Description
Book SynopsisIn looking for an approach to teaching literature in high school, teachers largely fall back on the methods that they had experienced as students. These practices often involve a teacher assigning a complex work of literature and then assessing students' reading through in-class recitations or quizzes. Teachers typically dominate the discourse and sometimes take charge of the task by reading aloud whole swathes of texts to their students. We know from our own experience as teachers, supervisors of teachers and student teachers, and researchers in the field that students are often bored with these approaches and teachers are frequently frustrated with learners' unenthusiastic responses to the teachers' favorite works of literature. There has to be a better way. This book offers approaches to engage students in productive procedures for reading complex texts and provides sample activities to allow learners to practice those procedures.
Table of ContentsAcknowledgments
Preface
Introduction
Chapter 1: Making Reading Literature Worthwhile
Chapter 2: Options for Frontloading Encounters with Complex Texts
Chapter 3: What We Notice and How We Construct Meaning
Chapter 4: As Patterns Emerge: Joining Along and Questioning Why
Chapter 5: Introducing Competing Critical Views
Chapter 6: Responding to Literature in Discussion and Writing
Chapter 7: Experiencing Literature as Performance
Chapter 8: Fostering a Reading Habit
Chapter 9: Connecting Texts in Coherent Inquiry Units
Appendix: “Poor Alfred, Buried Three Times”
