Teaching Literature to Adolescents

by Beach, Richard W.; Appleman, Deborah; Hynds, Susan; Wilhelm, Jeffrey

• ISBN13: 9780805841954
• ISBN10: 0805841954
• Format: Paperback
• Copyright: 2006-07-19
• Publisher: Lawrence Erlbau

Summary

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 totally 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 aCase Narrativethat 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 anAction Research ActivityorPortfolio Reflection Activity, and anAdditional Online Activities, Links, and Further Reading Suggestionsbox directing readers to the Teaching Literature Web site designed to be used in conjunction with this text. The interactive Web site (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.

Table of Contents

Preface	xi
About the Authors	xv
1 Goals for Teaching Literature: What Does It Mean to Teach Literature?	1	(21)
Chapter Overview	1	(1)
Case Narrative: Tanya Baker's Goals as an English Teacher	2	(1)
What Does It Mean To Teach Literature?	3	(1)
Different Theories of Teaching Literature	4	(6)
The Why Teach Literature Shapes the What and How	10	(1)
Practices Constituting a Literature Curriculum	11	(6)
Tools For Use in Literature Learning	17	(1)
Using Tools to Foster Practices: Tanya's Use of Tools to Teach The Great Gatsby	18	(1)
Tanya's Literature Instruction: Issues Related to Teaching Literature to Adolescents	19	(3)
2 Understanding Students' Individual Differences: Who Are My Students?	22	(18)
Chapter Overview	22	(1)
Case Narrative: Reading the Reading Lives of Teenagers	22	(2)
Under Construction: Developing Identities in Adolescence	24	(1)
Creating Curricula for Adolescents: Balancing Safety and Challenge	25	(1)
Forever Young: Coming of Age in Contemporary Society	25	(3)
Lesson Planning: The Multiple Meanings of "Growing Up"	28	(1)
What Teens Read: What Teachers Teach	29	(3)
Hooking Kids on Print: Developing Selection Criteria	32	(1)
Beyond Words: Enlarging Textual Choices	33	(1)
Making Room For Reading	34	(1)
Challenging the Obvious: Critiquing the World and the Word	34	(6)
3 Planning and Organizing Literature Instruction: How Do I Decide	40	(27)
What to Teach?
Chapter Overview	40	(1)
Goals	40	(1)
Case Narrative: When Goals Collide	41	(1)
Ways of Organizing the Literature Classroom	41	(1)
Case Narrative: Molly's Thinking About Goals for Her Literature Instruction	42	(2)
Accommodating For Individual Differences in Planning Activities	44	(1)
The Planning Model	45	(1)
Where Am I Going?: Defining Learning Objectives For Specific Activities	46	(1)
Five Types of Teaching Techniques: Selecting and Sequencing, Immersing and Facilitating, Modeling, Orienting, and Facilitating	47	(5)
Immersing and Facilitating: How Will I Get There?	52	(1)
Modeling and Scaffolding: How Will I Show Them Where To Go?	53	(1)
Orienting and Socializing: How Will I Show Them Where To Go?	54	(1)
Reflecting: How Will I Know I Have Arrived?	55	(1)
Designing Units	56	(3)
Creating Units of Instruction: Melissa's Ninth-Grade Unit on The House on Mango Street	59	(8)
4 Using Drama to Foster Interpretation: How Can I Help Students Read Better?	67	(19)
Chapter Overview	67	(1)
Case Narrative: How Enactment 'Teaches Reading Strategies	67	(1)
Responding to Literature as Enactment	68	(1)
The Power and Flexibility of Drama	69	(5)
Implementing Drama Activities	74	(1)
Role-Play Activities	75	(1)
Considerations in Planning Role Play	75	(2)
Using Think-Alouds and Enactment to Teach Inferencing with "The Chaser"	77	(1)
Frontloading or Macroframe	77	(1)
Getting Started	78	(4)
Reflection on Participation in Role-Play Activities	82	(1)
The Power of Enactment in Fostering Reading Improvement	82	(2)
Conclusion	84	(2)
5 Leading Classroom Discussions of Literature: How Do I Get Students to Talk About Literature?	86	(15)
Chapter Overview	86	(1)
Case Narrative: Jessica's Reflection on Her Students' Discussion of "The Bear"	86	(1)
Leading Literature Discussions	87	(1)
Teacher Roles in Facilitating Discussion	88	(5)
Case Narrative: Daryl's Use of Discussion Techniques	93	(2)
Online Discussion Tools	95	(2)
Small-Group Discussions and Book Clubs	97	(1)
Rachel's Use of Book Clubs	98	(3)
6 Writing About Literature: How Do I Get Students to Write About Literature?	101	(21)
Chapter Overview	101	(1)
Case Narrative: Different Kinds of Writing About Literature	101	(1)
Limitations of "List and Gist" Classroom Writing About Literature	102	(1)
Building Audiences Into Writing Assignments	103	(1)
Using a Reading and Writing Workshop Approach	103	(2)
Informal Writing Tools	105	(6)
Integrating Uses of Informal Writing Tools in Designing Assignments	111	(1)
Rewriting Texts: A Writing Activity for Fostering Perspective-Taking	112	(2)
Using Rewriting to Critically Interrogate Texts	114	(1)
Formal Writing About Literature	114	(4)
Understanding Texts Through Writing Texts	118	(4)
7 Using Narratives in the Classroom for Both Teaching and Learning Literature: What's the Use of Story?	122	(22)
Chapter Overview	122	(1)
Case Narrative: Mike's Story	122	(4)
Uses of Narratives	126	(1)
Sharing and Analyzing Oral Narratives	127	(3)
Using Narratives to Construct Identity	130	(1)
Interpreting Narratives	131	(5)
Protypical Narratives: Studying Narrative Genres	136	(6)
Evaluating Students' Response to Narrative and Narrative Production	142	(2)
8 Teaching Text- and Task-Specific Strategies: How Does the Shape of a Text Change the Shape of My Teaching?	144	(20)
Chapter Overview	144	(1)
Case Narrative: Jamie Teaching Shakespeare—Seeing Possibilities in Everything	144	(1)
Teaching Different Kinds of Texts	145	(3)
Monitoring Comprehension and Using Self-Correction Strategies	148	(1)
Working With "Struggling" Readers	148	(4)
Teaching Task-Specific Ways of Interpreting Specific Kinds of Texts	152	(6)
Case Narrative: Ryan Teaches Symbolism	158	(3)
Rereading Texts Based on Inquiry-Questions	161	(1)
Action Research: Assessing Students' Use of Reading Strategies	162	(2)
9 Teaching the Classics: Do I Have to Teach the Canon, and If So, How Do I Do It?	164	(17)
Chapter Overview	164	(1)
Case Narrative: Teaching The Scarlet Letter as a Canonical Text	164	(2)
The Value of the Canon	166	(1)
Themes and Big Ideas	167	(1)
Narrative Ambiguity in the Romance Genre	167	(1)
Considerations of Language	168	(1)
Historicism and Cultural Considerations	169	(1)
Points of Relevance	170	(1)
Approaches and Strategies to Teaching the Classics	170	(3)
Lesson Planning	173	(2)
What Kinds of Texts Will Supplement Their Reading of The Scarlet Letter?	175	(1)
Objectives for Teaching Canonical Literature	175	(6)
10 Multiple Perspectives to Engage Students With Literature: What Are Different Ways of Seeing?	181	(15)
Chapter Overview	181	(1)
Case Narratives: Teaching Critical Lenses in the Classroom	181	(1)
Reading the World	182	(3)
Getting Your Class Stalled	185	(5)
Lesson Planning	190	(1)
Basic Considerations in Literature Lesson Planning	190	(2)
Assessment of Students' Uses of Critical Lenses	192	(1)
Final Thoughts and Final Activity: The Importance of Multiple Perspectives	193	(3)
11 Teaching Media Literacy: What Else Is a Text and How Do I Teach It?	196	(18)
Chapter Overview	196	(1)
Case Narrative: The Challenge of Integrating Media Literacy Into the English Curriculum	196	(1)
Integrating and Justifying Media Instruction	197	(3)
Teaching Use of Film and Video Techniques	200	(3)
Using Film Adaptations of Literature	203	(6)
Studying Film and Television Genres	209	(1)
Studying Media Audiences' Construction of Media Texts	209	(1)
Studying Popular Music	210	(1)
Studying News and Documentary	211	(1)
Studying Radio	212	(1)
Showing Films and Videos in the Classroom	213	(1)
12 Assessing and Evaluating Students' Learning: How Do I Know What Students Have Learned'?	214	(27)
Chapter Overview	214	(1)
Case Narrative: Coping With Issues of Evaluation	214	(1)
Defining What You Value in Literature Instruction	215	(1)
Different Notions of Learning Literature	216	(1)
Alternatives to "Correct Answer" Tests	217	(2)
Use of Criteria in Judging Students' Work	219	(8)
Using Feedback to Foster Students' Revision and Perspective-Taking	227	(4)
Determining Student Learning in Your Classroom	231	(1)
Using Portfolios to Evaluate Growth and Reflection	232	(2)
Devising Literature Tests and Assessments	234	(1)
The Standards Movement	235	(1)
Large-Scale Literature Assessments	236	(5)
13 Text Selection, Censorship, Creating an Ethical Classroom Environment, and Teacher Professionalism: How Do I Stay in Control, Out of Trouble, and Continue to Develop as a Teacher?	241	(15)
Chapter Overview	241	(1)
Case Narrative: Trina Teaching the Novel Speak	241	(1)
The Complications of Choice	242	(2)
The Ethical Classroom: What Is It?	244	(1)
What If I Get Into Trouble? Censorship and Text Selection	244	(2)
Just What Are the Rights of Parents and Community Members?	246	(1)
Now Can 1 Protect Myself?	247	(3)
What Are You Willing to go to the Mat For?	250	(1)
Censorship and Copyright Issues With Media and Digital Texts	251	(1)
Teachers' Professional Development	252	(4)
References	256	(15)
Author Index	271	(6)
Subject Index	277