Feels Shorter Than The Day Figurative Language
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Teaching Literature to Adolescents
This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. Teaching Literature to Adolescents – a totally new text that draws on ideas from the best selling textbook, Teaching Literature in the Secondary School, by Beach and Marshall – reflects and builds on recent key developments in theory and practice in the field, including: the importance of providing students with a range of critical lenses for analyzing texts and interrogating the beliefs, attitudes, and ideological perspectives encountered in literature; organization of the literature curriculum around topics, themes, or issues; infusion of multicultural literature and emphasis on how writers portray race, class, and gender differences; use of drama as a tool for enhancing understanding of texts; employment of a range of different ways to write about literature; integration of critical analysis of film and media texts with the study of literature; blending of quality young adult literature into the curriculum; and attention to students who have difficulty succeeding in literature classes due to reading difficulties, disparities between school and home cultures, attitudes toward school/English, or lack of engagement with assigned texts or response activities. The interactive Web site contains recommended readings, resources, and activities; links to Web sites and PowerPoint presentations; and opportunities for readers to contribute teaching units to the Web site databases. Instructors and students in middle and high school English methods courses will appreciate the clear, engaging, useful integration of theory, methods, and pedagogical features offered in this text.
Teaching Poetry, Embracing Perspectives
Author: Sharon Discorfano
language: en
Publisher: Bloomsbury Publishing PLC
Release Date: 2017-09-01
This book serves as a practical guide, for teachers of middle-school students as well as higher grade levels, that provides clear and fully-developed lesson plans and activities that use the teaching of poetry reading and writing as a vehicle for developing students’ own creativity and appreciation for diversity. The combination of theory and practice sets this book apart from other books, in addition to an original four-step method of making sense of poems. The book is divided into two parts: the first focuses on the critical reading of poems; the second focuses on the writing of poems, using different forms. Both work towards “the bigger picture” of developing students’ ability to engage in respectful discourse and to view multiple perspectives as enriching rather than competing.
Jorie Graham
Jorie Graham is one of the most important American poets now writing. This first book-length study brings together thirteen previously published essays and review essays by many of the major critics currently interested in her work and five new essays commissioned for this volume. Commenting on each of Graham's eight poetry collections, these essays encompass the range of critical thought that her work has attracted, both surveying it broadly and engaging closely with individual poems. These essays identify three broad concerns that run through each of her strikingly different volumes of poems: the movement of the mind in action, the role of the body in experiencing the world, and the pressures of material conditions on mind and body alike. Gardner both shows how Graham is being read at the moment and charts new areas of investigation likely to dominate thinking about her over the next decade. This collection is sure to become the crucial first step for all future work on Graham and on American poetry of the last two decades.