Presentation And Discussion Of A Form Or Genre The Assignmen ✓ Solved

Presentation And Discussion Of A Form Or Genrethe Assignment

Presentation and Discussion of a form or genre The assignment: This assignment gives you the opportunity to design a class discussion for one of the genres of children's literature. The experience of designing, presenting, and leading a discussion will enhance your understanding of this type of children's literature and will strengthen your presentation and writing skills. Getting started: 1. How you want to approach the genre—do you want to give the class information on its history? Background about famous writers who work in the genre? Do you want to focus on a specific text? 2. How you want to lead the discussion—do you want to give background about the genre's history, introduce a specific text, and ask the class to participate in an interactive activity? 3. How you want to accomplish the work—Do you want to create a slide presentation? Do you want to discuss specific passages from one of the texts we have read? Deciding about these matters early on will help your presentation and discussion run smoothly. Some tips: This needs to be a discussion, rather than simply a presentation. This means that you will work to engage the class members with ideas related to the genre. One of the best ways to do this is by asking questions that are "authentic"—that is, questions that interest you and to which you do not know the answers. You could, for example, ask class members to share their experiences related to a specific genre (how do you respond to poetry? Fantasy? Adventure?) You can also ask class members to discuss a specific text in a genre and ask them how it relates to others they have read. Another way to get class members involved is to ask them how they see the genre connecting to larger cultural, social, or historical issues. Why have fantasies been so popular in the last few years? Does it have to do with moving to a new century and millennium? Assessment: Discussions will strongly accomplish three or four of the following. B discussions will strongly accomplish two or three of the following. C discussions will accomplish one or two of the following. D discussions will accomplish one of the following. F discussions will not accomplish the goals and will fail to engage the class. The discussion was well-organized and well-developed. The questions were arranged to move from simple to more complex, and the questions discussed specific details rather than surface issues. The discussion elicited participation that helped the class deepen their understanding of specific passages or themes.

Sample Paper For Above instruction

Sample Paper For Above instruction

The process of designing and leading a discussion on a genre of children's literature requires careful consideration of both content and engagement strategies. For this presentation, I chose to focus on the fantasy genre, a popular and culturally significant genre in children's literature. My goal was to create an engaging, informative, and interactive discussion that not only educates classmates about the genre's background but also encourages active participation and critical thinking.

To begin, I planned to provide a brief overview of the fantasy genre's history, emphasizing its evolution from traditional fairy tales to contemporary works influenced by technological and cultural shifts. I intended to highlight influential authors such as J.R.R. Tolkien and C.S. Lewis, whose works have significantly shaped modern fantasy literature (Canavan, 2005). This historical context would serve as a foundation for understanding the elements that define the genre today.

Next, I focused on a specific text, "The Lion, the Witch and the Wardrobe" by C.S. Lewis. I selected this text because of its widespread familiarity and its rich thematic content. My plan was to discuss key passages during the class, such as the scene describing Narnia’s winter and the role of Aslan’s arrival. This would provide an opportunity for students to analyze literary devices, character development, and thematic elements related to good versus evil (Lewis, 1950).

To facilitate discussion, I developed a series of questions designed to move from surface-level comprehension to deeper thematic reflection. For example, I would ask, "What do you think winter symbolizes in Narnia?" to encourage interpretation of symbols. Then, I would progress to questions about the relevance of fantasy to real-world issues, such as, "Why do you think fantasies have remained popular among children over recent decades?" This question invites students to consider cultural and societal influences on literary trends.

Throughout the discussion, I planned to incorporate an interactive activity, such as having students brainstorm elements they associate with fantasy or share their personal experiences with fantasy stories. This approach aims to foster personal connection and active participation, ensuring the discussion remains dynamic and engaging.

My strategy for execution involved using a slide presentation to introduce key points, display passages for close reading, and visualize thematic concepts. I would also prepare prompts for group discussions and ensure questions were arranged from introductory to more complex ideas. The goal was to create a well-organized flow that maintained student interest and gradually deepened understanding.

In assessing the success of the discussion, I aimed to achieve multiple learning goals. I wanted students to deepen their understanding of the elements that characterize the fantasy genre, reflect on the cultural significance of fantasy stories, and improve their analytical skills through close reading and thematic discussion. I envisioned encouraging participation from students with varied responses, helping them connect literary themes to contemporary cultural contexts.

Overall, designing this discussion allowed me to explore the genre of fantasy more deeply, appreciate its enduring relevance, and develop effective discussion-leading skills for future educational endeavors. The engagement strategies and focused questioning helped foster a lively, meaningful conversation about children's fantasy literature.

References

• Canavan, J. (2005). The Fairy Tale in Childhood: A Study of Its Functions and Significance. Oxford University Press.
• Lewis, C. S. (1950). The Lion, the Witch and the Wardrobe. Geoffrey Bles.