Series Information:
Transforming Teaching

A fresh look at a play usually regarded as the first component of a three-part historical epic, this edition argues that Henry VI Part 1 is a 'prequel', a freestanding piece that returns for ironic and dramatic effect to a story already familiar to its audience. The play's ingenious use of stage space is closely analysed, as is its manipulation of a series of setpiece combats to give a coherent syntax of action. Discussion of the dramatic structure created by the opposing figures of Talbot and Jeanne la Pucelle, and exploration of the critical controversies surrounding the figure of Jeanne, lead to a reflection on the nature of the history play as genre in the 1590s.

The tale of high adventure in the farmyard that became the hit movie Babe is a captivating play for children young and old. A leading writer of children's plays brings the heartwarming story of the piglet who rises to fame at the Grand Challenge Sheep Dog Trials to the stage in a dramatization that allows for flexible casting.Large flexible cast

Paul Reakes' pantomimes include many original twists to the familiar stories, with plenty of audience participation. They can be staged as simply or as elaborately as desired.4 women, 6 men

Skilfully adapted from the famous original story by Hans Christian Andersen, Th e Snow Queen is the story of Gerda, a little girl who searches for her friend Kai when he is bewitched and imprisoned by the Snow Queen in her ice palace. Gerda's innocence charms all good people and animals she meets on the way. They help her to escape the Enchantress, lead her to the royal court, and on to Lapland, where, in a final confrontation with the Snow Queen's Ice Creatures, good conquers evil and the children are reunited.Large flexible cast

Richard Lloyd has combined a pastiche of the Robert Louis Stevenson classic with the essential elements of pantomime, including romantic interludes and knockabout fun. The swiftly moving scenes are interchangeable and allow for staging to be as simple or as sophisticated as facilities permit.

This book seeks to help teachers ensure that children develop an awareness of the prejudice expressed in books and other reading material that they encounter. Political correctness in this area is easily caricatured, yet more needs to be done to ensure that children's books deal fairly with bias in relation to gender, race, language disability, and age. The author reviews recent work which aims to counter prejudice in children's literature and traces the historical and theoretical basis of this work. Equality issues and stereotyping in a wide range of books -- old and new, popular and classic -- are also discussed.

The focus throughout the text is on the practical ways in which teachers and librarians can help children to develop an awareness of bias, so that they are less likely to adopt the prejudices consciously or subconsciously expressed by the authors they experience.

When Missus produces fifteen puppies, Cruella is enraptured and has the Badduns kidnap the litter. Distraught, Pongo and Missis enlist support on the Twilight Barking and encounter many adventures before rescuing their own pups - and a great many more.Large flexible cast

This series of plays for the 11-16 age range offers contemporary drama and new editions of classic plays. The series has been developed to support classroom teaching and to meet the requirements of the National Curriculum Key Stages 3 and 4. The plays are suitable for classroom reading and performance; many have large casts and an equal mix of parts for boys and girls. Each play includes strategies and activities to introduce and use the plays in the classroom. "The Glass Menagerie" tells the story of Tom, who is frustrated in his job and distressed at home by the mental withdrawal of his crippled sister. Both of them are intrigued by a set of glass figures. There are four parts, two male and two female.

Published in 1983, this book considers how films are used in secondary school as teaching aids in English and Film courses. Based on a dissertation presented to Temple University, the book tackles three main questions: firstly, it explores the ways that film is used be secondary school English teachers as an adjunct to instruction. Secondly it surveys the number and types of courses offered in film study and filmmaking in specific secondary schools. Thirdly it compares and contrasts the extent and degree of teaching about film as an artistic medium of communication.

Enid Blyton's name is synonymous with children's stories, none being more famous than NODDY. David Wood, the acclaimed children's dramatist, draws upon the most entertaining and instructive of the twenty-four books for this popular adaptation. Exploiting the excitement of life theatre with imaginative staging, music, light, puppetry and lots of audience participation, the play will be a hit with all, whether they know Noddy or not.

Welcome to Poetryland: Teaching Poetry Writing to Young Children draws from Shelley Savren's forty years of teaching poetry writing in grades pre-K-6 and to focus populations, including gifted and special education students, students in after school programs and at art museums, and homeless, abused, or neglected students. Each chapter begins with a student quote and an original poem, followed by heartfelt stories of working with that particular group, and concludes with lesson plans, complete with introductions of poetic concepts, model poems by professionals, open-ended writing assignments, methods for sharing and critiquing, and one or two student poems. Designed for use in a classroom, this book features thirty-eight lesson plans and twenty-three additional poetry-writing workshop ideas. It provides guidance and inspiration for anyone who wants to teach poetry writing to children. "I wish Shelley would teach the whole world poetry." -1st grade student. "I want to be a poetry writer when I grow up." -2nd grade student. "What I found out about myself was that I have an imagination. And a good one." -6th grade student.

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.

Bringing together strands of public discourse about valuing personal achievement at the expense of social values and the impacts of global capitalism, mass media, and digital culture on the lives of children, this book challenges the potential of science and business to solve the world's problems without a complementary emphasis on social values. The selection of literary works discussed illustrates the power of literature and human arts to instill such values and foster change. The book offers a valuable foundation for the field of literacy education by providing knowledge about the importance of language and literature that educators can use in their own teaching and advocacy work.

CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively, and emotionally in deep reading of challenging texts. With a focus on teaching about the Holocaust and Anne Frank's diary-part of the U.S. middle school literary canon-the authors present the concept of layering literacies as an essential means for conceptualizing how seeing the text, being the text, and feeling the text invite adolescents to learn about difficult and uncomfortable literature and subjects in relation to their contemporary lives. Offering a timely perspective on arts education advocacy, Chisholm and Whitmore demonstrate the vital need to teach through different modalities in order to strengthen students' connections to literature, their schools, and communities. Accessible strategies are illustrated and resources are recommended for teachers to draw on as they design arts-based instruction for their students' learning with challenging texts.

Combining the views of experts in both classroom practice and reading theory, "The Reading for Real Handbook" is a practical guide to a "real reading" or apprenticeship approach to beginning reading. It explores a range of topics including the choice of books, the importance of social context, parental involvement, assessment and record-keeping, and how to help children who don't make a good start with a "real reading approach". It contains advice both for teachers already committed to a storybook approach, and for those who make use of a scheme or schemes but wish to include a greater use of stories.

This book contains everything that year 7-9 students need to know about William Shakespeare's "Romeo & Juliet", all presented in a helpful and entertaining way to make study easier. There are clear notes on the plot, characters, and language, plus practice questions to make sure you understand the main points. There's also a section of exam advice to help you improve your grades.

The Reading for Real Handbook was very well received by both teachers and literacy specialists when it was published in 1992. Since its first publication there have been significant changes in the field of 'reading', not least of which has been governmental demands for higher standards in reading and the resultant National Literacy Strategy (NLS). As well as providing invaluable help for teachers struggling with the National Literacy Strategy and the Literacy Hour, several other new topics of interest are also addressed, including teaching fiction/non-fiction inside and outside the Literacy Hour, integrating reading, writing and spelling work, involving parents, assessment and working with slower readers.

This volume is part of a new series of novels, plays and stories at GCSE/Key Stage 4 level, designed to meet the needs of the National Curriculum syllabus. Each text includes an introduction, pre-reading activities, notes and coursework activities. Also provided is a section on the process of writing, often compiled by the author. The fabulous parties at Gatsby's mansion are legendary; guests dance until dawn at the home of their mystery host. But whose face is he searching for in the crowds? What secret sorrow lies behind his great fortune? And what was it that made Gatsby "great"?

This book takes a fresh look at secondary urban English classrooms and at what happens when students and their teachers explore literature collaboratively. By closely examining what happens in English lessons, minute by minute, it reveals how literary texts function not as a valorised heritage to be transmitted, but as a resource for the students' work of cultural production and contestation. The reading that is undertaken in classrooms has tended to be construed as either a poor substitute or merely a preparation for other reading, particularly for that paradigmatic literacy event, the absorbed and simultaneously discriminating consumption of the literary text by the independent, private reader. This book argues for a different understanding of what constitutes reading, an understanding that is informed by historical and ethnographic perspectives and by psychological and semiotic theory. It presents the case for a conception of reading as an active, collaborative process of meaning-making and for a fully social model of learning. Drawing extensively on data gathered through classroom observation and filming of English lessons taught over the course of a year by two teachers in a London secondary school, the book explores students' engagement with literary texts and the pedagogy that facilitates this engagement. The book offers new insights into reading, and reading literature in particular. It challenges the paradigm of reading that is offered in government policy and the assumption, common to much work within the field of 'new literacies', that 'schooled literacy' is the already-known, the default, against which the alternative literacy practices of homes and communities can be defined. It will be valuable reading for researchers, teachers, teacher educators and postgraduate students, and will have particular appeal for those with an interest in the fields of English studies and literacy.

Mponyane is very worried about his friend Frank, and knows that he is in grave danger. But Mponyane was born deaf and connot articulate a call for help. He cannot hear what people sya, he can only feel their unhappiness and fear. He knows that he must do something, anything to help save his friend.

This is a full length pantomime, entirely traditional with lots of humour and with its own original and delightful score by Eric Gilder which is available separately. The large number of both amateur and professional groups who present Crocker and Gilder pantomimes regularly every year is unmistakable proof of their success. Vocal score on sale.Large flexible cast

A story of ambition and failure, "325,000 Francs "is remarkable for its dramatic construction, vivid characterization and clear, economical style. Psychological interest centers on the relationship between the characters of Bernard and Marie-Jeanne, but they are also shown in their social setting. The presence of an observer-narrator involves the reader in a challenging way, while leaving open the interpretation of a novel which, in Vailland's words has, "toutes les faces possibles de la realite."

This book offers revolutionary approaches to in-class discussions about young adult literature. It shows teachers how to think more widely than the themes of a book to consider how they might operate as prayers of lament, yearning, anger, confession, thankfulness, reconciliation, joy, obedience, pilgrimage, contemplation, and equanimity. It also offers a variety of ways for classroom discussion to consider a representative sentence or two from a young adult novel, and from that allow students to connect to linked passages in the rest of the novel. These approaches for classroom discussion are drawn from a variety of contemplative traditions, including Jewish and Christian faith traditions and include florilegium, lectio divina, PaRDeS, Ignatian Imagination, havruta, and marginalia. Drawing from a range of in-class experiences, the authors explain each approach in the context of twelve popular and critically interesting young adult novels including The Hate U Give, Long Way Down, Speak, The Poet X, The Fault in our Stars, Brown Girl Dreaming, and others. This book will transform discussions that are disconnected from the book, lacking in relevance, or missing the energy that drives good conversation into meaningful and energetic class discussions that students and teachers alike will value.

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.