Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
About the Authors | p. xi |
Preface | p. 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 | |
Assessment | |
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 Media | p. 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 | |
References | p. 250 |
Index | p. 266 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.