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| Preface | |
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| Crossing Over | |
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| Build A Bridge | |
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| Introduction | |
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| Theories into Practice | |
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| Meaning-Centered Pedagogy | |
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| Intent and Reflectiveness in the Secondary Language Arts Classroom | |
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| Reflections | |
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| Recommended Readings | |
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| Crossing Over: A Personal Narrative | |
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| The Library and the Hot Dog | |
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| Becoming an English Teacher | |
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| The Decline | |
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| The Legacy--Our Time | |
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| Super Media | |
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| Wired | |
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| Social Upheavals | |
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| The New Literates | |
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| Students of the Millennium | |
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| Reflection | |
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| Recommended Readings | |
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| Classrooms: Portraits of Teaching Meaning-Centered English Language Arts | |
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| Introduction to Part II: A Guide to Using the Stories | |
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| IRA/NCTE Standards for English Language Arts | |
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| Teacher as Researcher | |
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| Teaching the Reading Workshop | |
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| Introduction | |
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| The School, the Students | |
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| The Teacher | |
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| Introducing the Lesson | |
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| The Lesson | |
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| Reflection: Some Final Thoughts on Joanne Adler's Reading Class | |
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| Teacher as Researcher | |
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| IRA/NCTE Standards for English Language Arts With Benchmarks for Chapter 3 | |
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| Recommended Readings | |
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| Discussing Books | |
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| Introduction | |
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| Teacher | |
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| The Teacher | |
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| Introducing the Lesson | |
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| The Lesson | |
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| Reflections on Discussing Books | |
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| Teacher as Researcher | |
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| IRA/NCTE Standards for English Language Arts With Performance Benchmarks for Chapter 4 | |
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| Recommended Readings | |
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| Teaching Drama | |
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| Introduction | |
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| Teacher | |
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| The Teacher | |
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| The Lesson | |
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| Reflections on Teaching A Midsummer Night's Dream | |
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| Teacher as Researcher | |
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| IRA/NCTE Standards for English Language Arts With Performance Benchmarks for Chapter 5 | |
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| Recommended Readings | |
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| Teaching Poetry | |
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| Introduction | |
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| Teacher | |
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| The Teacher | |
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| Introducing the Lesson | |
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| The Lesson | |
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| Reflections on Teaching Poetry | |
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| Teacher as Researcher | |
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| IRA/NCTE Standards for English Language Arts With Performance Benchmarks for Chapter 6 | |
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| Recommended Readings | |
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| Teaching the Novel | |
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| Introduction | |
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| The School, the Students | |
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| Teaching The Great Gatsby | |
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| The Teacher | |
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| The Lesson | |
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| Teaching Huckleberry Finn | |
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| The Lesson | |
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| Teaching To Kill A Mockingbird | |
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| Introducing the Lesson--Connections | |
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| The Lesson | |
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| Reflections on Teaching Classic Novels | |
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| Teacher as Researcher | |
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| IRA/NCTE Standards for English Language Arts With Performance Benchmarks for Chapter 7 | |
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| Recommended Readings | |
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| Teaching Writing | |
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| Introduction | |
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| Introducing the Lesson: Preparing for Writing | |
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| Reflections on Getting Started | |
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| The Writing Workshop, Day One: Getting Ideas to Write About | |
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| Writing Workshop, Day Two: Conferencing--Helping Students Get Started | |
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| Reflections on the Writing Workshop | |
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| When Writing Goes Public | |
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| Training Student Readers: Rough Draft Read and Critiqued by a Student | |
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| Bob's Turn: Critiquing the Draft | |
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| Rewriting | |
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| Public Writing | |
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| Errors | |
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| The Worst Errors | |
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| Dialects and Writing | |
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| Computers in Bob's Classroom | |
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| Reflection: Bob as a Writing Teacher | |
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| Teacher as Researcher | |
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| IRA/NCTE Standards for English Language Arts With Performance Benchmarks for Chapter 8 | |
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| Recommended Readings | |
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| Teaching the New Literacies: Film, Television, and Computers | |
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| Introduction | |
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| The School, the Students | |
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| The Teacher | |
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| Teaching Film and Television | |
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| Teaching Film | |
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| Film Discussion | |
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| The Breakfast Club Trial | |
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| The Language of Film and Television | |
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| Reflection | |
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| Using the World Wide Web in the Classroom | |
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| Reflection | |
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| Teaching Television | |
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| Reflection | |
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| Teacher as Researcher | |
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| IRA/NCTE Standards for English Language Arts With Performance Benchmarks for Chapter 9 | |
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| Recommended Readings | |
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| Grading and Assessing | |
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| Introduction | |
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| The School, the Students | |
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| The Teacher | |
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| Semester Grades | |
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| Portfolios | |
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| Using Computers for Final Drafts to Assess | |
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| A Proficiency Test Story | |
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| Reflection | |
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| Teacher as Researcher | |
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| IRA/NCTE Standards for English Language Arts for Chapter 10 | |
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| Recommended Readings | |
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| Becoming and Staying a Teacher: Reflections and Resources | |
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| Introduction to Part III: A Guide to Using the Reflections and Resources | |
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| Reflections | |
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| Preparing for the Encounter: On Becoming a Teacher | |
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| Introduction | |
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| George Gets a Job | |
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| George Confronts a Serious Discipline Problem | |
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| Reflections on George's First Year | |
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| Teacher as Researcher | |
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| Planning for an English/Language Arts Classroom | |
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| Introduction | |
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| Planning Process | |
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| Reflections on Plomning | |
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| Teacher as Researcher | |
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| Remaining Vital in the Classroom | |
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| Introduction | |
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| Thinking About It | |
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| Doing Something New | |
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| Keeping Motivated | |
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| University Connections | |
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| Reflection | |
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| Teacher as Researcher | |
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| Recommended Readings | |
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| Resources: The Fundamentals, Plans, and Terms | |
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| Three Sample Unit Plans | |
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| Introduction | |
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| A Unit Plan for Teaching Drama: A Midsummer Night's Dream | |
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| A Unit Plan For Teaching Poetry | |
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| A Unit Plam For Teaching The Novel: To Kill A Mockingbird | |
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| Teacher As Researcher | |
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| Glossary: What Every English Teacher Needs to Know | |
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| Introduction | |
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| Reading | |
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| Writing | |
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| Grading--Composition | |
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| Planning | |
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| Performance-Based Teaching | |
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| Teacher as Researcher | |
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| Crossing Over: A Guide to Personal Writing | |
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| Introduction | |
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| Where This Book Began | |
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| Creating Your Personal Profile | |
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| Thinking It Over | |
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| Writing It Down | |
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| Gathering of Materials | |
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| The Draft | |
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| Rewriting | |
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| Drafting Again and Bringing in Sources | |
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| Finding a Reader | |
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| Editing | |
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| Final Editing/Copyreading | |
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| Publishing | |
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| References | |
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| Author Index | |
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| Subject Index | |