american literature

british literature

multicultural/women's/world literature

lesson plans/course syllabi

drama/speech

shakespeare

young adult literature

literary genres/mythology

nonfiction

poetry

critical lenses

story response/writing

assessment

censorship

professional development

media/technology

How to use this site

CHAPTERS

1

Goals for teaching literature: What does it mean to teach literature?

2

Understanding students’ individual differences: Who are our kids?

3

Planning and Organizing Literature Instruction: How Do I Decide What to Teach?

4

Using Drama to Foster Interpretation: How Can I Help Students Read Better?

5

Leading Classroom Discussions of Literature: How Do I Get Them to Talk about Literature?

Writing about literature: How do I get them to write about literature?

7

Using narratives in the classroom: What’s the use of story?

8

Teaching text and task-specific strategies: How does the shape of a text change the shape of my teaching?

9

Teaching the Classics: Do I Have To Teach the Canon, And If So, How Do I Do It?

10

Multiple Perspectives to Engage Students with Literature: What are Different Ways of Seeing?

11

Teaching Media Literacy: What else is a text and how do I teach it?

12

Assessing and Evaluating Students’ Learning: How do I know what they’ve learned?

13

Text Selection, Censorship, Creating an Ethical Classroom Environment. and Teacher Professionalism: How do I Stay in Control, Out of Trouble, and Continue to Develop as A Teacher?

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further readings

Atwell, N. In the Middle: New Understanding About Writing, Reading, and Learning (2nd ed.).

Burke, J. The English Teacher's Companion: Complete Guide to Classroom, Curriculum, and the Profession.

Burke, J. The Teacher's Daybook 2004-2005: Time to Teach, Time to Learn, Time to Live.

Christenbury, L. Making the Journey: Being and Becoming a Teacher of English Language Arts (2nd ed.).

Duch, B., Groh, S. E., & Allen, D. E. (Eds.). (2001). The Power of Problem-based Learning. Stylus.

Edelsky, C. (Ed.) (1999). Making Justice our Project: Teachers Working Toward Critical Whole Language Practice.National Council of Teachers of English.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic.

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Basic.

Goodwyn, A., & Branson, J. (2003). Teaching English: A Handbook for Primary and Secondary School Teachers. Stylus.

Fleischer, C., & Schaafsma, D. (Eds.). (1998). Literacy and Democracy: Teacher Research and Composition Studies in Pursuit of Habitable Spaces. National Council of Teachers of English.

Freeman, D.E., Freeman, Y.S., & Mercuri, S.P. Closing the Achievement Gap : How to Reach Limited-Formal-Schooling and Long-Term English Learners.

Holden, J., & Schmit, J. S. (Eds.). (2002). Inquiry and the Literary Text: Constructing Discussions in the English Classroom . National Council of Teachers of English.

Ladson-Billings, G. (1997). The Dreamkeepers : Successful Teachers of African American Children. Jossey-Bass.

Ladson-Billings, G. (2001). Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms . Jossey-Bass.

Schwartz, P., Mennin, S., Webb, G. (Eds.). (2001). Problem-based Learning: Case Studies, Experience and Practice . New York: Stylus. Readers, Texts, Cultures in the Response-Based Literature Classroom , 2nd ed. Addison Wesley.

Steineke, N. Reading & Writing Together : Collaborative Literacy in Action.

Strickland, J. & Strickland, K. Engaged in Learning: Teaching English, 6-12.

Tchudi, S.N. & Tchudi, S.J. The English Language Arts Handbook: Classroom Strategies for Teachers, (2nd ed).