1. Genre Studies Assignment The Why The What The How and Grading Criteria

2. Genre is a type of literature in which all the members of one genre share common characteristics. Not all of the common characteristics in every piece of literature within a specific genre are clearly distinguishable; some pieces' charateristics may be included in more than one genre. http://www.huntel.net/rsweetland/literature/genre/index.html The What ?

3. Why Genre Studies? Provides mentor texts for readers and writers Supports Comprehension (Schema of Text Structure) Supports Comprehension (Schema of Text Structure) Supports Writing (Awareness of Text Structure) Supports Writing (Awareness of Text Structure) Facilitates the development of personal tastes and preferences for reading and writing Allows for a wide range of strategies, requires a high level thinking for detecting patterns, comparing and contrasting, making inferences, evaluating Entry into a broader culturally-based literacy community with a shared base of experiences and expectations for a given genre

4. Suggested Format Mini-Lessons (short, focused and allow a variety of responses) (10 minutes) Mini-Lessons (short, focused and allow a variety of responses) (10 minutes) ⌘ Planting the seeds that invite exploration ⌘ Planting the seeds that invite exploration Focus on: text format patterns, thematic patterns of genres, criteria for evaluation, literary and visual artistry of writers of particular genres: strength in creating characters, settings and the research needed to create them, strategies used to make mind pictures and visual images etc. Focus on: text format patterns, thematic patterns of genres, criteria for evaluation, literary and visual artistry of writers of particular genres: strength in creating characters, settings and the research needed to create them, strategies used to make mind pictures and visual images etc. Investigations (20-35 minutes) Investigations (20-35 minutes) ⌘ Investigating the focus issue by reading, writing, talking and listening (small or whole groups) ⌘ Investigating the focus issue by reading, writing, talking and listening (small or whole groups) ⌘ Teacher observation for individual instruction, teacher conferences ⌘ Teacher observation for individual instruction, teacher conferences Share Meetings (10-15 minutes) Share Meetings (10-15 minutes) ⌘ Sharing discoveries ⌘ Sharing discoveries

5. Choosing a Genre Focus Consider: Student Interests/Repetoire Student Interests/Repetoire Student Reading and Writing Needs Student Reading and Writing Needs Multicultural and Gender Considerations Multicultural and Gender Considerations Author/Illustrator of particular genres and their Literacy and Visual Artistry Author/Illustrator of particular genres and their Literacy and Visual Artistry Curriculum mandates, content areas, Curriculum mandates, content areas, state and professional standards state and professional standards

6. Other Considerations in Author/Illustrator Selections Social/Emotional Aspects Access to Authors of Particular Genres

7. POETRY MEMOIR FANTASY FOLKTALES HISTORICA L FICTION GRAPHIC NOVEL JANE YOLEN XXXX KEVIN HENKES MATT TAVARES ROALD DAHL XX EVE BUNTING SHAUN TAN XX

8. POETRY MEMOIR FANTASY FOLKTALES HISTORICA L FICTION SCIENCE FICATION SET IN THE PAST IN-DEPTH CHARACTERIZATIO N SETTING IS KEY CAN BE MULTICURAL IS ACCURATE CREDIBILITY IS CENTRAL

9. WHAT DOES IT TEACH US? HOW MANY CHARACTERS ARE THERE? NAME A TRAIT FOR EACH CHARACTER THE GRASSHOPPER AND THE ANT THE TORTOISE AND THE HARE THE BALDMAN AND THE FLY THE FOX AND THE GRAPES THE FISHERMAND AND THE LITTLE FISH

10. WHAT DID WE NOTICE ABOUT THE ILLUSTRATIONS? WHAT DID WE NOTICE ABOUT THE STORY?

11. TIME PERIOD /PLACE ACCURACYUSE OF LANGUAGE OF THE TIMES REAL AND/OR FICTIONAL CHARACTER S CREDIBILITY OF THE AUTHOR PINK AND SAY SO FAR FROM THE SEA DRAGON WINGS WINTERING WELL

12. Pink and SayWhat did we notice? CHARACTERS Real/Fictional LANGUAGE STORY, PROBLEM & SOLUTION ILLUSTRATIONS Time and Place

13. - THEY ARE ABOUT GODS AND GODDESSES -THEY SOMETIMES EXPLAIN A NATURAL PHENOMENON SUCH AS HOW THE SEASONS CAME ABOUT -THERE ARE ROMAN AND GREEK NAMES FOR THE SAME GODS

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15. Articulates skills and strategies/performance objectives to be addressed. Study stemmed from proposal Activities are tied to appropriate standards on grid. NCTE/IRA Standards, RDG DEPT. PROGRAM STANDARDS CONTENT STANDARDS Science Frameworks OR Math Frameworks OR Social Studies Frameworks (Where applicable) OBJECTIVES/PURPOSE S

16. CHECKLIST FOR ACTIVITIES GRID 1)Opportunities for student collaboration in varying grouping formats, 2) Activities that are engaging and build on multiple ways of learning, and personal background experiences 3)An opportunity for student inquiry, 4) Include opportunities for differentiation 5) Is there a multicultural component? critical literacy component? 6) A variety of print and nonprint resources, 7)Integration of Reading, Writing, Listening, Speaking, Viewing and Visually Representing 8) Opportunities for students to read/write in your selected content area of focus. 9) Opportunities for students to cross from one media to another in their study of this unit- i.e. moving from one genre to another, from one media to another literacy to music, to art, to movement, to drama. 10) Integrates new literacies and technology

17. ASSESMENT COMPONENTS Rubric Development for activities: Demonstrates specific desired outcomes. Please develop a rubric that focuses on learning objectives/strategies for three of the lessons on your template. Your Cyberlesson is not included in the count. ANNOTATED BIBLIOGRAPHY five related books are summarized with bibliographic inf. personal responses to books description of how the book will be used to support unit FINAL REFLECTION narrative including: Brief overview of unit and previous history, if any Convincing explanation of how it fits in curriculum and to intended audience Discussion of anticipated benefits and challenges Ah-ha’s in the development of the project What did you learn about the genre that you did not know before?