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 reading:

Brabham, E. G. & Villaume, S. K. (November 2000). Conversations about literature circles. The Reading Teacher, 54 (3), 278-80.

Chatel, R. G. (2003). Developing literacy in the technological age: Expanding the boundaries of reader-text interactions. The New England Reading Association Journal, 39 (2), 67-73.

Daniels, H. (September 2002). Resources for middle school book clubs. Voices from the Middle, 10 (1), 48-9.

DeBlase, G. (October 2005). Negotiating points of divergence in the literacy classroom: The role of narrative and authorial readings in students’ talking and thinking about literature. English Education, 38 (1), 9-22.

Gambrell, L. B. (October 2004). Shifts in the conversation: Teacher-led, peer-led, and computer-mediated. The Reading Teacher, 58 (2), 212-5.

Grisham, D. L. & Wolsey, T. D. (May 2006). Recentering the middle school classroom as a vibrant learning community: Students, literacy, and the technology intersect. Journal of Adolescent and Adult Literacy, 49 (8), 648-60.

Latendresse, C. (January 2004). Literature circles: Meeting reading standards, making personal connections, and appreciating other interpretations. Middle School Journal, 35 (3), 13-20.

Lloyd, S. L. (October 2004). Using comprehension strategies as a springboard for student talk. Journal of Adolescent and Adult Literacy, 48 (2), 114-24.

Peterson, S. & Belizaire, M. (March 2006). Another look at roles in literature circles. Middle School Journal, 37 (4), 37-43.

Ruby, J. (Autumn 2003). Fostering multilayered literacy through literature circles. TESOL Journal, 12 (3), 47-8.

VanDeWeghe, R. (May 2006). Interpretive norms in literature discussions. English Journal, 95 (5), 84-7.

VanDeWeghe, R. (September 2003). Classroom discussions of literature. English Journal, 93 (1), 87-91.