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* This book comprehensively tackles head-on the challenges of
teaching standards-based education effectively for the English
Language Arts, with a close look at the CCSS and other state
standards * Third edition is fully updated and includes new
strategies, tools, lesson plans and figures * New topics and
expanded attention on social justice, current events, critical
inquiry, digital texts, multimodal texts, and arts integration
-Meets the needs of preservice teachers to be ready to address the
requirements of the CCSS and other state standards * Authors are a
team of renowned scholars: Richard Beach, Amanda Haertling Thein,
Allen Webb
* This book comprehensively tackles head-on the challenges of
teaching standards-based education effectively for the English
Language Arts, with a close look at the CCSS and other state
standards * Third edition is fully updated and includes new
strategies, tools, lesson plans and figures * New topics and
expanded attention on social justice, current events, critical
inquiry, digital texts, multimodal texts, and arts integration
-Meets the needs of preservice teachers to be ready to address the
requirements of the CCSS and other state standards * Authors are a
team of renowned scholars: Richard Beach, Amanda Haertling Thein,
Allen Webb
Countering the increased standardization of English language arts
instruction requires recognizing and fostering students' unique
identity construction across different social and cultural
contexts. Drawing on current sociocultural theories of identity
construction, this book posits that students construct multiple
identities through use of five identity practices: adopting
alternative perspectives, exploring connections across people and
texts, negotiating identities across social worlds, developing
agency through critical analysis, and reflecting on long-term
identity trajectories. Identity-Focused ELA Teaching features
classroom activities teachers can use to put these practices into
action in ways that re-center implementing the Common Core State
Standards; case-study profiles of students and classrooms from
urban, suburban, and rural schools adopting these practices; and
descriptions of how teachers both support students with this
instructional approach and share their own identity-construction
experiences with their students. It demonstrates how, as students
acquire identity-focused practices through engagements with
literature, writing, drama, and digital texts, they gain awareness
of the ways exposure to different narratives, beliefs, and
perspectives serves to mediate their own and others' identities,
leading to different ways of being and becoming over time.
This book examines how working-class high school students '
identity construction is continually mediated by discourses and
cultural practices operating in their classroom, school, family,
sports, community, and workplace worlds. Specifically, it addresses
how responding to cultural differences portrayed in multicultural
literature can serve to challenge adolescents ' allegiances to
status quo discourses and cultural models, and how teachers not
only can rouse students to clarify and change their value stances
related to race, class, and gender, but also provide support for
and validation of students ' self-interrogation.
& nbsp;
Highlighting the influence of sociocultural forces, the book
contributes to understanding the role of institutions in shaping
adolescents ' lives, and identifies needs that must be addressed to
improve those institutions. Current theory and research on critical
discourse analysis, cultural models theory, and identity
construction is meshed with specific applications of that theory
and research to case-study profiles and analysis of classroom
discussions. The instructional strategies described enable
pre-service and in-service teachers to develop their own literature
curriculum and instructional methods.
This book examines how working-class high school students' identity
construction is continually mediated by discourses and cultural
practices operating in their classroom, school, family, sports,
community, and workplace worlds. Specifically, it addresses how
responding to cultural differences portrayed in multicultural
literature can serve to challenge adolescents' allegiances to
status quo discourses and cultural models, and how teachers not
only can rouse students to clarify and change their value stances
related to race, class, and gender, but also provide support for
and validation of students' self-interrogation. br br Highlighting
the influence of sociocultural forces, the book contributes to
understanding the role of institutions in shaping adolescents'
lives, and identifies needs that must be addressed to improve those
institutions. Current theory and research on critical discourse
analysis, cultural models theory, and identity construction is
meshedwith specific applications of that theory and research to
case-study profiles and analysis of classroom discussions. The
instructional strategies described enable pre-service and
in-service teachers to develop their own literature curriculum and
instructional methods.
Countering the increased standardization of English language arts
instruction requires recognizing and fostering students' unique
identity construction across different social and cultural
contexts. Drawing on current sociocultural theories of identity
construction, this book posits that students construct multiple
identities through use of five identity practices: adopting
alternative perspectives, exploring connections across people and
texts, negotiating identities across social worlds, developing
agency through critical analysis, and reflecting on long-term
identity trajectories. Identity-Focused ELA Teaching features
classroom activities teachers can use to put these practices into
action in ways that re-center implementing the Common Core State
Standards; case-study profiles of students and classrooms from
urban, suburban, and rural schools adopting these practices; and
descriptions of how teachers both support students with this
instructional approach and share their own identity-construction
experiences with their students. It demonstrates how, as students
acquire identity-focused practices through engagements with
literature, writing, drama, and digital texts, they gain awareness
of the ways exposure to different narratives, beliefs, and
perspectives serves to mediate their own and others' identities,
leading to different ways of being and becoming over time.
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