1. School of Education Class 6: Feb 28th

2. 2 School of Education Agenda  Attendance  Reading Quiz-turn in  Responding to CYAL  Technology and CYAL  Break  Read Aloud Facilitation  Picture Books  Postmodern Picture Books Black and White  For Next Time

3. 3 School of Education Reading Quiz, Chapter 7  How does the author define a "true" picture book? He says a true picture books is one in which the pictures and the words are equally important.  The author includes a discussion of graphic novels in a chapter on picture books. What reason does he give for doing so? A graphic novel is a novel in a comic-book format. The pictures are as important as the words which is why the author includes graphic novels in the picture book chapter.

4. 4 School of Education Responding to Literature  Why respond to literature? Supports readers in constructing deeper more personal meanings of texts Encourages readers to make connections between texts and their own life experiences Prompts readers to consider how a text impacts their own lives Response activities help readers reflect on and express their thinking about what they read  Ways readers respond to literature? Personal, Critical, Analytical Responses Writing, Discussion, Multimedia, Arts & Crafts, Drama

5. 5 School of Education Examples of Responses to Literature  Writing Beyond Book Reports--Alternative Formats Genre-to-Genre: Transform one genre into another  Discussion/Oral Presentation Literature Circles or Book Club Book Talk, Retelling, Reader’s Theatre  Multimedia PPT, Webpage, Video Short  Arts and Crafts Drawing, sculpture, mobiles, maps  Drama Puppet shows, reenactments, Hot Seat

6. 6 School of Education Responding to the Texts  Write a brief personal response to your assigned book.  Discuss the text in your small group.  Respond to your assigned texts in the following ways:  The Great Kapok Tree--Readers’ Theater (mask and speaking part) Just a Dream-Compose a script for a book talk designed to entice others to read the book. The Lorax--Draw a political cartoon in response to the theme of the book.  Discuss the three books in a grand conversation.

7. 7 School of Education The Great Kapok Tree Responding to Literature through Oral Presentation/Drama  Re-imagine the text as a play. Identify characters. Assign parts to narrator and actors. Isolate each speaking part. Write your speaking part out on the back of your paper plate. Make costumes and props. Turn the front of the plate into a mask. Perform your play.

8. 8 School of Education Just a Dream Responding to Literature through Writing and Multimedia  Make a video of a book talk. Think of a beginning hook. Introduce the book. Include the title, author, genre. Briefly summarize the book, but don’t spoil surprises. End with an invitation to read the book. Practice your book talk. Make a video of your book talk.

9. 9 School of Education The Lorax Responding to Literature through Arts and Crafts  Draw two or more political cartoons. Read the handout on the Political Dr. Seuss. Study the examples of political cartoons. Draw your own political cartoon in response to the Lorax. Draw a second political cartoon responding to a different issue.

10. 10 School of Education Technology and CYAL  Many digital resources useful for exposing children and young adults to CYAL and supporting them in comprehending and appreciating texts.  One digital platform sometimes used is the Web- Based Learning Experience. Hot Lists Multimedia Scrapbooks Subject Samplers WebQuests

11. 11 School of Education Web-Based Learning Experience  You will create a web-based learning experience designed to accompany and support middle and high schoolers’ reading of the Hitler’s Youth text.  Begin creating your WBLE at this site: http://www.kn.pacbell.com/wired/fil/index.html  First, take a tour of the process. Then click on the Activity Formats link to plan your WBLE.  Select a topic related to Hitler’s Youth and determine the learning goals for your WBLE.  Choose an appropriate format based on your subject and learning goals and click the Start a New Page link to begin building your WBLE.  Create a hotlist of resources. Then create a Treasure Hunt, Subject Sampler, or WebQuest.  Upload your web-based learning experience to the Internet through Filamentality and upload the URL for your WBLE to the wiki at http://web-basedlearningexperiences.wikispaces.com by March 6th at 1 p.m.

12. School of Education BREAK

13. 13 School of Education Read Aloud Facilitation  Race, Racism, and Prejudice

14. 14 School of Education Picture Books: The collaboration of story and art  The Text Plot (sequential, cumulative, parallel) Character (simple--one or two dominant traits, often children or animals) Language (average 2000 words, repetitive language, minimal texts) Tone (sharply focused, often hopeful, also funny and reflective, wide range of subjects including controversial topics)  The Art Line, shape, space (positive and negative), texture (various media), composition (narrative quality and emotional impact), perspective (vantage point), color or black and white

15. 15 School of Education The Whole Book  Design and Meaning Rhythm and movement, tension (btwn words and pictures), page layout  Evaluating Picture Books The Whole Book Approach Jacket Spine Cover Format End paper Front matter Gutter Typography

16. 16 School of Education Postmodern Picture Books  Postmodernism rejects canons and universal truths  Playing with multiple story lines, narrators, and perspectives  Exciting because they are unpredictable  Underlying structure and semiotic codes are altered Not linear, illustrations sometimes contradict the text  Shatter readers expectations, demand active co- authoring, and raise questions about what is real

17. 17 School of Education Responding to Black and White 1. In small groups summarize the plot using a story map graphic organizer. Group A follows the story line in the upper left corner of each page. Group B follows the story line in the upper right corner of each page. Group C follows the story line in the lower left corner of each page. Group D follows the story line in the lower right corner of each page. 2. In mixed groups (A, B, C, D) have each member summarize their assigned story lines. Then discuss the four stories as a whole, that is, a fifth story. What do you notice about the format of the book? What did you discover about the way the story lines interact? Take notes on the back of your story map.

18. 18 School of Education For Next Time  Chapter 12 Reading Quiz  Read Hitler’s Youth. Bring the book to class.  Complete and upload your WBLE.