and if there a universal theme.
REFLECTION: I've had students express that they find learning about history pretty boring. However, I've also noticed that they like to discuss history when they are able to make real-life connections. So whenever I introduced The Watsons Go to Birmingham to my students as our class novel through a book trailer, they were intrigued because they learned there was going to be discussions about discrimination and the Civil Rights Movement. They were able to compare and contrast what they read about the events and actions that happened in that time period to today's society. History lessons were being taught and not necessarily seen as boring at that point, for the students wanted to go deeper and gain more knowledge about the time and place. I believe that historical fiction novels can be discussed between ELAR and Social Studies teachers. They can collaborate and find ways to connect their curriculums with each other for the students' sakes.
SUMMARY: Adolescents go through different developments throughout their life. These development aspects include intellectual, moral, developmental, physical, and reader. Let's start with
physical transition. Everybody develops at a different rate when it comes to skin, growth, etc. Everyone goes through a puberty change, in which children start questioning whether they are normal or not. Moving on to intellectual development, Piaget has a theory that kids begin with a mindset that is limited to concrete concepts but is later transitioned to a more abstract one (usually at age ten). In developmental stages, Havighurst's theory explains that adolescents learn to get along with their peers, attempt to build relationships with the opposite sex, work for pay, change relationships with parents, find a vacation, develop morals and values, adapt to physical bodies, and define gender roles. These aspects are all difficult and are in no specific order. Because these changes are so different, this is usually the time adolescents start questioning their beliefs. For moral development, Kohlberg's Theory consists of pre-conventional, conventional, and post-conventional stages. In pre-conventional, both kids and adults make decisions based on rewards and punishments. During the conventional stage, people tend to follow rules (society, religion, etc.), while post-conventional is when they recognize humanity over the law. In addition to this, Maslow's Hierarchy of Needs is used within moral development. There's physiological needs (i.e. hunger), safety (physical and emotional), love and belonging (showing interest), esteem (respect), and self-actualization (understanding potential and role). Finally, adolescents develop as readers. This helps develops empathy, unconscious delight, and reading autobiographically, for vicarious experience, for philosophical speculation, and for aesthetic speculation.
REFLECTION: It is important for educators to recognize students' needs and the developmental stages they are or will be going through. Because of this, the students should feel understood and not alone during this process. This is why librarians should use this as an opportunity to select and provide texts to them for help. These books should help assure their normality, guide to abstract thinking, help answer difficult questions, and be used as a place to escape. Everybody is different; therefore, we need to recognize their various needs and interests. In my opinion, the developmental stage was the most interesting to read about since it goes more into shifting differences I've noticed a lot within my middle school students. They are becoming more and more curious each day and constantly wonder what their place in the world is. I want to help make this transition for them as easy as possible.
Chapter 7: Literary Elements
SUMMARY: The following are the definitions of common literary elements:
- Antagonist: Characters who stand in opposition to the protagonist. They can be seen as the "rival".
- Character: Can be a person, figure, animal, or inanimate object in a story. There are different types, including protagonist, antagonist, confidante, dynamic, static, round, flat, and stock.
- Conflict: A problem/struggle between opposing forces. A conflict can be internal or external.
- Mood: Evokes certain feelings/vibes, basically the atmosphere of a text
- Tone: The attitude of a writer towards a subject or audience
- Plot: Describes what events happen in a story through a sequence
- Protagonist: Leading character and/or the "hero"
- Setting: Time and place of a story
- Theme: Focus, message, moral, and lesson of a story
The following are the definitions of common literary devices:
- Allegory: Figure of speech in which abstract ideas are described in terms of characters, events, etc.
- Allusion: Indirect and short reference to a significant person, place, event, etc.
- Archetype: A character or situation that represents human nature's universal patterns.
- Deus Ex Machine: A concept or character is introduced into a plot to help resolve the conflict.
- Hyperbole: Exaggeration
- Imagery: Describes objects, actions, events, places, and characters in such detail that appeals to the five senses and allows the reader to create mental pictures.
- Metaphor: Comparison between two or more things without using "like" or "as"
- Motif: Object or idea that is related throughout a text
- Point of View: Mode/angle of considering things in a text (1st, 2nd, 3rd)
- Simile: Comparison of two or more things using "like" or "as"
- Symbolism: Symbols that represent ideas within a text
REFLECTION: Even though most of these words I'm already extremely familiar with, it was quite refreshing researching them and defining them. It's amazing how these elements are present within the texts we read and how we should be able to identify them as we go. Plus, they will always be there as we continue down our reading timeline. For example, the basic elements of fiction are taught in elementary school, but the students still use the same vocabulary whenever the enter middle school. However, more literary elements and devices that take a little more time to grasp are exposed to them since they are older. Reading is for enjoyment, but it is important as educators that we help our students create a purpose for reading and look out for these elements. With the terms identified and practiced, students can understand the text more and dig deep, which would be perfect for activities such as debates and book clubs. Some of these elements and devices are tricky and can easily be confused with something else; therefore, it would be a good idea for students to keep a glossary in their reading notebooks or somewhere else that is handy for easy access. Another suggestion for educators to help with this issue is to hang up anchor charts and posters with these definitions. This allows students to realize that these terms don't just go away after initially learning about them.
Chapter 8: Awards and Lists
SUMMARY: The following list consists of some major awards and lists within literature:
- Printz Award: Named after a librarian who was a long-time active member of the YA Library Service Association, the Michael L. Printz award is given to a book that represents literary excellence in young adult literature.
- YALSA Excellence in Nonfiction: From the November 1st-October 31st publishing period, this award recognizes and honors the best nonfiction book for young adults (ages 12-18). It is awarded annually at the ALA Youth Media Awards.
- Great Graphic Novels for Teens: Prepared annually by YALSA, this is a list consisted of recommended graphic novels/illustrated nonfiction for ages 12-18.
- Best Fiction for Young Adults: This list consists of fiction texts for young adults (ages 12-18) from within the past 16 months. A purpose for this list is to be used as collection development and readers' advisory.
- Margaret A. Edwards Award: Established in 1988, this award is awarded annually by YALSA and recognizes and honors an author and their work for their contribution for young adult literature. This means that their work helps make connections with teens and assists them with going through different experiences.
- ALEX Awards: These awards are awarded annually to ten books the are most appealing to young adults (ages 12-18) from the previous year's publishing period.
- Odyssey Award: Awarded annually by ALSC and YALSA divisions of ALA, this award is presented to the producer to the best English audiobook for children and/or young adults. Honor titles are also given out.
- Morris Award: Announced annually at the ALA Youth Media Awards, the William C. Morris YA Debut Award is given out to honor a book that is published by a 1st-time author writing for young adults. The person the award is named after was big in the publishing world and was always trying to find a way to promote books for children and teens.
- Outstanding Books for the College Bound: This list is developed every five years by a YALSA committee made up of public, secondary school, and academic librarians. The books allow readers to explore new ideas through a academic discipline.
- Popular Paperbacks: This list contains diverse popular paperback titles that are used to motivate young adults to read for their own enjoyment.
- Quick Picks for Reluctant Young Adult Readers: This is a list of both fiction and nonfiction texts that are used to help promote reading as engaging to those who do not like to read.
- YALSA's Readers' Choice Booklist: A list of the most popular titles among teens within a given year. They are organized by genre and useful for educators, teens, and YA literature supporters.
- YALSA's Teens' Top Ten: This is a list based off of "teen choice", meaning teens actually go out and nominate and vote their favorite titles from the previous year.
- Amazing Audiobooks: This list is created annually by YALSA's Amazing Audiobooks Blogging Team and consists of significant YA audiobooks from within the past two publishing years.
- Young Adults' Choices Reading List: This annual list has been around since 1986 and consists of new book titles selected by secondary readers that promote reading among teens.
- Lone Star Reading List: This list motivates students in grades 6th-8th to check out a variety of books. It is developed by public and school librarians from the Young Adult Round Table
- TAYSHAS Reading List: This list is to help encourage young adults instill a love for reading for life. The name of the list comes from the Caddo Indian word meaning "friends or allies".
- Maverick Reading List: The Texas Maverick Graphic Novels Reading List is created by librarians from the Young Adult Round Table and motivates students in grades 6th-8th to check out a variety of current books.
- Edgar Award for Mystery: This is presented by Mystery Writers of America every spring to honor books within this subgenre.
- NCTE Award for Excellence in Poetry for Children: Established in 1977, this award honors a poet and their literary work's excellence for ages 3-13.
- Orbis Pictus Award: This award was established in 1989 and recognizes excellencies nonfiction for children's literature.
- Batchelder Award: The Mildred L. Batchelder Award is awarded to a U.S. publisher for a children's book that is outstanding and is from another country and even in another language other than English. Although it is translated to English in the U.S. the previous year.
- Scott O'Dell Award for Historical Fiction: Established in 1982, this award of $5,000 is awarded to an author who published a book of historical fiction the previous year.
- Pura Belpre Award: This award was established in 1996 and is named after Pura Belpre, the first Latina librarian at the New York Public Library. It is presented annually to a Latino author and illustrator who best portrays the Latino cultural experience.
- Schneider Family Book Award: This award honors an author or illustrator for a book that focuses on an artistic expression of disability for children and teens.
- Sibert Award: Awarded annually by ALSC, the Robert F. Sibert Book Medal honors authors and illustrators of excellence within an informational book during the previous year.
- Stonewall Awards: The Stonewall Book Award-Barbara Gittings Literature Award and the Stonewall Book Award-Israel Fishman Nonfiction Award are awarded to books in English that relate to a LGBT experience.
Chapter 9: Poetry
SUMMARY: Poetry is often mistaken as a whole genre, but it is actually just a form of literature that can be found within many other genres. These genres include fantasy, traditional literature, historical fiction, etc. Poetry is usually not the top choice to read because it appears to be difficult to many children. When they do read poetry, usually narrative and humorous poetry are preferred, especially for younger children. Students also enjoy contemporary poetry, for they often have relatable language and they can make connections to their emotions and experiences. In addition to this, poems should be able to be interactive in order to be more appealing (i.e. readers theater) and available for repeated reading. However, all poetry is different, and students should be exposed to different types, no matter what level they are. There is a list of criteria for evaluation poetry for children, which includes checking for a familiar subject, the use of imagery, present rhyme, the way rhythm is used, and what role sound plays. Lastly, poetry should be shared for many reasons: enjoyment, knowledge of concepts, vocabulary development, and making connections with experiences and feelings.
REFLECTION: I agree that poetry is most likely not really popular among children. I teach 7th grade ELAR, and I believe poetry often makes students uncomfortable simply because they can't understand it. However, I have also noticed that they tend to enjoy narrative poetry because of the story they are being told. I feel that the figurative language that is present in this type of poem makes the story more engaging and allows them to use their imagination even more. In addition to this, I also agree that they prefer humorous poems rather than ones that are a little more deep and emotional. They are still able to connect to the tone and experiences the poems are implying, which at times helps them get through reading the poems and taking the time to embrace and understand them. I've actually recently used some of Tupac's poems in class for instruction. They weren't poems the students are usually either use to or interested in, but because they were intrigued by his life, they had fun reading and discussing the messages his poems were carrying out.
Chapter 10: Historical Fiction
SUMMARY: Historical fiction are stories that are set in the past. They allow readers to explore an experience of what it would have been like to live in a previous time and place. So because of this, history can mean something different to various people. For example, kids can define 9/11 as a major historical event while others who are older in age may classify it as modern and recent. There is some criteria when evaluating historical fiction for children, which includes checking if a story is good enough to blend with history, if a certain time's values are brought to life, if the historical facts are accurate, if everything is consistent with the period's social aspects, and if there a universal theme.
REFLECTION: I've had students express that they find learning about history pretty boring. However, I've also noticed that they like to discuss history when they are able to make real-life connections. So whenever I introduced The Watsons Go to Birmingham to my students as our class novel through a book trailer, they were intrigued because they learned there was going to be discussions about discrimination and the Civil Rights Movement. They were able to compare and contrast what they read about the events and actions that happened in that time period to today's society. History lessons were being taught and not necessarily seen as boring at that point, for the students wanted to go deeper and gain more knowledge about the time and place. I believe that historical fiction novels can be discussed between ELAR and Social Studies teachers. They can collaborate and find ways to connect their curriculums with each other for the students' sakes.
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