Grand Canyon University Literary Genres Matrix Fiction Genre Analysis Essay Having an understanding of various types of literary texts and genres of litera

Grand Canyon University Literary Genres Matrix Fiction Genre Analysis Essay Having an understanding of various types of literary texts and genres of literature is crucial in order to know how to integrate them into English language arts lessons in an elementary classroom.

Part 1: Matrix

For this assignment, you will complete the “Literary Genre Matrix” to describe different types of literary texts and how each can be implemented in the classroom.

Below are examples of fiction and nonfiction genre.

Fiction. Drama, fable , fairy tale, fantasy, folklore, historical fiction, horror, humor, legend, mystery, mythology, poetry, realistic fiction, science fiction, short story, tall tale, etc.
Nonfiction. Biography, essay, narrative nonfiction, speech, etc.

Choose two examples of fiction genre and two examples of nonfiction genre and address the following in the “Literary Genre Matrix.”

Definition of each form of chosen fiction and nonfiction genre.
Two examples of grade cluster appropriate texts for grades K-2, 3-5, and 6-8.
Two strategies to integrate each text selected into reading, writing, and listening instruction.
Two strategies to integrate chosen forms of fiction and nonfiction genre using a technology application.
Provide the name of the technology.

Part 2: Reflection

In 250-500 words, summarize and reflect on the different literary genre and how each can be implemented in your future classroom. Explain the strategies for student comprehension in reading. What strategies do you use to choose appropriate texts/genres for grade level strands? How does selecting the appropriate text support a positive attitude toward reading and comprehension skills?

Support your findings with at least two scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Literary Genre Matrix
Grand Canyon University: ELM 580
July 23, 2018
Literary Genre Matrix
Part 1: Matrix
Fiction
Definition:
Examples:
Text Integration Strategies:
1. Fairy Tale – a story for children
involving remarkable forces and beings
such as fairies, wizards, and goblins
2. Tall Tale – a greatly exaggerated story
that it very difficult to believe
Non-fiction
1. Biography – a written history of a
person’s life
2. Narrative Nonfiction– a report of a
situation or series of events from a
particular point of view
K-2
K-2
1. The Three Little Pigs retold by Flora
1.
Annie Steel
2.
2. Paul Bunyan by Steven Kellogg
3-5
1. Rumpelstiltskin by the Brothers Grimm 3-5
1.
2. Pecos Bill Rides a Tornado by John
Moder
6-8
2.
1. The Lion, the Witch and the Wardrobe
by C.S. Lewis
2. John Henry, Steel Driving Man by W. T. 6-8
1.
Blankenship
1. Teacher reads aloud with expression,
demonstrating what good readers do.
2. Mapping the Meaning – The teacher
writes a characteristic that is exaggerated
in the tall tale in the middle of a graphic
Abe Lincoln Remembers by Ann Turner
Winnie: The True Story of the Bear Who
Inspired Winnie-the-Pooh by Sally M.
Walker
The Man Who Walked Between the
Towers by Mordicai Gerstein
Henry’s Freedom Box: A True Story from
the Underground Railroad by Ellen
Levine
Jungle Pilot: Martyred Missionary to
Ecuador by Russell T. Hitt
2. Beyond Courage: The Untold Story of
Jewish Resistance During the Holocaust
by Doreen Rappaport
1. Stop-N-Think – Provide students with a
graphic organizer which will help them
process what they are learning when
reading an informational text. This helps
them to keep track of new information.
Technology Application
Strategies:
Technology Tools:
Part 2: Reflection
organizer. Students then provide the
images, emotions, and definition of the
word. The class then discusses why the
author has focused on that characteristic
(Illinois State Board of Education,
2012).
3. Read, Assess and Reflect – Students read
the story, take time to think of the
importance of the topic and then write a
journal entry about it (Illinois State Board
of Education, 2012).
1. Listening centers. Fairytale is play on a
CD or mp3 and students following along
with individual books.
2. Animated Tale Tales – Students can
watch animated stories of Paul Bunyan,
play interactive games and print off
other activities which can be done in the
classroom or at home.
http://www.animatedtalltales.com/
1. Allow students to look at biographies at
Duckster’s comprehensive set of
biographies for kids at
https://www.ducksters.com/biography/
Students can look for information about
individuals by name or by subject.
2. After reading the narrative nonfiction
about the Holocaust, use the webpage
Stories of the Holocaust
https://artsandculture.google.com/project/
the-holocaust to allow students to
research the Holocaust and go over the
writing process so they can write their
own narrative non-fiction.
-individual computers or iPads for students to do
research on
-Listening Center with headphones, recordings
of books and copies of book, enough for small
group of students
-Smartboard or individual iPads with
headphones
The goal of reading is to be able to extract meaning from what is read; to have a good comprehension. Therefore, teaching
comprehension strategies to students is crucial. Some of the key comprehension strategies which teachers should use are using prior
knowledge, predicting, identifying the main idea, summarizing, questioning and visualizing (Read Naturally, 2018).
When teaching narratives such as fairy-tales, tall-tales, and narrative non-fiction, teachers can help students understand the text
by having students map the story. As students identify the setting, characters, plot and theme of the story they will better understand
the narrative text. Teachers can also have students retell the story in their own words. This makes students decide what content was
important in the story. Students can then be encouraged to draw their own conclusions about the story (2018).
In teaching non-fiction texts such as biographies, essays, and speeches, texts where there is not a storyline, teachers can use the
structure of the text to help students determine its intent. Common text structures are cause and effect, problem and solution, compare
and contrast, description, and sequencing of events. When students understand these structures, they will better understand the
relationship between ideas and the overall meaning of the text (2018).
When the goal of reading is comprehension, teachers need to keep several things in mind. First teachers need to consider the
level of difficulty of the text. The text needs to be at the appropriate level ensuring students are capable of reading the text and yet
still challenge them. They also need to be able to comprehend the vocabulary of the text. Teachers should choose texts which will
support their instructional goals. Finally, teachers need to choose texts which will be engaging to students. Teachers need to know
students’ interests and find texts in those areas (Duke, 2010).
References
Duke, N. (2010). Choosing the right text. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_rc_pg_rec04.pdf
Read Naturally. (2018). Comprehension. Retrieved from https://www.readnaturally.com/research/5-components-ofreading/comprehension
Illinois State Board of Education. (2012). Common core teaching and learning strategies: English & language arts reading
informational text. Retrieved from https://www.isbe.net/Documents/ela-teach-strat-read-text-6-12.pdf
Literary Genre Matrix
Part 1: Matrix
Fiction
Definition:
Examples:
Non-fiction
1.
1.
2.
2.
K-2
K-2
1.
1.
2.
2.
3-5
3-5
1.
1.
2.
2.
6-8
6-8
1.
1.
2.
2.
© 2018. Grand Canyon University. All Rights Reserved.
Text Integration Strategies:
Technology Application
Strategies:
1.
1.
2.
2.
1.
1.
2.
2.
Technology Tools:
Part 2: Reflection
© 2018. Grand Canyon University. All Rights Reserved.

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