| About the Authors |
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| Preface |
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Part I Why Teach Literature? |
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1 | (36) |
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1 What Does it Mean to Teach Literature to Adolescents? |
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3 | (15) |
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Case Narrative: Molly's Beliefs about Teaching Literature |
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Different Theories of Teaching Literature |
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The Why Teach Literature Shapes the What and the How |
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Practices Constituting a Literature Curriculum |
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Tools for Use in Literature Learning |
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Molly's Literature Instruction: Issues Related to Teaching Literature to Adolescents |
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2 Teaching Literature With Adolescents In Mind: Who Are My Students? |
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18 | (19) |
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Case Narrative: Lily's Identity as a Millennial Adolescent |
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Getting Past the "Reading Sucks" Syndrome: Developing Motivation and Interest for Reading |
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The Search for Self: Young Adult Literature and Identity Development |
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Race, Identity, and Representation in the Literature Classroom |
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The Multiple Identities of Adolescents/ce |
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Exploding the Monocultural Mindset: Cultural Modeling in the Literature Classroom |
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Taking Inventory: Funds of Knowledge in the Literature Classroom |
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Creating a Classroom Environment: Making Room for Reading |
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Multitextured Teaching: Organizing the Literature Curriculum in an Age of Multiliteracies |
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Putting It All Together: Coming of Age in a New Age |
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Part II What Literatures Are We Teaching? |
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37 | (78) |
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3 Planning and Organizing Literature Instruction: How Do I Decide What to Teach? |
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39 | (22) |
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Case Narrative: Considering Different Factors in Planning Lessons |
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Curriculum Goals for Teaching Literature |
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The Planning Model (Questions for Planning Instruction) |
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Creating Units of Instruction: Melissa's 9th Grade Unit on The House on Mango Street |
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4 Teaching the Classics: Do I Have to Teach the Canon, and If So, How Do I Do It? |
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61 | (16) |
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Case Narrative: Teaching a Classic Novel: The Scarlet Letter |
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The Enduring Nature of the Canon |
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Approaches and Strategies to Teaching the Classics |
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5 Teaching Contemporary Young Adult Literature: How Do I Teach What My Students Are Reading? |
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77 | (19) |
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Case Narrative: Millennial Teens and Contemporary Young Adult Literature |
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The Recent Rise of Young Adult Literature |
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What Exactly is Young Adult Literature, and Why isn't it in the Book Room? |
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On Texts and Teaching: Young Adult Literature as Cultural Ideal or Cultural Access? |
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Young Adult Literature in the Millennium: What Teens Read, What Teachers Teach |
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If it's Not in the Book Room, Where Can I find it? Locating Quality Young Adult Literature |
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How do I Possibly Choose? Developing Selection Criteria |
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What Can I Do (or Should I Avoid) with the Anthology? Using What's in the Book Room |
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What if I Get into Trouble? Censorship and the Complications of Choice |
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6 Media Makers and Media Readers: Teaching Analysis and Production of Media |
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96 | (19) |
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Case Narrative: Justifying Media/Digital Literacy Instruction in a Traditional English Curriculum |
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Justifying a Media Literacy Curriculum |
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Accessing and Responding to Online Literature |
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Responding to and Creating Digital Texts |
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Studying and Creating Film Adaptations of Literature |
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Critical Analysis of Media Representations |
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Studying Film/Television Genres |
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Studying Audiences' Construction of Media Texts |
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Part III How Do We Engage Students With Literature? |
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115 | (106) |
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7 How Do I Help Students Understand What They Are Reading? |
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117 | (12) |
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Case Narrative: Getting Started: The Pre-Requisites to Helping Students Navigate Texts: The Case of 9th Grade Teacher Jamie Heans |
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Helping Students Acquire General Reading and Literary Response Strategies |
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Working with "Struggling" Readers |
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8 Teaching Literary Genres: How Do I Engage Students in Reading Different Kinds of Literature? |
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129 | (22) |
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Case Narrative: Creating Facebook Profiles for Scout in To Kill a Mockingbird |
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Helping Students Acquire Knowledge of Genre Conventions |
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Responding to Fables/Myths |
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Responding to Comics/Graphic Novels |
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9 Multiple Perspectives to Engage Students in Literature: What Are Different Ways of Seeing? |
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151 | (12) |
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Case Narrative: Applying Different Critical Perspectives to To Kill a Mockingbird |
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Reading Texts, Reading the World |
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Preparing to Teach Multiple Perspectives |
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A Brief Synopsis of Some Major Theories |
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Getting Your Class Started |
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10 Using Drama Strategies to Foster Interpretation: How Do I Get My Students to Participate in Textual Worlds? |
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163 | (21) |
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Case Narrative: How Enactment Teaches Reading Strategies |
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Drama/Enactment Strategies and Transactional Reading |
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The Power and Flexibility of Drama |
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Drama, Values, Feelings, and Cultural Understanding |
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Implementing Drama Activities |
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Reflection on Participation in Drama Activities |
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11 Leading Discussions of Literature: How Do I Get Students to Talk About Literature? |
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184 | (18) |
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Case Narrative: Jessica's Reflection on her Students' Discussion of "The Bear" |
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Leading Large-Group Discussions |
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Leading Small Group and Book Club Discussions |
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Leading Online Discussions |
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12 Writing About Literature: How Do I Get Students to Write About Literature? |
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202 | (19) |
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Case Narrative: Differences in Kinds of Writing about Literature |
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Limitations of "List and Gist" Writing about Literature |
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Collaboratively Sharing Knowledge about Texts |
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Formal Writing about Literature |
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Understanding Texts through Writing Texts |
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Part IV Where Do I Go From Here? |
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221 | (29) |
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13 Evaluating and Assessing Students' Learning: How Do You Know What They Have Learned? |
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223 | (19) |
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Case Narrative: Coping with Issues of Assessment |
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Defining What You Value in Literature Instruction |
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Alternatives to "Correct Answer" Tests |
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Using Feedback to Foster Student's Revision and Perspective-taking |
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Providing Students with Criteria in Writing Assignments |
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Determining Student Learning in your Classroom |
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Devising Literature Tests and Assessments |
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Using Portfolios to Evaluate Growth and Reflection |
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14 Reflecting and Developing as a Literature Teacher: How Do I Grow as a Teacher? |
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242 | (8) |
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Case Narrative: Chris Johnson's Reflections on Teaching Catcher in the Rye |
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Teacher Reflection and Action Research |
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Engaging in Professional Development |
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| References |
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250 | (16) |
| Index |
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266 | |
