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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 | |