Introduction and Brief historical

perspective of children’s literature Lesson 1

Course Objectives : At the end of the course, the students should be able to:
a) Demonstrate an understanding of the great variety of genres, authors, specialized topics, and literary themes that compose
the field of children's literature. 
b) Demonstrate a general knowledge of children's literature and the development of children's literature in American culture. 
Learning Outcome:
 Demonstrate an understanding of the great variety of genres, authors, specialized topics, and literary themes that compose the field of
children's literature.
Introduction
Children’s literature contributes toward creative development in children and offers many opportunities for creative teaching.The creative
teaching of literature can contribute to creative development in many ways such as:
 It can stimulate children to write for themselves. Children who write their own literature are always engage to see what others
write.
 It can help build a vocabulary that will help the children to express himself better.
 It can help children build skills in expression
 It can develop sensitivity to sights, sounds, words, life’s problems and people.

Literature provides various experiences which enhance the development of children. They can increase their knowledge, change their
outlook, broaden their interest, develop desirable attitudes and values, refine their tastes, modify their behaviour, and stimulate
intellectual and emotional growth to prepare them for more effective participation in social processes and for living life fully.

Literature is entertainment. Along with radio, television, movies, pictures, and magazines, sometime should be reserved for reading. The
reading of fine prose and poetry helps to take children away from urgencies and cares of living and refresh their spirit.

Children should be properly motivated and guided to read good books. Oftentimes children don’t have a time to read because they are
laden heavily with homework and they hardly have time to read for pleasure. Over-dependence on textbooks has forced children to exist
on an impoverished literary diet.

Brief History of Children’s Literature

Knowledge of the historical background of children’s literature through the ages helps us understand the forces affecting the development
of children’s literature and their characteristics at different periods. The development of children’s literature reflects the spirit and
interests of the period.
Before the invention in the 15th century of the printing press, which made books more widely available, children listened to stories told by
their elders. The stories were about the adventures of the older people, about animals and imaginary characters. These stories were passed
on by word of mouth from generation to generation before they were collected for printing.
A. Early Beginnings: Anglo-Saxon Period
As far back as the Anglo-Saxon period, monks and other learned men wrote “lesson books” for children. These lesson books were
designed for teaching. The first man to write lesson books for children was Aldhelm (640-709), abbot of Malmesbury and bishop of
Shernorne.
A B
B. The Medieval Period
By the fifteenth century, books on manners and morals began to appear in England by 1430. One of these was William Caxton’s Boke of
Curtayse published about 1477. Another was The Babies Boke which had the subtitle Manners and Meals in the Olden Times. This book
contained rules and behaviour for boys who trained to become knights during the Age of Chivalry.
C.ABC Books
In the 16th century, ABC books or primers appeared. They were so called because they were used at the hour of prime as a book of private
devotions in the Angelican Church. Henry VIII had ordered the printing of both Catholic and Protestant primers that contained the
alphabet and Christian principles. Thus, the term primer came to be applied to all the first books for children in school.
C

D E

D.Hornbook
The hornbooks, which were not really books, appeared toward the end of the sixteenth century. These were the first books designed for
children to handle. They were about 3 by 4 ½ inches long and 2 inches wide. Capital letters followed by vowels and their combinations
with consonants were printed across the top. The Lord’s Prayer was printed at the bottom. The paper used for this was covered with a
transparent horn- hence the name “hornbook”- and was held in place by metals like silver, brass and copper. These books could be hung
around the necks of children. The hornbooks were used to teach the alphabet and combinations of letters and to continue religious
instruction.
E.Chapbooks
In the 16th century, printing became cheaper. Single sheets of paper printed on one side only called broadsides were issued. These
broadsides contained ballads of Robin Hood. In 1697, Charles Perrault, a Frenchman, published his collection of tales entitled Tales of
My Mother Goose. Translations of these tales were published separately as chapbooks in England. These books were called chapbooks
because they were sold by itinerant peddlers called chapmen.
F. Puritan Period
In England an America, books for children were influenced by Puritan ideas. The books stressed fear of God, religious instruction and
preparation for death which the children did not enjoy. Children read books that interested them although the books were for adults like
John Bunyan’s Pilgrim’s Progress (1678) and Jonathan Swift’s Gulliver’s Travels (1726).

Between 1683 and 1691, the New England Primer, a book made especially for the children of the American colonies appeared. It was a
small book, about 3 by 4 ½ inches and had about 100 pages. It contained the alphabet, words and syllables for spelling lessons, the Lord’s
prayer, catechism, hymns and verses, rhymes for each letter of the alphabet.
G.First Picture Book
In 1658, the first illustrated school book appeared. It was known as Orbis Sensualum or Orbis Pictus (The World in Pictures). It was
invented by Johann Amos Comenius, Bishop of Moravia and an educator who believed in teaching children by letting them see things
with their own eyes. The book was originally written in latin and German, but was later translated by Charles Hooke in England in 1664.
G H

H.17th Century and 18th Century Books

Books in the 17th century stressed religion and morals due to the rise of Protestantism. In 1715, Dr. Isaac Watts published Divine and
Moral Songs for Children, a companion volume to The New England Primer. Some writers consider Dr. Isaac Watts as the starting point
of the history of children’s literature, and “The Cradle Hymn” as the first children’s poem.

The battledore (1746-1770) succeeded the hornbook. It was a 4 by 6 ½ three-leaved cardboard that folded like a pocketbook. It had the
alphabet and easy-reading matter that made it popular until 1840.
 Sample Battledore

I.John Newberry Era

John Newberry (1713-1767) was a writer and publisher who first thought of publishing books solely for children. He was called the
“Father of Children’s literature” for he conceived the idea of publishing books for the enjoyment and entertainment of children. In 1744,
he published his Little Pretty Pocket Book, the first book that can be truly called a child’s book. He also published a collection of nursery
rhymes and called it Mother Goose Melody. An award for the most distinguished children’s book- The Newberry Award- was named
after him in 1922.
I J

J.The Didactic Period

Jean Jacques Rousseau (1712-1778) was a French philosopher who started a new philosophy in the education of children. His book Emile
embodied the philosophy that children be given freedom to develop their natural interests and learn from actual experience. He advocated
that children be taught about the real things and the world in which they live.
K.Realistic Literature
This period was marked with the appearance of stories of boys and girls in simple home situations, stories of adventure, of brave men and
women, history and growth of countries, the wonders of nature and science. The best example of realistic story was Louisa M. Alcott’s
Little Women in 1868. This is the story of four little girls, their petty quarrels, their courage and their affection for one another. This was
followed by Little Men.

L.The Return of Fairy Tales Old and New

The publication of Grimm’s fairy tales revived the interest for the imaginative stories. Many of the fairy tales that are repeated today date
back to the 17th century and earlier. As these tales were passed down from one century to the next, they were often altered to remove
some of the more ghastly and frightening elements and to make them more appropriate for a younger audience.

The term "fairy" was thought to have been taken from the French "contes des fee", and many of the fairy tales we read today are based on
tales from French literature which often featured the ethereal creatures. In fact, Charles Perrault, a well-known writer of fairy tales, often
wrote his stories to be presented at the court of Versailles, and these typically featured fairies as well as a moralistic theme.
While writers like the Grimm Brothers, who collected German tales, Perrault, and often Hans Christian Anderson are often the first
authors named when discussing the history of fairy tales, their origin goes back much further than the 17th century, and many of these
stories are actually just retellings of age-old tales, many created by women and retold throughout history.

Realistic Literature The Grimm Brothers

Overview of children’s growth patterns,

reading interests, and preference Lesson 2
Course Objectives: At the end of the course, the students should be able to:
A. Demonstrate an understanding of the great variety of genres, authors, specialized topics, and literary themes that compose the field of
children's literature.
B. Demonstrate a general knowledge of children's literature and the development of children's literature in American culture.
Learning Outcome:
Demonstrate a general knowledge of children's literature and the development of children's literature in American culture. 

Individual interest has been viewed as a relatively long-lasting predisposition to reengage with particular objects and events. Increased
knowledge, value, and positive affect have been connected with individual interest. Students bring to their academic experience a network
of individual interests, some similar to and some incompatible with classroom learning. Social categories such as gender and race also
function as individual interest factors that may affect classroom engagement.

Situational interest refers to a psychological state elicited by environmental stimuli. The state is characterized by focused attention and an
immediate affective reaction. The affective component is generally positive, although it may also include some negative emotions. Once
triggered, the reaction may or may not be maintained. Situational sources of interest in learning contexts may be particularly relevant for
educators working with students who do not have performed individual interests in their school activities.

Although differences exist between situational and individual interest, they are not dichotomous phenomena. First, both situational and
individual interest includes an affective component and culminates in the psychological state of interest. Such a state is characterized by
focused attention, increased cognitive functioning, and increased and persistent activity. Second, investigators concede that both types of
interest are content specific and emerge from the interaction of the person and aspects in the environment. Third, numerous researchers
recognize that situational and individual interests may interact. In the absence of the other, the role of individual or situational interest
may be particularly important. For example, individual interest in a subject may help individuals deal with relevant but boring texts, while
situational interest generated by texts may sustain motivation even when individuals have no particular interest in the topic. In addition,
situational interest may develop over time into individual interest.
It has been found that topic interest has both situational and individual components. Topic interest may have an especially significant role
in reading and writing in schools because students usually have to deal with text on the basis of topics provided by teachers.
In one of the reported studies, the authors observe, “. . . when reading options are limited, students are left with three choices: reading
something outside of their interests, obtaining their preferred materials themselves, or not reading at all. Students who cannot afford to
buy their preferred materials are more dependent on school sources and, thus, their choices are even more limited.”

Several studies in the article present their findings when groups of boys and girls were asked what they like to read. Generally, both
genders in grades three to five like scary, funny, and action-packed stories.
In general, avid readers of both sexes share many of the same reading interests although there are some differences. Girls more frequently
choose fiction and boys more frequently choose nonfiction. Girls more frequently prefer to read catalogues, song lyrics, poetry, and
cookbooks. Boys more frequently read informational materials about videogames, sports, cars, and trucks. Boys also like fantasy,
crime/detective stories, and war/spy stories, comics, graphic novels, and joke books.

Where does poetry come in? Among 3,865 girls in one study, poetry was liked by 42%.  Magazines (82%) ranked number one followed
by text messaging, television, websites, catalogues, song lrics, jokes, fiction, newspapers, and comics. In a study of 4,341 boys, poetry
came in at 22%. The only thing that ranked lower were plays, travel books, and cookbooks. Boys’ favorites were magazines, websites,
jokes, comics, text messages, television, fiction, and newspapers.

Traditional literature:
A global perspective
Course Objectives: At the end of the course, the students should be able to:
Lesson 3
A. Demonstrate an understanding of the great variety of genres, authors, specialized topics, and literary themes that compose the field of
children's literature.
B. Demonstrate a general knowledge of children's literature and the development of children's literature
Learning Outcome:
Evaluate and analyse works of children's literature on the basis of theme, narrative perspective, imagery, plot, and other elements of
literature.

For many years, these stories were predominantly published in collections, many of which were illustrated with a simple line drawing or
two if they were illustrated at all. Storytellers who were looking to build their repertoire read lots and lots of stories in order to find the
one or two in a volume that spoke to them. However, today, many of the most popular, oft-told, and well-received traditional stories are
published in a picture book format. This is a benefit to both young readers and storytellers, too.

Traditional literature has another advantage for members of our online storytelling class. Fairy and folktales, which are shelved in the
398.2 section of the library, are in the public domain meaning no one owns the copyright to these stories. When we want to provide 24/7
digital resources, storytellers can use this body of literature as a basis for developing a story repertoire that can be told, recorded, and
shared without restriction in the online environment as well as a face-to-face setting.
A.Folktales
Jenny's grandfather likes to tell her scary stories, and Jenny loves to hear them! One afternoon, her grandfather told one of her favorites:
the story of the florist who once lived in Jenny's home a hundred years ago and now haunts the woods behind her house. If you look out
the window late at night, you can sometimes see the ghost tending to the garden in the backyard!
 These stories that Jenny's grandfather tells are called folktales, which are stories or legends passed from generation to generation by
word of mouth.

Characteristics of Folktales
One of the main characteristics of folktales is that they are passed down orally among generations. An interesting thing about this is
that folktales can change a little bit each time they're told. It's a lot like playing the game telephone, where you whisper a message to
one person, who whispers it to the next, and so on until the message comes back to you. The final message is almost always a little bit
different, and more interesting, than the original.
Perhaps most importantly, folktales typically try to teach a lesson about right and wrong, which is called a  moral. And this often
involves a fight between good and evil.

________________________________________________________________________Abadeha: The Filipino Cinderella

Abadeha is a kind and hardworking young woman. Her wicked stepmother and stepsisters abuse her and ask her
to carry out impossible tasks.

Abadeha asks for the help of Bathala (the creator God), her ancestors and her dead mother. At the river, her
cries for help are heard by the Spirit of the Forest (counterpart of the fairy godmother). With her guidance,
Abadeha is able to accomplish all that her step-family demands of her.

One day, a prince out hunting in the forest comes upon the enchanted tree by the grave of Abadeha’s mother. He
sees a ring among the branches and puts it on. By the time he returns to the palace, his finger has become
swollen and painful. The king calls for the Babaylan, the priest-healer of the land, but even he cannot take the ring
off.

That night, the Prince learns in a dream that only a girl can remove the ring from his finger. Upon hearing this, the
king announces to his people that any girl who can take the ring off his son’s finger will be offered marriage to the
prince.

Of all the maidens who tried, only Abadeha was successful. And that’s how she became a princess!

_________________________________________________________________________________________

ACTIVITY
Instructions: Read the sample folktale above and answer the following questions.

Guide Questions:

1. Based from the story, what is true about Filipino family setting?
2. What is the importance of having a babaylan in the story?
3. Who could place a ring in the branches? Why do you think so?
4. Compare the English version of Cinderella with our Filipino version of Cinderella. Which do you prefer and why?
5. What moral story can we get from the experience of Abadeha?
6. If you were in Abadeha’s shoes, what are you going to do to prevent maltreatment from your stepmother and
stepsisters?

B.Fables
A fable is a story that features animals, plants or forces of nature which are anthropomorphised (given human qualities). A fable
always ends with a ‘moral’. This is the lesson that is intended to be learnt through reading the story. 
One of the most famous fables is The Hare and the Tortoise. Most of our best-known fables are thought to have been written by a man
called Aesop, who is believed to have been a slave in Ancient Greece around 550BC.
A traditional tale is a story that has been told and re-told for many years, also known as a fairy tale (for example, Cinderella or Little
Red Riding Hood).
 How do fables and myths differ?
Both myths and fables are stories, but myths focus on gods and heroes while fables are stories about animals, objects and forces of
nature. Myths aimed to explain the world while fables were intended to provide a moral lesson.

C. Myth
A Myth is a traditional story that may answer life's overarching questions, such as the origins of the world (the creation myth) or of a
people. A myth can also be an attempt to explain mysteries, supernatural events, and cultural traditions. Sometimes sacred in nature, a
myth can involve gods or other creatures. It presents reality in dramatic ways.

________________________ Pandora’s Box

The story of Pandora originates from Ancient Greek mythology, particularly the sets of poems known
as Theogony and Works and Days by Hesiod. The story was written during 7 th century BC, relating to the story of how Gods
created life on earth, including Pandora. It has been given much philosophical consideration, both contemporaneously and
 in the modern day. The original story of Pandora’s Box starts with the story of Epimetheus, Prometheus and Zeus. Here is
the story digested into stages:

1. Epimetheus and Prometheus were both brothers and Titans, but they also pledged loyalty to the Olympians and
Zeus. Prometheus had a super power of prophecy since birth and knew that the Titans will be defeated by Zeus. This is
why he decided to be on the side of Olympians.

2. As a reward for their loyalty, Zeus assigned both brothers the task of creating life on earth and populating it.
Epimetheus created all the creatures and animals and gave some special form of protection and wondrous qualities to
each of them, including speed, strength, flight, etc. While Prometheus was busy creating man, Epimetheus distributed all
forms of protection among animals and there was nothing left for man. To keep man protected, Prometheus asked Zeus to
give fire to man, but Zeus refused, since fire was the power that belonged only to Gods.

3. Ignoring Zeus, Prometheus gave fire to man by burning a torch from the sun and offering it to man. For this, Zeus
decided to punish him. He was tied to a distant rock of the Caucasus Mountains with chains. This was a place where
nobody could reach him. Every day, an eagle was sent to Prometheus by Zeus who enjoyed a feast on his liver.
Surprisingly, the liver grew back each night so that the torture could be continued by the eagle. One day, Heracles reached
Prometheus, killed the eagle and rescued Prometheus.

4. According to Zeus, humans were equally punishable for having accepted fire as a gift from Prometheus. So, as a
punishment to mankind, he created Pandora, the first woman on earth. She was as beautiful as Aphrodite and was
blessed with all the gifts of health, generosity, peace, kindness, beauty and wisdom. Zeus sent Pandora to earth as
Epimetheus’s wife.

5. Prometheus had warned his brother about Zeus’ deceit and asked him not to accept any gift from the Gods, but
Epimetheus was excessively attracted towards her beauty and married her anyway. At her wedding, Zeus gifted a box to
Pandora, which was a large jar containing all the evils of the world. Zeus asked her not to open it ever. Unfortunately, out
of curiosity, Pandora could not stay away from it and wished to open it. Epimetheus kept the key of the box all the time,
but one day, when he was asleep, Pandora stole the key and opened the box.As soon as Pandora opened the box, a
number of evil entities started flying out of it. These included hatred, envy, greed, disease, poverty, pain, death and war.
All these miseries of human life escaped the box and entered the real world. By the time Pandora slammed back the box’s
lid, all the evils had escaped except for ‘hope’. Pandora was left with regret that was far deeper as compared to the
curiosity she had been plagued with. Ever since, humankind has been able to keep this hope alive with an aim to survive
the evil wickedness that escaped the box because of Pandora.

D.Legend
A legend is a story that's purported to be historical in nature but that is without substantiation. Prominent examples include King
Arthur, Blackbeard, and Robin Hood. Where evidence of historical figures, such as King Richard, actually exists, figures such as King
Arthur are legends due in large part to the many stories that have been created about them.
Legend also refers to anything that inspires a body of stories or anything of lasting importance or fame. The story is handed down orally
but continues to evolve with time. Much of early literature began as legend told and retold in  epic poems that were passed down orally
originally, then at some point written down. These include masterpieces such as the Greek Homeric Poems ("The Iliad" and "The
Odyssey"), circa 800 BCE, to the French "Chanson de Roland," circa 1100 CE.
E.Fairy Tales
A fairy tale may involve fairies, giants, dragons, elves, goblins, dwarves, and other fanciful and fantastic forces. Although originally  not
written for children, in the most recent century, many old fairy tales have been "Disneyfied" to be less sinister and to appeal to
kids. These stories have taken on lives of their own. In fact, many classic and contemporary books, such as "Cinderella," "Beauty and the
Beast," and "Snow White," are based on fairy tales. But read the original Grimm brothers' fairy tales, for example, and you'll be surprised
at the endings and how they differ from the versions that you may have grown up with.
F.Epic
A narrative of heroic actions, often with a principal hero, usually mythical in its content, offering inspiration and ennoblement within a
particular cultural or national tradition.
BIAG NI LAM-ANG (Life of Lam-ang) is pre-Hispanic epic poem of the Ilocano people of the Philippines. The story was handed down
orally for generations before it was written down around 1640 assumedly by a blind Ilokano bard named Pedro Bucaneg.

____________________________________________________________________________________ Biag ni Lam-ang

Don Juan and his wife Namongan lived in Nalbuan, now part of La Union in the northern part of the Philippines. They had a son named
Lam-ang. Before Lam-ang was born, Don Juan went to the mountains in order to punish a group of their Igorot enemies. While he was
away, his son Lam-ang was born. It took four people to help Namongan give birth. As soon as the baby boy popped out, he spoke and
asked that he be given the name Lam-ang. He also chose his godparents and asked where his father was.

After nine months of waiting for his father to return, Lam-ang decided he would go look for him. Namongan thought Lam-ang was up to
the challenge but she was sad to let him go. During his exhausting journey, he decided to rest for awhile. He fell asleep and had a dream
about his father's head being stuck on a pole by the Igorot. Lam-ang was furious when he learned what had happened to his father. He
rushed to their village and killed them all, except for one whom he let go so that he could tell other people about Lam-ang's greatness.

Upon returning to Nalbuan in triumph, he was bathed by women in the Amburayan river. All the fish died because of the dirt and odor
from Lam-ang's body.

There was a young woman named Ines Kannoyan whom Lam-ang wanted to woo. She lived in Calanutian and he brought along his white
rooster and gray dog to visit her. On the way, Lam-ang met his enemy Sumarang, another suitor of Ines whom he fought and readily
defeated. Lam-ang found the house of Ines surrounded by many suitors all of whom were trying to catch her attention. He had his rooster
crow, which caused a nearby house to fall. This made Ines look out. He had his dog bark and in an instant the fallen house rose up again.
The girl's parents witnessed this and called for him. The rooster expressed the love of Lam-ang. The parents agreed to a marriage with
their daughter if Lam-ang would give them a dowry valued at double their wealth. Lam-ang had no problem fulfilling this condition and
he and Ines were married.

It was a tradition to have a newly married man swim in the river for the rarang fish. Unfortunately, Lam-ang dove straight into the mouth
of the water monster Berkakan. Ines had Marcos get his bones, which she covered with a piece of cloth. His rooster crowed and his dog
barked and slowly the bones started to move. Back alive, Lam-ang and his wife lived happily ever after with his white rooster and gray
dog.

7.Sacred Stories
A sacred story is a story that is purported to contain some deep and significant natural or spiritual truth. Sacred stories are sacred not
because they do actually contain deep and significant truths but because somebody purports, and enough people believe, that they do.

A sacred story is an oft-repeated story that provides explicit or implicit answers to the Big Questions of existence, thereby creating what I
call the Creation Template for this planet. Through repetitive telling by traditional storytellers (or Hollywood movie directors), sacred
stories embed themselves deeply into the Collective Consciousness of this planet. From there the "metaphoric representations" that are
constitutive of the Creation Template then determine, according to principle As above in consciousness, so below in matter, the
manifestation of reality on this planet.
Sacred stories can be contrasted with Mundane Stories.
Some examples of sacred stories include
 The "Adam and Eve" story of the Christian Bible
 The "Star Wars" story of modern Hollywood.
 The Masonic "master architect" story.
 The evolutionary story

ACTIVITY
Instruction: Arrange the event of the story to its proper order by placing the numbers 1 to 6 inside the box. Write a short description about
the picture or image of what was being transpired.

_______________________________ _______________________________ _____________________________

_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_______________________________ _______________________________ _____________________________
_____________________________ _____________________________ _____________________________

______________________________ _______________________________ ______________________________

______________________________ _______________________________ ______________________________
______________________________ _______________________________ ______________________________
______________________________ _______________________________ ______________________________
______________________________ _______________________________ ______________________________
______________________________ _______________________________ ______________________________
______________________________ _______________________________ ______________________________
______________________________ _______________________________ ______________________________
______________________________ _______________________________ ______________________________

Lesson 4
______________________________ _______________________________ ______________________________
______________________________ _______________________________ ______________________________
Poetry : Traditional and Non-
______________________________ _______________________________ ______________________________
Traditional Forms
Course Objectives: At the end of the course, the students should be able to:
A. Demonstrate an understanding of the great variety of genres, authors, specialized topics, and literary themes that compose the field of
children's literature.
B. Demonstrate a general knowledge of children's literature and the development of children's literature
Learning Outcome:
Appraise and distinguish between the literary genres that this course will examine, selected from poetry, fiction (realistic fiction, fantasy,
science fiction, detective fiction, historical fiction, etc.), drama, and various nonfiction forms (biography, autobiography, history, science,
ecology, ethics, reference and informational books, etc.)

Poetry is a literature that evokes a concentrated imaginative awareness of experience or a specific emotional response through language
chosen and arranged for its meaning, sound, and rhythm.

It is a vast subject, as old as history and older, present wherever religion is present, possibly—under some definitions—the primal and
primary form of languages themselves. The present article means only to describe in as general a way as possible certain properties of
poetry and of poetic thought regarded as in some sense independent modes of the mind.

Naturally, not every tradition nor every local or individual variation can be—or need be—included, but the article illustrates by examples
of poetry ranging between nursery rhyme and epic. This article considers the difficulty or impossibility of defining poetry; man’s
nevertheless familiar acquaintance with it; the differences between poetry and prose; the idea of form in poetry; poetry as a mode of
thought; and what little may be said in prose of the spirit of poetry.

Traditional Poetry
There is usually a specific meter, rhyme scheme, syllable count, style, or form that you have to follow. This type of poetry is usually
harder to write than free verse or freestyle poetry.
Types of Traditional Poetry
Traditional poetry consists of many different forms and styles that have a specific format and a specific set of rules that must be followed.
Some of the popular and more known forms of poetry include Shakespearean sonnet, villanelle, haiku, and senryu.
Out of these four forms of poetry a villanelle is probably the hardest to write. It has the most number of lines, has more than one stanza, is
written in iambic pentameter, has a repeating rhyme scheme, and repeating lines.

Non-Traditional Poetry
Is another variant of visual-based text, which is similar to shaped poetry in that text is often used to create a picture; it differs from shaped
poetry in that it cannot be read aloud. Therefore, you could have two text-objects resembling a circle and comprised of exactly the same
number of letters, one of which resembles a bullseye and is comprised of concentric rings of repeated individual letters, the other being a
series of sentences that read from left to right. The first would be a concrete poem, the latter a shaped poem, both in the shape of a circle.

Concrete poetry might also involve overlapping text, among many other variations. As a basic rule, shaped poetry can be defined as those
poems whose typography makes them resemble some other object, which can be read aloud in a conventional left to right fashion (or
whichever direction the language you're writing in naturally reads).
Example:
SUMMER COOKING
lord of the outdoors
ruler of the castle
king of the barbecue
wielding fork and spatula
like a maestro
snow rain or shine
surf and turf
burgers or hotdogs
rotisserie chicken
 exotic kebobs
grilled colorful veggies
nontraditional desserts
take a bow
you’re a pro

Add notes here:

______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

_______________________________________________________________________________Elements of Poetry
The Art of the Picture Books and First Books
Lesson 5
A Brief History of Children's Picture Books and the Art of Visual Storytelling.
Back in the fifteenth century, Leonardo da Vinci made the following remark about visual storytelling:

 "And you who wish to represent by words the form of man and all the aspects of his membrification, relinquish
that idea. For the more minutely you describe the more you will confine the mind of the reader, and the more you
will keep him from the knowledge of the thing described. And so it is necessary to draw and to describe."

From very early on, we both intuit and learn the language of pictorial representation, and most modern adults, the
picturebook was our first dictionary of this visual vocabulary. Yet the picturebook -- defined by its narrative
framework of sequential imagery and minimalist text to convey meaning or tell a story, and different from the
illustrated book in which pictures play a secondary narrative part, enhancing and decorating the narrative -- is a
surprisingly nascent medium.
In Children's Picturebooks: The Art of Visual Storytelling, illustrator Martin Salisbury and children's literature
scholar Morag Styles trace the fascinating evolution of the picturebook as a storytelling medium and a cultural
agent, and peer into the future to see where the medium might be going next, with case studies of seminal works,
a survey of artistic techniques, and peeks inside the sketchbooks and creative process of prominent illustrators
adding dimension to this thoughtful and visually engrossing journey.
 
Though pictorial storytelling dates back to the earliest cave wall paintings, the true picturebook harks back to a
mere 130 years ago, when artist and illustrator Randolph Caldecott (1846-1886) first began to elevate the image
into a storytelling vehicle rather than mere decoration for text. Maurice Sendak, widely regarded as the greatest
author of visual literature (though he refuses to identify as a "children's author"), once wrote of Caldecott's
"rhythmic syncopation" and its legacy:
"Caldecott's work heralds the beginning of the modern picture book. He devised an ingenious juxtaposition of
picture and word, a counter pint that never happened before. Words are left out -- but the picture says it. Pictures
are left out -- but the words say it. In short, it is the invention of the picture book."

Even early on, tensions between the creative vision and marketability of picturebooks captured the same friction
between artist-storyteller and publisher that continues to plague children's -- if not all -- publishing. Walter
Crane (1845-1915), another Victorian-era picturebook innovator, famously grumbled about printer-
publisher Edmund Evans' approach to publishing:
"...but it was not without protest from the publishers who thought the raw, coarse colours and vulgar designs
usually current appealed to a larger public, and therefore paid better..."

.............................................................PRELIMINARY EXAMINATION.....................................................

Picture Books Lesson 7

Teaching Plot Structure with Picture Books

Story Skeletons: Teaching Plot Structure with Picture Books

Use picture books to teach young writers how to organize plot logically. This article includes
examples of basic plot structures, along with picture books that use those structures.

Picture books are quick reads, lots of fun, and often gems of characterization, mood, and dialogue. They are also
perfect for teaching the young writer how to organize plot logically.
 Many writers start new works by capturing tidbits of ideas on scraps of paper. But how do we make sense of
those ramblings? This question leads to a classic step in teaching writing often called prewriting. It also points to
what I consider one of the most important early steps in story making - creating organization through plot
structure.

 In prewriting, many teachers use a variety of story-mapping techniques to help children see relationships
between ideas, including clustering, webbing, and listing items and actions that belong to the beginning, middle,
or end of a story. All of these techniques are helpful, but do they go far enough? How does a student know which
items listed in the "middle" section of a story map should go first, second, third? Sometimes it is the sequencing of
the action in a story that can cause the student to falter. This step can be mastered through the use of visual and
textual examples of standard plot structures.

 When I introduce the idea of structuring a story, I talk about how our skeletons hold us up -otherwise we'd be…
"puddles!" (The kids shout it out.) Stories have internal structures that hold them up, too. Knowing what the
skeleton of a story looks like early in the process makes knowing what to write next in the drafting and revising
steps a lot easier.

 Below is a list of some basic plot structures, along with picture books that use those structures. Sharing these
picture books will help students better understand how to shape their own story making.

 Please note that the grade levels below indicate the suggested grade level of the writer or
prewriter (storyteller). These grade ranges reflect the difficulty of the plot structure being taught,
not the reading or listening age. The open-ended grade levels highlight the fact that many fine
picture books can be used as examples for writers of all ages, even adults.

Cumulative or Toppling Stories

Cumulative stories such as Rhonda Gowler Greene's This Is the Teacher add repeating elements as the story
progresses, until the plot finally topples over at the end.
Like the traditional tale "The House That Jack Built," the stories below add repeating plot elements and characters
in the text as the story progresses, until the whole structure topples from its own weight - usually with humorous
results.
"Increasing" Stories

Bill Grossman's My Little Sister Ate One Hare is a counting story with an "increasing" plot structure — the
items on the sister's menu grow more outrageous, until the story finally reaches a satisfying conclusion (she
throws up).
While cumulative stories use textual repetition that piles up until the whole story collapses (often under the weight
of pure silliness), stories with an "increasing" plot structure proceed logically to arrive in a planned way at a
satisfactory conclusion. Traditional tales based on an increasing story structure include "The Little Old Lady who
Swallowed a Fly."
 Stories within Stories

Allen Say's Kamishibai Man is a story within a story: the tale the elderly storyteller tells reveals why he no longer
performs his art.
With more advanced writers, explore the plot structure of the framing story and compare it with the structure of
the inner story. For example, in The Day Jimmy's Boa Ate the Wash the inner story closely resembles a
cumulative plot that heaps one silly event on top of another, while the framing story is told in a linear fashion.

Stories with "Around the Clock" or Full-Circle Time Lines

Lisa Wheeler's Bubble Gum, Bubble Gum has a full-circle time line. After a menagerie of animals escapes from
a bubble gum mess, a bear and a hen get stuck and start the story again.

Add notes here:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________________________________________________

Chapter Books
Lesson 8
Introduction
A chapter book is a story book intended for intermediate readers, generally age 7-10.
Unlike picture books for younger readers, a chapter book tells the story primarily through prose, rather than
pictures. Unlike books for older readers, chapter books contain plentiful illustrations. The name refers to the fact
that the stories are usually divided into short chapters, which provide children with opportunities to stop and
resume reading if their attention spans are not long enough to finish the book in one sitting. Chapter books are
usually works of fiction of moderate length and complexity.

 
Chapter book

 A chapter book or chapterbook is a story book intended for intermediate readers, generally age 7–
10.Unlike picture books for beginning readers, a chapter book tells the story primarily through prose, rather than
pictures. Unlike books for advanced readers, chapter books contain plentiful illustrations. The name refers to the
fact that the stories are usually divided into short chapters, which provide readers with opportunities to stop and
resume reading if their attention spans are not long enough to finish the book in one sitting. Chapter books are
usually works of fiction of moderate length and complexity.

Chapter Books
For young and new readers, books tend to be very short. They are made up of just words or a few short
sentences. They are primarily very picture heavy and have a simple, linear story.
 

Chapter books are the next stage for readers. Chapter books are stories that are long enough and complex
enough to require chapters to break them up. At a young age, they are not too long; they are shorter than novels
but longer than typical picture books.
 

Chapter books often have illustrations, too, but they are not as large or as prevalent as early reading material. In
general, children are ready to progress to chapter books around the age of seven or eight.
 

Encouraging Active Readers

For children who love to read, they will likely dive into chapter books without much hesitation. Providing them with
an assortment of stories and types of books can increase their interest and keep them learning. Taking your child
to the library and having him or her pick her own chapter books can be a great way to engage them in reading.

Helping Struggling Readers

On the other hand, if your children are struggling with reading and resist transitioning to chapter books, you may
have to have more of a presence. As reading becomes more difficult, children can become more resistant to it
and it can become a chore.
 

You can help by having your children pick books they’re interested in. Actively participate in reading with your
child. You can take turns reading chapters to one another; that way, your children get to practice but also get a
break while you read aloud. Hearing you and listening to the story can engage them and encourage them to read
on their own to get to the next part.
 

Popular Chapter Books

To help your child make the transition to chapter books, compelling stories can help pique his or her interest.
 
Popular chapter books include The Boxcar Children, Freckle Juice, Diary of a Wimpy Kid and the Amelia
Bedelia series.
 
You can also try different genres, such as adventure stories, animal-centric tales, and fantasy books.
 
Transitioning to Chapter Books
Making the switch to chapter books is a big step in your child’s education. With your support and engagement,
you can help a lifelong love of reading that can help your child throughout his or her lifetime.
 
Classification of Various Genres
Definition of Genre
Genre means a type of art, literature, or music characterized by a specific form, content, and style. For example,
literature has four main genres: poetry, drama, fiction, and non-fiction. All of these genres have particular features
and functions that distinguish them from one another. Hence, it is necessary on the part of readers to know which
category of genre they are reading in order to understand the message it conveys, as they may have certain
expectations prior to the reading concerned.
Types of Genre

There are five types of genres in literature, which include:

Poetry
Poetry is the first major literary genre. All types of poetry share specific characteristics. In fact, poetry is a form of
text that follows a meter and rhythm, with each line and syllable. It is further subdivided into different genres, such
an epic poem, narrative, romantic, dramatic, and lyric. Dramatic poetry includes melodrama, tragedy,
and comedy, while other poems includes ode, sonnet, elegy, ballad, song, and epic.
Popular examples of epic poems include Paradise Lost, by John Milton, The Iliad and The Odyssey, by
Homer. Examples of romantic poems include Red Red Rose, by Robert Burns. All these poetic forms share
specific features, such as they do not follow paragraphs or sentences; they use stanzas and lines instead. Some
forms follow very strict rules of length, and number of stanzas and lines, such as villanelle, sonnet, and haiku.
Others may be free-form, like Feelings, Now, by Katherine Foreman, which is devoid of any regular meter
and rhyme scheme. Besides that, often poetry uses figurative language, such
as metaphor, simile, onomatopoeia, hyperbole, and alliteration to create heightened effect.

Drama
Drama is a form of text that is performed in front of an audience. It is also called a play. Its written text contains
dialogues, and stage directions. This genre has further categories such as comedy, tragedy,
and tragicomedy. William Shakespeare is known as the father of English drama. His well-known plays
include Taming of the Shrew, Romeo & Juliet, and Hamlet. Greek playwrights were the pioneers in this field,
such as Sophocles’ masterpiece Oedipus Rex, and Antigone, while modern dramas include Death of a
Salesman, by Arthur Miller.

Prose
This type of written text is different from poetry in that it has complete sentences organized into paragraphs.
Unlike poetry, prose focuses on characters and plot, rather than focusing on sounds. It includes short stories and
novels, while fiction and non-fiction are its sub genres. Prose is further categorized into essays, speeches,
sermons, and interpretations.

Fiction
Fiction has three categories that are, realistic, non-realistic, and semi-fiction. Usually, fiction work is not real and
therefore, authors can use complex figurative language to touch readers’ imaginations. Unlike poetry, it is more
structured, follows proper grammatical pattern, and correct mechanics. A fictional work may incorporate
fantastical and imaginary ideas from everyday life. It comprises some important elements such as
plot, exposition, foreshadowing, rising action, climax, falling action, and resolution. Popular examples of literary
fiction include, James Joyce’s novel A Portrait of an Artist as a Young Man, Charles Dickens’ A Tale of
Two Cities, Jane Austen’s Pride and Prejudice, and harper lee’s To Kill a Mockingbird.

Non-Fiction
Non-fiction is a vast category that also has sub-genres; it could be creative like a personal essay, or factual, like a
scientific paper. It may also use figurative language, however, not unlike poetry, or fiction has. Sometimes, non-
fiction may tell a story, like an autobiography, or sometimes it may convey information to readers.
Other examples of non-fiction include biographies, diaries, memoirs, journals, fantasies, mysteries, and
romances. A popular example of non-fiction genre is Michael Pollan’s highly celebrated book, The
Omnivore’s Dilemma: A Natural History of Four Meals, which is an account of the eating habits of Americans.

Function of Genre

Different genres have different roles. For example, fiction and dramatic genres help students and writers learn
and improve their communication skills. A poetic genre, on the other hand, enhances imaginative and
emotional power of the readers. Non-fictional texts and essays help readers develop analytical and persuasive
capabilities. However, the major function of genre is to establish a code of behavior between the writers and
audience, and keep the readers informed about the topics discussed or the themes presented.

ACTIVITY
Instructions: Read the question and give a brief/short answer. Place your answer from the comment box below.
(10pts.)

Question: Which genre do you prefer and why? 

Fantasy and Science Fiction

Lesson 9
Difference Between Science Fiction and Fantasy
Main Difference
The main difference between Science Fiction and Fantasy is that Science Fiction is almost related to real things
and based on technology, whereas Fantasy has no grounding in reality.
Science Fiction vs. Fantasy
Science fiction deals with technology and scenarios. Fantasy deals with magical occurrences; they have no basis
in reality and science. Science fiction contains speculative fiction set in a naturalistic universe. Fantasy is a
subclass of uncertain fiction set in a non-naturalistic universe. Science fiction is a genre based on future science
and technological advances. Fantasy is a genre that uses supernatural elements as the main plot, theme, or
setting.
Science fiction has its importance and foundation in science. Fantasy not based on science and reality. Science
fiction describes improbable possibilities. Fantasy represents plausible impossibilities. Science fiction involves
scientific concepts. Fantasy involves imaginary concepts. Science fiction can be about robots, space, and aliens.
Fantasy is talking about something immortal. Science fiction is possible because it based on facts—fantasy not
based on facts, so it is not possible. Science fiction displays things that could possibly take place in the real world.
Fantasy is the realism of things that are unlikely to happen.
Science fiction doesn’t use supernatural elements. However, fantasy uses magic or supernatural things. Science
fiction has technology-based plots or themes. Fantasy has magical themes or plots. Science fiction can be
possible and contrary to reality. Fantasy can’t be possible and is far from reality. In science fiction, stories are
related to rational or reasonable things. In fantasy, stories not based on rational and logical things.
Comparison Chart

Science Fiction Fantasy

Science fiction means imagined future scientific or Imagining impossible and improbable things is known as

technological advances fantasy

Involves

Facts Imaginary

Related To

Real things Things that do not exist in real life

Based On

Technology and science Unreal things

Describes

Possible Impossible
What is Science Fiction?

Science fiction can divide into different categories hard science fiction, soft science fiction, cyber fiction, time
travel, social science fiction, alternate fiction, military science fiction, superhero fiction, mystery fiction fandom,
and community fiction. Science fiction deals with futuristic settings and plot themes such as time travel,
extraterrestrial life, space travel, parallel universe, and different futuristic scientific inventions.

In science fiction, we will talk about things that could happen in the real world. However, science fiction is a
plausible theory and can explain through science and logical reasoning. Science fiction categorized into hard and
soft science fiction. Hard science fiction contains astrophysics, chemistry, etc. Soft science fiction contains
sociology, economics, anthropology, etc.

In Webster’s New World Dictionary, science fiction is defined as “systemized knowledge that derived from
observations and study.” Science knows things are real because they are observable and repeatable in the real
world around us. Word science fiction is difficult to narrate properly. Science fiction includes an extensive range of
concepts, themes, or plots.

In the opinion of Robert A. Heinlein, the definition of science fiction is realist speculation with manageable future
situations that are based on adequate proper awareness of the real-world about its present and past, and
knowledge of nature and its importance. Science fiction usually called sci-fi. Science fiction is such a literature
content that is imaginative but related to science or technology.

Fantasy is a fictional universe genre. Roots of fantasy are in old traditions which came up as a drama and
literature later on. In the 20th century, it expanded into different media like television, video games, graphic
novels, and film. Fantasy is different from other categories of science fiction and horror just because of the lack of
creative scientific themes. Fantasy is a category of imaginative fiction associated with adventure and magic,
generally setting in another world than the real world.
Fantasy uses mystic or other unbelievable elements as a plot or theme. In the world of fantasy, magical brutes
are influential. Many of the fantasy authors used mythology and folklore as inspiration. Another basic rule of
fantasy category is the engrossment of some psychic things like magic and other supernatural things. Word
Fantasy means to envisage; this might involve other special magical powers such as dragons, unicorns, or a non-
existent best friend.
Key Differences

1. Science fiction has its grounding, whereas fantasy has no grounding.

2. Science fiction is possible; on the other hand, fantasy is not possible.

3. Science fiction based on real facts; conversely, fantasy is based on totally imaginary and not based on facts.

4. Science fiction is almost related to real things; on the flip side, fantasy is related to things that don’t exist in
this world.

5. Science fiction is all about technologies and science. However, fantasy is about imagination only.

6. Themes in science fiction contrary to reality, while fantasy uses supernatural forms and magic in its theme.

7. Science fiction established on scientific concepts. Although fantasy based on imaginary concepts.

8. Science fiction is possible; contrarily, fantasy is impossible.

9. Though science fiction is a theme or plan, while the fantasy is future science

10. Science fiction is the future genre; on the flip side, fantasy is an older genre.
11. Science fiction is said to be possible because it based on facts, while fantasy doesn’t have any base or roots.

12. Science fiction is an unreal future that belongs to scientific or technological promotions, utmost social or other
environmental changes. However, fantasy belongs to horror movies.

13. Science fiction involves different laws or theories of science; on the flip side, fantasy means to imagine the
occurrence of fantasizing.

14. Science fiction makes logical sense and contains scenarios and technologies about science, while in modern
culture, fantasy is predominantly features of medieval nature.

15. Science fiction is a new category of the last century; on the other hand, fantasy is an older category.

Conclusion

It is concluded that science fiction is a reality, and fantasy is just imagination and magical thoughts.

Add notes here:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________________________________________________

Realistic and Historical Fiction Lesson 10

What is Historical Fiction?

 Historical fiction is considered by many to be a genre best left in the domain of historians. Many of the best and
greatest novels were written by historians who took the knowledge they garnered from research and study. They
create stories to relate those events, and publish the book so others can enjoy learning about history with a twist.
 
It is a sad truth in today’s world that historical fiction is one of the least read and most underrated genres available
to readers. This lively, interesting, and riveting genre is most often beat out in popularity by books that are of the
realistic fiction genre, or those that are more fantastical such as the science fiction, fantasy, and thriller genres. If
you were to walk into a bookstore you would probably find an abundance of these other types of books right up
front, visible to you the moment you walk through the doors. Meanwhile, you might be hard-pressed to find a
historical fiction novel without the help of staff.
 
 Focus groups have consistently shown varying degrees of interest among readers when it comes to accounts of
historical deeds. For many, historical fiction is a genre people may think will be so boring it isn’t even worth the
read. The question then that begs to be answered is, what is historical fiction, really, and why do so many readers
incorrectly judge that it is stuffy and boring without venturing into the genre?
 
Clarifying Historical Fiction
Historical fiction books contain stories that happened in days long gone. These stories are filled with details about
our past; stories detailing the lives of real people just like anyone alive today. In many cases these people lived
through events that dramatically changed not only their lives, but the lives of people all over the world, forever.
These people were heroes, villains, leaders and followers.

They experienced issues in their lives that may well have changed the course of history, and their stories relate
life-altering situations and how they dealt with them. They experienced the same feelings uncertainty, anxiety,
guilt, elation, joy and despair that people today would feel in a similar situation. 
     
Historical fiction is a literary genre whose content is based upon certain events in human history but whose
characters are produced by the writer’s imagination to better illustrate the events being portrayed.

How Does Historical Fiction Differ from Realistic Fiction?

 Historical and realistic fictions are not the same genre, and it is no surprise that readers are confused about what
sets these two genres apart. One reason for this apparent confusion is that both of these genres have many
similarities. F irst, both types of fiction tend to have plot lines that are incredibly realistic and plausible. Second,
they tend to have settings that are exceedingly familiar for readers. Third, and most importantly, they have
characters that the reader can identify with, understand and empathize with; making them more ‘real’ to the
reader and therefore someone the reader wants to find out more about the story.

Where they differ is the most important point. Historical fiction tells a story related to history, with either actual
historical characters or characters invented to interact with those who lived through the actual historical events.
This genre presents the reader with facts such as actual times, places and characters from true events that were
important to our past.

Realistic fiction, on the other hand, is considered realistic due to the believable settings, events, and characters
that are a part of the story. These stories are highly plausible, but are complete works of fiction, with characters
that never existed and events that never actually happened.

How Do We Separate Historical Fiction from History?

To determine how the genres of historical and realistic fiction differ, it is important to look at the events being
portrayed and to then determine what event is truly historical and what is historical fiction. Can the events be
determined to have actually occurred? Or is the account about something that ‘could’ have happened and that is
being depicted by fictional characters?

When it comes to history, both the historical fiction writer and the historian have a similar task. Both are charged
with cutting through the tangle of individual perception and delivering the truth. Of course, the biggest difference
between these two individuals performing this task is just how close each may get to the truth, and how much of
that truth they are willing take artistic liberty with in order to relate their story. The historian undoubtedly will seek
to get as near to the truth as possible, clearly and accurately depicting how historical figures reacted to particular
events and through extensive research they try to collect every fact about those historical events so that they can
relate them with accuracy.
The historical fiction writer focuses more on the events that took place in a given place and time but will create
fictional characters who then became interwoven in those historical events. This may be accomplished by a
fictional relationship with an actual person from history, or through a vicarious involvement in the events
unfolding. If that isn't entertaining material, what is? Historical fiction writers tell a story within the greater
framework of the actual past.

Ultimately, the historian and the historical fiction writer are answering different aspects of the same question. The
historian wants to relate the details of exactly what happened, and when possible, how the actual people involved
in those historical events thought and behaved. They tell us what history was like for those who lived through it.
The historical fiction writer tells a story about humanity and what it may have felt like to those who experienced
dramatic and life-altering situations, helping us to relate to the story on a more emotional and visceral level.

Realistic fiction writers relate a story that could have happened, but which actually did not. They too elicit an
emotional response, but for different reasons. Realistic fiction departs from historical facts and gives us a situation
that is similar to an actual historical event but which never really transpired. The characters may be living in an
era when it is possible for the situation to have occurred, making the story plausible and interesting, but not
historically accurate. The reader can be caught up in the story for the human interaction, tribulations and trials or
triumphs of the fictional characters, but will garner no knowledge about actual historical events.

Add notes here:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________________________________________________

Elements of the novel and fiction

for children and young adults
Lesson 11
Genres and forms for young adult and young fiction

Similarities or differences with adult fiction

Genres for young fiction, and in particular YA fiction (young adult, also known as youth or juvenile fiction), span
most of those covered by adult fiction. What distinguishes them from adult fiction is that the main characters are
usually children or teens dealing with teen issues.
Types of genres and forms
Classifying a title into just one genre can straight-jacket a book and limit its appeal. A book may traverse a range
of subjects. With this in mind, we provide this overview of children’s and YA fiction genres. We hope it helps you
when you are making loan requests and thinking about your students' and your own reading.
Different Types or Genres of Books With Examples
Genres of books simply specify what categories or sub-categories does a book belong to. If you are a regular
book reader, you probably already know about some book genres that you have read or that you love reading.

Types of Books
1. Fiction
2. Nonfiction

Genres of Books [Under Fiction Category]

1. Action and Adventure

2. Anthology
3. Classic
4. Comic and Graphic Novel
5. Crime and Detective
6. Drama
7. Fable
8. Fairy Tale
9. Fan-Fiction
10. Fantasy
11. Historical Fiction
12. Horror
13. Humor
14. Legend
15. Magical Realism
16. Mystery
17. Mythology
18. Realistic Fiction
19. Romance
20. Satire
21. Science Fiction (Sci-Fi)
22. Short Story
23. Suspense/Thriller

[Under Nonfiction Category]

24. Biography/Autobiography
25. Essay
26. Memoir
27. Narrative Nonfiction
28. Periodicals
29. Reference Books
30. Self-help Book
31. Speech
32. Textbook
33. Poetry (Can be both Fiction or Nonfiction)

Types of Books
All the books can be broadly classified under two main categories: FICTION and NON-FICTION.
Fiction

Fiction books contain a made-up story – a story that did not actually happen in real life. These stories are derived
from the imagination and creativity of the authors and are not based on facts.

The Alchemist by Paulo Coelho, 1984 by George Orwell, Harry Potter Series by J. K. Rowling are some of the
examples of fiction books.
Nonfiction

Non-fiction or nonfiction books are factual books. Unlike fiction books, they are based on facts and information
that can be verified to be true.

Some examples of non-fiction books are The Autobiography of Benjamin Franklin by Benjamin Franklin, How to
Win Friends And Influence People by Dale Carnegie, an encyclopedia, etc.
Sometimes you may come across another category named semi-fiction. Do not be confused. Even semi-fiction
books are taken to be work of fiction. Apart from the made-up story, these books also include some factual
information.
For example, the famous book The Kite Runner by Khaled Hosseini is based on real historical events of
Afghanistan, but the story told in this book is actually a made up one.
Genres of Books

The above types of books can be further divided into many sub-categories and each of these sub-categories is a
genre. We will discuss the different genres of books under fiction and non-fiction categories.

All the books can be broadly classified under two main categories: FICTION and NON-FICTION.

Fiction

Fiction books contain a made-up story – a story that did not actually happen in real life. These stories are derived
from the imagination and creativity of the authors and are not based on facts.

The Alchemist by Paulo Coelho, 1984 by George Orwell, Harry Potter Series by J. K. Rowling are some of the
examples of fiction books.
Nonfiction

Non-fiction or nonfiction books are factual books. Unlike fiction books, they are based on facts and information
that can be verified to be true.
 Above picture shows a flowchart of different genres of books. Each of these are briefly explained below. Number
1 to 23 are book genres under FICTION category.
Following is the list of different genres of books:
1. Action and Adventure
The stories under this genre usually show an event or a series of events that happen outside the course of the
protagonist’s ordinary life. The plot is mostly accompanied by danger and physical action. These stories almost
always move quickly and the high pace of the plot is usually an important part of the story.
Some examples of Action and Adventure books are:
 The Hobbit by J.R.R. Tolkien
 The Three Musketeers by Alexandre Dumas
 Life of Pi by Yann Martel

2. Anthology
An anthology is a collection of series of works such as short stories, poems, essays, plays, etc. by different
authors into a single volume for publication. The selection of such works is made based on some common theme
or subject of books and usually done by an editor or small editorial board.
For example: The Poets Laureate Anthology by Elizabeth Hun Schmidt

3. Classic
Classic refers to the fictions that are accepted as the most important and influential books of a particular time
period or place. These books are widely taught in schools.
Examples of classic books are:
 To Kill a Mockingbird by Harper Lee
 1984 by George Orwell
 Romeo and Juliet by William Shakespeare
 4. Comic and Graphic Novel
These books are based on a sequence of hand-drawn pictures. The story is usually told visually with very few
words and those words are mostly placed either in panels on top or bottom of pictures or as speech bubbles.
Some examples are:
 V for Vendetta by Alan Moore
 Batman: The Dark Knight Returns by Frank Miller
 Saga by Brian K Vaughan

5. Crime and Detective

As the name suggests, this book genre deals with crime, criminal motives and the investigation and detection of
the crime and criminals.
Popular examples of this genre are:
 Sherlock Holmes by Arthur Conan Doyle
 And There Were None by Agatha Christie
 Murder on The Orient Express by Agatha Christie

6. Drama
Dramas are stories composed in verse or prose, usually for theatrical performance, where conflicts and emotions
are expressed through dialogue and actions.
Examples of drama are:
 Hamlet by William Shakespeare
 Waiting For Godot by Samuel Beckett
 The Crucible by Arthur Miller

7. Fable
Fables are fictional narratives in prose or verse that typically features personified animals, mythical and legendary
creatures, plants, etc. as the main characters. The characters in fable possess human qualities, such as the
ability to speak in human language. These legendary tales demonstrate some useful truth and are meant to teach
a moral lesson.
Examples of Fables are:
 The Lion And The Mouse by Aesop
 The Fox and The Grapes by Aesop

8. Fairy Tale
Fairy tale is usually a story for children that involves imaginary creatures and magical events.
Examples of this genre are:
 Hansel and Gretel by Engelbert Humperdinck
 Rapunzel by Brothers Grimm
 Beauty And The Beast by Gabrielle-Suzanne de Villeneuve

9. Fan-fiction
Fan Fiction, as the name suggests, is a fiction written by a fan of a particular book or book series. The characters
and the plot of fan fiction are usually taken from the original work but the story is different.
Some examples of fan-fiction are:
 Fangirl by Rainbow Rowell
 Harry Potter And The Method of Rationality by Eliezer Yudkowsky
 James Potter and the Hall of Elders’ Crossing by G. Norman Lippert
(All three books above are fan fiction of Harry Potter Series)

10. Fantasy
A Book under this genre contains a story set in a fantasy world – a world that is not real and often includes magic,
magical creatures, and supernatural events.
Some popular examples of fantasy are:
 Harry Potter And The Sorcerer’s Stone by J.K. Rowling
 The Lord of The Rings by J.R.R. Tolkien
 A Game of Thrones by George R.R. Martin
 11. Historical Fiction
Historical fiction is a genre of book that includes writings that reconstruct the past. The story is set in the past
keeping the manners, social conditions and other details of that period unchanged. The writers incorporate the
past events or people in their fictitious stories.
Examples of this historical fiction are:
 Gone With The Wind by Margaret Mitchell
 The Nightingale by Kristin Hannah
 A Tale of Two Cities by Charles Dickens

12. Horror
Horror is a genre that is intended to or has the ability to create the feeling of fear, repulsion, fright or terror in the
readers. In other words, it creates a frightening and horror atmosphere.
Examples of horror fiction are:
 The Shining by Stephen King
 The Exorcist by William Peter Blatty
 It by Stephen King

13. Humor
Humor fiction is usually full of fun, fancy, and excitement. It is meant to entertain and sometimes cause intended
laughter in readers.
Examples of humor fiction are:
 The Hitchhiker’s Guide to The Galaxy by Douglas Adams
 Good Omens by Neil Gaiman and Terry Pratchett
 Three Men in a Boat by Jerome K. Jerome

14. Legend
It’s a story, sometimes of a national or folk hero that is considered to be based on facts but also includes
imaginative material. Narratives in this genre may demonstrate human values, and possess certain qualities that
give the readers a reason to believe in the tale.
Examples of Legend fiction are:
 The Song of Achilles by Madeline Miller
 The Hollow Hills by Mary Stewart
 The Mists of Avalon by Marion Zimmer Bradley

15. Magical Realism

It is a genre of book wherein magical or unreal elements play a natural part in an otherwise-realistic environment.
Examples of magical realism are:
 One Hundred Years of Solitude by Gabriel García Márquez
 The House of the Spirits by Isabel Allende
 The Master and Margarita by Mikhail Bulgakov

16. Mystery
Mystery books have a suspenseful plot that often involves a mysterious crime. Suspects and motives are
considered and clues throughout the story lead to a solution to the problem.
Examples of mystery books are:
 The Da Vinci Code by Dan Brown
 The Girl With The Dragon Tattoo by Stieg Larsson
 Angels and Demons by Dan Brown

17. Mythology
These books include a legend or traditional narrative, often based in part on historical events, that reveals human
behavior and natural phenomena by its symbolism and often pertaining to the actions of the gods.
Examples of mythology books are:
 Mythology by Edith Hamilton
 Treasury of Greek Mythology by Donna Jo Napoli
 Norse Gods and Giants by Ingri and Edgar Parin d’Aulaire
 18. Realistic Fiction
Realistic fiction has a story that is true to life and seems real but isn’t actually real. Stories under this book genre
are often set in modern times and have characters who seem like real people.
Examples of realistic fiction are:
 Thirteen Reasons Why by Jay Asher
 The Fault in Our Stars by John Green
 Wonder by R.J Palacio

19. Romance
The primary focus of romance fiction is on the relationship and romantic love between two people. These books
have an emotionally satisfying and optimistic ending.
Examples of this book genre are:
 Fifty Shades of Grey by E.L James
 The Notebook by Nicholas Sparks
 Perfect Chemistry by Simone Elkeles

20. Satire
Satire is a genre of book that entertains making fun of vices, foolishness, shortcomings, etc. of individuals,
corporations, government, or society through sarcasm and irony. It is often done with the intention of inducing
the sense of improvement among people.
Although satire is usually meant to be humorous, the humor often shows the dark truth of the society and is
meant to work as constructive social criticism.
Examples of Satire are:
 Animal Farm by George Orwell
 Catch-22 by Joseph Heller
 Cat’s Cradle by Kurt Vonnegut

21. Science Fiction (Sci-Fi)

Science Fiction typically deals with imaginative and futuristic concepts such as advanced science and technology,
time travel, extraterrestrial life, etc. The stories are often set in the future or on other planets.
Examples of this book genre are:
 The Hunger Games by Suzanne Collins
 The Martian by Andy Weir
 Dune by Frank Herbert

22. Short Story

A short story is a short prose fiction that typically can be read in one sitting. The stories under this genre often do
not have subplots. It deals with a few characters and aims at the unity of effect and often concentrate on the
creation of mood rather than plot.
Examples of short stories are:
 Interpreter of Maladies by Jhumpa Lahiri
 The Illustrated Man by Ray Bradbury
 The Lottery by Shirley Jackson

23. Suspense/Thriller
This genre of book is characterized and defined by the moods they evoke among the readers, giving them
heightened feelings of suspense, excitement, thrill, surprise, anticipation, and anxiety. Literary devices such as
plot twists and cliffhangers are extensively used in this genre.
Some popular examples of suspense/thriller books are:
 Gone Girl by Gillian Flynn
 The Girl Who Played With Fire by Stieg Larsson
 Deception Point by Dan Brown
Above genres of books were under FICTION category.
 Now, following is the list of different genres of books under NON-FICTION category:

24. Biography/Autobiography
Biography is a narrative on someone’s life written by someone else. When a person himself writes about his life,
then the book is called an autobiography.
Some examples are:
 Steve Jobs by Walter Isaacson
 Edison: A Biography by Matthew Josephson
 The Autobiography of Benjamin Franklin by Benjamin Franklin

25. Essay
An essay is usually a short literary composition that reflects an author’s outlook or point of view on a particular
topic.
Examples of some popular essays are:
 A Modest Proposal by Jonathan Swift
 On The Pleasure of Hating by William Hazlitt
 As a White Slave by Nellie Bly

26. Memoir
A memoir is basically a collection of memories that an individual writes on moments or events that he experiences
in his life. These writings are taken to be factual.
Sometimes a  Memoir is taken to be an autobiography, but they are actually different. An autobiography is an
account of the person’s entire lifetime, but a memoir is an account of only a narrower set of the author’s
experience.
Some example of memoirs are:
 The Glass Castle by Jeannette Walls
 Educated: A Memoir by Tara Westover
 The Liars’ Club by Mary Karr

27. Narrative Nonfiction

Narrative nonfiction (also known as literary nonfiction or creative nonfiction) is a genre of books that uses literary
styles and techniques to create factually accurate narratives in a format that tells a story.
Some examples of Narrative nonfiction are:
 Into Thin Air by Jon Krakauer
 The Boys in the Boat by Daniel James Brown
 In Cold Blood by Truman Capote

28. Periodicals
Periodicals as the name suggest, are written periodically at regular definitive
intervals. Newspapers, magazines, Journals are some examples.

29. Reference Books

These are books that we refer to when we need some specific information. Some examples of this genre of books
are a dictionary, an encyclopedia, an atlas, etc.

30. Self-help Book

Self-help books contain information that is intended to help the readers to solve their personal problems and
make their life better.
Some Popular examples of self-help books are:
 How to Win Friends and Influence People by Dale Carnegie
 The 7 Habits of Highly Effective People by Stephen Covey
 Think And Grow Rich by Napoleon Hill

31. Speech
This is a public address or discourse written into a book.
Examples of speech books are:
 Lend Me Your Ears by William Safire
 The Penguin Book of Historic Speeches by Brian MacArthur (Editor)
 32. Textbook
A textbook is a manual of instruction in any branch of study. It contains an authoritative and detailed factual
description of a topic. Textbooks are produced as per the demands of educational
institutions. Mathematics, science, and history textbooks taught in schools are some basic examples.

33. Poetry
Poetry is one of the most important genres of books in which the expression of feelings and ideas is given
intensity by the use of distinctive style and rhythm. Poems written under poetry can be of different types according
to the style in which they are written.
Poetry can fall into both Fiction and Non-Fiction categories. If the poetry is based on facts, it will be a
nonfiction poetry, and if it is not based on facts then it will be a fiction poetry.

Some examples of poetry books are:

 Where The Sidewalk Ends by Shel Silverstein
 The Odyssey by Homer
 Paradise Lost by John Milton

.............................................................. MIDTERM EXAMINATION...........................................................

Informational and Reference Books
for children
Lesson 13
A Quick Guide to Selecting Great Informational Books for Young Children
Exposing children to a variety of informational text will stimulate development of background knowledge,
vocabulary, and comprehension skills. In this article, take an imaginary trip to a children's museum and learn how
to choose quality, high-interest informational books for young readers.

In recent years, the world of children's literature has exploded, flooding the market with a plethora of choices.
Almost a billion U.S. dollars in sales were reported in 2004 (Blough, 2004). With such an abundance of children's
books on any topic and in every genre, making good choices can be a dilemma for teachers and students. In an
analysis of young children's first attempts at reading, Pappas (1991) noted that they need to experience a variety
of texts in order to progress successfully as readers and writers. Furthermore, Pappas emphasized that teachers
should include informational texts in classrooms in order for children to experience broader language growth.
Duke (2004) encouraged teachers to find ways to include informational texts regularly and authentically.

Realizing young children are naturally curious, primary-level teachers spend much of the school day answering
their questions and reading books aloud in daily lessons as they connect to students' background knowledge and
enrich their vocabularies. Both of these practices can be improved by including informational texts, which can also
provide teachers with valuable resources (McMath, King, & Smith, 1998). Many experts agree that by including a
wide variety of books (with equal emphasis given to informational texts) a smoother transition may occur between
the stages of elementary school reading and intermediate-level content reading (Duke, 2004; Snow, Burns, &
Griffin, 1998).

As students have more experience with informational texts, teachers may also need to explain the text structures
commonly found in these books. Most teachers are familiar with the story elements in narrative texts, and
students learn quickly to recognize and recall those details from stories. Like narratives, informational texts
contain structures that students can learn to identify (Meyer & Freedle, 1984; Tompkins, 2005). Younger students
may be taught to use these structures in order to increase comprehension of content area texts at the
intermediate level and beyond (Moss, 2004).

In their discussion of informational (nonfiction) trade books, Palmer and Stewart (2003) found that for students to
successfully interact with these texts the classroom teacher must play a critical role. The teacher should be
knowledgeable about informational books while increasing students' access. Although primary-level teachers
have begun to recognize the importance of including informational texts into classroom routines, selecting the
best books can be confusing. With the help of a simple checklist (see Figure 1) and an imaginary trip to a
children's museum, teachers and parents can quickly choose quality, high-interest informational books for young
readers.

Cover
Imagine walking into a children's museum with a group of eager students. What first grabs their attention? Does
the entrance invite them to come insideand experience something exciting? The first item on the book checklist is
the cover; it should open the door and usher readers into an intriguing new world. A good cover provides a
showcase of crisp, colorful illustrations or photographs. For the younger reader, bright primary-based colors are
most eye-catching. Along with illustrations, an attention-grabbing title should spark inquisitiveness in the reader.
Is the title short enough to entice interest? Are the words understandable and in a large enough font? Examples
of informational books with eye-catching covers include Bats (Wood, 2000), Fishy Tales (Lock, 2003), and Big
Bugs (Simon, 2005). In recent years, publishers such as National Geographic and Dorling Kindersley have set the
bar high for other children's book publishers in providing enticing covers and titles.
Topic or Content
As your group strolls through the first imaginary museum exhibit of informational texts, does the content grab their
attention? The next item on the checklist points to the importance of interesting content. Topics included in great
nonfiction children's books should be exciting to the reader and have a touch of mystery thrown in for good
measure. Does the writer share intriguing facts like a tour guide, inviting unsuspecting travelers to followhim or
her into the information jungle?

In this age of information, providing children with accurate and reliable content should be of utmost importance.
When selecting informational books for younger students, teachers and parents may look for evidence of
reputable background research. Does the writer provide the reader with references, sources, or
acknowledgements of consultations with leaders in the field of expertise? One well-known author of children's
informational books, Seymour Simon has authored more than 200 quality books on a wide variety of topics.
Books such as Super Storms (2002), Seymour Simon's Book of Trucks (2000), Incredible Sharks (2003), and
Danger! Earthquake (2002) represent only a few of Simon's titles that provide children with captivating yet
dependable content.

Illustrations
Great museum designers understand that every display must have a balance of fascinating visual effects yet
provide enough factual information to stir the interest of visitors as they pass along the tour. The next item on the
checklist relates to illustrations and captions. All illustrations should be clear and large but not overly crowded or
busy. In great nonfiction texts for children, photographs are always important; white or light backgrounds can
provide appealing contrast. Do the illustrations explain and enhance the content? Are the labels and captions
simple yet sufficient? Over the last two decades, a number of publishers have included high-quality, detailed
photographs in their children's informational books. Authors of books such as Chameleon, Chameleon (Cowley,
2005) and Mud, Mud, Mud (Meharry, 2001) have followed the trend of integrating colorful photographs to
reinforce the content. Other authors continue to use a variety of art mediums, such as the watercolor illustrations
in The Bird Alphabet Book (Pallotta, 1987), to carry the text.

Organization
Traveling further into our children's museum of great informational books, do you notice how the arrangement of
the rooms and strategically placed signs move visitors along a well-designed path? Organization of the book, the
next item on the checklist, is as valuable to the reader as a road map or museum sign. Younger readers' attention
should float effortlessly between the illustrations and the text as they browse unique topics of interest. When
appropriate, does the book include a table of contents, index, and glossary? Are clearly divided sections,
headings, and subheadings provided?

The Best Book of Volcanoes (Adams, 2001) is a good example of well-designed organization. This book begins
with a pictorial table of contents; has clear divisions between topics, subtopics, illustrations, and text; includes an
illustrated glossary; and ends with an index. While a young child may not be able to read the text independently,
the organization encourages readers to fully browse and learn facts about volcanoes. For the younger
independent reader, the authors of Bugs, Bugs, Bugs! (Reid & Chessen, 1998) clearly separate the text from the
illustrations, name a single insect body part on each page, and end with two pages of interesting insect facts and
a simple index.

Font Size and Type

One last stop before exiting our imaginary museum' the final checklist item involves an examination of the text
font. Letter size and type, especially for younger children, should be large and simple. Smaller, unconventional
lettering distracts inexperienced readers and interferes with comprehension. Do the spacing and placement of the
words make the passages easy to read? Can a young reader effortlessly follow the text along each page?
Publishers such as Scholastic, Sundance, and Newbridge have begun to recognize the importance of providing
beginning readers with series of short, simple informational books that are easy to read independently. One such
series, Scholastic Time to Discover, includes titles such as Ants, Bees, and Butterflies (Berger & Berger, 2002) in
which the font is large, consistent in placement and spacing, and easy to read.

Today, great selections of informational books abound for young children, yet choosing which to use does not
have to be difficult. As primary-level teachers recognize the importance of including these texts consistently,
learning to select the best books can be made easier with this quick checklist (see Figure 1). By examining five
main characteristics of quality informational books, educators should quickly breeze through the selection
process. While good informational books may not have every characteristic on this checklist, when used regularly
it can be an easy-to-use guide for evaluating informational books for young readers. Much like a butterfly gets its
wings, as explained and illustrated in Waiting for Wings (Ehlert, 2001), young students can fly away with facts
from quality informational books.

Informational and Reference Books for children

Learning is something that we can never stop doing; it is a way of life. When the books that we read to acquire all
this information needed to keep abreast of the happenings in science, history, and all sectors are well written, it
makes learning easier and so much fun. The Obooko information and reference genre are packed with very
educative reads, filtered by the best authors in the field.
 
Reference books that are not only informational but challenge you to take your interest to the next level of making
things happen are available in this genre. Healthcare books that provide facts and statistics about medical issues
are available to be downloaded for free. If you’re into politics, then you’re in the right place. Books like "the
government for a new tomorrow" and "the rise of the insane state" will keep you glued to your screen.

Add notes here:

_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________________

ACTIVITY
Name: _____________________________________________ Year and Course: ________________________
Instructions: Read The Content Below And Select One Book That You Think Is A Good Book For

Children. What Lessons Could They Get In Reading That Book? Place Your Answer below. (15pts.)

Autobiographical forms Lesson 14

Autobiography Outline 
Writing an autobiography is a big deal, and creating an autobiography outline template can save you lots of
frustration. The purpose of writing an autobiography template before writing the book is that it will serve as a
reference of your important life events. Although it may seem like a time-consuming extra step, taking the time to
write out an autobiography outline sample will ensure structure, flow, and can ultimately be a life saver.
An autobiography template outline is necessary to create a well written book. Suppose you started to write the
book and already have several pages written. As you are reading over your work, you realize that there are gaps
in the story and there is also a lot of irrelevant content. Bam! The blank outline template saves the day. With the
main topics, events, sub-topics, and sub-events already in place, you do not need to stop the flow of writing. In
fact, all you need to do is look back at this template, see where your story started to get off track, go back to this
spot, and resume writing. How wonderful!

Writing an autobiography outline:

 Write the title: Of course, this can be changed as you go through the process of writing the book,
but have a working title for the time being.
 Next, write a few sentences (under the title) explaining why you are writing the autobiography. This
will help you determine the focus of the book.
 Now comes the fun part. Create a series of chronological headings for the main chunk of the
autobiography outline. Write out important childhood memories, pivotal life events, places you
lived, etc…
 Under each major heading, create subheadings. Include ages, dates, other people, and expand on
each event.
Phrases as the First Sentence of Your Autobiography
Use one of these phrases as the first sentence of your autobiography:
1. I was born in…
2. I was an active (or quiet, knowledge-loving, shy, curious, etc.) child.
3. My childhood dream was…
4. My earliest memory is…
5. I am grateful to my parents (or teachers, friends, etc.) because…
6. My role model was…
7. My lifetime dream is…
8. The most memorable day of my life was…
9. One phrase that I will never forget is…
10. If only one of my dreams could come true, I would wish for…
11. My main belief in life is…
12. I am driven by my desire/passion/wish to…
13. The main lesson that my parents taught me was…
14. The childhood hobby that most shaped my personality is…
15. One event that influenced who I am today is…
16. My motto in life is…
17. My favorite book/movie/author is…
18. When I was growing up, I always dreamed of becoming a…
19. One thing I wish I knew five (or ten, twenty, etc.) years ago is that…
20. My favorite childhood picture is...

ACTIVITY: Writing Autobiography

Name: _____________________________________________ Year and Course: ________________
Biography
Lesson 14
NOUN

an account of someone's life written by someone else.

synonyms:

life story · life history · life · memoir · profile · account · bio · biog · prosopography

o biographies as a branch of literature.
o a human life in its course.
"although their individual biographies are different, both are motivated by a similar ambition"

Biography, form of literature, commonly considered nonfictional, the subject of which is the life of an individual.
One of the oldest forms of literary expression, it seeks to re-create in words the life of a human being—as
understood from the historical or personal perspective of the author—by drawing upon all available evidence,
including that retained in memory as well as written, oral, and pictorial material.
 

Aspects
Historical
Biography is sometimes regarded as a branch of history, and earlier biographical writings—such as the 15th-
century Mémoires of the French councellor of state, Philippe de Commynes, or George Cavendish’s 16th-
century life of Thomas Cardinal Wolsey—have often been treated as historical material rather than as literary
works in their own right. Some entries in ancient Chinese chronicles included biographical sketches; imbedded
in the Roman historian Tacitus’s Annals is the most famous biography of the emperor Tiberius; conversely, Sir
Winston Churchill’s magnificent life of his ancestor John Churchill, first duke of Marlborough, can be read as a
history (written from a special point of view) of Britain and much of Europe during the War of the Spanish
Succession (1701–14). Yet there is general recognition today that history and biography are quite distinct forms
of literature. History usually deals in generalizations about a period of time (for example, the Renaissance),
about a group of people in time (the English colonies in North America), about an institution (monasticism during
the Middle Ages). Biography more typically focuses upon a single human being and deals in the particulars of
that person’s life.
Both biography and history, however, are often concerned with the past, and it is in the hunting down,
evaluating, and selection of sources that they are akin. In this sense biography can be regarded as a craft rather
than an art: techniques of research and general rules for testing evidence can be learned by anyone and thus
need involve comparatively little of that personal commitment associated with art.

The biographer writing the life of a person recently dead is often faced with the opposite problem: an abundance
of living witnesses and a plethora of materials, which include the subject’s papers and letters, sometimes
transcriptions of telephone conversations and conferences, as well as the record of interviews granted to the
biographer by the subject’s friends and associates. Frank Friedel, for example, in creating a biography of the
U.S. president Franklin D. Roosevelt, had to wrestle with something like 40 tons of paper. But finally, when
writing the life of any person, whether long or recently dead, the biographer’s chief responsibility is vigorously to
test the authenticity of the collected materials by whatever rules and techniques are available. When the subject
of a biography is still alive and a contributor to the work, the biographer’s task is to examine the subject’s
perspective against multiple, even contradictory sources.

Psychological
Assembling a string of facts in chronological order does not constitute the life of a person; it only gives an
outline of events. The biographer therefore seeks to elicit from his materials the motives for his subject’s actions
and to discover the shape of his personality. The biographer who has known his subject in life enjoys the
advantage of his own direct impressions, often fortified by what the subject has himself revealed in
conversations, and of his having lived in the same era (thus avoiding the pitfalls in depicting distant centuries).
But on the debit side, such a biographer’s view is coloured by the emotional factor almost inevitably present in a
living association. Conversely, the biographer who knows his subject only from written evidence, and perhaps
from the report of witnesses, lacks the insight generated by a personal relationship but can generally command
a greater objectivity in his effort to probe his subject’s inner life.
 Ethical
The biographer, particularly the biographer of a contemporary, is often confronted with an ethical problem: how
much of the truth, as he has been able to ascertain it, should be printed? Since the inception of
biographical criticism in the later 18th century, this somewhat arid—because unanswerable—question has
dominated both literary and popular discussion of biographical literature. Upon the publication of the Life of
Samuel Johnson, James Boswell was bitterly accused of slandering his celebrated subject. More than a century
and a half later, Lord Moran’s Winston Churchill: The Struggle for Survival, 1940–1965 (1966), in which Lord
Moran used the Boswellian techniques of reproducing conversations from his immediate notes and jottings, was
attacked in much the same terms (though the question was complicated by Lord Moran’s confidential position
as Churchill’s physician). In the United States, William Manchester’s Death of a President (1967), on John F.
Kennedy, created an even greater stir in the popular press. There the issue is usually presented as “the public’s
right to know”; but for the biographer it is a problem of his obligation to preserve historical truth as measured
against the personal anguish he may inflict on others in doing so. Since no standard of “biographical morality”
has ever been agreed upon—Boswell, Lord Moran, and Manchester have all, for example,
had eloquent defenders—the individual biographer must steer his own course. That course in the 20th century
is sometimes complicated by the refusal of the custodians of the papers of important persons, particularly
national political figures, to provide access to all the documents.

Aesthetic
Biography, while related to history in its search for facts and its responsibility to truth, is truly a branch of
literature because it seeks to elicit from facts, by selection and design, the illusion of a life actually being lived.
Within the bounds of given data, the biographer seeks to transform plain information into illumination. If he
invents or suppresses material in order to create an effect, he fails truth; if he is content to recount facts, he fails
art. This tension, between the requirements of authenticity and the necessity for an imaginative ordering of
materials to achieve lifelikeness, is perhaps best exemplified in the biographical problem of time. On the one
hand, the biographer seeks to portray the unfolding of a life with all its cross-currents of interests, changing
emotional states, events; yet in order to avoid reproducing the confusion and clutter of actual daily existence, he
must interrupt the flow of diurnal time and group his materials so as to reveal traits of personality, grand themes
of experience, and the actions and attitudes leading to moments of high decision. His achievement as a
biographical artist will be measured, in great part, by his ability to suggest the sweep of chronology and yet to
highlight the major patterns of behaviour that give a life its shape and meaning.
 

Add notes here:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_______________________________________________________________________________________

Writing a detailed lesson plan Lesson 15-17

A teacher usually makes a daily lesson plan to teach a specific course of instructions. The sole purpose
of a detailed lesson plan is to outline the program for a lesson in simple details, which will include
the lesson’s objective, how the objective is going to be achieved and a way of testing how well the objective was
received by the students.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A
daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference
of the teacher, subject being covered, and the needs of the students.
Sample Detailed Lesson Plan in English for Teaching Demonstration
Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a detailed description of the steps a
teacher will take to teach a particular topic. A typical DLP contains the following parts: Objectives, Content,
Learning Resources, Procedures, Remarks and Reflection.

Sample Detailed Lesson Plan in English for Teaching Demonstration (Grade 7)

 
Types of Sentences According to Use
 
Time Frame: 45 Minutes
 
Prepared by: Mark Anthony Llego
Objectives
At the end of the lesson the students should be able to:
1. Classify sentences according to their uses.
2. Construct declarative, interrogative, imperative, and exclamatory sentences.
3. Read sentences correctly and clearly with expressions.
4. Show teamwork and cooperation through participating in a group activity.
Contents

     

Different Types of Sentence Grammar and Composition 4 Visual Aids, Charts, Flash Cards,
According to Structure by Prentice Hall Pictures, Name Tags

Proficiency in English 8 by
Simeon Tabunda

Procedure
A. Learning Activities
 
   

“Good Morning Class...” “Good Morning Ma’am!”

“Let us pray first...” (One Student will lead the Prayer)

(Checking of Attendance) (Students will tell who’s absent for the

day)

“So how’s your day? Is it good so far?” “It was great Ma’am!”

“That’s good to know. So, are you to discuss our new topic “Yes Ma’am!”
today?’

“Okay that’s good, so let’s begin this with a group activity! Are “Yes Ma’am!”
    

you ready?

Motivation
 
Group Activity
 The students will be divided in to four; each group will be given pieces of paper with words written on them. They
will be asked to arrange the words in order to make a sentence.

 They will come up with the following sentences:

1. Philippines is rich in natural resources.

2. When did you go visit the white island?
3. Please give the certificate.
4. I can’t believe it! We won!
 

   

Presentation (Students will give their answers)

“Very nice! I am very pleased you were able to finish the task given
to you. Now let’s discuss your answers. Anybody who can tell me
what he/she notices with the following sentences?”

Discussion (Student will volunteer to read the

first sentence: “A declarative
“Very good observation! Now, let me introduce you the four types sentence states a fact or opinion and
of sentences. Would someone read this sentence for me?” ends with a period.)

“Thanks. Now, let’s take a look at the sentence that group 1 came (Student answers: Ma’am, because
up with. This one is a declarative sentence. Could you tell me the it gives an idea and it states a fact. It
reason why it’s classified as declarative?” also ends with a period)

“Very good. Well said. Now, can somebody give me an example of (Students answer)
a declarative sentence?”

“Nice answers! Now let’s talk about the second type of sentence. (Student will volunteer to read the
Would someone read the definition written on the board?” first sentence: “An interrogative
sentence asks a question and ends
with a question mark.)

“Nice one and could you give me an example as well?” (The student will give an example.)

“Very good! It’s easy to understand, right? Remember that an “Yes, Ma’am!”
interrogative sentence ends with a question mark. The sentence
   

that group 2 came up with is an example of it! Did you get it?”

I also want to remind you that you have to read an interrogative “Yes, Ma’am!”
sentence well. You have to sound like you’re really asking a
question. Don’t just read it as if it’s a declarative sentence so you
won’t be misunderstood when someone listens to you.”

“That is wonderful! So let’s proceed to the next type of sentence “An imperative sentence expresses
which is the imperative sentence. Read the definition, a request or gives a command or
____________.” direction. It also and ends with a
period or exclamation mark.”

“Thanks. Now, let’s check the sentence that group 3 came up with. (A student volunteers and answers:
It ends with a period but that doesn’t mean it’s a declarative Ma’am, it’s because the sentence do
sentence. Can somebody explain the class why?” not state a fact an opinion. It states a
request.)

“You got it! Perfect! Now, I want you class to give me an example (students volunteer to give their
of an imperative sentence that gives an order or direction.” answers)

“Oh! Well done! So, what about an imperative sentence that (students volunteer to give their
expresses a request?” answers)

“Oh! I could see that you got a little confused with the imperative (Student reads: “An exclamatory
sentence but I am glad you were able to get its function. Nice try sentence conveys emotion and ends
for those who gave their answers! Now let’s discuss the last type of with an exclamation mark.”)
sentence. Exclamatory sentence. Read the definition,
___________.”

“Thanks. That’s good. Now, I know you’ll find it very easy to (students volunteer to give their
understand its function. Can somebody give me an example?” answers)

“Well done, class! Do you have any questions? Any clarifications?” (students says no)/(students asks
questions)

Analysis (students answer)

“Nice. I am pleased with your participation. Now let’s have a short

activity before you take the quiz.”

“Using the pictures shown on the board, I want you to form (students answer)
different types of sentences according to function.”
   

Picture 1 (student answers:

1. Declarative: Daniel Padilla is an

actor.
2. Interrogative: Is he famous?
3. Imperative: Could you please give
me his phone number?
4. Exclamatory: OMG! It’s I saw
Daniel Padilla!)

Picture 2 (student answers:

1. Declarative: They are asking for

directions.
2. Interrogative: Are they lost?
3. Imperative: Would you please tell
us how to get there?
4. Exclamatory: Help! We are lost!)

Picture 3 (student answers:

1. Declarative: The team won the

contest.
2. Interrogative: Did they win the
contest?
3. Imperative: Let’s clap our hands
for the winning team!
4. Exclamatory: Hurray! We won!)

Picture 4 (student answers:

1. Declarative: She reach the

mountain top.
2. Interrogative: Did she hike alone?
3. Imperative: Please take me to the
mountain top.
4. Exclamatory: At last! I reached the
top!)

Generalization (students answer)

“Now, class, let’s remember that sentences have four functions.

They can be declarative, interrogative, imperative or exclamatory.
Can you again tell me the differences of the four?”

“And let us also remember the right punctuations to use when

    

forming a sentence.”

 Application

 Group Activity: Make a short presentation depicting different situations. Make sure to use all types of sentences.

Group 1: You and your friends are in a concert.

Group 2: You are lost when you meet a group of friends having fun on the road.

Group 3: A famous actress visited your village.

Group 4: Your teacher informed you about your failing marks.
Evaluation

Directions: Read each sentence carefully and identify their function. Write DC if it is declarative, INC if it is
interrogative, IMC if it is imperative and EC if it is Exclamatory.
1. Samar Island is known for its beautiful caves and water falls.
2. Did the organization approve her proposal?
3. Isn’t her voice magnificent!
4. It’s a baby boy!
5. Call the insurance agent, please.
6. Watch out for that car!
7. What harm did the delay cause?
8. Most people do enjoy taking risks.
9. Is there anything else that I can get you?
10. Keep off the grass.

Assignment

Write a short narrative about your most unforgettable experience. Use at least 4 declarative, 4 imperative, 4
exclamatory and 4 interrogative sentences.

ACTIVITY

Name:____________________________________________ Year and Course: ________________

 

Instructions: Apply what you have learned about Biography. Compose/Write a sample biography. You can
choose from any close relative or family you have.
 
Note: Celebrities or  famous personalities is not allowed since their biography is available in internet.
How to Make a Lesson Plan
Making an effective lesson plan takes time, diligence, and an understanding of your students' goals and abilities.
The goal, as with all teaching, is to motivate the students to take in what you are teaching and to retain as much
as possible. This wikiHow will provide some ideas that will help you get the most out of your class.

Method 1: Creating the Basic Structure

1. Know your objective
 
At the beginning of every lesson, write your lesson plan goal at the top. It should be incredibly simple. Something
like, "Students will be able to identify different animal body structures that enable eating, breathing, moving, and
thriving." Basically, it's what your students can do after you're done with them! If you want to do a bit extra,
add how they might do this (through video, games, flashcards, etc.).
 If you're working with very young students, you may have more basic aims like "Improving reading or

writing skills." It can be skill-based or conceptual. See the related wikiHow on how to write an
educational objective for more specific information.
2. Write your overview
Use broad strokes to outline the big ideas for the class. For example, if your class is about
Shakespeare's Hamlet, your overview might include covering where in the Shakespearean canon "Hamlet"
resides; how factual the history described might be; and how themes of desire and subterfuge might relate to
current events.
 This depends on the length of your class. We'll cover about half a dozen basic steps to any lesson, all of

which should be included in your overview. You're welcome to have more, however.
3. Plan your timeline
If there's a lot to cover in a fixed amount of time, break your plan into sections that you can speed up or slow
down to accommodate changes as they happen. We'll use a 1-hour class as an example.
 1:00-1:10: Warm up. Bring class into focus and recap yesterday's discussion on great tragedies; relate it

to Hamlet.[4]
 1:10-1:25: Present information. Discuss Shakespearean history briefly, focusing on his creative period 2

years before and after Hamlet.

 1:25-1:40: Guided practice. Class discussion regarding major themes in the play.[5]

 1:40-1:55: Freer practice. Class writes single paragraph describing current event in Shakespearean terms.

Individually encourage bright students to write 2 paragraphs, and coach slower students.[6]
 1:55-2:00: Conclusion. Collect papers, assign homework, dismiss class.

4.Get to know your students.

Identify clearly who you are going to educate. What is their learning style (visual, auditory, tactile or a
combination)? What might they already know, and where might they be deficient? Focus your plan to fit the
overall group of students you have in class, and then make modifications as necessary to account for students
with disabilities, those who are struggling or unmotivated, and those who are gifted.
 Odds are you'll be working with a pile of extroverts and introverts. Some students will benefit more from

working alone while others will thrive in pair work or in groups. Knowing this will help you format
activities to different interaction preferences.[7]
 You'll also wind up having a few students that know just about as much as you do on the topic

(unfortunately!) and some that, while smart, look at you like you're speaking Neptunian. If you know who
these kids are, you'll know how to pair them up and divide them (to conquer!).

5.Use multiple student interaction patterns.

Some students do well on their own, others in pairs, and yet others in big groups. So long as you're letting them
interact and build off each other, you're doing your job. But since each student is different, try to allow
opportunities for all types of interactions. Your students (and the cohesion of the class) will be better for it!
 Really, any activity can be manipulated to be done separately, in pairs, or in groups. If you have ideas

already mapped out, see if you can revamp them at all to mix it up. It often just encompasses finding
more pairs of scissors!

6.Address a variety of learning styles.

You're bound to have some students that can't sit through a 25-minute video and others who can't be bothered to
read a two-page excerpt from a book. Neither is dumber than the other, so do them a service by switching up
your activities to utilize every student's abilities.
 Every student learns differently.Some need to see the info, some need to hear it, and others need to

literally get their hands on it. If you've spent a great while talking, stop and let them talk about it. If
they've been reading, come up with a hands-on activity to put their knowledge to use. They'll get less
bored, too!

Add notes here:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

ACTIVITY

Name: ______________________________________________ Year and Course: _______________________

Instructions: Apply what you have learned on how to write a lesson plan. Write/Encode your sample
lesson plan using LMs/Schoology. (50pts.)
...................................................................FINAL EXAMINATION..........................................................