Teaching Literature to Adolescents

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  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2010-11-08
  • Publisher: Routledge
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Supplemental Materials

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This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. Teaching Literature to Adolescents ' a new text that draws on ideas from the best-selling textbook, Teaching Literature in the Secondary School , by Beach and Marshall ' reflects and builds on recent key developments in theory and practice in the field, including: the importance of providing students with a range of critical lenses for analyzing texts and interrogating the beliefs, attitudes, and ideological perspectives encountered in literature; organization of the literature curriculum around topics, themes, or issues; infusion of multicultural literature and emphasis on how writers portray race, class, and gender differences; use of drama as a tool for enhancing understanding of texts; employment of a range of different ways to write about literature; integration of critical analysis of film and media texts with the study of literature; blending of quality young adult literature into the curriculum; and attention to students who have difficulty succeeding in literature classes due to reading difficulties, disparities between school and home cultures, attitudes toward school/English, or lack of engagement with assigned texts or response activities.Thoughtfully designed to draw readers into interacting with the text, each chapter is organized around a specific question English educators frequently hear in working with pre-service and in-service teachers, and includes a Case Narrative that frames discussion of the issue that is the focus of the chapter. Many chapters include teacher narratives or lesson plans that demonstrate how a teacher implements the proposed methods. All chapters conclude with an Action Research Activity or Portfolio Reflection Activity, and an Additional Online Activities, Links, and Further Reading Suggestions box directing readers to the Teaching Literature website designed to be used in conjunction with this text. The interactive website (www.teachingliterature.org) contains recommended readings, resources, and activities; links to Web sites and PowerPoint presentations; and opportunities for readers to contribute teaching units to the Web site databases. Instructors and students in middle and high school English methods courses will appreciate the clear, engaging, useful integration of theory, methods, and pedagogical features offered in this text.

Author Biography

Richard Beach is Professor of English Education, University of Minnesota, Twin Cities. Deborah Appleman is the Hollis L. Caswell Professor and Chair of Educational Studies and Director of the Summer Writing Program at Carleton College. Susan Hynds is Professor Emerita of English Education, Syracuse University. Jeffrey Wilhelm is Professor of English Education, Boise State University.

Table of Contents

About the Authorsp. xi
Prefacep. xii
Why Teach Literature?p. 1
What Does it Mean to Teach Literature to Adolescents?p. 3
Chapter Overview
Case Narrative: Molly's Beliefs about Teaching Literature
Different Theories of Teaching Literature
The Why Teach Literature Shapes the What and the How
Practices Constituting a Literature Curriculum
Tools for Use in Literature Learning
Molly's Literature Instruction: Issues Related to Teaching Literature to Adolescents
Portfolio Reflection
Teaching Literature With Adolescents In Mind: Who Are My Students?p. 18
Chapter Overview
Case Narrative: Lily's Identity as a Millennial Adolescent Meet the Millennials
Getting Past the "Reading Sucks" Syndrome: Developing Motivation and Interest for Reading
The Search for Self: Young Adult Literature and Identity Development
Race, Identity, and Representation in the Literature Classroom
The Multiple Identities of Adolescents / ce
Exploding the Monocultural Mindset: Cultural Modeling in the Literature Classroom
Taking Inventory: Funds of Knowledge in the Literature Classroom
Creating a Classroom Environment: Making Room for Reading
Multitextured Teaching: Organizing the Literature Curriculum in an Age of Multiliteracies
Putting It All Together: Coming of Age in a New Age
Portfolio Reflection
What Literatures Are We Teaching?p. 37
Planning and Organizing Literature Instruction: How Do I Decide What to Teach?p. 39
Chapter Overview
Case Narrative: Considering Different Factors in Planning Lessons
Curriculum Goals for Teaching Literature
The Planning Model (Questions for Planning Instruction)
Designing Units
Creating Units of Instruction: Melissa's 9th Grade Unit on The House on Mango Street
Portfolio Reflection
Teaching the Classics: Do I Have to Teach the Canon, and If So, How Do I Do It?p. 61
Chapter Overview
Case Narrative: Teaching a Classic Novel: The Scarlet Letter
The Enduring Nature of the Canon
The Value of the Canon
Approaches and Strategies to Teaching the Classics
Lesson Planning
Portfolio Reflection
Teaching Contemporary Young Adult Literature: How Do I Teach What My Students Are Reading?p. 77
Chapter Overview
Case Narrative: Millennial Teens and Contemporary Young Adult Literature
The Recent Rise of Young Adult Literature
What Exactly is Young Adult Literature, and Why isn't it in the Book Room?
On Texts and Teaching: Young Adult Literature as Cultural Ideal or Cultural Access?
Young Adult Literature in the Millennium: What Teens Read, What Teachers Teach
If it's Not in the Book Room, Where Can I find it? Locating Quality Young Adult Literature
How do I Possibly Choose? Developing Selection Criteria
What Can I Do (or Should I Avoid) with the Anthology? Using What's in the Book Room
What if I Get into Trouble? Censorship and the Complications of Choice Portfolio Reflection
Media Makers and Media Readers: Teaching Analysis and Production of Mediap. 96
Chapter Overview
Case Narrative: Justifying Media/Digital Literacy Instruction in a Traditional English Curriculum
Justifying a Media Literacy Curriculum
Accessing and Responding to Online Literature
Responding to and Creating Digital Texts
Studying and Creating Film Adaptations of Literature
Critical Analysis of Media Representations
Studying Film/Television Genres
Studying Audiences' Construction of Media Texts
Portfolio Reflection
How Do We Engage Students With Literature?p. 115
How Do I Help Students Understand What They Are Reading?p. 117
Chapter Overview
Case Narrative: Getting Started: The Pre-Requisites to Helping Students Navigate Texts: The Case of 9th Grade Teacher Jamie Heans
Helping Students Acquire General Reading and Literary Response Strategies
Working with "Struggling" Readers
Portfolio Reflection
Teaching Literary Genres: How Do I Engage Students in Reading Different Kinds of Literature?p. 129
Chapter Overview
Case Narrative: Creating Facebook Profiles for Scout in To Kill a Mockingbird
Helping Students Acquire Knowledge of Genre Conventions
Responding to Poetry
Responding to Narratives
Responding to Fables/Myths
Responding to Comics/Graphic Novels
Portfolio Reflection
Multiple Perspectives to Engage Students in Literature: What Are Different Ways of Seeing?p. 151
Chapter Overview
Case Narrative: Applying Different Critical Perspectives to To Kill a Mockingbird
Reading Texts, Reading the World
Preparing to Teach Multiple Perspectives
A Brief Synopsis of Some Major Theories
Getting Your Class Started
Lesson Planning
Portfolio Reflection
Using Drama Strategies to Foster Interpretation: How Do I Get My Students to Participate in Textual Worlds?p. 163
Chapter Overview
Case Narrative: How Enactment Teaches Reading Strategies
Drama/Enactment Strategies and Transactional Reading
The Power and Flexibility of Drama
Drama, Values, Feelings, and Cultural Understanding
Implementing Drama Activities
Reflection on Participation in Drama Activities
Portfolio Reflection
Leading Discussions of Literature: How Do I Get Students to Talk About Literature?p. 184
Chapter Overview
Case Narrative: Jessica's Reflection on Her Students' Discussion of "The Bear"
Leading Large-Group Discussions
Leading Small Group and Book Club Discussions
Leading Online Discussions
Portfolio Reflection
Writing About Literature: How Do I Get Students to Write About Literature?p. 202
Chapter Overview
Case Narrative: Differences in Kinds of Writing about Literature
Limitations of "List and Gist" Writing about Literature
Informal Writing Tools
Collaboratively Sharing Knowledge about Texts
Formal Writing about Literature
Understanding Texts through Writing Texts
Portfolio Reflection
Where Do I Go From Here?p. 221
Evaluating and Assessing Students' Learning: How Do You Know What They Have Learned?p. 223
Chapter Overview
Case Narrative: Coping with Issues of Assessment
Defining What You Value in Literature Instruction
Alternatives to "Correct Answer" Tests
Using Feedback to Foster Students' Revision and Perspective-taking
Providing Students with Criteria in Writing Assignments
Determining Student Learning in your Classroom
Devising Literature Tests and Assessments
Using Portfolios to Evaluate Growth and Reflection
Portfolio Review
Reflecting and Developing as a Literature Teacher: How Do I Grow as a Teacher?p. 242
Chapter Overview
Case Narrative: Chris Johnson's Reflections on Teaching Catcher in the Rye
Teacher Reflection and Action Research
Tools for Reflection
Engaging in Professional Development
Portfolio Reflection
Referencesp. 250
Indexp. 266
Table of Contents provided by Ingram. All Rights Reserved.

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