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Graphic novels are not a genre but a form/format
Graphic novels don't have to be used for learning they can be read and enjoyed
Graphic novels aren't just for kids
Characteristics

Combine text and illustration to convey the story (fiction) or information (nonfiction) in much the same way picture books function for young readers

GNs differ from picture books and comic books in their complexity

Like picture books, GNs may be enjoyed by a wide range of readers: age and grade but also ability and attitude, not just for unmotivated or readers with difficulties

Parts of a Graphic Novel

cover

inside pages

panels

gutters

bialog balloons

thought balloons

sound effect

captions

How to Read Graphic Novels
-left to right, top to bottom
-panel to panel, dialog balloon to dialog balloon
Graphic novels are already scaffolded

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Criteria for evaluating science fiction and fantasy for children
1. Despite the fantastic aspects of the story, characters must behave in consistent and believable ways.
2. There must still be rules for the fantasy world.
3. Authors must assist readers readers in the "willing suspension of disbelief"
4. The themes should explore universal truths
Resource: Sci Fi on the Fly by Karren Perry
Apocalyptic- as the apocalypse is happening
Post-apocalyptic- after the apocalypse. Characters don't know what life was like before everything happened.
-The Testing by Joelle Charbonneau
-Tumble and Fall by Alexandra Coutts
-A Matter of Days by Amber Kizer
-Grasshopper Jungle by Andrew Smith
Stempunk
-Stem powered machinery
-Victorian times
-Killer of Enemies by Joseph Bruchac
-Etiquette and Espionage by Gail Carriger
Biopunk
-Manipulating human DNA
-Hacking
-Viruses
-genetic engineering
-BZRK
Cyberpunk
-hacking
-computer and human relationship
-synister feel
-Little Brother
Dystopia
-propaganda used to control the citizens
-independent thought restricted
-figure head being worshiped
-citizens fear outside world
-citizens expected to conform
-society has the illusion of a perfect world
-common subject is the resistance to the government
-main character becomes disillusioned and aids the rebellion against the governement
-Eve by Anna Carey
-The Declaration by Gemma Malley
-Bumped by Megan McCafferty
-Scored by Lauren McLaughlin
-Under the Never Sky by Veronica Rossi
-Article 5 by Kristen Simmons
Extra Sensory perception- books about telepathy, clairvoyance, precognition
-The Diviners by Libba Bray
-Soulless by Christopher Golden
-Clarity by Kim Harrington
-Eat Brains Love by Jeff Hart
Robots/Androids/Cyborgs/ and Artificial Intelligence
-Eve and Adam by K. Applegate and Michael Grant
-Girl Parts by John Cusick
-Skinned by Robin Wasserman
Space/Aliens
-Alien invasions
-alien conspiracies
-first contact
-colonization sci fi
-space opera
-Rules by Stacey Kade
-Tune series
-These Broken Stars by Amy Kaufman and Meagan Spooner
-Mothership by Martin Leicht and Ilsa Neal
-Alienated by Melissa Landers
Time Travel/Parallel Universes
Science method for time travel
paradoxes
-Waterfall by Lisa T. Bergren
-Then Here and Now by Ann Brashares
-The Power of Un by Nancy Etchemendy
-Through to you by Emily Hainsworth
Virtual reality/Gaming
-Lost in a virtual world
-The eye of Minds by James Dashner
-Doomed by Tracy Deebs
-Awaken by Katie Kacvinsky
-Ready Player One by Earnest Cline

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Nonfiction is an umbrella term
It includes:

Narrative

expository

biography

autobiography

memoir

There is not one template for nonfiction
Resource: Nonfiction for Young Adults from Delight to Wisdom by Carter and Abrahamson
Criteria for Nonfiction
1.What are the qualifications of the author?
research authors
check out their websites

2. Are the facts accurate?
Important to remember that we are not the experts and neither are the authors. Students need to know how to find out what the right information is.
We need to find books with the right information
Look at acknowledgements
Know the quality authors, series, and lists
3. What is the purpose and scope of the book?
Robie Harris:

It's Perfectly Normal-Broad and for older kids

It's so amazing- narrower and for younger kids

Find what fits your students' and your needs

4. How does the organization of the book assist readers in locating information?

text structure

text features

we want kids to be able to find what they need

Example: Why'd They Wear That? by Tim Gunn

5. What role do visuals play?
Visuals help kids to not feel overwhelmed with the text
charts
diagrams
Example: Smithsonian series
Libraries need to be balanced so that students can learn about other people, culture, ect.
Great authors:

Kathleen Krull

James Cross Giblin

Steve Jenkins (animal books)

Don Brown

Loree Griffin Burns

Seymour Simon

Sy Montgomery

Lists to know

Outstanding Science Trade books

Notable Trade books in social studies

Nonfiction is extremely important in 4th grade because the STAAR test is mostly nonfiction expository texts. I use a lot of nonfiction texts to teach text features, text organization, summary, annotating, ect. Students enjoy reading nonfiction when it is on their level. I am excited to add some of the suggested titles to my classroom library for students to explore and use for research. I also feel that I am ready to evaluate other nonfiction texts.

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Sometimes known as Contemporary realistic fiction or Modern realistic fiction.

Stories set in modern times with a believable story.

Real world setting

realistic characters

realistic events

Criteria For evaluating Realistic Fiction for children

Is everything consistent with the real world in which contemporary kids live?

speech

behavior

gender

cultural elements

avoid stereotypes

Does the theme emerge naturally from the story?

more than one theme

theme emerges slowly and consistently

How does the topic or subject matter of the book relate to modern readers?

realistic fiction tackles sensitive and tough topics

I always begin the school year teaching realistic fiction because this is what students are most familiar with. Realistic fiction is easy for students to make connections with. It is also a great start for teaching theme and inferring, which are both really difficult for students.

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Story set in the past
Must keep in mind that what you think of as history isn't necessarily what your students will.
Vicarious experience- see what it is like to live in the past
Criteria for evaluating historical fiction for children
1. Does the book tell a good story that effortlessly blends the history in the story itself?
2. Are the facts of the historical period accurate?
3. How are the values of the time brought to life?
4. Is everything consistent with the social milieu?
5. Does the theme of the story relate to contemporary readers?

Historical fiction is my favorite genre because I like to read for the vicarious experience. I love history and I love the feeling of escaping into a time before I was born. At my school in Spring, Tx, we don't have much time to spend on historical fiction, if any at all. I hope to find a way to share more historical fiction with my students.

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Poetry is not a genre but a form that literature can take.
It isn't always about analyzing it. Read poetry for the pure enjoyment of it.
5 conclusions on what kind of poetry works well with kids and what do kids like research:
1. Prefer narrative poetry
Kids are use to hearing stories
It comes naturally
2. Dislike free verse and haiku
Different for writing
Doesn't rhyme so they don't get how it could be poetry
3. Rhyme, rhythm, and sound devices are preffered
This is what kids think of when they think of poetry
Play with language
4. Funny poems, familiar experiences, animal poems
If they don't get it they don't like it
They love animals so it would make sense
Kids love funny and humorous stories
5. Contemporary Poem
Language is familiar
Additional Criteria
1. Visual images and words that allow children's imagination to expand
Picturing it in your mind
2. Poems shouldn't be brought down to children's level
3. Interactive
Get children involved
Turn it into reader's theater
4. Repeated Reading
Values of poetry for children- children can share emotions, experiences, and visions with poets. Poetry brings new understanding of the world.
6 Reasons to share poetry with children by Jean Le Pere:
1. enjoyment
2. provides knowledge of concepts
3. increases vocabulary
4. helps children identify with people and situations
5. helps children understand their feelings
6. grants insight to their feelings and universal emotions
1-3 grade- narrative poems and limericks, poems about strange and fantastic events, traditional poems, poems that rhyme, use alliteration or onomatopeia
4-6 grade- excitement for poetry declines, contemporary poems are better, poems with familiar and enjoyable experiences, poems that tell a story with humor, include rhythm and rhyme, no heavy imagery or implied emotion
7-9 grade- thyme, humorous narrative, familiar experiences
Criteria for selecting poetry for children-
1. lively poems with rhythm and meter
2. emphasize sounds and play on words
3. visual images and words that allow children's imagination to expand
4. simple stories and introducing stirring scenes of action
5. poems shouldn't be brought down to a child's supposed level
6. subjects should touch the child
7. allow children to interact with the poem
8. good enough for repeated readings
Forms of poetry-
lyrics
narrative
ballads
limericks
concrete
haiku
Criteria for evaluation
1. Is the subject of the poem something with which kids would be familiar?
2. Does the poem use imagery?
3. Does the poem rhyme?
4. How is rhythm used?
5. What role does sound play?

Personally I never liked poetry, and I believe it was for the exact reasons stated in the Poetry Part 1 video. Half the time we read poems that are so complex and are trying to analyze every inch of it that we loose the point of reading poetry. My number one take away from this chapter was that I don't always have to read poetry to students strictly for analyzing and content. Poetry isn't a genre to be taught in isolation. It can be taught with every genre all year. Poetry needs to be read often and mostly for pure enjoyment. I also now believe that interactive poems aren't just for the lower grades. I think that interactive poems can teach students to not be afraid of poetry and actually embrace it. There are so many books that I didn't actually realize were considered poetry. For example, I didn't know Alice and Wonderland was considered poetry. It wasn't until the end of last year that I found poetry books that my students really enjoyed. I read Love That Dog by Sharon Creech and my students went nuts over it. I am excited to start next year with poetry and continue to use it in different ways throughout the year.

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Antagonist- The character(s) in opposition to the main character(protagonist). The bad guy.
Character- A person or animal in a story.
Conflict- A problem or struggle between two opposing forces in a story. The problem in the story.
Mood- The feeling the author intends you to feel when reading the work.
Tone- The attitude the author takes toward specific characters, places, or development. This then influences the reader's understanding of the story.
Plot- The series of events or actions in a story. Exposition, rising action, climax, falling action, and resolution.
Protagonist- The main character in a story. The hero or good guy.
Setting- When and where a story takes place.
Allegory- a figure of speech where the meaning of an abstract concept is conveyed with the aid of a more concrete object or idea being used as an example.
Allusion- a figure of speech whereby the author refers to a person, place, thing, or idea of historical, cultural, literary or political significance by way of a passing reference.
Archetype- a typical character, action, or situation that seems to represent universal patterns of human nature.
Deus ex machina- The incidence where an implausible concept or character is brought into the story in order to resolve the conflict and bring about a pleasing solution.
Hyperbole- A figure of speech that involves an exaggeration of ideas for the sake of emphasis.
Imagery- Words or phrases that appeal to the reader's senses.
Metaphor- a figure of speech that compares two unrelated things.
Motif- an object or idea that repeats itself throughout a literary work.
Point of view- the manner in which a story is narrated or depicted and who it is that tells the story.
Simile- A figure of speech that compares two things using the words like and as.
Symbolism- an object representing another to give an entirely different meaning that is much deeper and more significant.
Theme- The author's message that is the focus in the story.
Theme is...
*Message stated or suggested by author
*Must be stated in a complete sentence
*Must be a truism
~Not just true in the story, but also outside the story
~Global
*Not necessarily singular
~Can have more than one
*Something that can be demonstrated in the text
~You can find text evidence for why you believe that is the theme
Theme is not...
*The main idea
*The topic
*The summary
*An old saying (found in fables, parables)
*A single word
Start with a picture book to teach theme. Stopping throughout to see if there is a theme building. Give groups picture books to find themes and text evidence. Then individually give them books to find themes and text evidence with. Gradually move to more complex texts.
Questions to ask when looking for the theme:
What message is the author trying to convey to readers?
Is this message universal; does it apply outside of this story to the world at large?

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We need to know readers to be able to match them to a book.
Physical Development
*Kids develop at different rates
*Overall question: Am I normal?
*This is a time of change
*We need to guide them to book that assure kids that they are normal through puberty
Intellectual Development
*Transition from concrete to abstract thinking around the age of 14 years old
*Think about the questions you as kids about books
~Abstract questions need scaffolding
~Provide them a way to get to abstract concepts
*Think about the books you share as concrete and abstract and where your students are
Developmental Stages Havighurst
*Learning to get along with peers
~As kids get older they look for other kids with mutual interests
~Peer life changes
*Easy relationship with the opposite sex
~Gets to the point where you can have a friend of the opposite sex without them being a boyfriend or girlfriend
*Working for pay
~Pay is independence
*Changing relationships with parents
~pulling away
~questioning do we see or believe the same things as our parents
*Finding a vocation
~Finding out what you want to be
~Finding that calling and searching it out
*Adapting to physical bodies
*Developing appropriate sex roles
~Often defined by society
~what boys do and what girls do
~Name calling starts if you don't fit into those roles
These are difficult life changes and do not happen at the same time or in a certain order.
Morals and values Kohlberg's theory
*Kids opporate at the preconventional stare
~reward and punishment
*Conventional
~following the rules
*Post-conventional
~recognize the laws but we recognize that the life of a human supersedes the law
~we don't spend much time here (come and go)
We are looking for books at where kids are in their moral development.
Kids are less likely to understand post-conventional concepts.
We have to look at what the needs are for our kids. Maslow's Hierarchy of needs
*Physiological needs override everything else
*Safety: Both physically and emotionally
*Love/belonging: we must think- how are we as educators going to show this to our kids.
*Esteem: Showing respect for their feelings
*Self-actualization: You can be anything you want to be
We want to find books that help and reflect their needs.
Development as readers
*unconscious delight-getting lost in the book
*Autobiographically- Mirror, reflecting ourselves
*Vicarious experiences- window to someone else's experiences
*Philosophical speculation- values and morals
*Aesthetic experiences- reading for the beauty of the book and being captured by the author's words.

I see a lot of these changes starting to happen in the middle to the end of year with many of my 4th graders. I start to see a huge shift in attitude towards me and their friends. I also start getting hints of gossip about who likes who and drama between groups. Thinking back on just this last year, I now realize that I have seen a lot of friendships between the opposite sex. I normally don't think anything of this and wave it off as puberty starting, but I now realize how important it is to make them feel comfortable about changes that are going on. As a teacher we have been taught that me must nurture the student's needs before they can be open to be taught, but I have not thought about this in terms of puberty. I have honestly thought of my 9 and 10 year old kids as still babies instead of growing tweens. I know that this is something that I will need to continue working on. I also would like more suggestions on books that are truly "tween" books and reflect what they are going through. I think at this age they need more autobiographical reading to reassure them and their feelings.

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Children's Literature: 0-8 years old
~Wordless picture books   ~Picture books   ~Easy readers
~Illustrated chapter books   ~Early chapter books   ~Novels
Middle Grades/ Tweens: 8-12 years old
~George   ~Raymie Nightingale   ~Roller Girl   ~The Thing About Jellyfish
Middle School: 11-13 years old
~Drama (GN)   ~Lily and Dunkin   ~Okay for now
****Middle grade books are different than middle school books****
Middle school isn't a category of literature but a group of students that have a hard time finding material that they like. They want to read YA books but are not quite ready for that kind of material. Other books are too young for them. They are in the overflow of the other divisions.
Young Adult: 13-18 years old
~Pushing the limits   ~Grasshopper Jungle   ~Firsts   ~Nimona
High school experiences, love interests, ect.
New Adult 18-30 years old
Appeared in 2009 when St. Martin's press hosted a writing contest. They were
looking for "cutting edge fiction with protagonists who are slightly older than YA
and can appeal to an adult audience."
*Recent high school graduates *1st college experiences
*1st major relationships   *New adult situations
~Sweet Home   ~This is Falling   ~November 9

Because I teach 4th grade students ages 9 and 10, this chapter really opened my eyes. It opened my eyes to how difficult it really is for my students to find material they enjoy because they are in that overflow age range. I remember last year when one of my students wanted to read Drama so badly, but I told her it wasn't appropriate for a fourth grader. I understand now that she was in that stage that Professor Perry spoke about as wanting to read YA but not being quite ready yet. Being fairly new to teaching, I feel this has been a great lesson for me that I can take back to my classroom and library in years to come. I also thought that the age range break down with examples really helped my understanding of the divisions.

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1. Because it is fun!
*Reading is play
*It feels good to share the enjoyment and excitement of a book with others
2. Because it aids in the acquisition of language and language development
*Reading everyday is extremely important to building children's vocabulary
*It is important for children to be read to daily
*1000 books before kindergarden- promoting parents to read to their children
3. Because it builds empathy
*Empathy is stronger than sympathy
*Children build empathetic bonds through books
4. Because it supports lifelong readers
*Unconscious delight
~Series readers: hooked on series
~Serial readers: Locking on to an autor or genre
~Knowing what kind of reader they are will aid teachers/librarians help
students
*Reading Autobiographically
~Seeing yourself in a book
~ The mirror
*Reading for vicarious experiences
~Looking into the window of someone else's life
~Looking at other's experiences and interests
~Can live another life through books
*Reading for philosophical speculation
~To build an opinion and feelings of their own on issues, religion, identity
*Reading for aesthetic experiences
~For the pure beauty of the written language and how it makes you feel
~Keyword lists
5. Because it develops the imagination
*Literature makes you ask, what if...
6. Because it can transmit culture
*Children should be exposed to ALL kinds of diverse books on a regular basis
not just during celebration months

As a reading teacher, this chapter reminded me of all the reasons I wanted to be a teacher and now pursue librarianship. I knew that we shared literature with children because it is fun and it builds a child's vocabulary, but I realize that I don't always think about the other reasons we do. The one reason that really struck a cord is that literature builds empathy. In the two short years I have taught, I have had a difficult time getting students to treat one another with respect. I have a very diverse socio economic group of students that I cater to, and many of the students don't understand the effect their words and actions have on others. It will be my goal to start this next school year off with literature that will aid in my students' empathy development. I also intend to embed more diverse books into my daily read alouds. While I do include some diverse books, I know that I can do better to incorporate them on a regular basis.