Lesson 3 focuses on the standards for evaluating and selecting literature for children. It places special emphasis on the literary elements of plot, characterization, setting, theme, style, and point of view and how these elements are developed by authors in excellent literature. The text also discusses selecting the right book for each child with an emphasis on accessibility, readability, and interest.
OBJECTIVES
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After completing this lesson, you should be able to:
Identify criteria by which to evaluate literature for children.
Recognize the elements of plot, characterization, setting, themes, style, and point of view and how authors develop theseelements in excellent literature.
Discuss the criteria for selecting the right book for each child, with an emphasis on accessibility, readability, and interest.
Identify techniques for involving children in the literary
Answer knowledge-based, multiple-choice study questions on the assigned reading.
Formulate responses to essay questions based on the assigned reading.
Analyze and respond to relevant topics for reflection in children's literature.
Evaluate five children's books according to stated criteria.LEARNINGACTIVITIES
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Read and study chapter 3 in the textbook.
Answer the Study Questions (multiple-choice questions and essay questions) in the Study Guide.
Read, analyze, and formulate responses to one essay and one topic for reflection in children's literature.
Read and evaluate five children's books chosen from the extensive bibliography at the end of chapter 3, from theaccompanying CD-ROM included with the text, or based on the recommendation of your local librarian.
The Study Questions consist of twenty-five multiple-choice and six essay questions based on the lesson's textbook assignment. These questions serve as the basis for the examination and thus enable you to check your understanding and mastery of the material while preparing for the exam.
Please answer both sets of questions on your own. Do not send your responses to the faculty mentor. Answers to the multiple-choice questions are at the back of the Study Guide.
MULTIPLE-CHOICE QUESTIONS
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Circle the letter of the choice that best answers the question or completes the sentence. Check your answers with the key at the back of the Study Guide.
1. Why is it important for a literature program to provide a balance of selections, including classics and contemporary stories, fantasy, prose, poetry, biographies, and nonfiction? a. Children do not know what they will like until encouraged
to read different types of literature.
b. A balanced literature program will develop children's literary heritage.
c. If they are exposed to a wide variety of literature, children will develop recognition and appreciation of good literature. d. All of the above
2. What is probably the MOST important reason that people responsible for choosing books for children read literary criticism?
a. They do not have to read the books themselves.
b. They can be guided by experts to identify quality literature about which they might not otherwise have known.
c. They can be persuaded not to acquire certain books that may be controversial.
d. None of the above
3. Which of the following guidelines is NOT important for literary criticism?
a. an interpretation of the text
b. a condemnation of the book on censorship charges c. a personal judgment about the quality of the text d. a comparison and contrast with other books
4. If you read a descriptive review of a book in the Bulletin of the
Center for Children's Books, you would expect to read
a. characterizations of particular groups, distinguishable ethnic characteristics, moral values, and potential popularity. b. factual information about the story and illustrations of the
book.
c. a discussion, comparison, and evaluation of literary elements in the book.
5. If you read an analytical review in The Horn Book, you would expect to read
a. characterizations of particular groups, distinguishable ethnic characteristics, moral values, and potential popularity. b. factual information about the story and illustrations of the
book.
c. a discussion, comparison, and evaluation of literary elements in the book.
d. All of the above
6. The reviews in Social Education tend to emphasize a. human relations.
b. the work in isolation. c. reader response theory.
d. the controversial nature of the books.
7. To develop the order of events in a biography, an author would probably organize the narrative in which of the following ways? a. chronological order
b. flashbacks
c. problem and solution d. cause and effect
8. Which of the following is NOT the contribution of plot to the development of a story?
a. It provides a background and creates a mood. b. It relates the events in order.
c. It introduces the action of the story. d. It creates an element of suspense.
9. What is the usual source of plots in literature? a. characterization
b. point of view c. conflict d. setting
10. Literary conflicts in which the main character's actions, desires, or values differ from those of others around him or her represent conflicts of
a. person against nature. b. person against self. c. person against society. d. person against person.
11. Why is person-against-self conflict a popular plot device in children's literature?
a. Children do not tend to understand themselves. b. All children must face extreme personal challenges. c. All children must overcome fears and personal problems
while growing up. d. All of the above
12. Authors may develop the full nature of a character by a. describing the character's physical appearance. b. showing the character in action and revealing the
perceptions of others.
c. revealing the character's thoughts and conversations. d. using all of the above techniques.
13. Which of the following is NOT a purpose for setting? a. to create a mood
b. to provide historical background c. to create a theme
d. to symbolize the story conflict
14. In which genre would accuracy in setting probably be MOST important?
a. fantasy b. mystery c. biography d. adventure
15. Which of the following is the theme of a story? a. the story's location in time and place b. the sequence of events in the story
c. the underlying idea that ties the plot, characters, and setting together
d. the resolution of the conflict
16. What is a good way to identify the theme in a story?
a. Ask how the main character has changed in the course of the story and what he or she has learned.
b. Analyze the title of the story.
c. Explore the central conflict and its outcome. d. All of the above
17. The MOST effective way to evaluate the style of a story is to a.
a
nalyze the author's use of descriptive words and figurativelanguage.
b. read the story or a portion of the story aloud.
c. compare the story with other books of similar content. d. assess the relationship between the conflict and the
resolution.
18. The literary element of style involves a. word choice.
b. figurative language. c. sentence structure. d. All of the above
19. Contemporary realistic fiction written for children in the middle elementary grades is usually told through a(n) __________ point of view.
a. first person b. second person c. third person d. objective person
20. Which of the following is MOST likely true about consistency in point of view?
a. Consistency encourages readers to believe in the characters and plot development of the story.
b. Consistency in point of view is not as important as consistency in characterization.
c. Readers are not confused by changes in point of view within a story.
d. Consistency in point of view is not as important as consistency in theme.
21. Drawing a plot diagram that asks students to identify the prob- lem, the incidents that reflect increasing struggle, the point of self-realization, and the point of attaining peace or truth would increase children's understanding of
a. person-against-self conflict. b. person-against-nature conflict. c. person-against-society conflict. d. person-against-person conflict.
22. __________ is an effective technique that encourages children to understand inferencing in characterization.
a. Creative writing b. Modeling c. Dramatic play
d. Drawing an illustration
23. To involve students in settings that create moods, Norton suggests which of the following activities?
a. examining story illustrations to determine the mood b. reading books from several different genres to compare
moods
c. dramatic play
24. What is a literary symbol?
a.
s
ome story item that has a literal meaning in the story butsuggests or represents other meanings as well
b. the underlying idea that ties the plot, characters, and setting together
c. a story's location in time and place d. the usual source of a story's plot 25. Why are themes difficult to identify?
a. They are short phrases hidden in a story.
b. They are often implied rather than directly stated. c. They are not always in stories.
d. All of the above