Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today's adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital.
New to the Fourth Edition:
- Expanded attention to digital tools, multimodal learning, and teaching online
- New examples of teaching contemporary texts
- Expanded discussion and illustration of formative assessment
- Revised response activities for incorporating young adult literature into the literature curriculum
- Real-world examples of student work to illustrate how students respond to the suggested strategies
- Extended focus on infusing multicultural and diverse literature in the classroom
Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http: //teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.
|Taylor & Francis
|7.00(w) x 10.00(h) x (d)
About the Author
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.
Table of Contents
Part 1: Why Should I Teach Literature?
1) Why Teaching Literature Still Matters
2) How Will I Come To Know My Students?
Part 2: What Texts Will Students Read and View in My Classroom?
3) How Do I Plan an Integrated Curriculum?
4) How Do I Choose and Teach Beyond the Canon?
5) Use of Multimodal/Digital Tools for Responding to and Creating Multimodal/Digital Texts
Part 3: How Will I Teach Literature?
6) How Do I Foster Different Ways of Talking and Writing about Literature?
7) How Do I Encourage Students to Respond to Literature Through Multiple Critical Perspectives?
8) How Do I Engage Students in Writing and Enacting Literary Texts?
9) How Can I Engage Students in Responding to Poetry and Spoken Word?
10) How Do I Integrate Reading Instruction with Teaching Literature?
11) How Do I Assess and Evaluate Students' Learning?
Part 4: We Make the Road by Walking
12) How Do I Develop as a Teacher Across a Professional Life Span?