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Week 7: March 8th. Agenda. Housekeeping Attendance, Reading Logs, Feedback Children’s Literature and Teaching Writing Genre Study: Cam Jansen Reading to Write Mystery Break Read Aloud Facilitation Theme: (Blended Genres/Unconventional Formats) Locomotion and Love that Dog

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agenda
Agenda
  • Housekeeping
    • Attendance, Reading Logs, Feedback
  • Children’s Literature and Teaching Writing
    • Genre Study: Cam Jansen
    • Reading to Write Mystery
  • Break
  • Read Aloud Facilitation
    • Theme: (Blended Genres/Unconventional Formats)
  • Locomotion and Love that Dog
    • Writing from Knowledge and Experience
    • Reading to Write Poetry
  • For Next Time
children s literature and teaching writing
Children’s Literature and Teaching Writing
  • Genre Study
    • Elements of Mystery
    • Exemplar: Cam Jansen
  • Reading to Write Mystery
    • Using texts as model
    • Deconstructing genre
      • Examining at Structures and Features
    • Constructing mysteries as writers
noticing text factors
Noticing Text Factors
  • Considering genre, recognizing text structure, and attending to literary devices
    • GENRES: three broad categories include stories or narrative, nonfiction or informational texts, and poetry
      • SUBGENRES of Stories: Folklore, Fantasy, and Realistic Fiction
    • TEXT STRUCTURES: Characteristic ways of organizing texts
    • TEXT FEATURES: Literary devices and conventions authors use to achieve particular effects in their texts
genres and subgenres of children s literature
Genres and Subgenres of Children’s Literature
  • http://www.breitlinks.com/my_libmedia/children%27s_genres.htm
text structure of narratives
Text Structure of Narratives
  • Setting
    • Location, weather, time period, time
  • Characters
    • Appearance, action, dialogue, monologue
  • Plot
    • Beginning--A problem that introduces conflict
    • Middle--Characters face roadblocks in trying to solve problems
    • Middle/End--High point in action occurs when problem is about to be solved
    • End--The problem is solved and the roadblocks are overcome
  • Point of View
    • 1st person (I), omniscient (sees all), objective (immediate scene)
  • Theme
    • Underlying meaning, general truths about human nature
text features narrative devices
TEXT FEATURES: Narrative Devices
  • Dialogue
  • Flashback
  • Foreshadowing
  • Imagery
  • Suspense
  • Symbolism
  • Tone
children s literature and teaching writing1
Children’s Literature and Teaching Writing
  • Genre Study: Mystery
    • Story Elements
      • Setting
      • Characters--suspects and investigators or detectives
      • Plot
        • A problem or puzzle to solve
        • Something that is missing
        • An event that is not explained
    • Clues
    • Distractions
    • Narrative Device: Suspense
mystery words
Mystery Words
  • Alibi
  • Breakthrough
  • Clue
  • Deduction
  • Evidence
  • Motive
  • Red Herring
  • Suspect
  • Witness
mystery genre study
Mystery Genre Study
  • Use the graphic organizer to identify the generic elements in Cam Jansen.
    • Mysterious event, puzzle, or crime
    • Investigator, suspects, witnesses
    • Clues and distractions
    • Is there suspense? Where?
  • Using the graphic organizer, make a plan for your own early reader mystery story.
    • Either think of a new mystery for Cam Jansen to solve or create a whole new detective.
    • Work alone, with a partner, or in a small group
resources for teaching about mysteries
Resources for Teaching about Mysteries

Mystery Net’s Kids Mysteries

http://kids.mysterynet.com/

Thinkquest: Mysteries

http://library.thinkquest.org/5109/index.html

ReadWriteThink

http://www.readwritethink.org/classroom-resources/lesson-plans/what-mystery-exploring-identifying-865.html?tab=1#tabs

read aloud facilitation
Read Aloud Facilitation

Theme: Blended Genres/Unconventional Formats

children s literature and teaching writing2
LOCOMOTION

This day is already putting

all kinds of words in your head and breaking them up

into lines

and making the lines into pictures in your mind

and in the pictures the people are frowning and eating

and reading and playing ball

and skipping along

and spinning themselves

into poetry

LOVE THAT DOG

All of my blood

in my veins

was

bubbling

and

All of the thoughts

in my head

were

buzzing

Children’s Literature and Teaching Writing
writing from knowledge and experience
Writing from Knowledge and Experience
  • What do these characters know?
  • What have they experienced?
poetic forms
Poetic Forms
  • Rhymed Verse (uses various rhyming schemes)
  • Narrative Poems (tell a story)
  • Haiku (17 syllables, 5-7-5, Nature)
  • Free Verse (unrhymed)
  • Odes (celebrate everyday underappreciated objects)
  • Concrete Poems (arrangement of words helps convey meaning)
  • Epistlary (takes the form of a letter)
  • Sonnets (a fourteen line poem, a change of direction
  • Epitaph (in memory of someone who has died)
poetic devices
Poetic Devices
  • Alliteration: repetition of consonant sounds at the beginning of adjacent words
  • Consonance--repetition of consonant sounds at end of words
  • Assonance--repetition of accented vowel sounds
  • Imagery: words and phrases that appeal to the senses
  • Metaphor: a comparison not using like or as
  • Simile: comparison using like or as
  • Onomatopoeia:words that imitate sounds
  • Rhythm--the internal beat
  • Rhyme
responding to literature through poetry
Responding to Literature through Poetry
  • Diamante Poems
    • Line 1: one-word topic (a noun)

    • Line 2: two adjectives

    • Line 3: three verbs
(ing words)
    • Line 4: a four-word phrase

    • Line 5: three verbs

    • Line 6: two adjectives

    • Line 7: a renaming noun for the topic

Challenge: Antonym Diamante (begins with one object then transform to another object by the end)

plan a minilesson
Plan a Minilesson
  • Introduce the Topic
    • What is the new or focal content that you will teach?
    • How does it connect to what students already know?
  • Share Examples
    • What examples can be shared from the text(s)?
  • Provide Information
    • What new information can you provide students?
    • What misconceptions need to be clarified?
  • Guide Practice
    • How can you invite and support students in identifying examples of the topic in the text(s).
    • How can you invite and support students in producing instances of the topic themselves?
  • Assess Learning
    • How will you gauge students’ understanding of the topic?
resources for teaching poetry
Resources for Teaching Poetry
  • http://www.poetrybase.info/forms/
  • http://www.readwritethink.org/classroom-resources/student-interactives/diamante-poems-30053.html
for next time
For Next Time
  • Spring Break!
  • Reading Log
  • The Giver
  • Read Aloud Facilitation: Power, Oppression, and Resistance