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| Becoming an English Teacher | |
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| Drawn to Teaching | |
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| What Makes an Effective English Teacher? | |
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| Understanding Adolescents | |
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| Adolescent Traits | |
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| Development Stages of Adolescents | |
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| Students at Risk | |
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| Varying Sources of Student Alienation | |
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| Motivating students to learn | |
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| What Teachers Can Do | |
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| Helping Students to Learn | |
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| Setting up the Classroom to Motivate Students | |
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| What do I do When I Don't Have My Own Classroom | |
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| Building Classroom Communities | |
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| The Theoretical and Pedagogical Foundations of Teaching English | |
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| A Philosophy Shaping What We Do and When We Do It | |
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| Developing Classroom Curriculum | |
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| From Goals to Outcomes | |
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| Textbooks, Trade Books, and Software | |
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| Developing Classroom Teaching Plans | |
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| Variables Within Our Grasp | |
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| Planning Well: Principles and Practice | |
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| Instructional Unit: "In Constant Search of Perfection: Benjamin Franklin" | |
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| Questions For the Benjamin Franklin Unit: Analysis and Decision-Making | |
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| Language: Teaching About Spelling, Grammar, Mechanics, and Vocabulary | |
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| The Importance of Language Study | |
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| Language Characteristics | |
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| Acquiring Our Native Language | |
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| Acquiring English as a Second Language | |
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| Non-Native Speakers of English | |
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| Understanding ELL students' errors | |
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| Recognizing and Working with "Smart Errors" | |
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| Errors and Grades | |
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| General Suggestions and Guidelines for Teaching English Language Learners in the English Language Arts Classroom | |
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| Classroom Language and English Language Learners | |
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| Grouping Students | |
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| Using Peer Partners | |
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| Ensuring Effective Learning | |
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| Providing experience with Written Language | |
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| Language Variation: American Dialects | |
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| Understanding Linguistic Diversity in Our Schools | |
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| Dialect, Identity, and Linguistic Competence | |
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| African American English | |
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| Native American Language | |
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| Hispanic English | |
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| Achievement Among Minority Students | |
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| Language, Culture, and Identity: Julie of the Wolves | |
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| What does a contemporary look like when students are learning about Literature? | |
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| Oral Language: the Neglected Language Arts | |
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| Basic Principles | |
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| Teacher Talk, Student Talk | |
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| Talk and Cultural Differences | |
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| Talk and Gender Equity | |
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| Listening: Not the Same as Hearing | |
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| Speaking: More than Just Talk | |
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| Improving Discussion Questions | |
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| Personal Response, Small Group, Large Group | |
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| Student Responsibility in Classroom Discussion | |
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| Talking About Literature | |
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| Building Class Cohesion through Stories | |
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| Instructional Unit | |
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| Instructional Unit | |
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| Speaking formally: Teaching "The" Speech | |
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| Informal Classroom Drama | |
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| Evaluating Oral Language Activities | |
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| The Contemporary English language classroom: Oral Language | |
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| Teaching Writing | |
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| Background of Teaching Composition | |
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| Research on Writing | |
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| Writing Process | |
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| Stages in the Writing Process | |
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| Discovery Stage | |
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| Drafting Stage | |
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| Revising Stage | |
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| Editing Stage | |
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| Publishing Student Writing | |
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| Classroom Climate | |
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| The Teacher's Role | |
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| Improving Writing Skills | |
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| Understanding and Improving Sentence Structure | |
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| Specific Areas to Address in Mini-Lessons | |
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| Understanding and Improving Punctuations | |
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| Commas | |
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| Quotation Marks | |
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| Apostrophes | |
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| Daily Oral Language | |
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| Improving Spelling and Vocabulary | |
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| Vocabulary | |
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| Writing For a Variety of Purposes | |
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| Types of Writing Assignments | |
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| Journal Writing | |
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| Personal Response Journals | |
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| Writing Short Stories | |
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| Round Robin Stories | |
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| Developing Characters | |
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| Story Strips | |
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| Personal Narratives and Writing Stories | |
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| Writing Poetry | |
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| Five Liners | |
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| Diamond shape Poem | |
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| Concrete poem | |
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| Preposition poem | |
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| Mood Poems | |
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| Found Poems | |
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| Bio poem | |
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| Terse verse | |
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| Exploring an Instructional Unit | |
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| Family Pressures | |
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| Writing in our Everyday Lives | |
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| Teaching Persuasion | |
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| Teaching Classifying | |
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| Lifelong Skills | |
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| The Contemporary English Classroom: Writing | |
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| Writing and Evaluating Research Papers | |
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| Research Writing in the Context of Composition | |
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| A Method of Teaching Students How to Write Longer Papers | |
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| Preliminary Work | |
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| Selecting Topics | |
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| Prior Knowledge | |
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| Developing Questions | |
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| The I-Search Paper | |
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| Locating Sources | |
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| Evaluating Quality on the Net | |
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| The Internet as a Reference Source | |
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| Taking Notes on References | |
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| Guidelines for the Research Process | |
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| Developing Plans for Including Longer Papers | |
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| Instructional Unit | |
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| Research Skills/Debate | |
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| A Research Assignment for a Paper on Careers | |
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| A Process to Teaching the Importance of Sources | |
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| Creating a Research Assignment | |
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| Additional Resources for Teaching Research | |
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| The Contemporary English Classroom: Writing and Evaluating Research Papers | |
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| Selecting Literature | |
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| Objectives For Teaching Literature | |
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| Canonical Literature | |
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| Balancing Literature Selections | |
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| Making Choices | |
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| Organizing Literature Study | |
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| Instructional Unit | |
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| Mexican Culture | |
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| Organizing Around A Theme | |
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| Reading Levels | |
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| Young Adult Literature | |
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| World Literature | |
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| Thematic Approach | |
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| Studying One Culture | |
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| Literature By Women | |
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| Multicultural Literature | |
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| Native American Literature | |
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| Hispanic Literature | |
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| African American Literature | |
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| Asian American Literature | |
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| Readers and Literature | |
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| Recommended Books By or About People of Color | |
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| Selections for a Unit on Family Relationships | |
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| Selections for Coming of Age or Developing a Sense of Self | |
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| Selections for a Theme of Courage | |
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| Selections for a Unit Focusing on Women and Women Writers | |
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| Censorship | |
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| Stereotypes: the Root of Aggressive Behavior | |
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| The Contemporary English Classroom: Selecting Literature | |
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| Teaching Literature | |
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| Reading Literature | |
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| Background of Literature Study | |
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| Focus of Literary Study | |
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| Reader Response Theory | |
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| Implementing the Response Theory | |
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| Using Factual Information | |
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| Writing Responses | |
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| Using Responses | |
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| Other Ways in Which to Respond to Literature | |
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| Literature circles | |
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| Comprehension | |
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| Formal Analyses | |
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| Prereading Activities | |
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| Reading Activities | |
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| Teaching Shakespeare | |
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| Romeo and Juliet | |
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| Small Group Work | |
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| Writing Assignments Given to Students | |
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| Teaching Short Stories | |
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| Short Stories Activities | |
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| Teaching Poetry | |
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| Activities for Teaching Poetry | |
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| Poetry Resources | |
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| Teaching Language in Literature Study | |
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| Vocabulary Study in Reading | |
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| Purposes | |
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| Words in Context | |
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| Testing Vocabulary | |
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| Sharing Books | |
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| Book Talks | |
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| Interest Grouping | |
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| Student Critiques | |
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| Reading in Class | |
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| The Contemporary English Classroom: Teaching Literature | |
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| Media Literacy: Technology, Media, and the Language Arts | |
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| What is Media Literacy? | |
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| Forms of Media for Literacy Learning | |
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| Advertising | |
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| Magazines and Print Media | |
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| Movies | |
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| Music | |
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| Television | |
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| Videos and DVDs | |
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| Video Games | |
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| Creating Media Literacy | |
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| What's a "Wiki" and How Can It Be Used in a Classroom? | |
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| What is a "Ning" and How Can I Use it in the Classroom? | |
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| What is a "Blog" and How Can I Use it in the Classroom? | |
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| Conclusion | |
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| The Contemporary English Classrooom: Media Literacy | |
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| Evaluating English Language Arts | |
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| Evaluating English Language Arts | |
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| State and District Writing Assignments | |
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| Authentic Assessment | |
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| Purpose of Evaluation | |
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| Evaluating Literature | |
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| Constructing Tests | |
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| Writing Test Questions | |
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| Evaluating Writing | |
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| Evaluation by Levels | |
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| Level 1 | |
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| Level 2 | |
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| Level 3 | |
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| Methods of Evaluation | |
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| Impression Grading | |
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| Holistic Grading | |
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| Analytic Scales | |
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| Rubrics | |
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| Self Evaluation | |
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| Evaluation of Oral Language | |
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| Evaluation of Units | |
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| Portfolio Evaluation | |
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| Content of Portfolios | |
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| Evaluating Portfolios | |
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| Biographies: Evaluating a Student Paper | |
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| The Future of Assessment | |
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| The Contemporary English Classroom: Teaching Literature | |
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| Developing Units | |
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| Units as a Tool for Integrating the English Language Arts | |
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| Organizing Around a Theme | |
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| Beginning to Plan | |
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| Teaching and Learning in Groups | |
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| Including Writing Activities | |
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| Components of a Unit | |
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| Important Points to Remember | |
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| Units Developed Around One Major Literature Selection | |
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| Instructional Unit: Finding My Voice | |
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| Instructional Unit: to Kill A Mockingbird | |
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| Instructional Unit: the Scarlet Letter | |
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| Developing Writing Activities for More Than One Novel | |
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| Instructional Unit: Four-Week Literature Unit | |
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| A Literature Unit with Multigenres of Literature | |
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| Instructional Unit: Families in Literature | |
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| Selecting Books | |
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| Comprehensive Thematic Units | |
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| Instructional Unit: Heroes | |
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| Instructional Unit: Heroism | |
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| Reading List | |
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| Interdisciplinary Units | |
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| Instructional Unit: Tracing One's Roots | |
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| Instructional Unit: Historical Homes | |
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| Instructional Unit: Literature of Conflict: Societal and Personal | |
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| Developing your own instructional unit | |
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| The Contemporary English Classroom: Unit Planning | |
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| Your Starting Role: Student Teaching and Beyond | |
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| The Community, the School District, the School | |
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| You and Your Cooperating Teacher: the CT | |
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| You and Your University Supervisor | |
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| The School Universe | |
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| Your Colleagues | |
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| Changes, Planned and Otherwise | |
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| Temporary Chaos: Schedules | |
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| Just Chaos | |
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| Teachers Workloads | |
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| Daily Challenges | |
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| The Kids | |
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| Classroom Management | |
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| Curriculum and Instruction | |
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| Assigning Work | |
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| Planning for Absentees | |
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| The Extra-Curriculars | |
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| Working With Parents | |
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| Preparing For Conferences | |
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| Talking with Parents and Guardians | |
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| Sharing with Students | |
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| Making the Most of Student Teaching | |
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| Thoughts, Advice, and Support From a Vet | |
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| Final Thoughts | |