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RE: Nonfiction
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From: Lesley Colabucci <lcolabucci_at_yahoo.com>
Date: Mon, 05 Mar 2012 10:37:29 -0800 (PST)
I was fortunate to have a graduate class devoted to Nonfiction while at Ohi o State. We offer one at my current, much smaller, institution now. But it does not get offered very often on our graduate schedule. I usually can dev ote one week of my regular survey course to Nonfiction. Sometimes I can man age a separate week of Biography, but that did not happen this semester. On e night is not nearly enough but once these teacher candidates get their ha nds on high quality Nonfiction they they see the difference between what th ey thought Nonfiction was and what it really can be. This semester I pulled from Sibert and Orbis Pictus for book club groups.
Lesley Colabucci, Ph.D. Associate Professor Elementary and Early Childhood Education Millersville University of Pennsylvania PO Box 1002 Millersville, PA 17551-0302
51 Lyte Road 322 Stayer Hall
(717) 871-5462 (fax) (717) 871-5618 (office)
lesley.colabucci_at_millersville.edu
--- On Mon, 3/5/12, Claudia Pearson
wrote:
From: Claudia Pearson Subject: RE:
Nonfiction To: "Cappiello, Maryann" , "ccbc-net_at_lists.wisc.edu"
Date: Monday, March 5, 2012, 11:50 AM
Especially when using PBs to teach very=A 0young childre n, teachers need to be aware of the ways in which NF is shaped to tel l a satisfying story. For example, I have seen criticisms of some of th e recently published picture books about Rosa Parks because they tend to sugg est that her decision to sit was a spur of the moment decision rather than a planned action. Most PB biographies tend to avoid the more d ifficult parts of the subjects' lives in order to render them "superheros" and models of behavior and goal orientation. IMO, offering juxtaposing view points necessitates an understanding of the way in which certain facts are chosen while others go unmentioned. How would you suggest that a teacher ap proach these issues in the classroom?
Claudia Pearson co RA SCBWI SouthernBreeze pearsoncrz_at_earthlink.net www.LookAgainPress .com
Date: Mon, 05 Mar 2012 10:37:29 -0800 (PST)
I was fortunate to have a graduate class devoted to Nonfiction while at Ohi o State. We offer one at my current, much smaller, institution now. But it does not get offered very often on our graduate schedule. I usually can dev ote one week of my regular survey course to Nonfiction. Sometimes I can man age a separate week of Biography, but that did not happen this semester. On e night is not nearly enough but once these teacher candidates get their ha nds on high quality Nonfiction they they see the difference between what th ey thought Nonfiction was and what it really can be. This semester I pulled from Sibert and Orbis Pictus for book club groups.
Lesley Colabucci, Ph.D. Associate Professor Elementary and Early Childhood Education Millersville University of Pennsylvania PO Box 1002 Millersville, PA 17551-0302
51 Lyte Road 322 Stayer Hall
(717) 871-5462 (fax) (717) 871-5618 (office)
lesley.colabucci_at_millersville.edu
--- On Mon, 3/5/12, Claudia Pearson
wrote:
From: Claudia Pearson Subject: RE:
Nonfiction To: "Cappiello, Maryann" , "ccbc-net_at_lists.wisc.edu"
Date: Monday, March 5, 2012, 11:50 AM
Especially when using PBs to teach very=A 0young childre n, teachers need to be aware of the ways in which NF is shaped to tel l a satisfying story. For example, I have seen criticisms of some of th e recently published picture books about Rosa Parks because they tend to sugg est that her decision to sit was a spur of the moment decision rather than a planned action. Most PB biographies tend to avoid the more d ifficult parts of the subjects' lives in order to render them "superheros" and models of behavior and goal orientation. IMO, offering juxtaposing view points necessitates an understanding of the way in which certain facts are chosen while others go unmentioned. How would you suggest that a teacher ap proach these issues in the classroom?
Claudia Pearson co RA SCBWI SouthernBreeze pearsoncrz_at_earthlink.net www.LookAgainPress .com
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