EDRG 3321 BE 7

Multi Genre Project Outline

Topic: Sharks 
§110.6. English Language Arts and Reading, Grade 4
8)  Reading/variety of texts. The student reads widely for different purposes in varied 
sources. The student is expected to:
(C)  read for varied purposes such as to be informed, to be entertained, to appreciate 
the writer's craft, and to discover models for his/her own writing (4-8).

Narrative: Short story about a whale sharks encounter with a great white shark.

Persuasive: PowerPoint type essay/lesson to convince that the Shark is the perfect ocean life form.

Descriptive: Poem

Expository: Undecided: Leaning towards a shark's menu, but they eat just about anything and everything. Maybe an identification guide.

EDRG 3321 BE 7

What is Modern Fantasy?

Modern Fantasy is literature in which the author alters one or more aspects of everyday life. The author may create and entirely new world as in Tolkien's The Hobbit or they may give a normal character extraordinary experiences in the real world. Some novels start out in the real world and propel the characters into a fantasy setting Chronicles of Narnia style. In one form or another fantasy authors allow readers to enter imaginative realms of possibility. In all cases the main characters experience grand adventure in a rich imaginative realm which is perfect to inspire enjoyment in young readers.

Design a unique activity for your book. Describe it.

A unique activity for the three books contained in the Dragonlance Chronicles would be an adventure mapping assignment.

Title: "Path to Victory"
Directions: The students would be provided with a map of the wold of Krynn (available because the books were adapted as a Dungeons and Dragons adventure realm). They will use them to mark on as the stories are read.
Steps: Students mark the companion heroes' starting locations and follow their paths throughout the world using a colored markers.
The advance of the Evil Dragon Armys can also marked using appropriate colors.
- Time lines for significant events/battles/character deaths are noted as they occur throughout the text. (Several beloved characters don't make it to the end of the story).
- Locations and inhabitants/cultures of cities can be marked.
- Introduction of new heroes and villains (there are many significant figures added throughout the novels).
- By the time the story mapping is complete the student will have experienced the fantasy world through reading and will have a visual overview of major plot events and a better understanding of the worlds geography and inhabitants.

EDRG 3321 BE 6

Traditional Literature (S.D. Sentence)

Traditional Literature by unidentifiable authors has been orally passed from generation to generation in a form of folktales, fables, myths, and legends, usually to entertain or teach, by all cultures in every corner of the world, since mans earliest beginnings.

How can you use Traditional Literature in a classroom?

Traditional literature can be used in the classroom in many forms. It is full of exciting stories, with valiant heroes battling and devious villains that are perfect for ripe, young, imaginations. Many tales can be used in comparisons between ancient cultures. My mentor Language Arts/Reading teacher at McNair Middle School, just finished using an entire section on tales from Greek Mythology. The students were extremely motivated and truly enjoyed the lesson. She is currently working on one involving Beowulf in which she is going teach a comparison between the story and a modern screenplay version. I think Traditional Literature can be used for one of its original purposes of teaching life lessons as well.

Will you use Traditional Lit in your classroom why or why not?

Personally, I will use Traditional Literature in my classroom. The stories have the ability to inspire young imaginations, foster creativity, and provide reading enjoyment. I think that these traditional stories can greatly increase the joy children experience from reading and getting them to like to read is half the battle. Some of the literature can be used to help students better understand foreign cultures. Our own folktales can be used to understand modern traditions the children experience in their daily lives. All in all, I love Traditional Literature and feel it can be a valuable asset in the classroom.

EDRG 3344 BE 6

Definition of Talk

The text book breaks talk into two categories aesthetic talk and efferent talk. Aesthetic talk is similar to aesthetic listening. It deals with the lived-through experience of literature. Students use aesthetic talk to respond to literature and to deepen their understanding of the books they are reading.

Efferent talk is used by students to inform and persuade. They use efferent talk in conversations during an activity called theme cycles. There are four other types of efferent talk and they are: show-and-tell, oral reports, interviews, and debates. These activities are more formal requiring the children to prepare and rehearse before presenting in front of an audience.
Conversations and dramatic activities are also identified as types of talk activities in the text.

Why is talking Beneficial in the classroom? Give examples of talk in the classroom.

Talk is a necessary ingredient for learning. Students talk in informal conversations as part of all four instructional patterns. It allows children to share ideas, ask questions, and respond to classmates’ comments. Research shows that students benefit from participating in talk activities for both social and academic purposes throughout the school day. Aesthetic talk is used in Grand Conversations when responding to books and to deepen learning. It can be used for storytelling and readers theatre activities to present stories. Students use efferent talk as they participate in instructional conversations, show and tell, oral reports, interviews, and debates.

EDRG 3321 Blog 5

What are picture books? When can you use them? How? Are there any limitations?

Picture books are created so that pictures are more important than words. The stories are brought to life entirely using pictures, or with text providing only secondary information. I think picture books can be used at the pre-K to middle school level. Although I can think of some higher level assignments such as writing story to accompany the pictures, I wouldn’t use picture books beyond middle school. I think high school students would identify them as lower level books and balk at any assignment you tried no matter how good it might be. Picture books are especially helpful for learning and novice readers. I don’t believe there are any limitations to the use of picture books in early grades.

How do you evaluate or select a picture book? What is the process?

When selecting a picture book, you must consider: accuracy, illustrations, stereotypes, appeal, theme, and purpose. Attention should be paid to the student’s interests, and age/reading level. Make sure any text matches the illustrations. Most of the same standards for selecting books to read apply to picture books.

What are my personal views on picture books? Like, dislike? Why? To use, or not use? Why?

I like picture books. As stated above, I’m not crazy about them for older children and adults, but I really like them for beginning readers. There are a tremendous number of choice picture books available today. Many are designed for very young children. They come in many variations that appeal to different audiences. Picture books can be designed to be used as learning tools, such as alphabet books, math books, and concept books. For parents with young children beginning to read picture books in the home are a must. Choices of subject matter and content are almost limitless.

EDRG 3344 Blog 5

The Four Types of Listening:

Discriminative; Pick and choose from the information provided based on your interest. Process is similar to studying text and paying attention to bold faced print.

Aesthetic; Listening for pleasure/enjoyment. Process is similar to silent reading for fun.

Efferent; Listening for information. Process is similar to note taking or looking up answers.

Critical; Listening carefully for instructional information. Very close to Discriminative. Process is used during a debate or to form concepts.

The most difficult part of the debate was trying to focus on exactly what the opposition was trying to tell us. It’s hard to formulate a response in a short period of time when you’re not an expert in a subject. I tried to listen critically and formulate a response as the person was presenting their points. During the process, I used most of the listening types at one point or another. Once the opposition played the obesity card in response to one of our argument I found myself listening for enjoyment more than critically. I think it was due to the fact the debate was about candy and obesity was a decent response for any argument put forward by either group.

My favorite “teacher talk” line from chapter 2 of Choice Words is: “Remember the first week when we had to really work at walking quietly? Now you guys do it automatically!” The book talks about drawing attention to changes in children’s learning histories and establishing their learning futures. I like the idea of complimenting children and reinforcing positive behavior whenever possible. Many of my teachers let good classroom behavior and accomplishment go unnoticed, but never failed to admonish a student for negative actions.