ENAF 321

Study Unit 4: Focus on literature -

Traditional literature, Poetry, Historical
Fiction and Biographies

Lecturer Details:
Developed by: Dr Elsabe Wessels

Adapted by: Mrs Chandelle Tedder (2022)

Semester Plan

ENAF 321
 Learning objectives for Study Unit 4:

After completion of this study unit you should be able to:

● Discuss the educational value of poetry.

● Describe an age-appropriate biography.
● Incorporate diverse literature into lesson planning.
 Study material for SU 4

● Evans, R., Joubert, I. & Meier, C. 2017. Introducing Children's Literature. A guide to the South African
Classroom. Van Schaik: Pretoria

● Galda, L., Liang, L.A. & Cullinan, B.E. 2017. Literature and the child. 9 th Ed. Cengage learning: Boston.

● Gunning, T.G. 2014. Creating literacy instruction for all students’ 8 th Ed. Pearson: Essex.

● Norton, D.E. & Norton, S. E. 2011. Through the eyes of a child: An Introduction to Children’s Literature. 8th
Ed. Pearson:
 Types of children's literature

Synonym for genre: Category or type

Genre is a definite style of art forms – literature, paintings or films

When we classify children's books in can be according to:

Format, e.g. picture books, concept books, wordless books

Content is what we will focus on in this SU, e.g., traditional literature,, poetry,
historical fiction and biographies.

Evans, et. al., 2017: 112

 Traditional literature
Traditional literature is also called folk tales – it involves stories of people that are passed down by
generations and it is culture specific.

It involves story telling, a strong oral tradition bias (stories told over years, as people sat at fires at
the end of the day). These stories involved the culture and social context of the audience.

The prose narratives are regarded as fiction.

Traditional provides children with pleasure; support them with identifying with universal human
struggles and help them to understand the world.

Categories of traditional literature:

Cumulative tales; Pourquoi tales; Beast tales; Trickster tales; Noodlehead tales

Legends; Myths

Evans, et. al., 2017: 112

 Categories of traditional
literature
Cumulative tales – also called 'chain tale': Pourquoi tales – 'pourquoi' means 'why'

Dialogue is repeated and builds up in progression These tales explain why things happened
as the tale unfolds
African folk tales that explain
Very simple plot
Examples: Why crocodile has a bumpy back/Why
Repetition – often tongue twisters leopard has spots

Rhyme and rhythm, can be a song. Visit http://www.tingatales.com/ for modern

retellings of these African tales
Examples: Old lady who swallowed a fly/This is the
house that Jack build.
 Categories of traditional literature
Beast tales:
• Short stories or poems in which animals
talk
• Traditional representation of symbolic
writing
• (Allegory is a story that can reveal a
hidden meaning – has a moral lesson
that needs to be taught)
• Type of fable in which human behaviour is
judged and weighed for reflection by the
animal kingdom, e.g. The hare and the
tortoise.
• Examples: Animal Farm; Watership
Trickster tales:
• Intelligence of ordinary people
are tested by devils & fairies
• Trickster is a dishonest figure
who makes up for a physical
weakness with sneaky actions
or devious humour
• Examples: Anansi the spider;
Jackal and Wolf
[http://anansiestories.com//
 Categories of traditional literature
Noodlehead tales:

○ Stereotypical fools or well-intended individuals who lack common sense or

who takes words too literally

○ Examples: The Emperor's New Clothes

Legends:

○ Stories based on real individuals and their marvellous deeds. Main

characters are usually kings or heroes.

○ Some basis in historical fact

○ Example: King Arthur tales

Myth:

○ Explains the beliefs of a people about the origin of the world and humans.

○ Main characters in myths are usually gods or supernatural heroes.

 The Mother of Monsters
~ by Fran Parnell and Sophie Fatus
This early reader chapter book retells a traditional Bantu
folktale about a spunky, adventure-seeking princess.
Ntombi’s father wants a quiet life for her, fearing that
she will get into “real trouble” one day. She’ll have
none of it!
When Ntombi and her friends go swimming in a
dangerous river, the Mother of Monsters swallows up
all their clothes. Ntombi’s friends quickly apologize
and get their things back, but Ntombi declares she is
not afraid and soon is swallowed by the monster. Filled
with humor and a fast-paced plot, children are sure to
want to read this book in one setting.

Recommended for ages 6 – 10.

 What is poetry?

● A Poem is described as a composition of words in form of prose or verse that is used to

express various emotions or ideas whereas a rhyme can be described as a poem with
repetition of similar sounds often at the end of alternate lines. A poem can possess a
rhyming or non rhyming form.
● Poetry deals with the essence of life and experience – express feelings
● Present familiar experiences in a way that surprises
● Poetry combines rich meaning with sounds of language arranged in an interesting form
● Narrative poetry tells a story (free verse, ballads, epic)
● A collection of poems that focuses on one topic is an anthology of poems.

Galda, et. al., 2017: 350

 Rhymes/songs

Rhyme can be described as a poem with

repetition of similar sounds often at the end
of alternate lines

Rhymes or chants: accompanied by games,

often performed on playground
 Considering quality in poetry

When evaluating individual poems for children, consider:

● Consider the age of the learners (emotional development)

● How well do they 'speak' to the intended audience?
● Quality of language – should enhance meaning
● Suitability of their form (structure) – should convey meaning
● The intended reader should:

○ Easily understand the content

○ Find it meaningful

Galda, et. al., 2017: 353

 Is this poem
appropriate for
Grade 1 EFAL?
Motivate your
answer
 Poetry: Educational value
Humorous poems entertain and delight - used to teach children.

Rhymes help to build confidence in using English independently.

They are a fun way to expand students’ early vocabulary, and they introduce simple
sound and sentence patterns.

Poems draw young reader into listening – develop phonemic awareness, ability to
segment and manipulate speech sounds.

Teachers should "tap-in" on young learners' positive response to the music of words

Galda, et. al., 2017: 350 & 370

 Poetry is full of joy, expressiveness, and the pure delight of language.
Nursery rhymes are important for young children because they help develop an ear for
our language.
Both rhyme and rhythm help kids hear the sounds and syllables in words, which helps
kids learn to read.
Poetry introduce children to the sounds and patterns of language and give them a
repertoire of words they may not hear in everyday conversation.
Biggest advantage is repetition of favourites.
 Teaching EFAL with songs and poetry
https://www.teachingenglish.org.uk/article/kids-poetry

● Poetry is a great tool to use with your learners as it helps practise not only listening,
speaking, reading and writing skills all together, but stretches learners’
imaginations too.
● Songs tend to be repetitive and have a strong rhythm. They are easily learnt by
primary children and quickly become favourites because of their familiarity. They are
fun and motivating for children. They allow language to be reinforced in a natural
context, both with structures and vocabulary.
● All songs build confidence in young learners and even shy children will enjoy singing
or acting out a song as part of a group or whole class. This also develops a sense of
class identity. Children are often proud of what they have learnt and will like having
the opportunity to ‘show off' what they have learnt to friends or family.
● Many songs can help develop memory and concentration, as well as physical co-
ordination, for example when doing the actions for a song. For the teacher, songs
can be a wonderful starting point and can fit in well with topics, skills, language and
cross-curricular work.
 Try this!
https://www.naeyc.org/our-work/families/read-little-poem

● Encourage rhyming. Read a short

rhyming poem. As you reread it, stop
before reading the second rhyming
word to invite your child to finish the
rhyme himself/ herself.
● Learn new words. Read a poem that
introduces a new word or uses a
familiar word in an unusual way. Ask,
“Do you know what this word means?
What other words could you use
instead?”
 Language that enhance meaning
● Nodelman (1996) said: What matters most (in poetry) is not "what" it means,
but "how it says what it means".
● Poets choose words carefully to describe objects, events, feelings or ideas
in new and surprising ways.
● Word choice and arrangement is center.
● What a word suggest is just as important as the literal meaning of the word.
● Poets use:
○ Alliteration – repetition of initial consonants

○ Assonance – repetition of vowel sounds at close intervals

○ Onomatopoeia – sound like their meaning

○ Figurative speech (metaphor, simile, personification)

Galda, et. al., 2017: 357

 Words as sounds Circus
● Sound offers the most pleasure Jack Prelutsky

(chants and lullabies)

● Music
● Rhythm – recurrence of specific
beats; stressed or unstressed
syllables; rise and fall of words
● Rhyme – words with ending sounds
that are alike
 Structure that supports meaning

Poem structure should contribute to meaning and entails:

Shape and patterns of words

Lines
Stanzas

A variety of forms and voices:

Concrete poetry- visual appearance matches the topic of the poem
Limericks – a funny poem with 5 lines

Galda, et. al., 2017: 367

 Limerick

Word choice, arrangement, poetic devices

all come together to create a poem.
The moon
James Carter
 Humorous poems
Visit [http://www.robertpottle.com/poetry-index.php]
Rhyming stories

I See an Elephant – Elaine Macdonald

Your children will love meeting the characters in this new

rhyming story that have been so vividly brought to life with
beautiful bright illustrations. It’s a book that sees an
Elephant building a nest in a tree, the birds are not happy
and they band together to chase him away. It’s a
wonderful story with a gentle message that you can be
whoever you are, even if that’s an unlikely Eli-bird!
 Criteria to choose poems
● Poems that are lively, with rhythm are most likely to appeal to young children.
● Poems should emphasise the sounds of language and encourage wordplay, while
supporting comprehension of the content.
● The use of words allow children to expand their imagination.
● Poems should tell simple stories and introduce stirring scenes of action.
● The most effective poems allow children to interpret, to feel, and to put themselves
into the poems.
● The subjects should delight children, say something to them, strike happy
recollections and encourage them to explore (with poetry).
● Poems with quality use of language – the poems should be good enough for repeated
readings.
● The form of the poem should be suitable for young learners.

http://english310.weebly.com/selecting-poetry-for-
children.html#:~:text=8%20Concepts%20to%20Consider%20When%20Selecting%20Poetry%20for%20Children&text=(2)%20Poems%20for%20young%20children,world%20in%20a%20new%20w
ay.
 Writing poems in Foundation
Phase

https://www.readingrockets.org/article/10-ways-use-poetry-your-classroom and http://www.poetry4kids.com/rhymes/

 Historical Fiction

• Historical fiction is stories of history.

• Fiction, but grounded in facts,
consistent with historical evidence.
• Must tell a good story:

Galda, et.al., 2017

o Facts provide a framework, but it
still need well-developed
characters, themes.
o Can be adventure, romance or
fantasy.

Discussion: Influence of bias and prejudice of author .

 South African historical
Fiction
Historical fiction can be a productive way of to engage in discourses about
South Africa to resist the closures of history and nation (Michael Green,
1999).
www.readingrockets.org/booklists/tales-south-africa

Evans, et. al., 2017: 112

● At the Crossroads by Rachel Isadora

● This story about children who’ve been waiting ten

months for their fathers to come home from
working in South Africa’s mines could be a gloomy
one. But since Rachel Isadora focuses on the
children’s anticipation of their reunion with their
dads, it has a hopeful tone.

● As they head to school, and everywhere they go

throughout the day, they chant and sing to anyone
who’ll listen: “Our fathers are coming home!” The
story itself takes on a musical feel as their
excitement builds, until their fathers finally meet
them at the crossroads.

● Recommended for ages 4 – 9

 International historical Fiction

Then one day, as he lifts a crate

at the warehouse, he knows
exactly what he must do: He will

Evans, et. al., 2017: 112

mail himself to the North. After
an arduous journey in the
crate, Henry finally has a
birthday — his first day of
freedom. Henry “Box” Brown
became one of the most famous
runaway slaves on the
Underground Railroad.
 Biographies
Recount the life of interesting and successful people (alive or dead)

Good biographies:
• Reader can identify with person (Is the subject worthy?)
• Writing style appeal to readers
• Contain the adventure of drama, coupled with satisfaction of 'being real'.
• Meet criteria for good literature.
• Are factually correct.
• Distinguish between fact and fiction?
• Include photos and pictures

Norton & Norton, 2017: 450

 Biographical subjects

● Explorers of earth and space

● Political learners and social activists
● Artists and authors
● People who have persevered
● Sport stars
● Saints or a religious leaders (called hagiography)

Norton & Norton, 2017: 459

Illustrations in biographies written for children are especially important because
they provide details about the specific historical era (Odean, 1996).
 Interesting websites

Top 10 books for kids to sink their teeth into

http://www.capetalk.co.za/articles/233990/top-10-books-for-your-kids-to-
sink-their-teeth-into

23 Children’s Books set in South Africa

http://coloursofus.com/23-childrens-books-set-south-africa/
http://www.fortsandfairies.com/top-new-south-african-childrens-books-for-
ages-3-to-6/

Poems:
https://www.poetryfoundation.org/poems/browse#page=1&sort_by=recentl
y_added&filter_poetry_children=1
More South African stories
Visit: [http://www.fortsandfairies.com/top-new-south-african-childrens-books-for-ages-3-to-6/]
 How many ways can you say hello? –
Refiloe Moahloli
This is a wonderful story of a little girl
who sets out to discover how many ways
to say hello after discovering her new
friends at school can all speak different
languages. She meets more new friends
along the way and learns all the ways to
say hello. With rhyming verse and
colourful illustrations, this is a great book
to share with your children and also
includes an amazing CD narrated by the
author that will help you to pronounce
hello in all 11 official languages
 STI ONS!
our QUE
e dow n y
Not

© North-West University (2012)