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Our current "culture wars" have reshaped the politics of secondary
literature instruction. Due to a variety of challenges from both
the left and the right-to language or subject matter, to
potentially triggering content or to authors who have been
cancelled-school reading lists are rapidly shrinking. For many
teachers, choosing which books to include in their curriculum has
become an agonising task with political, professional and ethical
dimensions. In Literature and the New Culture Wars, Deborah
Appleman calls for a reacknowledgment of the intellectual and
affective work that literature can do, and offers ways to continue
to teach troubling texts without doing harm. Rather than banishing
challenged texts from our classrooms, she writes, we should be
confronting and teaching the controversies they invoke. Her book is
a timely and eloquent argument for a reasoned approach to
determining what literature still deserves to be read and taught
and discussed.
Now in its fourth edition, this popular textbook introduces
prospective and practicing English teachers to current methods of
teaching literature in middle and high school classrooms. This new
edition broadens its focus to cover important topics such as
critical race theory; perspectives on teaching fiction, nonfiction,
and drama; the integration of digital literacy; and teacher
research for ongoing learning and professional development. It
underscores the value of providing students with a range of
different critical approaches and tools for interpreting texts. It
also addresses the need to organize literature instruction around
topics and issues of interest to today's adolescents. By using
authentic dilemmas and contemporary issues, the authors encourage
preservice English teachers and their instructors to raise and
explore inquiry-based questions that center on the teaching of a
variety of literary texts, both classic and contemporary,
traditional and digital. New to the Fourth Edition: Expanded
attention to digital tools, multimodal learning, and teaching
online New examples of teaching contemporary texts Expanded
discussion and illustration of formative assessment Revised
response activities for incorporating young adult literature into
the literature curriculum Real-world examples of student work to
illustrate how students respond to the suggested strategies
Extended focus on infusing multicultural and diverse literature in
the classroom Each chapter is organized around specific questions
that preservice teachers consistently raise as they prepare to
become English language arts teachers. The authors model critical
inquiry throughout the text by offering authentic case narratives
that raise important considerations of both theory and practice. A
companion website, a favorite of English education instructors,
http://teachingliterature.pbworks.com, provides resources and
enrichment activities, inviting teachers to consider important
issues in the context of their current or future classrooms.
Now in its fourth edition, this popular textbook introduces
prospective and practicing English teachers to current methods of
teaching literature in middle and high school classrooms. This new
edition broadens its focus to cover important topics such as
critical race theory; perspectives on teaching fiction, nonfiction,
and drama; the integration of digital literacy; and teacher
research for ongoing learning and professional development. It
underscores the value of providing students with a range of
different critical approaches and tools for interpreting texts. It
also addresses the need to organize literature instruction around
topics and issues of interest to today's adolescents. By using
authentic dilemmas and contemporary issues, the authors encourage
preservice English teachers and their instructors to raise and
explore inquiry-based questions that center on the teaching of a
variety of literary texts, both classic and contemporary,
traditional and digital. New to the Fourth Edition: Expanded
attention to digital tools, multimodal learning, and teaching
online New examples of teaching contemporary texts Expanded
discussion and illustration of formative assessment Revised
response activities for incorporating young adult literature into
the literature curriculum Real-world examples of student work to
illustrate how students respond to the suggested strategies
Extended focus on infusing multicultural and diverse literature in
the classroom Each chapter is organized around specific questions
that preservice teachers consistently raise as they prepare to
become English language arts teachers. The authors model critical
inquiry throughout the text by offering authentic case narratives
that raise important considerations of both theory and practice. A
companion website, a favorite of English education instructors,
http://teachingliterature.pbworks.com, provides resources and
enrichment activities, inviting teachers to consider important
issues in the context of their current or future classrooms.
Words No Bars Can Hold provides a rare glimpse into literacy
learning under the most dehumanising conditions. Deborah Appleman
chronicles her work teaching college-level classes at a
high-security prison for men, most of whom are serving life
sentences. Through narrative, poetry, memoir and fiction, the
students in Appleman's classes attempt to write themselves back
into a society that has erased their lived histories. The students'
work, through which they probe and develop their identities as
readers and writers, illuminates the transformative power of
literacy. Appleman argues for the importance of educating the
incarcerated and explores ways to interrupt the increasingly common
journey from urban schools to our nation's prisons. From the
sobering endpoint of what scholars have called the "school to
prison pipeline", she draws insight from the narratives and
experiences of those who have travelled it.
Grounded in solid theory with new field-tested classroom
activities, the fourth edition of Critical Encounters in Secondary
English continues to help teachers integrate the lenses of
contemporary literary theory into practices that have always
defined good pedagogy. The most significant change for this edition
is the addition of Critical Race Theory (CRT) as an analytical
lens. CRT offers teachers fresh opportunities for interdisciplinary
planning and teaching, as it lends itself to lessons that encompass
a variety of disciplines such as history, sociology, psychology,
and science. As with the previous edition, each chapter concludes
with a list of suggested nonfiction pieces that work well for the
particular lens under discussion. This popular text provides a
comprehensive approach to incorporating nonfiction and
informational texts into the literature classroom with new and
revised classroom activities appropriate for today's students. Book
Features: Helps both pre- and inservice ELA teachers introduce
contemporary literary theory into their classrooms. Offers lucid
and accessible explications of contemporary literary theory.
Provides dozens of innovative and field-tested classroom
activities. Tackles the thorny issue of Critical Race Theory in
helpful and practical ways.
Grounded in solid theory with new field-tested classroom
activities, the fourth edition of Critical Encounters in Secondary
English continues to help teachers integrate the lenses of
contemporary literary theory into practices that have always
defined good pedagogy. The most significant change for this edition
is the addition of Critical Race Theory (CRT) as an analytical
lens. CRT offers teachers fresh opportunities for interdisciplinary
planning and teaching, as it lends itself to lessons that encompass
a variety of disciplines such as history, sociology, psychology,
and science. As with the previous edition, each chapter concludes
with a list of suggested nonfiction pieces that work well for the
particular lens under discussion. This popular text provides a
comprehensive approach to incorporating nonfiction and
informational texts into the literature classroom with new and
revised classroom activities appropriate for today's students. Book
Features: Helps both pre- and inservice ELA teachers introduce
contemporary literary theory into their classrooms. Offers lucid
and accessible explications of contemporary literary theory.
Provides dozens of innovative and field-tested classroom
activities. Tackles the thorny issue of Critical Race Theory in
helpful and practical ways.
This important volume examines how and why increasing numbers of
students, disproportionately youth of color, are being taken from
our schools and put into our prisons. Williamson and Appleman,
along with a collection of scholars, teacher educators, K-12
teachers, administrators, and incarcerated students, offer their
perspectives on how schooling can be restructured to disrupt this
flow and dismantle the school-to-prison pipeline. They present
clearly articulated strategies on curriculum, pedagogy, and
disciplinary practices that can help redirect our collective
efforts away from carceral practices. By considering chapters from
prison educators and currently incarcerated students (the end of
the pipeline), readers will plainly see the disciplinary and
curricular issues that need to be addressed in our schools. The
text includes examples of meaningful ways to engage students that
could be incorporated into a variety of classrooms, from social
studies to science to English language arts.Book Features:
Instructive cautionary tales with specific pedagogical and policy
suggestions. Alternatives to discipline in schools, such as
restorative justice and positive behavioral support. Insights to
help educators consider the trajectory of their students, as well
as suggestions for making the curriculum both relevant and
sustaining. Directly addresses the ways in which an understanding
of the mechanisms of the school-to-prison pipeline can be woven
into teacher preparation.
Critical thinking and online reading need to go hand in hand—but
they often don’t. Students click, swipe, and believe because they
don’t know how to do otherwise. At times, so do we. And that’s
a problem. Fighting Fake News combats this challenge by helping you
model how to read, myth-bust, truth-test, and respond in ways that
lead to wisdom rather than reactivity. No matter what content you
teach, the lessons showcased here provide engaging, collaborative
reading and discussion experiences so students can: Notice how
teacher and peers read digital content, to be mindful of how
various reading pathways influence perception Identify the author
background, the website sponsor, and other evidence that help set a
piece in context Stress-test the facts by evaluating news sources,
reading laterally, and other critical reading strategies Use
"Reader’s Rules of Notice" to learn to identify common rhetorical
devices used to influence the reader Be aware of how for-profit
social media platforms feed on our responses to narrow rather than
widen our reading landscape We are still in the wild west era of
the digital age, scrambling to impart a safer, ethical framework
for evaluating information. Thankfully, it distills to one mission:
teach students (and ourselves) how to think critically, and we will
forever have the tools to fight fake news.
Because of the emphasis placed on nonfiction and informational
texts by the Common Core State Standards, literature teachers all
over the country are re-evaluating their curriculum and looking for
thoughtful ways to incorporate nonfiction into their courses. They
are also rethinking their pedagogy as they consider ways to
approach texts that are outside the usual fare of secondary
literature classrooms. The Third Edition of Critical Encounters in
Secondary English provides an integrated approach to incorporating
nonfiction and informational texts into the literature classroom.
Grounded in solid theory with new field-tested classroom
activities, this new edition shows teachers how to adapt practices
that have always defined good pedagogy to the new generation of
standards for literature instruction. New for the Third Edition: A
new preface and new introduction that discusses the CCSS and their
implications for literature instruction. Lists of nonfiction texts
at the end of each chapter related to the critical lens described
in that chapter. A new chapter on new historicism, a critical lens
uniquely suited to interpreting nonfiction and informational
sources. New classroom activities created and field-tested
specifically for use with nonfiction texts. Additional activities
that demonstrate how informational texts can be used in conjunction
with traditional literary texts.
Leave instruction to the experts! Uncommon Core puts us on
high-alert about some outright dangerous misunderstandings looming
around so-called "standards-aligned" instruction, then shows us how
to steer past them-all in service of meeting the real intent of the
Common Core. It counters with teaching suggestions that are true to
the research and true to our students, including how: Reader-based
approaches can complement text-based ones Prereading activities can
help students meet the strategic and conceptual demands of texts
Strategy instruction can result in a careful and critical analysis
of text while providing transferable understandings Inquiry units
around essential questions can generate meaningful conversation and
higher-order thinking
This important volume examines how and why increasing numbers of
students, disproportionately youth of color, are being taken from
our schools and put into our prisons. Williamson and Appleman,
along with a collection of scholars, teacher educators, K–12
teachers, administrators, and incarcerated students, offer their
perspectives on how schooling can be restructured to disrupt this
flow and dismantle the school-to-prison pipeline. They present
clearly articulated strategies on curriculum, pedagogy, and
disciplinary practices that can help redirect our collective
efforts away from carceral practices. By considering chapters from
prison educators and currently incarcerated students (the end of
the pipeline), readers will plainly see the disciplinary and
curricular issues that need to be addressed in our schools. The
text includes examples of meaningful ways to engage students that
could be incorporated into a variety of classrooms, from social
studies to science to English language arts.Book Features:
Instructive cautionary tales with specific pedagogical and policy
suggestions. Alternatives to discipline in schools, such as
restorative justice and positive behavioral support. Insights to
help educators consider the trajectory of their students, as well
as suggestions for making the curriculum both relevant and
sustaining. Directly addresses the ways in which an understanding
of the mechanisms of the school-to-prison pipeline can be woven
into teacher preparation.
Leila Christenbury is well known as a writer and researcher in
English Education: her classic book ""Making the Journey"", now in
its third edition, has been a guide to countless middle and high
school language arts teachers. In her new book, this veteran
teacher and teacher educator reveals what did and - more
surprisingly - did not happen when she returned to the high school
classroom after a hiatus of many years. Exploring her experiences
in light of current teacher preparation reform efforts, the
author's compelling narrative is a continuation of her earlier work
that will resonate with those concerned about the state of today's
American secondary education.In addition to personal reflections on
her practice, Christenbury also: provides specific recommendations
for enhancing the English classroom; explores the state of the
American comprehensive high school and the fiction of excellence;
examines the role of school in relation to the suburban middle
class; addresses a number of problem areas: the timing of high
stakes tests, policies regarding academic regulations, the
uncritical adoption of a college ""model,"" the widening use of
dual enrollment courses, and more.
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