LSSL 5385 Textbook Reflections 10-13

Realistic Fiction

Characteristics: Character, setting and theme all appeal to modern readers in a believable plot consistent with the real world.

Criteria:
1. Before recommending realistic fiction, be sure it doesn't promote stereotypes.
2. Speech, behavior and circumstances should be contemporary and believable.
3. Does the theme emerge naturally throughout the story?
4. Does it tackle sensitive topics? Common subject matter can involve death, parent issues, and sexuality. 

Reflection: 
The following are books I have read for this class that are classified as realistic fiction:
The Absolutely True Diary of a Part-time Indian by Sherman Alexie
An Abundance of Katherines by John Green
Angry Management by Chris Crutcher
Gabi: A Girl in Pieces by Isabel Quintero
Please Ignore Vera Dietz by A.S. King
Speak by Laurie Halse Anderson

This genre is one that easily allows readers to develop empathy and learn vicariously through the experiences of characters. Realistic characters and situations make the stories relatable and therefore are a popular choice for teenagers. Personally, this is one genre of YA literature that isn't my first choice although there were several realistic fiction books from this class that I did enjoy. I prefer to escape into a book and living through the difficult teen years is not my idea of escaping, but if I can come away from a book with a new appreciation for a culture or be intrigued by a character then its a win for me. 




Nonfiction

Characteristics: Half your library but is defined by what it is not. 
From Delight to Wisdom by Betty Carter and Dick Abrahamson

Criteria: 1. What are the qualifications of the author? Are they experts in that field or experts at writing nonfiction. 

     History 

• A Kids Guide to the Bill of Rights and a series Women who Broke the Rules by Kathleen Krull
• Life and Death on Adolf Hitler by James Cross Giblin
• Aaron and Alexander by Don Brown

     Science

• Eye to Eye by Steve Jenkins - many books about animals with small tidbits of information
• Loree Griffin Burns - Beetle Busters
• Seymour Simon - Our Solar System 

2. Are the facts accurate? Check resources (content area, expert verified lists) to determine reliability. 

3. What is the purpose and scope of the book? It is important to determine the appropriate age level and if broad or narrow scope is needed. 

4. Organization - does it help readers locate information? (nonfiction text features: table of contents, index, timeline, charts, maps, etc.)

5. What role do visuals play? Not only does it help illustrate the information but it also breaks up the text. 

Questions to ask students about nonfiction:

• Tell how this book would be different if it had been written 50 years earlier or 50 years later.
• Describe your favorite illustrations. Which illustration do you wish you had done yourself? Why?
• Would this book make a good documentary? Why?
• Explain what you think the author did to research and write this book.
• How would this book be different if it had been written for an adult? For a kindergarten student?
• What kind of teacher do you think the author would make?
• If you had a chance to interview the authors of this book, what would you ask them?
• Describe three facts, theories, or incidents that you found particularly interesting. Tell why.
• Examine the title and jacket of this book. Do they present a fair representation of the contents of the book?
• Select the book you think was the most well written. Pretend a book company is considering publishing this book and you must defend this book. Describe what you would say to persuade them of its value in learning.

Reflection: Each grade level in our district does a unit on nonfiction text features so I have spent a great deal of time teaching students about the last two criteria covered in the video, organization and visuals. Since teachers need students to locate these text features, I am always analyzing the nonfiction books to find examples of ones that are both well written and well presented. Without both of these characteristics, the book is likely not be the best choice for my students. Being in an elementary school, I have found that the biggest challenge for developing a nonfiction collection is covering all the needed subjects for a wide span of reading levels. 

Fantasy/Science Fiction

Characteristics: Stories that defy the laws of reality are considered fantasy. All science fiction is considered fantasy, but not all fantasy is science fiction. There are different types of science fiction:

• soft sci-fi (science fiction setting with plots containing drama or realistic elements)
• hard sci-fi (more science than story)
• apocalyptic (stories that happen just after catastrophic events)
• post-apocalyptic (happens many years/generations after catastrophic events, typically has a primitive setting)
• steampunk - features technology involving steam power
• cyberpunk - deals with hacking and computer technology, tends to be bleak and dark
• biopunk - involves the manipulation of human bodies/DNA through bio-technology
• dystopia - propaganda is used and citizens are controlled. Society is an illusion of a perfect world. Often bleeds into post-post-apocalypic. ex. Hunger Games, The Declaration by Gemma Malley, Bumped by Megan McCafferty
• extra-sensory perceptions - (ESP) most commonly associated with book about telepathy, clairvoyance, or precognition (knowing the future)
• robots/cyborgs/artificial intelligence - deals with clones, futuristic technology
• time travel/parellel universes - time travel can be done through either magic or technology
• virtual reality/gaming - characters/story take place in a virtual world

Criteria: Authors who choose to write fantasy have a responsibility to their readers to not only tell the story, but guide readers through it. When a world exists inside the mind of the author, careful attention must be paid to keep the characters and story details believable and consistent. Despite unrealistic settings or fantastic events, there must be a universal theme that allows readers to relate to the characters in the fantasy. 

Reflection: For this class, I read the following books from this genre:
Darkest Part of the Forest by Holly Black
The knife of never letting go by Patrick Ness
When You Read Me by Rebecca Stead

Personally, I enjoy escaping into a well written fantasy book. The popularity of Harry Potter and Hunger Games prove that I'm not alone. The fantasy genre allows for an unpredictability that is captivating and draws in readers. While the setting or plot may be unrealistic, the characters are usually quite relatable making it easy for readers to love them and learn from them. I would agree with Dr. Perry's statement of preferring books that are considered soft science-fiction over books that are more science than story. 

Graphic Novels

Characteristics: Graphic Novels are not a genre, but rather a form or format, that can be historical, realistic, fantasy or nonfiction. Educator's guide for Graphic Novels (I love this, what a great thing to share with my teachers!)

Criteria: 

• Stories are told in sequence with panels, illustrations and speech bubbles. 
• Graphic novels can serve as a bridge between picture books and chapter books. 
• Graphic novels contain all the elements of a traditional story but the addition of the illustrations make some abstract ideas a little more easy for students to understand. 
• Can be used to develop visual literacy
• Important elements include color, line, speech bubbles, composition and frames.
• GN's combine the storytelling elements of picture books, poetry, novels and film and a great for teaching tone and mood. 
• can and should be used in the classroom to teach every subject area; can be used to motivate reluctant readers. 
• CCSS can be taught with GN's for all grade levels 3-12. 

Reflection: For this class I read four graphic novels:
Ghosts by Raina Telgemeier
Roller Girl by Victoria Jamieson
Persepolis by Marjane Sartrapi
Snow White by Matt Phelan

• Not all graphic novels are created equal and I feel this is the genre that many teachers don't understand or appreciate. After attending the Graphic Novel author talk at TLA, I earned a new appreciation for their process. Some authors started with the illustrations while others started with the story. It was interesting to hear their contrasting technique. I got the chance to hear from Nathan Hale, Svetlana Chmakova, and George O'Conner.
• The graphic novels are a very popular section in my elementary library, so much that we do limit students to one graphic novel per visit. Some teachers prohibit them completely but most allow them and are grateful that their students are excited about reading any type of book. 
• Throughout the video prepared by Dr. Lesesne and Dr. Perry, I was relieved to see that many of the recommended graphic novels were ones that I already have in our school library. I inherited a healthy collection of GN's from the previous librarian and have added to it. 
• My personal favorite is El Deafo. I found it to be hilarious and so charming. There are so many valuable lessons in empathy that come out of this book and its very popular with my students.