Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers 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 this edition includes; a new preface and a new introduction that discusses the CCSS and their implications for literature instruction; lists of nonficiton 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, and additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts.
The students’ work, through which they probe and develop their identities as readers and writers, illuminates the transformative power of literacy.
This completely revised edition features an expanded discussion of gender, new activities, handouts to use with diverse students, and many other improvements.
REINVENTING ROMEO AND JULIET IN AN ENGLISH, THEATER ARTS, AND SCIENCE INTERDISCIPLINARY PBL PROJECT To examine UDL in action, we bring you back to the opening vignette, where Ben Walsh's City High School students are working on their ...
This book emphasizes that racial justice is a shared responsibility for teachers today and, through myriad practical examples, offers guidance for centering equity in schools.” —Antero Garcia, Stanford Graduate School of Education
This widely applicable text includes: Twenty two types of pre-, during-, and postreading activities designed to lead students to success Examples of each activity along with information on how to create each type of activity Detailed ...
Reaching Out , by Kyle , McIntyre . The authors discussed family workshops , and how they get families involved in the classroom . I really like the ideas they had , and will be discussing this type of activity with the other teachers I ...
This text, based on Louise M. Rosenblatt's transactional model of literature, focuses on the application of transactional reader-response theory in the classroom.
Reading the Visual FRANK M. JUZWIKET AL SERAFINI Race, Community, and Urban Schools STUART GREENE ReWRITING the Basics ... Literacy for a Better World LAURA F. GRAVES ET AL PLOEG Socially Responsible Literacy PAULA SCHNEIDER VANDER G.
One of the greatest challenges for English language arts teachers today is the call to engage students in more complex texts. Tim Gillespie, who has taught in public schools for...
In Child Development, 45(81), 803–806. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Shulman, L. (1987). Knowledge and teaching: Foundations of a new References u 275.