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Children's Literature

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Samantha Holmes

on 5 March 2014

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Transcript of Children's Literature

Children's Literature
AT2 By Samantha Holmes
The Very Cranky Bear

Module 2: The Very Cranky Bear (Bland, 2008)
Module 3: Just a dog (Bauer, 2010)
Module 4: Memorial (Crew, 1999)

Just a dog
This where text can go
Language Features
Rhyme is also featured in the The very cranky bear (Bland, 2008), with examples such as:

"day" rhyming with "play" (pp.6) as well as "gold" rhyming with "cold" (pp.10).

According to Tompkins (2010), rhyme guides students when reading through the use of similar sound combinations. Rhyme allows students to get into a 'flow' when reading the text and this flow allows students to develop their fluency (Winch et. al, 2012).
With developing fluency rhyme allows students to begin thinking and guessing about what may happen next (Winch et. al.,, 2012).

Visual Elements
Irregular sized fonts help develop expression
(Stafford, 2010) as it encourages reading with an emphasis thus developing fluency (Winch et. al, 2010)
Assists to develop the animals' personalities.
In the image provided (Bland, 2008, pp. 17 &18) Bear can be seen standing over Sheep; such an image would reinforce to the responder that the Bear really is cranky and frightening.
Gaze is used in the same image to show that Sheep is being dominated by the bear as he appears
submissive, as suggested by his body language, as he is seen arched over the rock.
Visual elements can tell more about the story than the words. Framing is used in the text and within the images themselves to highlight the main components of the story (Stafford, 2010) for example bear is standing directly in the center, hands on hips demanding the focus.
Moose, Lion and Zebra line the bottom of the page as they look on at their 'creation' while sheep is off to the side being
the quiet observer.
Teaching Activity
Critical Literacy
The very cranky bear (Bland, 2008) features a strong emphasis on social
skills. Through critical literacy students will be able to reflect on their own
values, beliefs, and attitudes (Mulhern & Gunding, 2011).
Some of these skills are:
Respect and
Problem solving.
Language Features
Visual Elements
Critical Literacy
Teaching Activity
Grade: Year 2 Focus: Visual Elements
Language Features:
Critical Literacy:

Teaching Activity:
Visual Elements

There is symbolism present on the front cover of most of the editions (Winch et. al., 2010); with Mister Mosely's heart shaped patch representing the love Mr Mister Mosely has for the family.
Corey describes this feature in the text stating that Mum believes Mister Mosely's heart was "too big to big for all of it to fit on the inside" (Bauer, 2010, pp. 19)
Grade: Year 4 Focus: Language Features

‘Just a dog’ is a novel that conveys the family dynamic of the Ingram family household and how Mister Mosely (the family’s dog) plays a pivotal role by keeping the family together through their hardships.

The text is presented as a series of chapter size stories with each story featuring an event/ memory related to Mister Mosely.

Written in 1st person to encourage text-to-self analysis (Winch et. al., 2010) this text allows students of a similar age to 10 year old Corey, the narrator, to experience an understanding of the perspective of a character similar to themselves thus forming an instant connection to the text (Lukens, 2007)

Colloquial Language such as "sook", "reckon" (pp. 34), "boofy" and "boxy" (pp. 19) is used within the text to complement the journal style of the text and strengthen the voice of the narrator (Winch et. al, 2010).

The use of adjectives for example ‘chopped’ and ‘grizzled’ enhance the descriptions used within the story (Campbell & Green, 2006)

The illustrations in memorial are constructed to feature the various moods of the story . Graphite pencil and collage is used on pages 8&9, acrylic paint and pencils are used on pages 4&5 (Tan, 2014)
Images are constructed over double pages in order to enhance the impact of the images.
Use Stafford (2010) when talking about evoking an emotional response to the images
Tan (2014) notes that is was memories, not so much a reading journey.

semiotic choices, such as colour and symbolisation, such as the tree symbolising family or another unknown soldier, are also used to ehance the emotional response of the responder (Kress & van Leeuwen, 2006).

Tan (2014) states that the purpose of Memorial (1999) is to open a passage for its readers to think about the way symbols really work in relation to collective memory, as a container that needs to be continually topped up to have any currency.

By critically examining this text students will will consider texts beyond their literal meanings (Winch et. al, 2010) and question the purpose and motives behind them.

Grade: Year 7 Focus: Critical Literacy
Children can analyze and discuss and respond to a particular situation in order to demonstrate their ability to form good judgements and apply this skill when facing their own obstacles in life (Lukens, 2007; Winch et. al., 2012).
The Visual Elements of Memorial (Crew, 1999) are stunning. The double page of Old Pa is especially moving, as many details of his wartime life are included; such as his friends (bottom right), his army registration number, his medals and of course his facial expression. All these components support the mood of the story (Hall, 2006)
Tan (2014) notes that most of the illustrations are about building up mood in a metaphorical way - a broken kite, some coloured teacups, a germinating seed, a beetle taking off and landing, and so on. The detail in Old Pa's face is haunting as the use of various materials in fragmentary pieces has succeeded in emulating the ‘texture’ of memory (Tan, 2014)
Memorial (Crew, 1999) is the story of a Moreton Bay Fig tree planted as a memorial to Australian soldiers killed during wartime, The tree is scheduled to be cut down by the council and this story illustrates the emotion and consequence of such a decision four generations of one family as they explore the effects of a century of war.
Thank you for viewing
my prezi.

Just a dog (Bauer, 2010) offers many opportunities to explore ethical dilemmas that relate to everyday life (Lukens, 2007). In order for students to examine Just a dog (Bauer, 2010) critically the classroom environment must be one in which students feel comfortable sharing their unique stories and experiences (Mulhern & Gunding, 2011). Students must feel safe before they are able to explore real life issues together. Some of the issues present in the text are:
Over time, students will learn that all texts are based on perspectives, and that while some perspectives are given voice, others are simultaneously silenced (Mulhern & Gunding, 2011) within particular texts. Within Memorial (Crew, 1999) students will look critically at the language used to position the family against the council in the fight to save the tree.
Students can discuss and debate in order to form better judgments (Winch et. al. 2012) about the issues being addressed.
Students' will examine, question, evaluate and respond to the language and visuals in Memorial (Crew, 1999) in order to develop a list of key issues the family raises.
This collection of opinions will then be used by students to draft a letter to the council petitioning the removal of the tree.

EXTENSION: Students swap their letter with a peer and draft the councils response to their peers' letter. In doing so the students will have to examine and develop an unbiased perspective (Luke, 2000) in order to write a letter from the council that addresses the councils opinion and clearly states why the council has chosen to remove the tree.
Curriculum Links:
Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts paying attention to prejudice and oversimplification (ACELT1621, ACARA, 2013c).
The moment the
tree comes down...
Death of
a pet
The passing of Mister Moe is a tragic experience for Corey.
However, he focuses on the life and laughter shared with his best friend and role-models acceptance for the reader.
The family, especially Corey's father, struggle throughout the text with various challenges from; depression, job loss, financial hardship, possibly infidelity and self esteem issues.

Corey's perspective as the narrator means that these issues are not explicitly mentioned however they can easily be identified after some reflection.

Personal Responsibility
Corey experiences guilt over the accident that injured Moe.

Coming of age is also somewhat present as Corey's dad tries to 'toughen up' Corey after Moe's death. Dad also offering Corey beer at the wake also had cultural significance (be that good or bad).

The introduction of a sibling is also referenced.
Corey admits to not really having anyone to play
with other than Mister Mosely.
Bland has skillfully selected words to develop the characters, and provide an insight into their subsequent personalities by using evaluative describers (Derewianka, 2011) such as “marvelous”, “golden” and "fantastic" to describe Zebra, Lion and Moose. Sheep, was only attributed the word "plain", this allows the sheep to be the surprise hero of the story.
Such use of language is beneficial to emergent readers (Winch et. al., 2012) as they begin to realize that the author crafted the line in order to mislead the responder about the Sheep's worth.
Alliteration is used within the text to create rhythm (Hall, 2006); an example of this is the line "Jingle, Jangle Jungle"; This use of alliteration also supports students' phonological awareness (Campbell and Green, 2006; Winch et. al., 2012) as students manipulate the sound in response to variations in the words spelling.

It is this manipulation that allows students to feel the change of sound in their mouths as they read the text and say the words. In doing so students learn to become aware of their phonological organization (Winch, Johnston, March Ljungdahl and Holliday, 2012) which prepares students for difficult vocabulary within harder texts.
Not making assumptions and forcing what is best for you onto others is the underlying message; that what makes you happy might not make someone else happy.
Curriculum Link:
Discuss how authors create characters using language and images (ACELT1581, ACARA, 2013)
Students will create an A4 page profile/ bio of each character in the story using the characters features and how particular words and images convey qualities of their nature; in order to accurately profile each character, for example some characters are portrayed as shy, others adventurous. Students will also be required to accurately determine the physical traits and behaviour of the characters by critically examining the visual elements used.
EXTENSION: Student's can use their acquired knowledge from completing the profiles/ biographies task and write a section of the story from a particular characters perspective (such as Lion).
By using critical literacy in all aspects of life, not only are students transformed, they also might possibly transform or influence community, economic or political life (Anstey, M. & Bull, G., 2006, p. 38).
When Corey becomes lost and trusts strangers he could have potentially been in a great deal of trouble.
Curriculum Link:
Drawing upon literary texts create a text that offers an alternative point of view on key events/ ideas (ACELT1607, ACARA, 2013)
Students will choose a title for their story from the contents page (examples include: Mister Mosely with strangers and Things that scared Mister Mosely)
Students will write and illustrate the events from the chapter from the perspective of Mr. Mosely.
EXTENSION: Students once finished can choose to write an alternative ending of a chapter (such as Mister Mosely and strangers).
Word choice allows the council to be positioned as the opponent in the narrative.
This is communicated through the deliberate word choice in the sentence: “they’ll beat you son., The big boys will beat you every time” (p.24)

Old Pa speaks slowly with pauses and more abbreviations. His sentences are sometimes incomplete.
Dad speaks in a fast pace.
The pace is used in the book to signify what
member of the family is comfortable
with talking about Winch et. al., 2010).
The book cover must capture the mood of the text while still appearing balanced; engendering the desired emotion (Anstey, M. & Bull, G., 2006).
Purpose of the cover
Hot colours
- excitement, happiness and anger
Cool colours
- Harmony, peace and sadness
Book covers offer an interesting alternative to examining an entire picture book.
It is clearly evident that the publishers each had a different perspective about what the cover should look like.

My favourite cover would have to
be the german edition!
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