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LGA3101 Q&A

Describe the purpose of using literature in your English lessons.

Literature is authentic material.Literature encourages interaction.

Literature expands language awareness.

Literature educates the whole person.

Literature is motivating.

Explain briefly four factors that motivate pupils to read.

Have a sense of controlover their own lives.

The classroom is organizedand they know what to do.

The pupils feel securein an organized environment they can trust.

Even with no adult in the room, the pupils know how to help othersaccomplishthings.

Have a sense of responsibilityto get their assignments done.

State and briefly explain four different types of non-fiction books.

Narrative Writing

Tells a true story about a person, event or place.

Expository Writing

To explain or inform a reader about a certain topic.

Persuasive Writing

Takes a position on an issue and argues for his or her side or against an

opposing side.

Descriptive Writing

Employs all five senses to help the reader get a visual of what the writer is tryingto describe.

Literature Genres

Non-Fictionnarrative Non-Fiction : based on fact, tells a story

Biography: a written account of another person's life

Autobiography: written by oneself

FictionDrama: Stories in verse or prose- for theaterical

Poetry: verse and rhythmic writing with imagery that evoked emotions

Fantasy: forming of mental images, strange

Fable: supernatural, narrated - useful truth

Fairy Tales: magical, fairies - for children

Science Fiction: potential science - actual or imaginedRealistic fiction: can actually happen, true to real life

Folklore: songs, myths, proverbs - mouth to mouth

Historical Fiction: fictional characters with historical setting

Horror: evokes feeling of dread and fear

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State and briefly explain three different types of biographies.

1. Autobiography (Self written)

A narrative account of an extended period of some person's life, written by, or presented as

having been written by, that person; or the practice of writing such works. Autobiography

differs from biography not only in its evidently more subjective narrative point of view but in its

inconclusiveness: an autobiographer cannot recount her or his own death.

2. Biography (written by others)

A narrative history of the life of some person; or the practice of writing such works. Most

biographies provide an account of the life of a notable individual from birth to death, or in the

case of living persons from birth to the time of writing; but some treat the connected lives of

paired subjects or of groups (known as group biography); and since the late 20th century theterm has been stretched to cover accounts of non-human subjects such as houses, cities, or

commodities, in which case a biography really means an intimate or gossipy history.

3. Memoir (writer's experience)

A narrative recollection of the writer's earlier experiences, especially those involving unusual

people, places, or events. A memoir is commonly distinguished from an autobiography by itsgreater emphasis on other people or upon events such as war and travel experienced in

common with others, and sometimes by its more episodic structure, which does not need to be

tied to the personal development of the narrator; however, the terms are often still

confounded. Memoirs are supposed to be nonfictional.

What factors would you consider when selecting a play or short story for primary

pupils.

expand awareness

provide an enjoyable read that doesnt overly teach or moralize

tell the truth

embody qualityhave integrity

show originality

Briefly explain three characteristics of the following poems.

acrostics

Uses the letters in a topic word to begin each line. All lines of the poem

should relate to or describe the poemShines brightly

Up in the sky

Nice and warm on my skin

haiku

3 short lines

1st line - 5 syllable

2nd line - 7 syllable

3rd line - 5 syllable

Must paint a mental image

The flightless bird hopsWaddle waddle waddle flop

And down it tumbles

limerick

a 5-line poem, funny, rhyme- aabba

1 couplet and one triplet

Line 1: rhyme /a/ 3 beats

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Line 2: rhyme /a/ 3 beats

Line 3: rhyme /b/ 2 beats

Line 4: rhyme /b/ 2 beats

Line 5: rhyme /a/ 3 beats

Contains hyperboles, onomatopoeia, idioms, puns

Last line must be the Punch Line

cinquain

a class of poetic forms that employ a 5-line pattern. Earlier used to describeany five-line form, it now refers to one of several forms that are defined by

specific rules and guidelines

Listen...

With faint dry sound,Like steps of passing ghosts,

The leaves, frost-crisp'd, break from the trees

And fall

diamante

A poem is the shape of a diamond. Each uses spesific types of words, likeadjectives and ~ing words. It does not have to rhyme

Day

Bright, sunny

Laughing, playing, doing

Up in the east, down in the west

Talking, resting, sleeping

Quiet, dark

Night

Briefly explain two reasons for using these poems in the primary classroom.

Stimulates the imagination

Has fun language, rhyme, rhythm and patterns

Has big, clear print and pictures

Is developmentally appropriate

Keeps a childs attention

Gets children involved in the story

Has sensory appeal

Discuss four important elements found in literary texts.

Theme: The main idea of the work, or a specific message they author attempts toconvey.

Plot: What happens and why.

Setting: The time, place, and the environment around the characters.

Characters: The people who are used in the work, such as: protagonist, antagonist.

Major characters and minor characters.

Narrator: Who tells the story. It can be:

First person narrator: The narrator is a usually a character in the work. Pronouns

such as "I" and "we" are used. Found in autobiographies and some fiction.Second person narrator: When the narrator uses the pronoun "you." In effect,

this comes across that the narrator is telling you the story.

Third person narrator: when the narrator uses the pronouns "he," "she," or"they." The third person narrator is the most versatile because it can tell the

story from any time and place.

Style: The language of the work where it is modern, old, easy, or difficult. Also, the

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techniques the author uses to convey his or her message.

Symbols: Symbols represent things and ideas for something which they are not. For

example, a character can be symbolic of a particular idea, or an object can be symbolicof a concept

Identify and explain two different types of literature that can be used in the

classroom. Provide two examples of each type.

Picture books, including board books, concept books (teaching an alphabet orcounting for example), pattern books, and wordless books.

Traditional literature, including folktales, which convey the legends, customs,

superstitions, and beliefs of people in past times. This genre can be further broken

down into myths, fables, legends, and fairy tales.

Fiction, including fantasy, realistic fiction, and historical fiction.

Non-fiction.

Biography and autobiography.

Poetry and verse.

Discuss how teachers can help pupils to overcome prejudice and bigotry through

the learning of Literature.

Use Multicultural Literature

Understanding and respect for each childs cultural group identities

Respect for and tolerance of cultural differences of gender, language, race,

ethnicity, religion, region and disabilities

Understanding of and respect for universal human rights and fundamental

freedoms

Preparation of children for responsible life in a free society

Benefits:

Children gain better understanding of people from other countries & ethnic

backgrounds

Increase childrens sensitivity to those who are different from themselvesImprove their knowledge

Able to share similarities and differences

Improve their vocabulary development

Fun for children to see same story theme varies from one country to another

Historically in Ancient Greek libraries, bibliotherapy is known as The Healing Place

of the Soul and The Medicine Chest for the Soul. Do you agree or disagree with

the statement? Discuss.

WHAT IS BIBLIOTHERAPY?

Bibliotherapy is the practice of helping individuals grow and develop through books.

Bibliotherapy as defined by the American Library Association is "the use of selected reading

materials as therapeutic adjuncts in medicine and psychiatry; also, guidance in the solution of

personal problems through directed reading."

Many teachers practice bibliotherapy in some manner, often without giving their practice a

formal name. However, effective follow-up activities, thoughtful questions, and focused

discussion require that teachers are mindful about their use of books to address individual and

group issues.

Bibliotherapy may be used individually, with small groups, or even with an entire class,

depending on the need. Teachers may also consider involving parents in the reading and

follow-up activities.

Bibliotherapy is a tool to be modified and adapted to a particular context. However, the process

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always begins with identifying the need of the students and selecting appropriate reading

material. Teachers should take care to ensure that the books are appropriate in terms of

reading level, interest, and subject matter. It is essential that teachers read the entire text and

consider if any subjects addressed might require parental input or consent. It may be helpful to

compile a written bibliography or classroom library of titles about common topics for that grade

level. Media specialists, librarians, and other grade-level teachers may be useful collaborators!

Once titles have been selected, teachers should plan how and when reading will occur

(individual/small group/read aloud) and what activities will help students reflect on the text,gain insight, and apply new understanding to their own situation. This process must be as

carefully planned as any academic objective or students may not benefit fully from the

experience!

It is important to remember that bibliotherapy is not a cure-all, nor will it reach every student inthe same manner. Instead, it is just another tool in a teachers box to deal with the varied

emotional, behavioral, and social issues of her students.

Discuss the teachers role and the learners role in the teaching and learning of the

literature component.

Forms of Poetry

Lyrical Poetry

Consists of Poem, sonnets or ode

Expresses the thoughts and feelings of the poet

Nowadays: Songs

Ballads

folk-song or orally transmitted poemdirect and dramatic manner

Local history / legends

normally composed in Quatrains

Sonnets

A lyric poem of a single stanza - 14 lines

Italian or Petrarchan sonnets

- One octave and One sestet

- abbaabba and cdecde or cdccdc

Shakespearean or English sonnets

- 3 quatrains and 1 couplet

Epics

Long narrative poem

elevated stylehero-centered (semi-divine)

historical legends

Haiku

3 short lines

1st line - 5 syllable2nd line - 7 syllable

3rd line - 5 syllableMust paint a mental image

The flightless bird hops

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Waddle waddle waddle flop

And down it tumbles

Limerick

a 5-line poem, funny, rhyme- aabba

1 couplet and one triplet

Line 1: rhyme /a/ 3 beats

Line 2: rhyme /a/ 3 beats

Line 3: rhyme /b/ 2 beatsLine 4: rhyme /b/ 2 beats

Line 5: rhyme /a/ 3 beats

Contains hyperboles, onomatopoeia, idioms, puns

Last line must be the Punch Line

Poetic Devices

Alliteration - The repetition of a beginning sound

Allusion- a casual reference to someone or something that paints a mental picture

Analogy- Comparisons of two things : explaining one to show the similarities

Caesura- pausing or stopping within a line of poetry, by punctuation

Enjambement- the continuation of thought from one line to another withoutpunctuation

Hyperbole- extreme exaggeration for effect

Metaphor- comparison of two unlike things. eg: Clouds are ships in full sail

Metonym- substitution of a word for another that is closely associated. eg: White

Houseto the President

Onomatopoeia- the sound things makeOxymoron- use of contradictory items for effect. eg: Freezing fires of hell

Personification- giving human traits to non-human things. eg: The sun smiles

Simile- comparison of two unlikely things as one is like the other

Symbol- something representing other than itself. eg: Dove-Peace

Elegy- poem of extreme sorrow (lament)Free Verse- poem without any rhymes or rhythm

imagery- use of words to create mental picture

mood- the emotional effect

Theme- the controlling idea