Teaching Literature to Adolescents (häftad)
Häftad (Paperback / softback)
Antal sidor
3 New edition
black and white 3 Tables 2 Line drawings, black and white 13 Halftones black and white
2 Line drawings, black and white; 13 Halftones, black and white; 3 Tables, black and white
251 x 178 x 15 mm
499 g
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Teaching Literature to Adolescents

Häftad,  Engelska, 2016-06-02
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This popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts and the need to organize literature instruction around topics and issues of interest to them. Throughout the textbook, readers are encouraged to raise and explore inquiry-based questions in response to authentic dilemmas and issues they face in the critical literature classroom. New in this edition, the text shows how these approaches to fostering responses to literature also work as rich tools to address the Common Core English Language Arts Standards. Each chapter is organized around specific questions that English educators often hear in working with pre-service teachers. Suggested pedagogical methods are modelled by inviting readers to interact with the book through critical-inquiry methods for responding to texts. Readers are engaged in considering authentic dilemmas and issues facing literature teachers through inquiry-based responses to authentic case narratives. A Companion Website [http://teachingliterature.pbworks.com] provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.
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Richard Beach is Professor Emeritus of English Education at the University of Minnesota, USA. Deborah Appleman is the Hollis L. Caswell Professor and Chair of Educational Studies at Carleton College, USA. Bob Fecho is Professor of English Education at Teachers College, Columbia University, USA. Rob Simon is Associate Professor of Multiliteracies in Education at the Ontario Institute for Studies in Education of the University of Toronto, Canada.


Contents Preface About the Authors Part 1: What Should Be Considered as We Imagine Our Literature Classrooms? Chapter 1: Why Teach Literature? Chapter 2: Who are my Students and Within What Contexts Will I Teach? Part 2: What Literatures Will I Teach? Chapter 3: How Do I Teach What My Students Are Reading? Chapter 4: How Do I Teach Critical Media Literacy? Chapter 5: What Should I Consider When Planning a Curriculum? Part 3: How Do I Create Opportunities for Students to Engage with Literature? Chapter 6: How Do I Help Students Understand What They are Reading? Chapter 7: How Do I Encourage Students to Read Literature through Multiple Perspectives? Chapter 8: How Can I Engage Students in Responding to Poetry/Spoken Word? Chapter 9: How Do I Create Opportunities for Students to Talk and Write About Texts? Chapter 10: How do I Create Opportunities for Students to Enact Responses to Literature? Part IV: Where do I go from here? Chapter 11: Evaluating and Assessing Student Learning of Literature: How Do You Know What They Have Learned? Chapter 12: How Do I Develop as a Literature Teacher? Author index Subject index