Tuesday, July 4, 2017

Textbook Reflections Ch. 6-7


Textbook Reflections: Ch. 6-7               

Ch. 6 Literary Elements:

Literary Elements- are the tools author’s use to make their writing more interesting. They are used as starting points for analyzing and discussing literature.

·         Antagonist- (the villain) the person or force that works against the hero of the story.

·         Character-Once of the people (or animals, creatures) in a story.

·         Conflict-the problem or struggle between two opposing forces (4 basic conflicts).

          *Person vs. Person- a problem between two characters

          *Person vs. Self- inner problem

          *Person vs. Society- problem between character and society, school, the law, or some        

             tradition

          *Person vs. Nature- a problem between a character and the elements of nature-blizzard,

             Hurricane, tornado etc.          

·         Mood- how the reader feels after reading a piece of literature.

·         Tone- the author’s attitude about a particular topic; tone can portray a variety of emotions ranging from solemn, witty, happy etc.

·         Plot- the sequence of events that make up a story.  It includes the conflict; it usually follows the five steps (exposition/incitement, rising action, climax, falling action, and resolution).

·         Protagonist- (good guy or hero) the main character.

·         Setting- Where and when the story takes place; the setting can include place, period, era, season, and under what circumstances the story is taking place.

·         Themes- the message about life or human nature that is “the dominant focus” in the story. What the author wants us to learn from his/her story. A truism or universal.



Literary Devices- figure of speech or typical structures used in writing to help writers convey his or her messages in a simple or more colorful way.

·         Allegory- a symbolism device used to convey the meaning of a greater, often abstract, concept.

·         Allusion- a passing reference to a well-known person, place, event, literary work, or work of art to enrich the reading experience by adding meaning or making a point.

·         Archetype- a character, action, situation, symbol, theme, or setting that represent a universal pattern of human nature.  They have served as a prototype of its kinds and are the original idea that have come to be used over and over again.  Ex. Stepmothers are usually evil and mean.

·         Deus ex machine-refers to the incidence where an implausible concept or character is brought into the story in order to make the conflict in the story resolve and to bring about a pleasing solution.

·         Hyperbole-an exaggeration and overemphasis in order to produce a grander, more noticeable effect.

·         Imagery- Words or phrases that appeal to the reader’s senses.

·         Metaphor-comparison between two seemingly unlike things but with some commonalities; does not use “like” or “as”

·         Motif-(recurring element) refers to an object, image, sound, action, ideas or other figures that are repeated throughout a literary work that have a symbolic significance or represent something else at a deeper level. 

·         Point of view-Perspective from which the story is told

*First-person: narrator is a character in the story; uses “I,” “we,” etc.

*Third-person: narrator outside the story; uses “he,” “she,” “they”

*Third-person limited: narrator tells only what one character perceives

*Third-person omniscient: narrator can see into the minds of all characters.

·         Simile- comparison between to seemingly unlike things using “like” or “as”

·         Symbolism-refers to an object, person, place, or thing that represents something more important usually an abstract idea.

Reflection: 

Students need all the help they can get to be able to process and analyze literature.  Their familiarity and understanding of the literary elements and literary devices serve as guides and aide them in gaining that deeper understanding.  As a teacher, I find myself re-teaching these concepts to move along or point out important aspects of a literary text. It is imperative that we teach them these concepts so they can successfully understand what they read on a deeper level.



Ch. 7 AWARDS and LISTS:

Printz

Criteria:

·         Non-fiction, fiction, poetry and anthologies are all eligible

·         Books must have been published between January 1 and December 31 of the year preceding announcement of the award.

·         Titles must be designated 'young adult' by its publisher or published for the age range that YALSA defines as "young adult," i.e., 12 through 18. Adult books are not eligible.

·         Works of joint authorship or editorship are eligible.

·         The award may be issued posthumously.

·         Books previously published in another country are eligible (presuming an American edition has been published during the period of eligibility).



When the awards and/ or lists are announced:



·         Winner and four Honor Books are announced during the ALA midwinter meeting

         




YALSA Excellence in Nonfiction

Criteria:

·         Honors the best nonfiction book published for young adults (ages 12-18)

·         Nonfiction title must be published between Nov. 1 and Oct. 31 of the current year

·         Book must be available in English in the United States

When the awards and/ or lists are announced:

·         Announced annually at the ALA Youth Media Awards






Great Graphic Novels for Teens

Criteria:

  • Both young adult, and adult titles with strong teen appeal, may be considered
  • Both fiction and non-fiction are eligible
  • Adapted materials must remain true to, expand, or complement the original work
  • Books published within the assigned calendar year, January 1 to December 31, in addition to those published between September 1 and December 31 of the previous year.
  • Nominations may be accepted from the field and Committee up to November 1 of that calendar year.
  • Though graphic novels need not be published in the United States, they must be widely available for purchase in the U.S. at the time of consideration.
  • Reissues will be considered if there has been significant change to the original content of the work since first issued. Whether or not the changes are significant enough is ultimately determined by the Chair.
  • Collections of comic strips will be considered only if they contain an overarching story arc.



When the awards and/ or lists are announced:

·         ALA Midwinter Meeting






Best Fiction for Young Adults

Criteria:

·         Fiction titles published for a teen audience (12-18 years)

·         Titles must have been published in the past 16 months

·         A book originally published outside the United States will be considered according to its U.S. publication year.

·         Books published outside of the United States are not eligible unless a U.S. edition is available. 

·         Titles that are self-published, published only in eBook format, and/or published from a publisher outside of the US will not be considered eligible until the first year the book is available in print or distributed through a US publishing house.



When the awards and/ or lists are announced:

·         Shortly after the close of ALA’s Midwinter Meeting






Margaret A. Edwards Awards

Criteria:

·         Honors an author for significant and lasting contribution to young adult literature

  • The book(s) help adolescents to become aware of themselves and to answer their questions about their role and importance in relationships, society and in the world?The book(s) is of acceptable literary quality?
  • The book(s) satisfy the curiosity of young adults and yet help them thoughtfully to build a philosophy of life?
  • The book(s) currently popular with a wide range of young adults in many different parts of the country?
  • The book(s) serve as a "window to the world" for young adults?



When the awards and/ or lists are announced:

·          During the ALA midwinter meeting 






Alex Award

Criteria:

·         Adult books with “special appeal” to young adults ages 12-18 years

  • Titles are selected for their demonstrated or probable appeal to the personal reading tastes of young adults 
  • Appeal and popularity are not synonymous In addition to the question of appeal, committee members should consider the following when assessing titles: language, plot, style, setting, dialog, characterization, and design.

When the awards and/ or lists are announced:



·         Final committee meeting at the ALA Midwinter Meeting






Morris Award

Criteria:

  • This award recognizes excellence by a first time author writing for young adults.
  • The winning title must exemplify the highest standards of young adult literature and must be well written. The book’s components [story, voice, setting, accuracy, style, characters, design, format, theme, illustration, organization, etc.] should be of high merit.
  • Popularity is not the criterion for this award, nor is the award based on the message or content of the book.
  • The book must have teen appeal or have the potential to appeal to teen readers.
  • In the sum of all the criteria, does the book represent the highest achievement in a debut work for young adults?

When the awards and/ or lists are announced:

·         Announced at the ALA Midwinter Meeting








Outstanding Books for the College Bound

Criteria:

  • Standard selection criteria consonant with the ALA Library Bill of Rights shall be applied.
  • Although copyright is not a consideration, all titles should be widely available.
  • Each category may have a special set of criteria.
  • Books can be in print or out of print, in hardcover or paperback.
  • Books that have appeared on earlier Outstanding Books lists or are available in revised editions are eligible.

When the awards and/ or lists are announced:

Booklist is revised and updated every five years



Official Website:




Popular Paperbacks

Criteria:

Titles must be in print and available in paperback.

  1. Both young adult and adult titles may be considered.
  2. Popularity is more important than literary quality.
  3. Both fiction and non-fiction may be considered.
  4. Copyright dates are not a consideration.
  5. A book which has appeared on a previous Popular Paperbacks list can be selected after 5 years have passed since it last appeared on the list.
  6. Nominations from authors or publishers for their own titles are not eligible for the list.
  7. Each committee will have the latitude to select its own topics that meet the latest teen needs and interests, subject to prior approval by the Selection and Award Committees Oversight Committee (this will ensure the inclusion of timely topics, current trends, and emerging teen audiences/populations), but as a matter of course certain perennially popular genres, topics or themes should be considered. Some examples are adventure, autobiography/biography/diaries, fantasy, historical fiction, horror, humor, music, mystery, new voices, romance, science fiction, short stories, sports, suspense, and thrillers.   Another focus for themes that each committee should explore are titles aimed at a particular underserved or emerging teen audiences.  Each committee should also seek out opportunities to tie their committee’s work to relevant YALSA initiatives, especially ones with annual themes that could be supported by PPYA, such as the YA Services Symposium and Teen Read Week™. 
  8. Standard selection criteria consistent with the ALA Library Bill of Rights shall be applied.
  9. Librarianship focuses on individuals, in all their diversity, and that focus is a fundamental value of the Young Adult Library Services Association and its members. Diversity is, thus, honored in the Association and in the collections and services that libraries provide to young adults.

When the awards and/ or lists are announced:

·         Final list will be available after November 1st








Quick Picks for Reluctant Readers

Criteria:

These criteria are meant as suggestions for evaluating a book. Not all criteria may fit all books.

1.  Physical Appearance

  • Cover - catchy, action-oriented, attractive, appealing, good "blurb"
  • Print style - sufficiently large for enjoyable reading
  • Format - appropriate and appealing balance of text and white space
  • Artwork/illustrations - enticing, realistic, demonstrated diversity

2.  Style

  • Clear writing that easily communicates without long convoluted sentences of sophisticated vocabulary
  • Acceptable literary quality and effectiveness of presentation
  • Simple vocabulary but not noticeably controlled

3.  Fiction

  • High interest "hook" in first 10 pages
  • Well-defined characters
  • Sufficient plot to sustain interest
  • Plot lines developed through dialog and action
  •  Familiar themes with emotional appeal for teenagers
  • Believable treatment
  • Single point of view
  • Touches of humor when appropriate
  • Chronological order

4.  Informational Books

  • Technical language acceptable if defined in context
  •  Accuracy
  • Objectivity



When the awards and/ or lists are announced:

·         The final list of nominations will be available after November 1st.






Reader’s Choice

Criteria:

  • Titles must be published between November 1 of the prior year and October 31 of the current year. 

·          

    • If a title has been published in a foreign country prior to publication and release in the United States, then the US copyright is regarded as the official copyright for the purpose of this list.
  • Titles must be widely available in the United States.
  • Only titles marketed by a publisher for a teen/young adult audience may be considered.
  • Popularity takes precedence over literary quality.
  • Titles must be identified with one of the stated broad categories: horror/thriller, mystery/crime, nonfiction, realistic fiction, romance, science fiction/fantasy, and the ‘wild card’ that each committee chooses annually.
  • Materials in different formats, such as graphic novels and poetry, are eligible for the list but must be identified with a particular category.
  • Nominations from authors or publishers for their own titles are not eligible for the list.  Nominations are not eligible from current Readers’ Choice List Committee members.
  • Standard selection criteria consistent with the ALA Library Bill of Rights shall be applied



When the awards and/ or lists are announced:

·          The winners will be posted online the first week of December.






Teens’ Top Ten



Criteria:

·         The Teens' Top Ten 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.

·         Nominations are posted on the Thursday of National Library Week, and teens across the country vote on their favorite titles each year.

·         Readers ages twelve to eighteen will vote online between August 15 and Teen Read Week™ (October 8-14, 2017) here on the Teens' Top Ten site.



When the awards and/ or lists are announced:

·          The winners will be announced the week after Teen Read Week.



Official Website: http://www.ala.org/yalsa/teenstopten



Amazing Audiobooks

Criteria:

The criteria against which any particular audiobook should be judged as a candidate for a final list of annual recommendations by YALSA include:

  • Appeal of content to any or all potential listeners between 12 and 18 years old. While the list as a whole addresses the interests and needs of young adults ranging in age from 12 to 18, individual titles may appeal to parts of that range rather than to its whole. Material need not be “family friendly,” or appeal to the youngest common denominator of adults.
  • Adapted materials must remain true to, expand, or complement the original work. 
  • Effective use of voices, music, sound effects, and language.
  • Appropriateness of material for audio presentation.
  • Suitability of match between performer and text.
  • Possible expansion of audience of young adults for a text that has not been readily accessible in its print format to its target audience.
  • Professional production quality
  • Correct pronunciation of all text words is required, however, a title would not necessarily be disqualified if an error is deemed by the Committee to be minor. when evaluating the recording as a whole
  • Clarity of recording is required.
  • Informative packaging is preferred.
  • Curricular suitability can be a positive consideration but is not a requirement for inclusion

 When the awards and/ or lists are announced:

ALA’s Midwinter Meeting






YA Choices

Criteria:

·         Young Adults’ Choices books must be for middle and secondary school students.

·         Published in 2017

·         Fiction, nonfiction, and poetry are eligible for submission

·         Some adult books for the advanced young adult reader may be submitted, but keep in mind these are students in grades 7–12

·         Books from all imprints associated with your company are eligible

·         Paperbacks–submit only original

·         Series books–submit only one of a series



When the awards and/ or lists are announced:

·         The annual Young Adults’ Choices reading list will be available online in May and onsite at the International Literacy Association annual Conference & Exhibits.



Official Website:




Lone Star Reading List

Criteria:

·         The book must be favorably reviewed in a scholarly journal for grades 6, 7, or 8.

Content:

·         Only one book per author per genre may be included on the list.

·         Titles shall be nominated that reflect a variety of difficulty levels for readers in grades 6-8, i.e. a book for unsophisticated readers beginning the sixth grade and one for mature eighth graders.

·         The committee strives for a fairly equal distribution of books targeting each of the three grade levels and within each set further seeks balance in areas such as genre, gender appeal, interest, subject, and difficulty.



When the awards and/ or lists are announced:

·         The final list of nominations will be available after October 1st. Following its last meeting, the committee will provide the Young Adult Round Table with the final annotated list of selected titles.



Official Website:


TAYSHAS Reading List

Criteria:

The book must be favorably reviewed in a scholarly journal for grades 9-12.

The person making the nomination must have read the book



Content:

a. Titles shall be nominated that reflect a variety of difficulty levels for readers in grades 9-12, i.e. a book for unsophisticated readers beginning the ninth grade and one for mature twelfth graders.

b. The committee strives for a fairly equal distribution of books targeting each of the four grade levels and within each set further seeks balance in areas such as genre, gender appeal, interest, subject, and difficulty.

c. There will be no limit of titles by a specific author.

d. A book may not be re-nominated that was considered the previous year by the Tayshas Committee.

e. A book may not be considered if was chosen for the Lone Star Reading List the previous year.



When the awards and/ or lists are announced:

·         The final list of nominations will be available after October 1st.

·         Following its last meeting, the committee will provide the Young Adult Round Table with the final annotated list of selected titles.






Maverick Reading List

Criteria:  

Nomination criteria: 

-                The content of the book must be relevant to readers in grades 6-12. 

-                The book must be relevant in subject, language and age.  

-                The book must have literary merit and wide appeal. 

-                The TMGNRL is intended for recreational reading and not to be restricted to supporting a specific curriculum.  The list as a whole seeks balance in genre, gender appeal, interest, subject and difficulty. 

 Books selected for the TMGNRL will: 

-                Reflect an integration of images and words  

-                Exhibit a clarity of visual flow on the page  

-                Contain images that convey necessary meaning  

-                Contain outstanding quality of the artwork's reproduction  

-                Contain narrative that is enhanced by the artwork  

-                Be comprised of narrative dominated by sequential art component -- at least 50% sequential art 





When the awards and/ or lists are announced:



·         The final list of nominations will be available after October 1st.

·         Following its last meeting, the committee will provide the Young Adult Round Table with the final annotated list of selected titles.




Edgar Award for Mystery

Criteria:

·         All books, short stories and television shows in the mystery, crime, suspense, and intrigue fields are eligible for Edgar Awards in their respective category.

Edgar Judging

1.     The work must be published for the first time in the United States in 2017. Previously self-published works are ineligible, even if later (edited and) re-published by an approved publisher. Only a work with a copyright date of 2017 will be eligible for consideration in 2017 (with the following exception; see the note below). A self-published book (whether it is in print, in electronic format or offered for free on a blog or a website) that is republished by an Approved Publisher is a reprint, not a new work, and while it would qualify a writer for Active Status membership, it does not qualify for Edgar Award consideration.

2.    Foreign books may have an earlier copyright but the year of consideration must be the year of its first publication in the United States.

3.    Television episodes must have been shown for the first time in the United States in 2017.

4.    A work may be submitted to only one committee except in the case of the Robert L. Fish Award and the Mary Higgins Clark Award

When the awards and/ or lists are announced:



Official Website: http://www.theedgars.com/



NCTE Award for Excellence in Poetry for Children

Criteria:

·         Literary Merit (art and craft of aggregate work--as poet or anthologist)
Creating books of poetry that demonstrate imagination, authenticity of voice, evidence of a strong persona, and universality / timelessness are essential. In short, we're looking for a poet who creates poetry books that contain clean, spare lines; use language and form in fresh ways; surprise the reader by using syntax artistically; excite the reader's imagination with keen perceptions and sharp images; touch the reader's emotions.  A maker of word events is what we're looking for.

·         Poet's or Anthologist's Contributions
Aggregate work, evident potential for growth and evolution in terms of craft, and excellence are considered.

·         Evolution of the Poet's or Anthologist's Work
Technical and artistic development as evidenced in the poetry, evidence of risk, change, and artistic stamina, and evidence of different styles and modes of expression are considered.

·         Appeal to Children
Although the appeal to children of a poet's or anthologist's work is an important consideration, the art and craft must be the primary criterion for evaluation.  Evidence of students' excitement for the poetry and evidence of childlike quality, yet poem's potential for stirring fresh insights and feelings should be apparent.



When the awards and/ or lists are announced:

·         Awarded every other year

·         The next award will be given in 2019






Orbis Pictus

Criteria:

·         Books must have been published or distributed in the United States during the previous calendar year

·         Accuracy—facts current and complete, balance of fact and theory, varying point of view, stereotypes avoided, author's qualifications adequate, appropriate scope, authenticity of detail

·         Organization—logical development, clear sequence, interrelationships indicated, patterns provided (general-to-specific, simple-to-complex, etc.)

·         Design—attractive, readable, illustrations complement text, placement of illustrative material appropriate and complementary, appropriate media, format, type

·         Style—writing is interesting, stimulating, reveals author's enthusiasm for subject; curiosity and wonder encouraged, appropriate terminology, rich language

·         In addition, each nomination should be useful in classroom teaching grades K-8, should encourage thinking and more reading, model exemplary expository writing and research skills, share interesting and timely subject matter, and appeal to a wide range of ages.



When the awards and/ or lists are announced:

·         The award is presented annually by the chair of the Orbis Pictus Award Committee at the Children's Book Awards Luncheon during the NCTE Annual Convention.







Batchelder Award

Criteria:

  • The award shall be made to an American publisher for a children's book considered to be the most outstanding of those books originally published in a foreign language in a foreign country and subsequently published in English in the United States during the preceding year.
  • The Award, in the form of a citation, shall be made annually, unless no book of that particular year is deemed worthy of the honor. The translation should be true to original work and retain the viewpoint of the author.
  • The translation should reflect the style of the author and of the original language.
  • The book should not be unduly "Americanized." The book's reader should be able to sense that the book came from another country.
  • Folk literature is not eligible.
  • Picture books are not eligible unless the text is substantial and at least as important as the pictures.
  • The book must have the potential to appeal to a child audience (age 0-14).
  • The overall design of the book should enhance and not detract from the text, thus making the book more or less effective as a children's book. Such aspects might include: illustration, type face, layout, book jacket, etc.
  • Consideration should be given to the retention of the original illustrator's work in the U.S. edition.



When the awards and/ or lists are announced: Annually






Scott O’Dell Award for Historical Fiction

Criteria:

·         Award is given for a distinguished work of historical fiction.

·         A book must be published by a U.S. publisher; the setting must be South, Central or North America; and the author must be a U.S. citizen.

·         Books published during each calendar year are eligible for the following year’s award.

·         It must be written in English by a citizen of the United States.

·         Each year the selection is made by the Award Committee



When the awards and/ or lists are announced:

·         Annually since 1984

·         Awards are normally given during the annual ALA Conference. However, due to author schedules, awards may be given during the Winter meeting.



Official Website:  




Pura Belpre Award

Criteria:

·         Two medals shall be awarded at the annual conference of the American Library Association, one to a Latino author and one to a Latino illustrator, for creating outstanding original children's (age 0-14) books that portray, affirm, and celebrate the Latino cultural experience.

·         For purposed of this award, Latino is defined as people whose heritage emanates from any of the Spanish-speaking cultures of the Western Hemisphere.

·         The award-winning books must be published in the United States or Puerto Rico.

·         The committee is not to consider the entire body of work by an author or whether the author has previously won the award.

·         Recipients of the Pura Belpré Medal must be residents or citizens of the United States or Puerto Rico.

·         Fiction and nonfiction books for children published in Spanish, English, or bilingual format are eligible.

·         Honor books may be named.

·         If suitable candidates are not found, the awards will not be presented in that year.

·         One person may be selected to receive the awards in both categories.[3]



When the awards and/ or lists are announced: Awarded at the annual conference of the American Library Association








Schneider Family Award

Criteria:

·         Recognize authors and illustrators who have created stories or illustrations featuring characters with special needs

·         Book must be for ages 0-10 (Children’s Category)

·         Book must be for teens 13-18

·         The book must portray some aspect of living with a disability or that of a friend or family member, whether the disability is physical, mental or emotional

·         Books with death as the main theme are generally disqualified



When the awards and/ or lists are announced: The award is given out annually and the winners are announced at the ALA Midwinter Meeting.








Sibert Award

Criteria:

·         Awarded to the most distinguished informational book for children

·         The book must be published in English during the preceding year.

·         The book must be published originally or simultaneously in the United States



When the awards and/ or lists are announced: Awarded Annually






Stonewall Award

Criteria:

·         Three literary awards: fiction and nonfiction in books for adults, and books for children or young adults

·         Honored for exceptional merit relating to the gay/lesbian/bisexual/transgender experience.

·         Books should be original works

·         Published in the U.S. during the preceding year, including “substantially changed new editions” and “English language translations of foreign language books.



When the awards and/ or lists are announced: Announced in January and presented to the winning authors or editors at the American Library Association Annual Conference in June or July.






            Reflection:
It is important as educators and future librarians to know about these prestigious honors and awards bestowed upon some of the best authors and illustrators.  The lists provide librarians and library workers with a resource to use for collection development and readers advisory purposes. They also serve as a diverse recommended reading for teens and adults alike.
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Tuesday, June 27, 2017

LSSL 5385 Young Adult Literature Books #1-8

The Absolutely True Diary of a Part-Time Indian by Sherman Alexie



Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York: Little, Brown.

This story is a modern realistic fiction about Junior, a 14 year old Native American boy growing up on the Spokane Indian Reservation. The story depicts Junior’s life as anything except easy.  From birth, Junior’s life is a set of obstacles. As an infant he defeats death, and proceeds to facing constant forms of adversity.  Physically, Junior looks different, and is constantly bullied by kids his age and even adults alike. His home life is not ideal either; his father is a loving drunk, his mother is a recovering alcoholic, and his older sister is a hermit who spends most of her time in the basement.  His grandmother is a positive influence in his life and symbolizes wisdom.  Rowdy, the strongest most violent boy in the reservation is also Junior’s best friend.  Junior never quite feels he belongs in the reservation.  Finally, after throwing the algebra book at Mr. P and getting suspended.  Mr. P. gives him some advice that would turn his life upside down.  Junior decides to enroll at and all white school, Rearden High School, 22 miles away from the reservation.  Junior’s life does not get easier by a long shot.  He viewed as traitor by the reservation kids, his best friend is now his enemy, and he feels like an outsider at his new school, but he is determined to show everyone he isn’t going anywhere.  The death of people close to him doesn’t make anything easier. He copes with the pain, sorrow, and loneliness by drawing his cartoons.  Little by little, Arnold opens up and finds his place among a group of kids. 

            In the end, his bravery and courage pay off.  He is liked for who he is “a part-time Native American boy”.  The social issues the protagonist faces in the reservation are things that other students might be going through as well.  The book written with humor and colorful language serves as a mirrors to some of the tough situations Arnold overcomes.

Connections:
Book Trailer
Educators Guide


 More to Read:

Cross Your Heart, Connie Pickles by Sabine Durrant, This is all: the pillow book of Cordelia Kenn by Aidan Chambers
Other Books by Sherman Alexie: You Don’t Have to Say You Love Me: A Memoir, Thunder Boy Jr., Blasphemy, Blasphemy: New and Selected Stories, War Dances

Feed by M.T. Anderson

Anderson, M. (2002). Feed. Cambridge,   MA: Candlewick Press.

"Feed" is set in a dystopian future society where corporations have direct access to people’s minds through a “feed” a computer chip that is implanted into people’s brains at an early age.  This feed seems to control everything; it knows what they like, what they need, and desire.  In this society, the written word and individual thinking has no value.  Titus and his group of friends depict a loss of humanity which is foiled by Violet a girl who is skilled in the art of words and reading, and who did not get a “feed” until she was 7 years old.  At one point, Violet tries to fight against it. During a trip to the moon, Titus, his friends, and Violet’s feeds are hacked and they end up disconnected and in a hospital. For a moment, Titus seems to change and gain some of his humanity back by spending time with Violet. Soon after, Titus and his friends recover, but Violet’s rebellious actions against the feed, and lack of money make her unworthy of repair.  Titus’s lack of humanity, empathy and individual intellect, lead him to break-up with her.

 This is a great book to read because students can relate to the issues being raised.  Anderson is criticizing the society we are living in by raising issues about individual thinking, consumerism, and the overuse of technology.


Connections:
Slide Share
Meet the Author
Lesson Plan


More to Read: Hex by Rhiannon Lassiter,

The Cracked Mirror by Keaney Brian,

Other Books by M. T. Anderson: The Astonishing Life of Octavian Nothing, Traitor to the Nation: Volume I, The Pox Party

My Friend Dahmer by Derf Backderf
Backderf, D. (2012). My friend Dahmer: A graphic novel. New York: Abrams.

The author, Derf Backderf went to school with Jeffrey Dahmer and writes a collection of memories about the student turned serial killer.  Backderf describes Dahmer as a quiet and shy kid who had a rough home life.  His mother was apparently sick and his father was gone most of the time.  During his high school years, Dahmer’s behavior turned erratic.  He faked disabilities, and seizures- a twisted way to cope with his mother’s illness, his parent’s constant fighting and divorce,  and his own inner impulses. In addition, he began to torture and kill animals and drink heavily to subdue his homosexual desires.  After graduating in 1978, Dahmer murdered a hitchhiker and went on to murdering 16 more victims.  He was caught in 1991.
This nonfiction graphic novel is a biography about one of the most notorious serial killer in the world.  The intended audience are teens- 14 years of age and up.  This true story was an easy read especially because of its comic book format. I can see how reluctant readers can gravitate towards the mystery of how this young student ended up in the path evil.  The illustrations found in the book are lacking in color which somehow add to the dark mood of the book.   

Connections: 



More to Read: Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson, Green River Killer by Jeff Jensen, Juvenile in Justice by Robert

Other Books by Derf Backderf:  True Stories, Punk Rock and Trailer Parks, and Trashed

Speak by Laurie Halse Anderson

Anderson, L. (1999). Speak. New York: Farrar Staus Giroux.
Speak is a realistic fiction about Melinda, a typical high school girl whose whole world is turned upside down when she attends an end of the summer party.  The tragic event that unfolds at the party causes Melinda to call the police, having changed her mind about divulging the tragic happenings of the night, she leaves the party before the police even get there.  However, the party is ruined thanks to her, and all her friends stop talking to her.  Melinda starts the new school year trying to cope with the after effects of that party.  She hardly talks; her anxiety and state of mind cause her to incessantly chew at her lips; she is lonely, doing badly in school, and doesn’t know if she should tell her once best friend she is dating a rapist.  Andy Evans or as Melinda calls him ‘It”, is a popular, good looking senior and the cause of all her pain and suffering.  Melinda realizes she must speak out in order to move forward and save others from Andy’s criminal self. 

Anderson’s novel serves as a testimony to rape victims.  Melinda’s decision to stay quiet and not say anything was hurting her.  She was isolating herself more and more to the point that she would spend her time in a janitor’s closet to avoid being around others.  It as if she was punishing herself for what Andy had done to her.  Anderson wants readers to know they should Speak UP! The novel gives victims of rape a voice.   

 Connections:
 More to Read: Are You in the House Alone? by Richard Peck, Thirteen Reasons Why by Jay Asher, The Perks of Bing a Wallflower by Stephen Chbosky,
Other books by L.H.Anderson: Chains, Wintergirls, Fever 1793, The Impossible Knife of Memory, Twisted
The Coldest Girl in Coldtown by Holly Black
Black, H. (2013). The Coldest girl on Coldtown. New York: Little, Brown Books for Young Readers.
This novel embodies the characteristics of a science fiction, vampire romance, and thriller all at the same time.  Tana lives in a world where vampires and quarantined Coldtowns exist. Vampires can infect or turn humans Cold if they decide not to drain them dead. Tana is seventeen and has had some experience dealing with the Cold and fighting off the infection. When she was younger, her mother was bitten after she’d gone out to a work party. Her father tried to keep her from drinking human blood for 88 days by locking her up in the basement.  In the midst of the screaming and begging, Tana caves in to her dear mother, unlocks the door to the basement and is attacked. The near death experience makes Tana a more determined, stronger, and wiser protagonist. The story begins with Tana waking up in a bathtub after a long night of booze and partying with friends she’d known since she was a little girl.  Only this time she felt something was obviously wrong.  It was too quiet and no one had gone up to harass her about her behavior from the night before. She discovers that all her friends, with the exception Aidan, her ex-boyfriend have been slaughtered by vampires. Tana manages to escape the vampires that were still in the house through a window and rescues Aidan and an intriguing vampire named Gavriel who was shackled up in chains next to the bed where Aidan had been tied to. The three of them decide to head to Coldtown and on the way there pick up a set of twins who call themselves Midnight and Winter.  For Tana Coldtown seems like the safest place to fight the possibility of infection, but it is also here where she learns how strong and level headed she could be despite the dangers she encounters.  Tana stays loyal to Aidan and the new friends she meets, saves her sister, and helps Gavriel accomplish what he had set out to do from the beginning. In the end, we learn that Tana is resolute on staying human and that she won’t be alone while she suffers through the 88 days.


          The intended audience for this book is 14 years old and up.  I loved how Holly developed the characters and made them relatable to typical young adults in high school.  This characteristic plus the technology factor mentioned throughout the story will definitely appeal to this audience. Starting every chapter with a quote about death was a nice touch.  It added to the eerie and dark mood of the whole book.   

Teaching Resources:





More to Read: Twilight by Stephanie Meyer, The Diabolic by S.J. Kincaid, With Malice by Eileen Cook, To Catch a Killer by: Sheryl Scarborough, Fated: The Soul Seekers by: Alyson Noel, and Contaminated by Em Garner

Other Books by Holly Black: The Bronze Key, The Darkest Part of the Forest, The Copper Gauntlet, The Iron Trial, Doll Bones, The Spiderwick Chronicles Book 2: The Seeing Stone, Welcome to Bordertown

Six of Crows by Leigh Bardugo


Bardugo, L. ( 2015). Six of Crows. New York: Henry Holt and Company.
Six of Crows is a fantasy is a story set in the city of Ketterdam, a city filled with gambling palaces, brothels, gangs, crime lords, and magic. The story centers around six main characters who have been hired by Van Eck,a city council man to pull off an almost impossible job. They have been promised an insane amount of money to break into the Ice Court, an impenetrable prison to free  Bo Yul-Bayur, the creator of an illicit magical drug called jurda parem that magnifies the supernatural powers of the Grisha, elemental magicians.  Kaz also known as Dirty Hands is the seventeen year old leader of the Dregs, a notorious gang.  Despite his young age, he is ruthless, savvy and unshakable. He is charged with putting together a team that can successfully accomplish the heist. Inez is a strong, quiet girl who was enslaved in a brothel until Kaz rescued her. She is extremely agile and can become invisible which makes her a great spy. Jesper is the gang’s sharpshooter; he is a light-hearted character who loves to gamble and ends up being Grisha.  Nina is a Grisha who can manipulate people’s moods and emotions.  She operates from a good place expecting Kaz to do what is right.  Matthias is a former high ranking soldier in the Fjerdan army.  He was imprisoned by Nina who accused him of being a slaver to save his life. His experience with the Fjerdan prisons was needed and so he was recruited to be part of the heist.  Wylan is the son of Van Eck; he is a demolitions expert and also collateral for Kaz.  The six share traumatic backgrounds and learn from each other while trying to survive battle after battle. In the end, Van Eck betrays the Dregs and takes the money and Inez prisoner.  Kaz vows to go after Van and rescue Inez.

          This high fantasy fictional novel has it all- fantasy, action adventure, romance, and danger.  It’s edgy, but not too much. The intended audience would be 9-12 grades.  I love the way Bardugo manages to put together a complex story line and make it an easy read. Over all, the novel is a window to a different world that encompasses magical beings, danger, and whole lot more.  It is perfect for students seeking adventure and a thrill.

Teaching Resources:


Author’s Interview

Author’s Webpage



More to Read: Lies, Knives and girls in Red Dresses by Ron Koertge, Riverman by Aaron Starmer, Deep Blue-Waterfire by Jennifer Donnelly, Echo by Pam Munoz Ryan, The Girl at Midnight by Melissa Grey

Other Books by Leigh Bardugo: Crooked Kingdom: A Sequel to Six of Crows, Ruin and Rising, Siege and Storm: Grisha Trilogy, Shadow and Bone,


Annie on My Mind by Nancy Garden
Garden, N. (1982). Annie on my mind. New York: Farrar, Straus and Giroux. 
This realistic fiction story is about two girls trying to be true to themselves.  The narrator, Liza spends her first year in college remembering what happened to her during senior year in high school and trying to make up her mind about writing back to someone dear to her. Her flashbacks tell an endearing story about love and separation.  Liza Winthrop, is a 17 year old senior that attends an elite private school; she has a supportive family and is student council president.  Her life seems pretty perfect, until one day, while at the Metropolitan Art Museum, she hears Annie Kenyon, also 17, singing.   The girls start talking and quickly become friends, but that friendship quickly grows into something more. Although Annie seems to be more confident about her sexuality, the two girls are confused and struggle with how they feel about being gay, especially Liza.  While they both house sit for some teachers, Liza and Annie get to be carefree about their love and be a couple.  However, it is also here where they are discovered by Mrs. Baxter, the administrator’s assistant who is known for being judgmental and hypocritical. The problems that arise from this embarrassing situation cause the separation of the two girls.  Liza is forced to a disciplinary hearing one that should have never happened because she was not breaking any school rules. Liza is exonerated from it all, but the two teachers are fired.  However, she later learns that the principal was going to be replaced as well. The two girls part ways; they each attend different colleges.  After much soul searching, Liza decides that she is who she is and loves Annie.  She decides to call Annie and continue where they left off. 
It’s hard to believe that this book was written in 1982.  I was not a surprise to find out that it was on ALA’s most commonly challenged books list. I’m sure it paved the way for other authors who wanted to write about homosexuality.  Garden was able to write a tender story that helps readers be empathetic and accepting of the love the girls felt despite their relationship not being a heterosexual one.  You can’t help love- who you love!  It is a revolutionary book that can be used to teach themes of acceptance, conventions, and moral values. It can serve as a mirror to many young kids out there who are confused about their sexuality.
Connections:

More to Read: Alma Mater by Rita Mae Brown, Chasing Lightning by Rachel York, Missed Her: Stories by Ivan Coyote, Honey Girl by Lisa Feeman
Other Books by Nancy Garden: Hear Us Out!, The Year They Burned the Books, Good Moon Rising, Dove and Sword, Meeting Melanie, Nora and Liz, Endgame, and Holly’s Secret,
Lily and Dunkin by

Gephart, D. (2016). Lily and Dunkin. New York: Delacorte.

This realistic fiction set in modern California is an endearing dual narrative about Lily McGrother, born Timothy Mcgrother and Dunkin Dormman, birth name Norbert Dorfman.  Timothy is a brave transgender boy/girl born with the wrong body parts. She is constantly bullied at school for being different and now she is going through puberty and wants to take pills to stop her body from changing. Her family is super supportive with the exception of her father who in the end comes around. Dunkin is from New Jersey and just moved a couple of blocks away from Lily; he hates the heat.  He is scared of not fitting in and befriends the mean, popular kids who bully Lily. He is a boy who is struggling with bipolor illness and at the same time is coping with his father’s suicide.  One summer morning the two eight graders meet; Lily is wearing her mother’s dress and Dunkin is wearing his corduroy hot pants. The smile and wave; they officially meet as Timothy and Norbert when Norbert happens to walk past Timothy’s special tree.  Norbert is dubbed Dunkin that day by Timothy who understand what it feels like to not like your name.  He feels it is an appropriate nickname because of Norbert’s obsession with Dunkin Donut’s coffee and donuts.  The conflict starts when Dunkin is taken in by the Lilly’s bullies.  Lilly is heartbroken but feels that Dunkin is not like the others.  They each open up to each other in the end and show what true friends should be like. 

          This is a great story that shows readers how to be empathetic and understanding for others.  It is great way to educate readers about transgender and mental disorders and how it can affect not only the individuals but their families as well.  It also addresses social problems young children experience such as bullying and fitting in.  I loved the way Gphart put two main characters and gave us two different stories in one.  The chapters were differintiated with cursive headers for Lily and block capitals for Dunkin.
Connections:




Resources—LGBTQ and Mental Health Resources:






 More to Read: The friendship experiment by Erin Teagan, Unfriended by Vail Rachel, Maxi’s Secrets: (or what you can learn from a dog) by Lynn Plourde, Sticks and Stones by Abby Cooper, and Always, Abigail by Nancy Cavanaugh.

Other Books by Donna Gephart: Olivia Bean, Trivia Queen and How to Survive Middle School
























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Wednesday, June 21, 2017

Textbook Summaries and Reflections Chapter 1-5


Textbook Reflections

LSSL 5385



Chapter 1: Why do we share Literature with Kids?

There are several reasons why we should share literature with kids.  It aids in the acquisition of language which is why schools and districts push reading initiatives all year round.  It also encourages students to become lifelong readers and learners, encourages children to experience life vicariously through characters, and promotes the development of empathy, imagination, philosophical understanding and questioning about life.  Lastly, the most important reason I believe children should be read to is because reading is fun! Children don’t care about acquiring vocabulary or hearing the language and everything else we know about reading.  They care about sharing a moment with an adult who actually cares about what he/she thinks about a book.  They care about laughing and enjoying the time spent together with their fellow students reading.  If we want our kids to be readers, it is important that as educators we make reading as enjoyable as possible and not like a chore or a punishment.  I still know of teachers who make their students read silently after they misbehave. 



Reflection:

I’ve always known that exposing children to literature from an early age is important.  Listening to the both of you explain in detail the impact that literature can have was altogether informative, refreshing and reassuring.  To think that every time I read to a child, a young adult, and even my own children I might be shaping and influencing their life in some positive way is a privilege I take to heart.  Overall, the more a child is read to the more opportunities the child will have to become a well rounded individual with an understanding of people and the world they live in.



Chapter 2: Division of Young People’s Literature

The divisions in young people’s literature are as follow: Children’s Literature, Middle Grade/Tween, Young Adult, and New Adult. Children’s Literature covers ages 0-8 and encompasses an array of books starting with picture books, easy readers, illustrated chapter book, early chapter books, and some novels.



The next division is the Middle Grade/Tween. This division covers ages 8-12 years old.  Many people confuse middle school (11-13) with middle grade books and although middle school is not a category the age group of the two overlap. Titles appropriate for middle school depict middle aged characters that are dealing with and trying to make sense of more mature tougher issues about life; therefore, the books might not be appropriate reads for the 8-12 years of age group.   Some of these issues and themes might include: relationships, transgender issues, and abuse.



The Young Adult category is next in the division of young people’s literature.  This category covers ages 13-18 years old and deal with more mature topics such as sexual experiences and use rougher more explicit language.  



The last category is the New Adult which started in 2009 and is intended for the older teenagers who are well on their way in starting an adult life.  This category encompasses cutting edge fiction about adult issues without parental involvement.  Some topics include: moving away from home, first year of college, and more serious relationships,



Reflection:

As a future librarian and a firm believer of intellectual freedom, I try to keep an open mind about providing access to a variety of books.  However, I also realize that exposing young children to too much too soon can cause more harm than good. The overlapping age groups in YA literature make are especially difficult to decipher what is appropriate.  This is why it is important to understand the divisions of literature so that we expose our students to age appropriate material.  That is a huge responsibility for anyone, so our job of creating a collection is one that should always be taken seriously.  Paying attention to the topics and themes covered in a book, and even reading up on the characters and the age they represent in the novel is of the upmost importance. 



Chapter 3: Genres and Formats:

They Might Not Be What You Think



 The chapter clarifies the difference between genres, subjects, categories and formats.

Within the realm of literature there are two major genres: fiction and nonfiction.  However, for specificity purposes, genres branch out into a myriad of subgenres.   For example, fiction breaks off into realism and fantasy.  These two also branch out into more subgenres.  Realism includes Realistic: Modern Contemporary and Historical.  Fantasy entails Modern which includes Hard Science Fiction (story centers on science) and Soft Science Fiction (some emphasis on science, but main character is at the center of the story), High Fantasy(made up worlds, made up languages) and Low Fantasy.  Fantasy also entails Traditional which includes Folktale, Ballad, Fable, Legend, Myth and Fairy Tale.  The sub-genres under NonFiction would include Informational texts like biographies, autobiographies, and memoirs.  Another subgenre found in Nonfiction literature is the narrative nonfiction which is written like a story.  In addition, to these two you have the Expository Nonfiction which are factual and research based.  Educators and librarians are at times genre-fying libraries by misusing subjects and categories as genres.  Formats such as poetry, drama, novels, chapter books, graphic novels, short stories are not genres.  Categories and subjects like mystery, Chick Lit, horror, and sport fiction, are categories and not genres. 



Reflection: 

I was always told that there were four main genres:  Fiction, Nonfiction, Drama, Poetry, and have for more than a decade, passed down this knowledge to my students.  Drama and Poetry are not genres; they are formats a term I never really used to explain genres before.   It was eye opening and jaw dropping to find this out, but I see the logic in it.  I also realize that I was in the wrong to say that stories and novels were subgenres of Fiction, something I’d hear my colleagues say since I started teaching.  I realize how important it is to provide our students with information that is accurate.  I feel a little ashamed that so many of us are confused about this topic, but how, I can teach my students and colleagues what genres and subgenres truly are.

         

Chapter 4: What is YA Literature?

 Young adult literature encompasses many characteristics and elements.

According to Mertz and England (1983), it is literature about adolescence and growing up.  The point of view presents and adolescent’s interpretation of the events. The exposition and conflict are clearly expressed.  The young independent protagonist will face conflicts and make choices that result in learning about himself/herself and life. The decisions made have a profound impact on their way of thinking. The character demonstrates gradual and incremental change as well as incomplete growth in the main character(s).  The story can mirror concerns over contemporary issues our young readers are conscious others are experiencing or are experiencing themselves. The story is set in a brief period, the setting is usually limited, and fully developed characters are few.  The stories usually take from how adolescents develop and experience in their young life. 



Reflection:

YA literature is too many things rolled into one. A window to the world, an escape from reality, fantastical, real, didactic and so much more.  One of the best qualities about YA is that is a safe place where adolescents can safely experience life by providing vicarious living. Often times we have students who are thrill seekers and have feel an urge to do something outrageous- well YA can be the cure for that.  Matching students to satisfy their needs is key. I am also so thankful that we have more diversity in YA Literature.   Too many students want to see themselves in books to get a sense of normalcy.  This is why it is important that as educators we strive to provide opportunities for wide reading. 



Chapter 5: Adolescent Development

 This chapter stresses the importance of matching kids to the right books.  To do this successfully, we must get to know our readers and know how they develop and know more or less at what stage in their development they are in.  It is also important to note that everyone develops at different times and at different rates- nobody is exactly the same.           

          Adolescence is plighted with so many changes.  The most notable are the physical changes that come with puberty. For some, the changes come gradually and for others they happen so fast.  This is around the time when young kids start to see themslevels as different.  They question whether the changes are normal.  Some might question why everyone else is changing except for them- and so are they normal?  Pairing a young child who is experiencing feelings of inadequacy brought on by the changes their body is going through to the perfect book would be very helpful.   Moreover, Havighurst, Kohlberg, and Maslow each share important theories about develpmental stages young adults expereince.  The intellectual development expands during this stage.  As they mature their thinkging starts to mature as well.  At age 14 not 10, they transition from concrete thinking to abstract thinking.   It is important that as educators we scaffold and provide the support needed to help students delve deeper into abstract thinking. Havighurst explains that a sign of intellectual development is when children exhibit abilities to sustain healthy relationships with peers, individuals of the opposite sex, and parents.  Moreover, an important task of getting to know what they like or are good at is accomplished as well. According to Kohlberg, the moral, aspect of a person also starts to change during this growing stage.  First of all, as young children we function in the pre-conventional stage where our moral compass is controlled by a reward and punishment system.  Many adults also function at this stage, but as adults we know the difference.  The conventional level is where we understand the rules set by our parents or society and we follow them.  The post-conventional level is the highest form of morallity.  This is where we challenge or break laws, and rules for the good of others.   Maslows’ Hierarchy of Needs explains what should happen first if we want our kids to develop into health young adults. Maslow stresses that  if their psychological needs are not met they can’t move on to the next level which is safety- the need to feel physically and emotionally safe.  The next is the Love and Belonging stage or level. Here the child must feel like he/she is wanted and loved.  The level of esteem is the need to be respected and that will ultimately lead to self-actualization.  Self-actualization is where the child belives he/ she is important, cabable individual that can accomplish anything.

  
Reflection:

Learning about the develomental stages and theories will ultimately help us pair a child to the perfet book.  As educators we must be mindful of age and what is appropriate for them.  More than anything, I believe that helping children find books fit for them will ultimately spark a geniune love for reading.  We learned that children also develop into readers. The chapter gave an overview about birthday cake theory that explains the many different reasons why children often read.  This explanation makes a whole lot of sense because what they are experiencing at the time will alter their choice of reading. 
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Tuesday, December 6, 2016

Final Reflection


Final Reflection



          I know I have come a long way when it comes to technology thanks to this class and you Dr. Gross.  This class forced me step out of my comfort zone and start interacting with different types of technology.  I can honestly say that at times, I felt like I had been living under a rock.  How did I not know about Infogr.am or Ease.ly?   Learning about the different social media, and how they can be used as learning platforms by keeping ourselves and students connected was so educational.  Similarly, working with the different Webb apps like Animoto, Piktochart, Screencast-O-Matic, Pixton and all other apps we were exposed to during the course was fun and educational as well.  Sharing the knowledge I learned with fellow peers and learning from all of you through your blogs was rewarding and insightful at the same time. 

          I really do think that getting familiar with the different tools was fulfilling even though some proved to be challenging.  If I had to pick favorites, two come to mind:  Animoto and Screencast-O-Matic primarily because they offer such a unique way of presenting information.  I loved how easy working with Animoto was and then seeing the end result was truly amazing.  I feel like Animoto would be a tool students will enjoy because they tend to gravitate towards videos already.  In the classroom, videos can be used to introduce a topic, as a re-teach, to a lesson previously covered, as enrichment, support etc.  As a library media specialist, I would utilize videos to teach procedures, how to use a Web app, advertise a section of the library, upcoming activities, and lastly showcase books and resources.

          Screencast-O-Matic was a bit challenging, but worth the trouble.  Screencasts also offer a unique and creative way to communicate with your students.  They engage students and enhance their learning.  On the plus side, it is a great tool for teachers as well because once done it can be accessed by students at anytime and from anywhere.  I can see myself incorporating both Animoto and Screencast-O-Matic in the library and currently in the classroom. 

          Vine and Instagram were my least favorite.  I feel like these two social media platforms did not lend themselves as easily as the rest for the classroom and education as whole.  I favor using Facebook, Twitter or Blogger for the sharing of ideas, collaborating, and learning through connectedness.  I feel that learning by staying connected is without a doubt extremely beneficial for students. Having them discuss topics through a blog, or record audios through Soundcloud or Podbean is wonderful.  As a whole, the experience gained in this course has definitely broaden my horizons and provided me with learning opportunities I can offer my students.
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