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The Common Core State Standards initiated major changes for
language arts teachers, particularly the emphasis on "informational
text." Language arts teachers were asked to shift attention toward
informational texts without taking away from the teaching of
literature. Teachers, however, need to incorporate nonfiction in
ways that enhance rather than take away from their teaching of
literature. The Using Informational Text series is designed to
help. In this fourth volume (Volume 1: Using Informational Text to
Teach To Kill a Mockingbird; Volume 2: Using Informational Text to
Teach A Raisin in the Sun; Volume 3: Connecting Across Disciplines:
Collaborating with Informational Text), we offer challenging and
engaging readings to enhance your teaching of Gatsby. Texts from a
wide range of genres (a TED Talk, federal legislation, economic
policy material, newspaper articles, and 1920s political writing)
and on a variety of topics (income inequality, nativism and
immigration, anti-Semitism, the relationship between wealth and
cheating, the Black Sox scandal and newspaper coverage, and
prohibition) help students answer essential questions about F.
Scott Fitzgerald's novel. Each informational text is part of a
student-friendly unit, with media links, reading strategies,
vocabulary, discussion, and writing activities, and out-of-the-box
class activities.
While the Common Core has made informational text a focal point in
English/language arts classrooms around the country, it has also
made literacy a key concern in other subjects. Teaching literacy in
the disciplines and navigating informational texts are challenging
prospects. How can content-area teachers find high-quality
informational texts that will enhance their curriculum? How do they
go about working with these new texts? Most importantly, how do
teachers balance their responsibility towards their subject matter
with the new charge to incorporate disciplinary literacy? The key
is to connect, communicate, and collaborate. Teachers can meet
these challenges together and enhance student literacy, engagement,
and motivation along the way. This volume offers a practical model
that teachers in any discipline can use to incorporate
informational texts into their classrooms on their own or in
collaboration with colleagues in other content areas. We also share
suggestions and ideas for initiating and implementing collaboration
between teachers of any discipline, even those working at the
secondary level with complex schedules and curricula.
While the Common Core has made informational text a focal point in
English/language arts classrooms around the country, it has also
made literacy a key concern in other subjects. Teaching literacy in
the disciplines and navigating informational texts are challenging
prospects. How can content-area teachers find high-quality
informational texts that will enhance their curriculum? How do they
go about working with these new texts? Most importantly, how do
teachers balance their responsibility towards their subject matter
with the new charge to incorporate disciplinary literacy? The key
is to connect, communicate, and collaborate. Teachers can meet
these challenges together and enhance student literacy, engagement,
and motivation along the way. This volume offers a practical model
that teachers in any discipline can use to incorporate
informational texts into their classrooms on their own or in
collaboration with colleagues in other content areas. We also share
suggestions and ideas for initiating and implementing collaboration
between teachers of any discipline, even those working at the
secondary level with complex schedules and curricula.
The Common Core State Standards mean major changes for language
arts teachers, particularly the emphasis on "informational text."
How do we shift attention toward informational texts without taking
away from the teaching of literature? The key is informational
texts deeply connected to the literary texts you are teaching.
Preparing informational texts for classroom use, however, requires
time and effort. Using Informational Text to Teach Literature is
designed to help. In this second volume (the first volume is on To
Kill a Mockingbird), we offer informational texts connected to
Lorraine Hansberry's A Raisin in the Sun. Readings range in genre
(commencement address, historical and cultural analysis, government
report, socioeconomic research study, and Supreme Court decision)
and topic (housing discrimination past and present, abortion, the
racial and cultural politics of hair, socioeconomic mobility and
inequality, the violence associated with housing desegregation, and
the struggle against the legacy of systemic racism). Each
informational text is part of a student-friendly unit, with reading
strategies and vocabulary, writing, and discussion activities.
Teachers need to incorporate nonfiction in ways that enhance their
teaching of literature. The Using Informational Text to Teach
Literature series is an invaluable supportive tool.
The new Common Core State Standards mean major changes for language
arts teachers, particularly the emphasis on "informational text."
How do we shift attention toward informational texts without taking
away from the teaching of literature? The key is informational
texts deeply connected to the literary texts you are teaching.
Preparing informational texts for classroom use, however, requires
time and effort. Using Informational Text to Teach Literature is
designed to help. In this volume, we offer informational texts
connected to Harper Lee's To Kill a Mockingbird. Readings range in
genre (inaugural address, historical analysis, autobiography,
etiquette book, newspaper editorial, and Supreme Court decision)
and topic (the Depression, entails, etiquette, the right to a
lawyer, stereotypes, lynching, miscegenation, and heroism). Each
informational text is part of a student-friendly unit, with reading
strategies and activities. Teachers need to incorporate nonfiction
in ways that enhance their teaching of literature. The Using
Informational Text to Teach Literature series is an invaluable
supportive tool.
The slave narrative has become a crucial genre within African
American literary studies and an invaluable record of the
experience and history of slavery in the United States. This
Companion examines the slave narrative's relation to British and
American abolitionism, Anglo-American literary traditions such as
autobiography and sentimental literature, and the larger African
American literary tradition. Special attention is paid to leading
exponents of the genre such as Olaudah Equiano, Frederick Douglass
and Harriet Jacobs, as well as many other, less well known
examples. Further essays explore the rediscovery of the slave
narrative and its subsequent critical reception, as well as the
uses to which the genre is put by modern authors such as Toni
Morrison. With its chronology and guide to further reading, the
Companion provides both an easy entry point for students new to the
subject and comprehensive coverage and original insights for
scholars in the field.
The slave narrative has become a crucial genre within African
American literary studies and an invaluable record of the
experience and history of slavery in the United States. This
Companion examines the slave narrative's relation to British and
American abolitionism, Anglo-American literary traditions such as
autobiography and sentimental literature, and the larger African
American literary tradition. Special attention is paid to leading
exponents of the genre such as Olaudah Equiano, Frederick Douglass
and Harriet Jacobs, as well as many other, less well known
examples. Further essays explore the rediscovery of the slave
narrative and its subsequent critical reception, as well as the
uses to which the genre is put by modern authors such as Toni
Morrison. With its chronology and guide to further reading, the
Companion provides both an easy entry point for students new to the
subject and comprehensive coverage and original insights for
scholars in the field.
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