Elements of Modern Fantasy (Hancock, Ch. 4)

1. Notes to Share: Big Ideas from Your Hancock Textbook Chapters 6, 7, and 14stars link to websites if you are interested…

2. Elements of Modern Fantasy (Hancock, Ch. 4) • Fantasy: an element that exists only in the imagination • The imaginary elements provides the bridge that separates fantasy from realism • The reader (if willing) is transported to a world of imaginary settings, elements of magic, and heroes/heroines that possess incredible powers • Great fantasies can even reveal new insights into the world of reality (e.g., Thief Lord; Tuck Everlasting, Charlotte’s Web, James & The Giant Peach) • Abuse of power, life and death, justice under the law

3. Types of Fantasy • Animal fantasy - animals that possess human qualities in addition to their natural characteristics (Stuart Little by E.B. White) • Humorous fantasy - exxagerated tales (BFG by Roald Dahl) • Ghost fantasy - mystery and unexplainable happenings (Skellig by David Almond) • Time travel fantasy - characters shift in time (Magic Treehouse by Mary Pope Osborne) • High fantasy - heroic, dramatic questions (The Chronicles of Narnia by C.S. Lewis) • Science fantasy - fantasy balanced scientific fact with fiction (A Wrinkle in Time by Madeline L’Engle)

4. Characteristics and Benefits of Fantasy • It continuously makes the fantastic element ingenious and creative (but somehow believable) throughout the central events of the story • Quality fantasy provides an escape from reality to pretend, visualize, and dream about what might be. • Quality fantasy challenges and develops a child’s imagination • Quality fantasy provides ways for the reader to reflect on bigger life issues (e.g., morality, values, mortality, community, society)

5. Responding to Fantasy • Young readers: • appreciating the presence of magic and impossibility • Learning about fantasy “series” to inspire reading • Explore Magic Treehouse Series on the Internet! • Intermediate readers: • Reflecting with peers about the deeper meaning behind the magic • Artistic responses (writing, drawing, acting) to envision the hero/heroine in his/her glory in a triumph over insurmountable challenges • Technology Connection: Guardians of Ga’Hoole

6. Nonfiction literature (Hancock, Ch. 13) Biography • Biography • How authentic? Factual or fictional portrait • Amount of coverage? Whole life or certain events • Single person or multiple people in a group? (e.g., athletes, musicians, inventors, authors) • From whose perspective? 1st person autobiography, memoir, 3rd person, or an outsider • Quality Biography • Accuracy of fact and detail • Quality writing

7. Benefits & Responses to Biography • Benefits • Provides a model of how to gather and synthesize research on a person • Presents models of people whose hard work and determination helped to overcome obstacles - encourage readers to set high goals and achieve success • Responses • Write their own autobiography or another person • Compare/contrast subjects strengths & weaknesses • Technology Connection: Children’s Encyclopedia

8. Nonfiction Literature (Hancock Ch. 13): Informational Books • Informational books (expository) • Informational picture books (text & illustrations play a vital role in meaning) • Photographic essay (authentic photos to bring events to life) • Informational books with a narrative blend • Recent trends in informational books • Supported with evidence; links to illustration; unconventional formats; specialized topics • Orbis Pictus Award for Outstanding Nonfiction(National Council of Teachers of English NCTE)

9. Benefits & Responses to Informational Books • Benefits • Invites children into reading for learning and enjoyment • TONS of topics to peak familiar interests or stimulate interest in a new topic • Provides model for conducting research/inquiry • Responses • Biographies: Diary entries, oral dialogues • Conduct/present information on own topic • Interdisciplinary connections (fact and fiction) to broaden understanding of the topic • Technology Connection: Bicycle Heroes: Two Centuries

10. Interdisciplinary & Intertextual Connections and Response (Hancock, Ch. 14) • Literature Clusters: choose texts from across the genres (narrative, expository, and poetic) to increase depth of children’s understanding (vs. breadth) and foster making connections to multiple texts & formats • Expose students to all literary genres • Connect fact and fiction for both enjoyment and learning • Create opportunities for a range of response activities related to a core topic • Choose theme > core book > collection > design respons choices (that relate to district standards and learning objectives)

11. Interdisciplinary & Intertextual Connections and Response (Hancock, Ch. 14) • Theme Explorations: Organize much of your curriculum around topical themes (rather than content areas) • When done well, they help students connect learning across the disciplines (but pick a KEY life theme) • An explicit graphic/visual of the connections is key to staying on track (extended lesson plan) • Combine whole-class, small group and individual response activities • Integrate reading comprehension strategy use across the texts and topics • It’s tricky and complex - best when you have some experience!

12. Interdisciplinary & Intertextual Connections and Response (Hancock, Ch. 14) • Twin Texts Meet Technology • Blend fiction, non-fiction, and Internet websites • Use websites before (to generate prior knowledge), during (to provide a visual/interactive connection), and/or after reading (to stimulate a response). • Provide access to non-traditional formats and introduce new “genres” (e.g., blogs, wikis, online storybooks,interactive animations, audio and video) • Provide access to multiple perspectives (culture, language)