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