Taking a close look at the forces that affect English education in schools—at the ways literature, cognitive science, the privileging of the STEM disciplines, and current educational policies are connected—this timely book counters with a strong argument for the importance of continuing to teach literature in middle and secondary classrooms. The case is made through critical examination of the ongoing "culture wars" between the humanities and the sciences, recent research in cognitive literary studies demonstrating the power of narrative reading, and an analysis of educational trends that have marginalized literature teaching in the U.S., including standards-based and scripted curricula. The book is distinctive in presenting both a synthesis of arguments for literary study in the middle and high school and sample lesson plans from practicing teachers exemplifying how literature can positively influence adolescents’ intellectual, emotional, and social selves.

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. The interactive Web site 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.

Recent research on literature education in Singapore has highlighted the state of ambivalence of the literature curriculum and suggested possibilities for its reconceptualisation, taking into consideration the contemporary Singaporean environment and the impact of globalization; and considering the offering of alternative curricula. This book explores the state of literature as a subject in Singapore secondary schools in relation to this recent research by considering its role in the current political, economic, social and educational climate.

This book is an indispensable guide for anyone training to become a secondary English teacher. It provides an overview of the main topics taught in schools, informed by good teaching practice drawn from the classroom and supported by research and theory, and engages with the requirements of the 2014 National Curriculum for England. Each chapter is based around a ‘lesson feedback’ case study informed by real classroom observations combined with research findings to explore and analyse what underpins high quality English teaching. Coverage includes: · Encouraging a love of reading in your classroom · How to teach effective writing for pleasure and for information · Developing students’ grammar, vocabulary and spoken English · Inspiring teaching using drama, poetry and Shakespeare · Intelligent use of media and new literacies in teaching This is essential reading on all secondary English initial teacher education courses, including school-based (SCITT, School Direct, Teach First), university-based (PGCE) and employment-based routes into teaching.

Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University

Thanks to the success of franchises such as The Hunger Games and Twilight, young adult literature has reached a new level of prominence and popularity. Teens and adults alike are drawn to the genre's coming-of-age themes, fast pacing, and vivid emotional portrayals. The essays in this volume suggest ways high school and college instructors can incorporate YA texts into courses in literature, education, library science, and general education. The first group of essays explores key issues in YA literature, situates works in cultural contexts, and addresses questions of text selection and censorship. The second section discusses a range of genres within YA literature, including both realistic and speculative fiction as well as verse narratives, comics, and film. The final section offers ideas for assignments, including interdisciplinary and digital projects, in a variety of courses.

This volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students. It takes a theoretically eclectic approach that can support a variety of pedagogies.

This book argues for the importance of literature studies using the historical debate between the disinterested disciplines (“art for art’s sake”) and utilitarian or productive disciplines. Forgoing the traditional argument that literature is a unique spiritual resource, as well as the utilitarian thought that literary pedagogy promotes skills that are relevant to a post-industrial economy, Guiney suggests that literary pedagogy must enable mutual access between the classroom and the outside world. It must recognize the need for every human being to become a conscious producer of culture rather than a consumer, through an active process of literary reading and writing. Using the history of French curricular reforms as a case study for his analysis, Guiney provides a contextualized redefinition of literature’s social value.

TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.

This book is the result of understanding literature as a central part of children’s education. Fiction and nonfiction literary works constitute a source to open young minds and to help them understand how and why people – themselves included – live as they do, or to question through critical lenses whether they could live otherwise. By integrating philological, cultural, and pedagogical inquiries, Thinking through Children's Literature in the Classroom approaches the use of literature as a crucial factor to motivate students not only to improve their literacy skills, but also to develop their literary competence, one that prepares them to produce independent and sensible interpretations of the world. Of course, the endeavor of forming young readers and fostering their ability to think begins primarily by having well-read teachers who are enthusiastic about teaching and, secondly, by having students who are willing to learn. To encourage and sustain them through the critical turns of their own thinking processes, educators must surely display a sound pedagogic knowledge apart from deep literary expertise.