Resources
Annotated Teacher Bibliography
Beers, K. (2003). When Kids Can't Read: What Teachers Can Do: A Guide for Teachers 6-12. New Hampshire: Heinemann.
This is a great source for teachers, which includes reading strategies for struggling readers. This is not for any particular content; any educator can use this to help formulate lessons with reading strategies that work.
Inside the Teenage Brain. (2006). Retrieved July 5, 2006, from Frontline and Entropy Media Web site: http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/interviews/giedd.html
Jay Giedd has done some outstanding research on the teenage brain. The research can be directly applied to teaching and learning, especially when working with teenagers. It helps to understand teenagers and their personality or personality disorder to say the least. When the instructor understands the core of the difficulty, it is much easier to address the issues and teach the curriculum.
Literary Elements. (n.d.). Retrieved July 5, 2006, from OUSD Web site: http://www.orangeusd.k12.ca.us/yorba/literary_elements.htm
I like this website in particular for element definitions. Many websites have excellent definitions, it is not important to reinvent the wheel. If these do not meet a lesson's needs, it is simple to do a search rather than defining the appropriate elements individually. Use a search engine and simply type: "Elements of Literature" or something similar; it is just as easy to find an individual element by typing the element's title, as in: "irony."
Wiggins, G., & McTighe, J. (2000). Understanding By Design. Prentice Hall.
This book describes a lesson plan strategy, which is a backwards approach to instruction. The teacher and student both understand what the end product will be before the lesson begins. The summative assessment is then guaranteed to align with the target standard and can be formatively assessed to ensure student success.
Annotated Reading List for Students10
I think there are enough books here to choose from, but any unit is not limited to these texts. In fact, the instructor is the best person to choose the in-class reading selections as the students move through the unit. The instructor should gauge student achievement and progress and each subsequent text depends on the student. Missing in this section is an abundance of age-appropriate texts to read with the students, the reason being that this is dictated, more often than not, by the school or district. The idea is to move through several of these suggested books prior to engaging students in the grade-level reading.
It is obvious, if a class is going to read eight or so books, that all of the books will not be available in a class set. It is fine to get one book, or as many as possible, and read aloud to the students; this will also take some teaching, as in the expectation for reading aloud. Another idea is to get four or five different books, wherever this works in the unit, and have literary circles looking for the same elements but in separate texts. As a result, and with some innovation, each student does not need their own copy of a text to learn or meet the objectives for that text.
Adler, D. A. (2004). Cam Jansen and the Mystery of the Stolen Diamonds . Puffin.
The primary purpose for a book like this, in the unit, is to move from elementary to complex with something in between. This is that "something in between." It works great for a study of protagonist and antagonist or major and minor characters; I use it after the super elementary selections and before the young adult books.
Aesop. (n.d.). Aesop's Fables. Oxford University Press.
There is no better way to teach theme or the moral of the story than using Aesop's Fables. Aesop even reveals his purpose in most cases, which may be agreed upon or argued. These can be sprinkled throughout the unit from the beginning until the end.
Anderson, L. H. (2001). Speak. Puffin.
This is a young adult book, and I would only use it with eighth or ninth grade. It works great with flashback and irony as well as characterization and point of view. This may be the final class-read as it is age-appropriate.
Barret, J. (1982). Cloudy with a Chance of Meatballs. Aladdin.
This could work for irony or satire. It can be used in several ways but should be read at the beginning of the unit as its age level is set at four through eight.
Baum, L. F. (1993). The Wizard of Oz. New York: Tom Doherty Associates, LLC.
The Wizard of Oz can be used to teach plot and characterization among many other Elements of Literature. I like it, in particular, for characterization, as each character Dorothy meets along her way to Oz has interesting attributes and reveals those attribute in a particular fashion.
Burnett, F. H. (1911). The Secret Garden. New York: Harper Collins.
The Secret Garden can be used to teach symbolism, but is not limited to any single element. This may in fact be an age-appropriate text for a high school student.
Dahl, R. (1996). James and the Giant Peach. New York: Puffin Books.
I like to see this short novel used right before or close to the age-appropriate selection. I think it lends itself to an extensive consideration of symbolism.
De Brunhoff, J. (n.d.). Babar the King. Random House.
This is one of many Babar books that might be used in the elementary stages of the unit. I suggest using it to teach plot and setting because as the story unfolds, the setting changes several times in terms of time and place.
Grahame, K. (1989). The Wind in the Willows. New York: Aladdin.
This book should be close to the end of the unit and may be right before the grade-level class read. It works with almost every element.
Hinton, S. E. (n.d.). The Outsiders.
This is not a selection that I have read, but is something that is recommended for students. Whether it works for any particular element or has a special element for study is not my expertise, but if it is appropriate for any element, it can and should be incorporated into a study of the Elements of Literature.
Juster, N. (1988). The Phantom Tollbooth. Yearling.
The Phantom Tollbooth has been said to be age-appropriate for students ages nine through twelve. I disagree, and would use this at the high school level. Actually, I think it is along the lines of the eleventh grade (even in an honors class). I will use this for satire, foreshadowing, and irony.
Kraus, R. (1985). Tony the Tow Truck. Grosset & Dunlap.
This hardcover book is meant for babies through preschoolers, but is an easy way to look at plot and characterization in sixteen pages. The illustrations also lend themselves to a discussion of tone/mood. Tony's conflict is also an element, which is easily identified. If one copy is available, it can be used in small groups or read aloud in class and passed around.
Lawson, R. (n.d.). Rabbit Hill. Puffin Newberry Library .
Rabbit Hill is wonderful to teach characterization, as each character is very different. This book might be placed around the middle of the unit and used to reinforce previously taught elements.
L'Engle, M. (1973). A Wrinkle in Time. Yearling.
I would use this to teach theme, especially the theme of 'love,' and even characterization and point of view.
Lewis, C. S. (n.d.). The Chronicles of Narnia. Harper Collins.
These books are great for almost any element. There exist a number of climactic scenes in each novel, so plot is an obvious choice. I might delve into irony and keep these texts close to the age-appropriate selection.
Osborne, M. P. (1998). Vacation Under the Volcano/Magic Tree House #13. Mary Pope
Osborne.
This book is from a series of popular books for beginning readers. It is not elementary enough to begin the unit but should appear shortly thereafter. Depending on the needs of the students at the time this book is introduced, I would suggest plot and characterization.
Potter, B. (n.d.). The Tale of Peter Rabbit. F. Warne & Co.
I like this especially for characterization and the description of each rabbit. It also works for plot discovery, especially climax. Conflict is evident throughout the story.
Sendak, M. (1988). Where the Wild Things Are. Harper Collins.
This is said to be for ages four through eight, but adults can enjoy it as much as a four-year-old can. As it should be taught in the beginning of the unit, it may be the first look at theme. The easiest theme to see is the idea that there is no place like home; this can be revisited later in The Wizard of Oz.
Seuss, D. (n.d.). The Cat in the Hat. Random House Books for Young Readers.
There is no better way to teach figurative language than a Dr. Seuss book. Plus, the kids love this classic, which can be taught in the same class period with "Green Eggs and Ham," for example.
Silverstein, S. (n.d.). The Giving Tree. Harper Collins.
This is great in the beginning of the unit and can be used to teach a number of elements, including satire. It can then be used, again later in the unit, to revisit symbolism. The pictures tell the story and can be used to teach plot construction.
Steig, W. (1969). Sylvester and the Magic Pebble. USA: Aladdin Paperbacks, Simon &
Schuster.
This picture book is targeting ages four through eight, but is a simple way to teach plot, characterization, and theme. The most prominent literary element in the short story is Sylvester's conflict, which is developed in many ways.
Viorst, J., & Cruz, R. (1972). Alexander and The Terrible, Horrible, No Good, Very Bad
Day. Atheneum.
This is recommended to use as a bridge between very elementary and adolescent literature, as it is recommended for grades four through eight. It is only thirty pages or so and can be used to teach or re-teach a number of literary elements. The other recommendation is to revisit elementary text during a study of the more complicated material.
White, E. B. (n.d.). Charlotte's Wed. Harper Collins.
This is great for theme and several other elements. It can easily be used for characterization and plot; foreshadowing is evident as well.
White, E. B. (n.d.). The Trumpet of the Swan. Harper Trophy.
This is a great book and wonderful to use with students of all ages. I will use this to teach theme (there are several to cover) and characterization, as each character truly has his or her individual style.
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