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Convey the magic found in fantasy literature. Enhance your skills in working with and presenting the often overlooked genre of fantasy. This valuable resource offers specific guidelines and examples to help teachers and librarians promote fantasy literature to students and to use fantasy in their lesson plans and programs. It also provides an in-depth view of the background, purposes, sources, and uses of children's and young adult fantasy literature.

* Practical ideas for lesson plans and program suggestions
* Ready-to-use booktalks and display ideas
* Up-to-date Internet resources included
* Extensive annotated bibliography for collection development

A wonderful resource of new literature ideas for teachers and librarians!

Tabla de contenidos provista por Syndetics

• Preface(p. v)
• Acknowledgements(p. vii)
• About the Authors(p. viii)
• Section 1 An Overview of Fantasy
• Chapter 1 Introducing Fantasy(p. 3)
• Definitions(p. 4)
• Types of Fantasy(p. 5)
• Traditional Fantasy(p. 5)
• Folktales(p. 6)
• Fables(p. 7)
• Myths(p. 8)
• Epics and Legends(p. 8)
• Contemporary Fantasy(p. 8)
• Contemporary Fantasy with Traditional Elements(p. 9)
• Categorizing Contemporary Fantasy(p. 9)
• High Fantasy(p. 9)
• Enchanted Realism(p. 10)
• Scope(p. 12)
• Conclusion(p. 12)
• List of Works Cited(p. 13)
• Chapter 2 Appreciating Fantasy(p. 15)
• Children's Response to Fantasy(p. 16)
• Belief That Inanimate Objects Have Life(p. 16)
• Belief in Magic(p. 16)
• Barriers to Appreciating Fantasy(p. 17)
• Internal Barriers(p. 17)
• Effort(p. 17)
• Sexism(p. 18)
• External Barriers(p. 18)
• Violence(p. 18)
• Escapism(p. 19)
• Fear(p. 20)
• Conclusion(p. 20)
• Works Cited and Further Reading(p. 21)
• Chapter 3 Discovering Fantasy(p. 23)
• Setting(p. 23)
• Point of View(p. 25)
• Characters(p. 26)
• Plot(p. 27)
• The Hero Journey(p. 28)
• Outward Journey(p. 28)
• Inward Journey(p. 30)
• The Child and the Hero Journey(p. 30)
• Theme(p. 31)
• Style(p. 32)
• Conclusion(p. 33)
• List of Works Cited(p. 34)
• Further Reading(p. 35)
• Section 2 Practical Ways to Share Fantasy with Children
• Chapter 4 Connecting Fantasy
• Suggestions for Integrating Fantasy into the Curriculum(p. 37)
• Science(p. 39)
• Plants(p. 39)
• Animals and Animal Habitats(p. 39)
• Human Body(p. 40)
• Technology(p. 41)
• Ecology(p. 41)
• Social Studies(p. 42)
• Geography and Geology(p. 42)
• Culture(p. 43)
• History(p. 43)
• Psychology and Sociology(p. 46)
• Humanities(p. 47)
• Art(p. 47)
• Books, Libraries, and Language(p. 47)
• Music(p. 48)
• Mathematics(p. 49)
• Language Arts(p. 50)
• Sample Lesson Outlines(p. 52)
• Outline 1 Discovering Dinosaurs and Fossils(p. 52)
• Outline 2 Discovering Nouns(p. 55)
• Outline 3 Discovering Polygons(p. 57)
• Outline 4 Discovering Stereotypes(p. 59)
• Chapter 5 Programming Fantasy(p. 63)
• Some Notes on Programming(p. 63)
• Booktalking Fantasy(p. 64)
• Booktalk 1 White, E. B., Charlotte's Web(p. 65)
• Booktalk 2 Cooper, Susan, The Dark Is Rising(p. 66)
• Booktalk 3 L'Engle, Madeleine, A Wrinkle in Time(p. 68)
• Booktalk 4 Levine, Gail Carson, Ella Enchanted(p. 69)
• Booktalk 5 McKinley, Robyn, Beauty(p. 70)
• Booktalk 6 Banks, Lynne Reid, The Indian in the Cupboard(p. 71)
• Booktalk 7 Cassedy, Sylvia, Behind the Attic Wall(p. 72)
• Booktalk 8 Wrede, Patricia C., Searching for Dragons(p. 74)
• Programming with Fantasy: "Oh, the Places You'll Go!"(p. 74)
• Program 1 "We're Off To See the Wizard"(p. 75)
• Program 2 Camelot: Stories of King Arthur(p. 83)
• Program 3 The Enchanted Forest-Fairy Tales(p. 84)
• Program 4 The Imagination of Chris VanAllsburg(p. 85)
• Program 5 A Birthday Party for Pooh(p. 85)
• Program 6 Scotland and Canada(p. 86)
• Program 7 London(p. 86)
• Program 8 Narnia(p. 87)
• Program 9 Outer Space(p. 87)
• Program 10 The Internet(p. 88)
• Program 11 Earth(p. 88)
• Program 12 Hogwarts(p. 89)
• Program 13 Redwall(p. 89)
• Fantasy Storytimes for Younger Children
• Sharing Traditional Fantasy(p. 90)
• Storytime 1 Animal Fables: All the Miles of a Hard Road Are Worth One Moment of True Happiness(p. 90)
• Storytime 2 Trip Trap, Meow, Huff Puff(p. 91)
• Storytime 3 The Sky Is Falling! The Sky Is Falling!(p. 93)
• Storytime 4 She Ate It All!(p. 94)
• Storytime 5 We Mice Are the Greatest of All(p. 95)
• Toddler Time (18 months-2 years)
• Storytime 6 "May We Come Too?" Animals All Crowd In(p. 106)
• Storytime (3-8 years)(p. 107)
• Storytime 7 Royalty: The King Said "Hello" And the Queen Said "Wheee!"(p. 107)
• Storytime 8 Witches and Ghosts: "Let's Frighten Somebody"(p. 110)
• Storytime 9 A Monster Is Coming! A Monster Is Coming!(p. 113)
• Storytime 10 Stuffed Animals: I've Always Wanted a Friend(p. 115)
• Upper Elementary Programs (9-12 years)(p. 118)
• Storytime 11 Giants: Fe Fi Fo Fum, I Smell the Blood of an Englishman!(p. 118)
• Storytime 12 Toy Stories: "We Should Fix Ourselves up as New Toys, the Kind Kids Like."(p. 119)
• Appendix Celebrating Fantasy(p. 121)
• Online Resources to Celebrate Fantasy(p. 121)
• General Children's Literature Sites(p. 121)
• Author Sites(p. 121)
• Other Fantasy Resources on the Web(p. 121)
• Listserv Discussion Groups(p. 122)
• Kidlit-L(p. 122)
• ChildLit(p. 122)
• Pubyac(p. 122)
• Folklore(p. 122)
• Selected Author Biographies(p. 123)
• Alexander, Lloyd(p. 123)
• Babbitt, Natalie(p. 123)
• Baum, L. Frank(p. 124)
• Cooper, Susan(p. 125)
• Dahl, Roald(p. 125)
• Duane, Diane(p. 126)
• Garner, Alan(p. 127)
• Jacques, Brian(p. 127)
• Jones, Diana Wynne(p. 127)
• L'Engle, Madeleine(p. 128)
• LeGuin, Ursula K.(p. 128)
• Lewis, C. S.(p. 129)
• Tolkien, J. R. R.(p. 129)
• White, E. B.(p. 130)
• White, T. H.(p. 131)
• Wrede, Patricia C.(p. 131)
• Annotated Book List(p. 133)
• Picture Books(p. 133)
• Chapter Books(p. 137)
• Titles Listed by Grade Level(p. 172)
• General Index(p. 190)
• Names Index(p. 192)
• Titles Index(p. 194)

Reseñas proporcionadas por Syndetics

School Library Journal Review

The authors state that they wrote this book to overcome what they perceive to be a "general bias against fantasy literature" and to inspire teachers and librarians to read and share this genre with children. The first section provides an overview that includes methods of evaluating and understanding the literature. The next section suggests ways to use fantasy books across the curriculum with sample lessons, booktalks, and ideas for storytimes and library programs. The appendix consists of a variety of online resources, 16 author profiles, and annotated lists of picture and chapter books with grade levels. Program ideas range from simple (playing "Simon Says" to empathize with Gail Carson Levine's "Ella") to creative dramatics (scripts included) to designing a Web page. While the authors miss the opportunity to address the controversy that links many fantasy books to the occult, they do provide a powerful rationale and lively ideas for connecting children with this genre.-Bette Ammon, Missoula Public Library, MT (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

Notas de autor provistas por Syndetics

Tim Wadham has worked professionally as a children's librarian for over thirteen years. Currently he is the Children's Services Coordinator for the Maricopa County Library District in Phoenix, Arizona. He served on the 1998 Newbery Award selection committee.
Rachel L. Wadham received her BS in Sociology and Music from Brigham Young University and MLS from the University of North Texas. She is currently on the faculty of the Harold B. Lee Library at Brigham Young University