1. Dr. Shirley Pauler House on Mango street

2.  Setting: outdoors on a summer Night  Character: Kitten

3.  (about Kitten’s Frist Full Moon

4. 1. Chester's Way 2. Lilly’s Purple Plastic Purse 3. Kitten’s First Full Moon 4. Sheila Rae, the Brave 5. Julius, the Baby of the World 6. Chrysanthemum A. The effects of teasing B. Accepting a new sibling C. Making new friends D. Asking for forgiveness E. Overcoming sadness about moving F. Bravery overcoming timidity G. Pursuing a reward that only comes after the pursuit is abandoned

5.  Expectations vary with age  Strict chronological order for young audience  Older: can follow “flashbacks”, more complex plots  Conflict draws reader in – engages the reader  Criteria:  Natural (believable)  Not predictable all the way through

6.  Invites identification  Shows weaknesses as well as strengths (believable)  Is interesting, unique – Ramona, not Nancy Drew- create a character that is one of a kind  Shows change over time (longer books) – Does not always happen in a picture story book.

7.  Criteria:  Supportive of characters & plot  Accurate (if specific)  Contribution:  Creates mood  May be antagonist  Can provide historical background  May symbolize aspects of plot or character  Adds credibility to story

8.  Unifies plot, characterization, and setting  Sometimes stated by a character  Often value – laden  Criteria:  Worthwhile  Relevant to a child’s experience

9.  Choice of words, their arrangement, kinds of sentences.  Use of figurative language, interesting sentence structures, reputation, rhythms to evoke mood.  Should trust reader to “fill in the gaps” (understatement)

10.  First person (usually main character)  Lends an immediacy to the telling  Second Person  “You” to address the reader or a story character  May establish a conversational tone  3 rd person  Omniscient (can get into the head of all the major characters)  Limited omniscient  Criteria  Consistency  appropriateness

11.  Tone – author’s attitude toward subject or audience  Mood – atmosphere of the story, feelings it evokes

12.  Is a body of ancient stories & poems preserved & passed down by storytellers  Is attributed to entire groups of people or cultures  No identifiable author  Includes many types of stories  Most are fantasy, but some are realistic  Has common characteristic of the literary elements(plot, characters, setting, wiring style, themes…)  Functioned to pass on cultural values on through generations

13.  In traditional tales, story…  Is shorter that in other genres  Quickly introduces conflict  Often has recurring actions  Has a quick resolution & ending  Storyteller used this element to hold attention of audience

14.  Less developed that in any other genre  Uni-dimensional – just one major characteristic  Good characters: completely good  Bad characters: completely evil  Consider: what actions are rewarded?

15.  Vague (In the beginning…) long ago in a land far away…)  May be “formulaic” (Once upon…)  Time the far distant past  Place: often symbolic: careful description not needed  As you read, consider  In picture storybooks, how is setting portrayed in illustrations? Who makes that decision?  In there anything in the setting that is symbolic? Does it reflect the tension in the plot? Does it symbolize the theme?

16.  What is “theme”?  A universal truth or lesson to be learned  Reflects values of culture in time of story’s origin  Often involves moral issues  Consider  What character qualities and behaviors are rewarded… punished?  How do plot, characterization, and setting contribute to the theme?

17.  Remember: stories all began as oral tales  Memory of storyteller is limited  Capacity of audience to remember is limited  Simple – only necessary description  Realistic conversation  Often enriched with repeating refrains  Some stories us dialect of tine/place (Uncle Remus Stories)  Motifs – recurring features such as the number three ( three little pigs, three Billy goats gruff

18.  Dies it preserve the storytelling style?  Does it preserve the flavor of the culture or culture country of its oragin?  Use of colloquiaisms, unusual speech patterns, propper names common to the culture, a few foreigh terns  Do illustrations (if present) fit well with the tone of the text and portray the essence of the culture of origin? Are they well done?  Does the writing exemplify a rich literary style?

19.  A sub –category of traditional literature  found in every culture  Originated in lives/imaginations of people or “folk”  Children’s favorite type of traditional literature (from age 3 on )  Vary in content based on original intended audience  King’s court and mobility – tales of valor, heroism benevolence of ruling class (called castle tales)  Common people –ruling classes are portrayed as unjust or hard taskmasters (called cottage tales)  Riches were considered “fair game” for common folk who were clever or strong enough to acquire them.

21.  Culturally Neutral – Include children from cultural minorities, but book is about other topics Examples inched illustrated non-fiction books, with pictures showing cultural minorities  Culturally Generic – “What Mary Jo Shares” – focus on characters (main character or supporting character who represent a cultural minority, but contain few details that would help reader develop greater understanding on the characters culture  Culturally Specific – characters from minority culture are depicted in ways that include specific cultural details; cultural themes are present, and may even be the prevailing theme of the book

22.  May be for any grade level, pre-school – grade 5 because  Not all are intended to teach alphabet