9780805841954

Teaching Literature to Adolescents

by ; ; ;
  • ISBN13:

    9780805841954

  • ISBN10:

    0805841954

  • Format: Paperback
  • Copyright: 2006-07-19
  • Publisher: Lawrence Erlbau

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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

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