1. School of Education Week 7: March 8th

2. 2 School of Education 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

3. 3 School of Education 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

4. 4 School of Education 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

5. 5 School of Education Genres and Subgenres of Children’s Literature  http://www.breitlinks.com/my_libmedia/children %27s_genres.htm

6. 6 School of Education 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

7. 7 School of Education TEXT FEATURES: Narrative Devices  Dialogue  Flashback  Foreshadowing  Imagery  Suspense  Symbolism  Tone

8. 8 School of Education 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

9. 9 School of Education Mystery Words  Alibi  Breakthrough  Clue  Deduction  Evidence  Motive  Red Herring  Suspect  Witness

10. 10 School of Education 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

11. 11 School of Education 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

12. School of Education BREAK

13. 13 School of Education Read Aloud Facilitation Theme: Blended Genres/Unconventional Formats

14. 14 School of Education Children’s Literature and Teaching Writing 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

15. 15 School of Education Writing from Knowledge and Experience  What do these characters know?  What have they experienced?

16. 16 School of Education 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)

17. 17 School of Education 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

18. 18 School of Education 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)

19. 19 School of Education 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?

20. 20 School of Education Resources for Teaching Poetry  http://www.poetrybase.info/forms/ http://www.poetrybase.info/forms/  http://www.readwritethink.org/classroom- resources/student-interactives/diamante-poems- 30053.html

21. 21 School of Education For Next Time  Spring Break!  Reading Log  The Giver  Read Aloud Facilitation: Power, Oppression, and Resistance