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Literature Studies ESH 151
Transcript of Literature Studies ESH 151
Information not put into words is inferred by the pictures in this story, a humorous example of this is the expression on Bears face when he emerges in his 'costume', the text doesn't state that he was annoyed, but his expression certainly conveys that message. Through the captivating close ups of facial expressions of the characters in the story the author manages to highlight the characters feelings and moods.
The text is supported by the illustrations and each heighten the descriptive power of the other. Martinez and Harmon (2012) argue that illustrations play a role in character development. The illustrations allow the reader/viewer to infer that certain qualities and attributes can be attributed to the characters, solely through the illustrations. Marshall could be construed as a conscientious student; 'his eyes are always looking to the front, (p.6) and 'he prefers the paper' (instead of TV) (p. 14).
Literature Studies ESH 151
through different eyes
The very cranky bear by Nick Bland
The very cranky bear (Bland, 2008) is a delightful story about four friends looking for somewhere to shelter from inclement weather who come across a cave 'a perfect place to play'. Unbeknown to them, the cave is already occupied by a bear who does not take kindly to being woken up and chases them off. The friends assume that if they could cheer the bear up, he would welcome them back in. So they hatch a plan to give him the things that cheer THEM up. It is only when this plan obviously and hilariously backfires that one of the friends (the plain and thoughtful sheep) decides to ask the bear what it is he would like, that the problem is solved.
Language and literacy features.
This text has an abundance of language and literacy features that offer pleasure and opportunities for teaching and learning . The literature suggests that reading aloud to children in the early years assists with the expansion of imagination and is a positive contribution to children's language development (Umek, Fekonja, Kranjc and Musek, 2003).Rhyming language is a feature that emerges with a bouncy rhythm with lines like
'On a cold and rainy day four friends had nowhere warm to play'.
Alliteration in the form of 'in the jingle jangle jungle' and 'stripes are silly' are another literary tool used within this text and could promote language development by focusing on consonant sounds and the development of phonemic awareness.
Marshall Armstrong is new to our school (Mackintosh,2011) is a strory that incorporates the themes of starting at a new school, difference and acceptance of difference. Marshall is judged to be 'different' from the narrators perspective for a variety of reasons, he has 'spotty arms', 'his laces are straight not criss crossed', 'he eats space food', he doesn't watch TV and the list goes on. All of these observations are made by the narrator of the story a boy who sits next to Marshall. These differences are judged to be negative and because of these he is thought to 'not fit in'. All of this changes when Marshall throws a birthday party and his classmates see that his differences are no big deal and that Marshall is alright, although Marshall is different he is not less.
The language elements in this text are the way the story is told from the perspective of Marshall's classmate. The reader doesn't get a chance to hear Marshall's point of view at all. The pages where the narrator details all of Marshall's shortcomings uses language that state quite obvious facts that are supported visually but that infer layers of meaning; 'his things are quite different to mine'(p3-4) could be construed as not a good thing. Inferring is being able to 'read between the lines when the author implies something but doesn't exactly state it.'. Students develop deeper understandings of texts when they'read between the lines' to draw their own conclusions by using prior experiences (Cameron 2009).
Possible strategy for using this text
English/ Year2 /Literature / Examining literature.
ACELT 1592 - Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs.
Task: Explain to students the literary element of alliteration, reread the text aloud to see if students can identify the examples used in the text. As a whole group brainstorm an alliteration sentence for one of the characters in the text eg; big brown bear or marvellous moose. Students create an alliteration sentence for as many of the characters in the text they are able to and record in their books.
Is Bear really cranky?
Has bear been wrongly accused of being cranky? Watch the clip and listen to his side of the story!
English/Year 3/ Literacy/ Interpreting, analysing, evaluating.
ACELY 1680- Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features.
TASK: After rereading the text aloud students asked to compare and contrast the two main characters of the text. Whole class brainstorm of their similarities and their differences. Students then asked to record and complete the sentences; Marshall and the narrator have both similarities and differences. They are alike because they.......and.....are different because..........
Fox (Wild, 2000) is a powerful tale of friendship, belonging, temptation and betrayal. It is the story of Dog and Magpie who as two damaged friends combine to make an almost perfect whole. When Fox appears, like the snake in the garden of Eden, the dynamics of the friendship change. This text has been described as a fable that can be dissected to look at the human condition. Do the characters embody any of these themes? This text allows older students to evaluate motivation, what makes people /characters do the things they do? Winch et al. (2009) argue that concepts of right and wrong are socially constructed, but literature offers 'possibilities to enter into imaginitive dialogues that test these notions and experiment with them.
Writers often use expanded descriptions to build strong visual image and influence readers emotions.Derwianka (2011), states that a noun group is a valuable language resource as it can be extended to provide rich and detailed information.The language Wild (2000) has chosen evokes vivid imagery, lines like 'in the evenings, when the air is creamy with blossom (p.11), a smell of rage, and envy and loneliness (p.11). The use of simile to expand on Fox's behavior ' He flickers through the trees like a tongue of fire'( p.8) imbues this character with a sense of impending evil or disaster, this is magnified when the author tells us the reaction of Magpie to Fox's appearance; 'and Magpie trembles' (p.8). The story is told in first person which can create a sense of empathy between the characters and the reader.
Winch et al. (2009) argue that visual literacy is more than decoding images, it is the ability to 'analyse the power of the image and the how of its meaning in a particular context' (p. 519). Visually this book is stunning with the colours used evoking the feel of the harshness of the Australian bush. The text is written as though Magpie herself has scribed the words with a claw dipped in tar, with the text formatted in a non linear pattern, almost as though its swirls and unpredictableness represents lifes twists and turns. The image when Fox first appears, curled across the page (p.8) supports the text written in simile 'flickers through the trees like a tongue of fire' (p.8)
Possible strategies for using this text
English/ Year 6/ Language/ Examining literature
ACELT- Identify how language choice and imagery build emotional connection and engagement with the story or theme.
Task: Learn to describe aspects of a character using similes. After reading the text students are directed to the simile Wild uses to describe the character of Fox. Reread text and discuss as a whole class the features of a simile. As a whole class come up with a simile to describe a well known sporting hero and students then describe themselves (or someone they know) using simile. Record in their books.
All references included in this presentation can be found on reference list attached to submission sheet.