Much of children's literature is designed to teach children: 1. The alphabet 2. New words or concepts 3. Social mores or traditions and 4. of course to teach them or "edumacate" them about the world we live in (or wish we lived in) :)
Children's books are often written for elementary readers. That means that smart and talented authors target children (and thier parents) as their potential audience. Techniques of elementary reading (since the focus is on new words, letters, and concepts) include several of the following tropes (or patterns):
1. Young protagonists
2. Colorful pictures that help match vocabulary to image
3. A lesson
4. Short paragraphs (sometimes a picture book has only pictures) Sentence construction and syntax is simple or paired down.
"Children's" literature, therefore, is NOT meant to be read by adolescents, since adolescents often find it difficult to appreciate simplicity or wild imagination, searching primarily to fit into a common crowd and resenting being treated like young "children."
As you go about completing the library research project on Children's Literature, consider HOW you approach a children's book. If you are open, this can be a lot of fun. If you are close minded (this often happens in a group setting since you don't want your peers to know you actually enjoy kids stuff) you may find yourself overly critical.
At the end of class, please respond to this entry about the books you read and your experience reading. As a writer, what have you learned about children's books?
PLEASE POST A COMMENT BELOW - Please include your real NAME to get full credit!
Thursday, February 26, 2009
Monday, February 23, 2009
Building Character!
Character Building
1. How would you describe your characters' personality? Is she a risk taker or risk adverse? An optimist or a pessimist? Shy or outgoing? Brave or cowardly? Confident or insecure? Write examples from her behavior that let you know this.
2. What would others label your character? A princess, a geek, a joiner, a leader, a bully, a loser, a success? Write what others see that makes them choose the label.
3. What secret is your character keeping from someone? How does this dictate the behavior of the character around that person?
4. What does your character love? What does your character dislike?
5. Who are your character's family? Where do they live? What do they do?
6. Who are your character's friends? Where do they live? How do they connect with each other?
7. What is in your character's closet or purse or backpack or school locker or desk or car? Describe the contents and what the character thinks of them.
8. Have your character address a letter to a beloved friend. Have the character write about the circumstances in his or her life that led to the letter writing and why it feels good to let the recipient know about these things.
9. Have your character address a letter to a despised enemy. Have the character write about the circumstances in his or her life that led to the letter writing and why it feels good to let the recipient know about these things.
10. Write your characters' journal entries during a difficult time. Let them talk freely about the others in their lives and what their thoughts and next steps will be.
1. How would you describe your characters' personality? Is she a risk taker or risk adverse? An optimist or a pessimist? Shy or outgoing? Brave or cowardly? Confident or insecure? Write examples from her behavior that let you know this.
2. What would others label your character? A princess, a geek, a joiner, a leader, a bully, a loser, a success? Write what others see that makes them choose the label.
3. What secret is your character keeping from someone? How does this dictate the behavior of the character around that person?
4. What does your character love? What does your character dislike?
5. Who are your character's family? Where do they live? What do they do?
6. Who are your character's friends? Where do they live? How do they connect with each other?
7. What is in your character's closet or purse or backpack or school locker or desk or car? Describe the contents and what the character thinks of them.
8. Have your character address a letter to a beloved friend. Have the character write about the circumstances in his or her life that led to the letter writing and why it feels good to let the recipient know about these things.
9. Have your character address a letter to a despised enemy. Have the character write about the circumstances in his or her life that led to the letter writing and why it feels good to let the recipient know about these things.
10. Write your characters' journal entries during a difficult time. Let them talk freely about the others in their lives and what their thoughts and next steps will be.
Stargirl & the Importance of Character
Your book report on Stargirl is due at the end of class today. Please make sure you have completed it (printed it out) by 4th period.
In fiction, the most important element is considered: Character
Finding a fictional character
Readers want characters who are recognizable; most similar to themselves.
Where to find a fictional character:
• From your own personality (autobiographical)
• From your own family, friends, acquaintances, peers, neighborhood (biographical)
• From psychology textbooks
• From astrology charts and columns
• From mythology or legends
• From the Bible
• From other stories you read, or novels you read
• From other media
• From your imagination
Most writers fuse autobiographical with biographical sources to create a fusion of character “traits” or what is essentially “characterization.”
Characterization: How do I show character in a story?
• Summarize history or background, or describe physical or mental traits (character/self-portrait)
Why use it? It develops character quickly all at once, allowing the writer to move on to the plot, setting, conflict, etc.
Beware:
this sort of thing leads to telling, not showing
you are essentially asking the reader to wait to continue or go further with the plot, conflict, dialogue, or other elements that move a story along
It can slow the pace of your story down
• Repeat an action or habit (including what they say or dialogue)
Why use it? Allows reader to understand what a character normally does in a given situation; particularly useful if your character will soon do something “out of character.” Helps develop theme & dialogue moves plot
Beware:
The habit or action should be essential to the motivation of the character, a plot point, or reveal setting, symbol, or conflict
• Describe appearance
Why use it? When you describe appearance, you suggest characterization to your reader through recognizable symbols
Beware:
As “action/habit” above
• Describe a scene
Why use it? Moves the plot, conflict, etc. along quickly; sets your character in motion without needing to summarize or generalize.
• Combination of all methods
Most writers use a combination of these methods to develop and create their characters.
In fiction, the most important element is considered: Character
Finding a fictional character
Readers want characters who are recognizable; most similar to themselves.
Where to find a fictional character:
• From your own personality (autobiographical)
• From your own family, friends, acquaintances, peers, neighborhood (biographical)
• From psychology textbooks
• From astrology charts and columns
• From mythology or legends
• From the Bible
• From other stories you read, or novels you read
• From other media
• From your imagination
Most writers fuse autobiographical with biographical sources to create a fusion of character “traits” or what is essentially “characterization.”
Characterization: How do I show character in a story?
• Summarize history or background, or describe physical or mental traits (character/self-portrait)
Why use it? It develops character quickly all at once, allowing the writer to move on to the plot, setting, conflict, etc.
Beware:
this sort of thing leads to telling, not showing
you are essentially asking the reader to wait to continue or go further with the plot, conflict, dialogue, or other elements that move a story along
It can slow the pace of your story down
• Repeat an action or habit (including what they say or dialogue)
Why use it? Allows reader to understand what a character normally does in a given situation; particularly useful if your character will soon do something “out of character.” Helps develop theme & dialogue moves plot
Beware:
The habit or action should be essential to the motivation of the character, a plot point, or reveal setting, symbol, or conflict
• Describe appearance
Why use it? When you describe appearance, you suggest characterization to your reader through recognizable symbols
Beware:
As “action/habit” above
• Describe a scene
Why use it? Moves the plot, conflict, etc. along quickly; sets your character in motion without needing to summarize or generalize.
• Combination of all methods
Most writers use a combination of these methods to develop and create their characters.
Friday, February 13, 2009
Stargirl/Catcher - continued - Character!
Complete Stargirl over break, if you have not yet done so.
To turn in, please write a review of the book from the perspective of a writer. You will want to answer these questions in essay format somewhere in your book review:
1. What aspect or element caught your attention about the writing style?
2. What character did you like best? Why? Which did you least like? Do you think you were meant to dislike this character? Which character do you think was the author's favorite? Why?
3. What plot event in the book do you think was the most important? Why?
4. What did you learn about writing from reading (or rereading) Stargirl?
5. If this is the first time you read the book, what surprised you most about it?
5B. If this is the second or third time reading the book, what did you notice or view differently from a second read?
6. What audience is this book meant for? Which type of reader would likely enjoy Stargirl? Why?
7. How difficult is this book to read? For what audience would this book be an elementary reading level? For what audience would this book be a surface read? For what audience would this be an analytical read? Which reading level was it for you?
8. Compare this book to other books or films that you know. Where does the book stand for you in personal choice or preference? (ie. is this book better than most books of this type, less interesting, etc.?)
9. If you were going to write a similar book, what would you do differently?
10. Would you recommend this book to a friend or an enemy? Why?
Book report due after break. Have a safe and relaxing break!
To turn in, please write a review of the book from the perspective of a writer. You will want to answer these questions in essay format somewhere in your book review:
1. What aspect or element caught your attention about the writing style?
2. What character did you like best? Why? Which did you least like? Do you think you were meant to dislike this character? Which character do you think was the author's favorite? Why?
3. What plot event in the book do you think was the most important? Why?
4. What did you learn about writing from reading (or rereading) Stargirl?
5. If this is the first time you read the book, what surprised you most about it?
5B. If this is the second or third time reading the book, what did you notice or view differently from a second read?
6. What audience is this book meant for? Which type of reader would likely enjoy Stargirl? Why?
7. How difficult is this book to read? For what audience would this book be an elementary reading level? For what audience would this book be a surface read? For what audience would this be an analytical read? Which reading level was it for you?
8. Compare this book to other books or films that you know. Where does the book stand for you in personal choice or preference? (ie. is this book better than most books of this type, less interesting, etc.?)
9. If you were going to write a similar book, what would you do differently?
10. Would you recommend this book to a friend or an enemy? Why?
Book report due after break. Have a safe and relaxing break!
Wednesday, February 11, 2009
Stargirl/Catcher in the Rye reading
Spend 3rd period reading either of the books you have been assigned. You are being graded on your participation during this class time. Students off-task will recieve few or no points. Those that pursue the task will gain full points.
As you read, it is important for you to open your mind. If reading a book a second time, try to find details and enjoy the story, confident in the fact that you know the basic plot, conflicts, setting, themes, and characters. In a case like this, you can now spend your time examining the writing. Always ask yourself: "What is working here in this writing?"
At the end of the period, please respond to what you are reading. You may use one of these prompts or use one of your own:
1. I don't understand...
2. I noticed...
3. I wonder...
4. I was reminded of...
5. I think...
6. I'm surprised that...
7. I'd like to know...
8. I realized...
9. If I were...
10.The central issue(s) here is (are)...
11. One consequence of ________ could be...
12. If ______ then...
13. I'm not sure...
14. Although it seems...
15. One thing I can relate to is...
After writing in your journal, please log off and move to room A240.
As you read, it is important for you to open your mind. If reading a book a second time, try to find details and enjoy the story, confident in the fact that you know the basic plot, conflicts, setting, themes, and characters. In a case like this, you can now spend your time examining the writing. Always ask yourself: "What is working here in this writing?"
At the end of the period, please respond to what you are reading. You may use one of these prompts or use one of your own:
1. I don't understand...
2. I noticed...
3. I wonder...
4. I was reminded of...
5. I think...
6. I'm surprised that...
7. I'd like to know...
8. I realized...
9. If I were...
10.The central issue(s) here is (are)...
11. One consequence of ________ could be...
12. If ______ then...
13. I'm not sure...
14. Although it seems...
15. One thing I can relate to is...
After writing in your journal, please log off and move to room A240.
Monday, February 9, 2009
Stargirl - Beginning the Reading Process
Spend your 3rd period reading (or rereading Stargirl). Find a relatively comfy place in the classroom, avoid distractions from your peer group, and read. As you read the book (or reread the book) jot down a short response in your journal.
Ask:
What is intriguing you about the characters?
What is intriguing you about the plot or setting?
What is stopping you from reading?
What is going on in the narration/POV/voice that either grabs your attention or has NOT grabbed your attention?
To turn in today!
After reading for 20-30 minutes, switch your pace and write in your journal and then complete this question to hand in as class credit:
Find a passage as you read that you feel is well described. Jot down the page number where the passage is found. It should be a passage that as you read a clear picture formed in your head about what was happening. Decipher what is going on here with the writing? Why was it effective? Try to explain why you felt the passage was well written. Be specific, use examples from the book/text to help you define and answer the question. Turn in this response as participation credit for 3rd period.
If you finish early, continue reading or writing in your journal.
Ask:
What is intriguing you about the characters?
What is intriguing you about the plot or setting?
What is stopping you from reading?
What is going on in the narration/POV/voice that either grabs your attention or has NOT grabbed your attention?
To turn in today!
After reading for 20-30 minutes, switch your pace and write in your journal and then complete this question to hand in as class credit:
Find a passage as you read that you feel is well described. Jot down the page number where the passage is found. It should be a passage that as you read a clear picture formed in your head about what was happening. Decipher what is going on here with the writing? Why was it effective? Try to explain why you felt the passage was well written. Be specific, use examples from the book/text to help you define and answer the question. Turn in this response as participation credit for 3rd period.
If you finish early, continue reading or writing in your journal.
Wednesday, February 4, 2009
Star Girl by Jerry Spinelli
Please go to the library text book room 3rd period and check out Star Girl by Jerry Spinelli.
Before reading, please complete the following IN YOUR JOURNAL:
1. Read the title of the book.
2. Read the biographical and critical material about the author (see link)
3. Read the background information
4. Page through the book.
5. What are you expecting this book to be about?
6. Do you think you will enjoy the book? Why or why not?
Today: After doing a little research and answering questions 1-4 in your journal, please begin reading silently in class (3rd period). At the end of 3rd period, please stop reading and in your journal, respond to what you read. You may use one of the following prompts or answer all of them, or pick your own:
A. What questions do you have about the book, story, a character, etc.
B. What did you notice about the writing style? How does the book open and grab your attention?
C. What are the strengths or weaknesses of the book so far?
D. Does the book, setting, character, etc. remind you of your own experiences? If so, which ones?
E. This book reminds me of...
F. This character (name the character) is...
G. I really liked...
H. I think the next thing that will happen in the story is...
Finally, record the last page you read on the slip of paper handed out to you and turn in for participation credit.
4th period we will be meeting in room a240.
Before reading, please complete the following IN YOUR JOURNAL:
1. Read the title of the book.
2. Read the biographical and critical material about the author (see link)
3. Read the background information
4. Page through the book.
5. What are you expecting this book to be about?
6. Do you think you will enjoy the book? Why or why not?
Today: After doing a little research and answering questions 1-4 in your journal, please begin reading silently in class (3rd period). At the end of 3rd period, please stop reading and in your journal, respond to what you read. You may use one of the following prompts or answer all of them, or pick your own:
A. What questions do you have about the book, story, a character, etc.
B. What did you notice about the writing style? How does the book open and grab your attention?
C. What are the strengths or weaknesses of the book so far?
D. Does the book, setting, character, etc. remind you of your own experiences? If so, which ones?
E. This book reminds me of...
F. This character (name the character) is...
G. I really liked...
H. I think the next thing that will happen in the story is...
Finally, record the last page you read on the slip of paper handed out to you and turn in for participation credit.
4th period we will be meeting in room a240.
Tuesday, February 3, 2009
The Artistic Impulse & Response
Please read the handout, Scott McCloud's comic strip about "art." While he is primarily discussing visual arts, the same philosophy applies to writing. Take notes in your journal. Pinpoint or record questions that arise in the artistic process, or personal comments that you would like to examine. We will discuss the article in period 4 in room a240.
When you finish reading and responding to Scott McCloud's graphics, please write a short personal response to the following question. Please answer ALL parts of the question; it has two essential parts:
What is your 4-year goal concerning creative writing and the arts. Why did you enter this program (be honest, the idea is to "discover" truth through writing about it) and where do you want to take your writing in the next four years? (i.e. what is your long term goal concerning creative writing?)
Second part: What is your relationship with reading? What sorts of literary genres do you prefer? If you don't read, why not? If you do, what helps you read? If you are a skilled reader, what do you think caused you to be skilled? If you are a weak reader, why do you think you are a weak reader? Explore the concept of reading.
Please print out your response with your name on it, and turn it in for credit. Realize that incomplete work results in lower grades, etc. Learn to use lab time efficiently.
When you finish reading and responding to Scott McCloud's graphics, please write a short personal response to the following question. Please answer ALL parts of the question; it has two essential parts:
What is your 4-year goal concerning creative writing and the arts. Why did you enter this program (be honest, the idea is to "discover" truth through writing about it) and where do you want to take your writing in the next four years? (i.e. what is your long term goal concerning creative writing?)
Second part: What is your relationship with reading? What sorts of literary genres do you prefer? If you don't read, why not? If you do, what helps you read? If you are a skilled reader, what do you think caused you to be skilled? If you are a weak reader, why do you think you are a weak reader? Explore the concept of reading.
Please print out your response with your name on it, and turn it in for credit. Realize that incomplete work results in lower grades, etc. Learn to use lab time efficiently.
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