Building off the argument that comics succeed as literature-rich, complex narratives filled with compelling characters interrogating the thought-provoking issues of our time-this book argues that comics are an expressive medium whose moves (structural and aesthetic) may be shared by literature, the visual arts, and film, but beyond this are a unique art form possessing qualities these other mediums do not. Drawing from a range of current comics scholarship demonstrating this point, this book explores the unique intelligence/s of comics and how they expand the ways readers engage with the world in ways different than prose, or film, or other visual arts. Written by teachers and scholars of comics for instructors, this book bridges research and pedagogy, providing instructors with models of critical readings around a variety of comics.

An improved, larger-format edition of the Cambridge School Shakespeare plays, extensively rewritten, expanded and produced in an attractive new design. An active approach to classroom Shakespeare enables students to inhabit Shakespeare's imaginative world in accessible and creative ways. Students are encouraged to share Shakespeare's love of language, interest in character and sense of theatre. Substantially revised and extended in full colour, classroom activities are thematically organised in distinctive 'Stagecraft', 'Write about it', 'Language in the play', 'Characters' and 'Themes' features. Extended glossaries are aligned with the play text for easy reference. Expanded endnotes include extensive essay-writing guidance for 'The Merchant of Venice' and Shakespeare. Includes rich, exciting colour photos of performances of 'The Merchant of Venice' from around the world.

Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition.

This series presents hardback editions of Shakespeare's plays for use in schools. The text is supported by detailed notes and is suitable for GCSE and A level.

This volume demonstrates how the social and instructional worlds that children inhabit influence their poetry writing and performances. Drawing on rich vignettes of students from different racial, ethnic and linguistic backgrounds, it describes and analyzes the work of eight to ten-year-old U.S. students involved in a month-long poetry unit. Children Writing Poems outlines the value of a 'poetic-functional' approach to help children convey a poem's meaning and mood, and expresses the need for educators to scaffold children's oral readings and performances over time.

Teaching nineteenth-century literature can be an incredibly rewarding experience, resulting in lessons which are exciting and engaging and enable amazing levels of student progress. This essential handbook guides teachers through the key events of the period, offering theoretical approaches and a wealth of practical ideas for teaching nineteenth-century fiction and poetry in the secondary classroom. Supporting and inspiring teachers as they introduce nineteenth-century texts to their students and nurture their interest and enthusiasm for the genre, Teaching Nineteenth-Century Literature provides a grounding in the major historical events of the nineteenth century, describes pedagogical approaches to teaching fiction and poetry, and offers step-by-step guidance on the use of literary resources. Chapters offer advice on overcoming the particular challenges of the genre, including unwieldy plots, complex vocabulary and unfamiliar sentence structures, and illustrate how texts from the period can be made fully accessible to even the youngest pupils. With a range of detailed activities, photocopiable lesson plans, case studies and extracts for use in the classroom, teachers will be able to quickly and easily build a scheme of work that is stimulating and beneficial for children of varying abilities. Equipping teachers with the knowledge, understanding and resources they need to teach nineteenth-century literature in an engaging, inspiring and intellectually stimulating way, this practical and accessible text will be an invaluable resource for secondary school English teachers, students and trainees.

Der vorliegende Band setzt sich mit der didaktischen Implementierung Shakespeares Werk auseinander. Im Fokus stehen dabei die in jungster Zeit radikal veranderten medialen sowie literatur- und kulturwissenschaftlichen Bedingungen unter Berucksichtigung neuester didaktischer Erkenntnisse. Daruber hinaus verfolgt der Band das Ziel, neue interdisziplinare Einblicke in verschiedene aktuelle Themen und Ansatze der Lehre Shakespeares im (Hoch-) Schulunterricht zu ermoeglichen. Der Fokus ist darauf gerichtet, Theorie und Praxis zu verbinden, um so Studierenden, Wissenschaftler/innen und auch Lehrer/innen grundlegendes Wissen im Bereich der heutigen Shakespeare-Rezeption sowie praktische Beispiele, die sich in verschiedenen Unterrichtssituationen bewahrt haben, zu vermitteln. This volume deals with the methodological implementation of Shakespeare's work. The focus is on the recently radically changed media, literary and cultural studies conditions, taking into account the latest research findings in EFL methodology. In addition, the volume aims to provide new interdisciplinary insights into various current topics and approaches for teaching Shakespeare to all ages. The focus is on combining theory and practice to transmit profound knowlegde to university students and lecturers as well as to teachers. The essays in this collection try to account for both perspectives by giving an overview of contemporary Shakespeare scholarship as well as practical examples that have proven successful in a wide range of classroom situations.

It's the handbook no half-blood should be without: a fully illustrated, in-depth guide to gods, monsters, and all things Percy. This novelty companion to the best-selling series comes complete with trading cards, full-color diagrams, and maps, all packaged in a handy, "manual-size" POB with a crisp, magnetic flap enclosure.

This fantastic range of fiction for Shared, Guided and Independent reading gives you stories your children will love to read over and over again. Gaelic and Scottish teaching support also accompanies this reading series.

Two Gentlemen of Verona is commonly agreed to be Shakespeare's first comedy, and probably his first play. A comedy built around the confusions of doubling, cross - dressing and identity, it is also a play about the ideal of male friendship and what happens to those friendships when men fall in love. William Carroll's engaging Introduction focuses on the traditions and sources that stand behind the play and explores Shakespeare's unique and bold treatment of them. Special attention is given to the strong female figure of Julia and the controversial final scene.

With a focus on fostering democratic, equitable education for young people, Ginsberg and Glenn's engaging text showcases a wide variety of innovative, critical classroom approaches that extend beyond traditional literary theories commonly used in K-12 and higher education classrooms and provides opportunities to explore young adult (YA) texts in new and essential ways. The chapters pair YA texts with critical practices and perspectives for culturally affirming and sustaining teaching and include resources, suggested titles, and classroom strategies. Following a consistent structure, each chapter provides foundational background on a key critical approach, applies the approach to a focal YA text, and connects the approach to classroom strategies designed to encourage students to think deeply and critically about texts, themselves, and the world. Offering a wealth of innovative pedagogical tools, this comprehensive volume offers opportunities for students and their teachers to explore key and emerging topics, including culture, (dis)ability, ethnicity, gender, immigration, race, sexual orientation, and social class.

Living overseas but writing, always, about his native city, Joyce made Dublin unforgettable. The stories in Dubliners show us truants, seducers, gossips, rally-drivers, generous hostesses, corrupt politicians, failing priests, amateur theologians, struggling musicians, moony adolescents, victims of domestic brutishness, sentimental aunts and poets, patriots earnest or cynical, and people striving to get by. In every sense an international figure, Joyce was faithful to his own country by seeing it unflinchingly and challenging every precedent and piety in Irish literature.

Originally published in 1984. This book charts important changes brought about by teachers in the way literature is read and written about in schools. Rooted in experiences of inner-city schools, it is extremely practical and especially valuable for the multi-ethnic classroom. The writers, all of whom are experienced teachers of English, believe, however, that all schools need to respond to the cultural, racial and linguistic diversity of British society, whether their own populations are homogeneous or mixed. By concentrating on real classrooms, real lessons and real children, the book shows how particular ideas can be put into practice. It approaches theories of reading and of literature through specific examples of lively and successful practice and argues the ease for the centrality of literature and literacy to the curriculum. The book includes lists of resources: books to read with children and books for teachers to read for themselves to deepen their understanding of the ideas and their confidence in adapting them for their own classrooms. Throughout the book continuities are emphasized: between life and literature, between reading and writing, and between learning to read, becoming better at it, and studying literature.

In this book, Rodriguez uses theories of critical literacy and culturally responsive teaching to argue that our schools, and our culture, need sustaining and inclusive young adult (YA) literature/s to meet the needs of culturally and linguistically diverse readers and all students. This book provides an outline for the study of literature through cultural and literary criticism, via essays that analyze selected YA literature (drama, fiction, nonfiction, and poetry) in four areas: scribal identities and the self-affirmation of adolescents; gender and sexualities; schooling and education of young adult characters; and teachers' roles and influences in characters' coming of age. Applying critical literacy theories and a youth studies lens, this book shines a light on the need for culturally sustaining and inclusive pedagogies to read adolescent worlds. Complementing these essays are critical conversations with seven key contemporary YA literature writers, adding biographical perspectives to further expand the critical scholarship and merits of YA literature.

Suzanne Gossett offers a full and critical performance history, with an introduction showing how the play's performance history has paralled the criticism. It then gives an interpretation of this two-generation romance, with its successive male and female central characters, based on a reading 'through the family', and influenced by the feminist and new historicist criticism of the last two decades.The edition integrates cumulative research on Shakespeare's collaborative authorship and the transmission of the text without rewriting the play or ignoring years of emendations.

This fantastic range of fiction for Shared, Guided and Independent reading gives you stories your children will love to read over and over again. Gaelic and Scottish teaching support also accompanies this reading series.

Neil Munro, although best known today for his humourous Para Handy stories, wrote several very fine historical novels exploring, and critiquing, Highland life and culture. Ronald Renton's SCOTNOTE study guide examines two major works by Munro: John Splendid, set during the civil wars of the 17th century; and The New Road, set during the opening-up of the Highlands by General Wade's road-building programme, shortly before the Jacobite uprising of 1745. The historical, cultural and political backgrounds of each novel are discussed and contrasted. This guide is suitable for senior school pupils and students at all levels.

This superb CGP Text Guide contains everything you need to write better A-Level and Undergraduate English essays on William Shakespeare's 'Othello', all presented in a helpful and entertaining way to make study and revision easier. There are clear notes on the characters, themes, language techniques and critical context, plus practice questions to make sure you understand the main points. There's also a section dedicated to writing about 'Othello' to help you improve your grades.

'The Anthem Guide to Short Fiction' contains 20 classic short stories by well-known and respected authors, some of which are rarely anthologized in the contemporary publishing market. Accordingly, this new selection provides a fresh perspective on each author and his or her place in the overarching literary canon, and will offer students both inspiration and guidance when thinking and writing about literature.

The guide offers works by a variety of acclaimed authors, including Leo Tolstoy, Mark Twain, Kate Chopin, Rudyard Kipling, James Joyce and Edith Wharton. Features of the guide include individual biographical notes for each writer, a short introduction to his or her short story, and a critical "Thinking About the Story" section for each text - including incisive discussion questions formulated to help students respond to each story insightfully. Similarly, the guide's creative activities have been devised to engage critical and imaginative thinking in the reader, as well as to offer an understanding of authorship and the creative process. A concise glossary of literary terms, designed for optimal and regular use, is also included.

Literature teaching remains central to the teaching of English around the world. This edited text brings together expert global figures under the banner of the International Federation for the Teaching of English (IFTE). The book captures a state-of-the-art snapshot of leading trends in current literature teaching, as well as detailing predicted trends for the future. The expert scholar and leading teacher contributors, coming from a wide range of countries with fascinatingly diverse approaches to literature teaching, cover a range of central and fundamental topics: literature and diversity; digital literatures; pedagogy and reader response; mother tongues; the business of reading; publishers, adolescent fiction and censorship; assessing responses to literature; the changing definitions of literature and multimodal texts. The collection reviews the consistently important place of literature in the education of young people and provides international evidence of its enduring value and contribution to education, resisting the functionalist and narrowly nationalist perspectives of misguided government authorities. International Perspectives on the Teaching of Literature in Schools will be of value to researchers, PhD students, literature scholars, practitioners, teacher educators, teachers and all those in the extensive academic community interested in English and literacy around the world.

Literature teaching remains central to the teaching of English around the world. This edited text brings together expert global figures under the banner of the International Federation for the Teaching of English (IFTE). The book captures a state-of-the-art snapshot of leading trends in current literature teaching, as well as detailing predicted trends for the future. The expert scholar and leading teacher contributors, coming from a wide range of countries with fascinatingly diverse approaches to literature teaching, cover a range of central and fundamental topics: literature and diversity; digital literatures; pedagogy and reader response; mother tongues; the business of reading; publishers, adolescent fiction and censorship; assessing responses to literature; the changing definitions of literature and multimodal texts. The collection reviews the consistently important place of literature in the education of young people and provides international evidence of its enduring value and contribution to education, resisting the functionalist and narrowly nationalist perspectives of misguided government authorities. International Perspectives on the Teaching of Literature in Schools will be of value to researchers, PhD students, literature scholars, practitioners, teacher educators, teachers and all those in the extensive academic community interested in English and literacy around the world.

This CGP Complete Revision & Practice book is a superb all-in-one guide to success in Grade 9-1 GCSE English Language and English Literature! It's packed with clear study notes and examples that explain every reading and writing skill (including in-depth advice on spelling, punctuation and grammar), plus detailed sections covering prose, drama and poetry. There's a huge range of practice on offer in each section, including warm-up questions and exam-style questions for every topic. The book is rounded off with a full set of Language and Literature practice exams for students to try for themselves - ideal for final preparation ahead of the real tests. A free Online Edition is also included - just use the unique code printed in the book to access it on your PC, Mac or tablet.

The story of Puss in Boots is ingeniously combined with that of Cinderella in this hilarious show. Puss in Boots transforms humble Colin Miller into Prince Charming. Cinderella's Fairy Godmother helps her to become Princess Priscilla, despite her meddling stepsisters. The two marry, providing two happy endings. Outrageous characters, a wealth of jokes and a fast-paced plot make this a hugely likeable show, which can be performed by a small cast without songs.-2 women or men

This volume demonstrates how the social and instructional worlds that children inhabit influence their poetry writing and performances. Drawing on rich vignettes of students from different racial, ethnic and linguistic backgrounds, it describes and analyzes the work of eight to ten-year-old U.S. students involved in a month-long poetry unit. Children Writing Poems outlines the value of a 'poetic-functional' approach to help children convey a poem's meaning and mood, and expresses the need for educators to scaffold children's oral readings and performances over time.

This CGP Study & Question Book is perfect for helping pupils aged 5-7 get to grips with all the Reading skills they'll need for the latest Key Stage 1 SATS. For every topic, there are clear, colourful notes and plenty of practice questions based on child-friendly reading texts. Complete answers are included at the back, so it's easy to check how well they're getting on. A CGP Study & Question Book is also available for KS1 Grammar, Punctuation and Spelling - see 9781782944614.