Chapter 1: Literature, Adolescents, and the English Classroom

Chapter 1 Overview:
 Introduction to teaching literature to adolescents: This chapter provides an introduction to
teaching literature to adolescents, outlining some of the key issues and challenges involved in this
process.
 Case narrative about a teacher's beliefs about teaching literature: The chapter includes a case
narrative that explores a teacher's beliefs and values about teaching literature, highlighting the
importance of reflection and self-awareness in teaching.
 Overview of different theories of teaching literature: The chapter provides an overview of
different theoretical approaches to teaching literature, including reader-response theory, cultural
studies, and new criticism.
 Exploration of the practices and tools used in a literature curriculum: The chapter explores
various practices used in a literature curriculum, such as literary analysis, literary criticism, and
literary response, as well as tools and resources that can be used to enhance literature learning.
Case Narrative: Molly’s Beliefs about Teaching Literature:
 Importance of reflection and self-awareness in teaching: The case narrative highlights the
importance of reflection and self-awareness in teaching, emphasizing that teachers need to be
aware of their own beliefs and values in order to effectively teach literature.
 Teacher beliefs and values about teaching literature: The case narrative explores a teacher's
beliefs and values about teaching literature, demonstrating how these beliefs shape the teacher's
instructional practices.
Different Theories of Teaching Literature:
 Reader-response theory: This theoretical approach emphasizes the importance of the reader's
response to the text, suggesting that readers actively construct meaning through their engagement
with the text.
 Cultural studies: This theoretical approach focuses on the social and cultural contexts in which
literature is produced and read, examining how these contexts shape the meaning of the text.
 New criticism: This theoretical approach emphasizes close reading and analysis of the text itself,
rather than the social or historical context in which it was produced.
 Overview of different theoretical approaches to teaching literature: The chapter provides an
overview of these different theoretical approaches to teaching literature, highlighting their
strengths and limitations.
The Why Teach Literature Shapes the What and the How:
 Importance of defining purpose for teaching literature: The chapter emphasizes the importance of
defining one's purpose for teaching literature, such as promoting critical thinking, developing
empathy, or exploring cultural identity.
 Using purpose to guide curriculum and instruction: The chapter suggests that this purpose should
guide curriculum and instructional decisions, such as selecting texts, designing assignments, and
facilitating discussions.
Practices Constituting a Literature Curriculum:
 Literary analysis: This practice involves close reading and analysis of the literary elements and
techniques used in a text.
 Literary criticism: This practice involves examining the social and cultural context in which a text
was produced and analyzing how it reflects or challenges these contexts.
 Literary response: This practice involves exploring personal reactions and connections to a text,
and using these responses to develop deeper understanding of the text.
 Exploration of various practices used in a literature curriculum: The chapter explores these and
other practices used in a literature curriculum, highlighting their potential benefits and
limitations.
Tools for Use in Literature Learning:
  Graphic organizers: These are visual tools that can help students organize their thoughts and
make connections between different aspects of a text.
 Literature circles: These are small group discussions in which students share their thoughts and
ideas about a text, building upon each other's insights.
 Technology: This includes a wide range of tools and resources, such as online discussion forums,
multimedia presentations, and digital storytelling.
 Discussion of various tools and resources that can be used to enhance literature learning: The
chapter provides an overview of these and other tools and resources, suggesting how they can be
used to support student learning and engagement.
Molly’s Literature Instruction: Issues Related to Teaching Literature to Adolescents:
 Student engagement: The case narrative highlights the importance of engaging students in the
literature curriculum, suggesting strategies such as incorporating student choice and voice, using
multimedia resources, and connecting texts to

Understanding Adolescents' Reading Habits

 Adolescents are more likely to read for pleasure when they have access to materials that are
relevant to their interests and lives.
 Techniques for understanding adolescents' reading habits include conducting surveys and
interviews, providing students with reading logs, and analyzing classroom and school reading
data.
 Surveys and interviews can help teachers understand what students like and dislike about reading,
what genres and formats they prefer, and what factors motivate them to read.
 Reading logs can help students track their reading progress and reflect on their reading
experiences.
 Analyzing classroom and school reading data can help teachers identify trends and patterns in
students' reading habits and adjust their instruction accordingly.
Strategies for promoting reading among adolescents
 Building a community of readers involves creating a classroom culture that values and celebrates
reading.
 Encouraging reading choice and independence involves giving students the freedom to choose
their own reading materials and read at their own pace.
 Connecting reading to students' lives and interests involves selecting texts that are relevant to
students' experiences and providing opportunities for them to make personal connections to the
text.
 Using technology to enhance reading instruction and practice involves integrating digital tools
and resources into reading instruction, such as online discussion forums, e-books, and
audiobooks.
Developing an Effective English Classroom
 Theories and strategies for developing an effective English classroom include constructivist
learning theory, student-centered instruction, collaborative learning, and differentiated
instruction.
 Constructivist learning theory emphasizes the importance of active, student-centered learning and
encourages students to construct their own knowledge and understanding through inquiry,
exploration, and reflection.
 Student-centered instruction involves giving students more control over their learning and
creating opportunities for them to engage in meaningful, authentic tasks.
 Collaborative learning involves creating opportunities for students to work together in small
groups or pairs to solve problems, generate ideas, and create products.
 Differentiated instruction involves tailoring instruction to meet the diverse needs of individual
students, such as by providing varied reading materials, instructional strategies, and assessment
methods.
Chapter 3: Understanding Literature
The Elements of Literature
 Providing explicit instruction in literary elements:
 Teachers need to explain the basic elements of literature such as character, plot, setting,
point of view, theme, tone, and mood.
 Teachers can use graphic organizers, examples, and interactive activities to help students
understand and identify the elements of literature.
 Using visual aids to enhance understanding of literary elements:
 Teachers can use visual aids such as diagrams, pictures, and videos to help students
understand the elements of literature.
 Visual aids can help students to visualize the characters, settings, and events in a literary
text.
 Encouraging close reading and analysis of literary texts:
 Teachers can guide students in close reading and analysis of literary texts by asking
questions that focus on literary elements, themes, and symbolism.
 Close reading and analysis can help students to develop a deeper understanding of the
literary text and the author's purpose.
Strategies for helping students interpret and analyze literature
 Encouraging students to identify themes and motifs:
 Teachers can encourage students to identify themes and motifs by asking questions such
as "What is the central idea of this text?" and "What symbols or patterns are repeated
throughout the text?"
 Identifying themes and motifs can help students to understand the deeper meaning of the
literary text.
 Analyzing the use of literary devices and techniques:
 Teachers can guide students in analyzing the use of literary devices and techniques such
as imagery, metaphor, simile, and irony.
 Analyzing literary devices and techniques can help students to understand how the author
creates meaning in the text.
 Making connections between literature and students' lives and experiences:
 Teachers can help students to make connections between literature and their lives and
experiences by asking questions such as "How does this text relate to your life?" and
"What experiences have you had that are similar to those of the characters in the text?"
 Making connections between literature and students' lives and experiences can help
students to develop a personal connection to the text and increase their engagement.
Theoretical Approaches to Literature
 Reader response theory:
 Reader response theory emphasizes the role of the reader in creating meaning from a
literary text.
 Teachers can use reader response theory to encourage students to share their personal
responses to a literary text and to understand that there are multiple interpretations of a
text.
 Formalist criticism:
 Formalist criticism focuses on the literary elements and techniques used in a text.
 Teachers can use formalist criticism to help students analyze the literary devices and
techniques used in a literary text.
 Cultural criticism:
 Cultural criticism emphasizes the social, historical, and cultural contexts in which a
literary text was created.
  Teachers can use cultural criticism to help students understand the social and historical
context in which a text was written.
 New historicism:
 New historicism emphasizes the interconnectedness of literature and history.
 Teachers can use new historicism to help students understand the historical and cultural
influences on a literary text.

Chapter 3 Overview:

The chapter is focused on teaching literature effectively, exploring different theoretical

approaches to teaching literature, and strategies for teaching literary elements and
helping students interpret and analyze literary texts.

Case Narrative: Considering Different Factors in Planning Lessons:

Teachers should consider various factors when planning a lesson, such as the learning
goals, students' prior knowledge, and interest.

Curriculum Goals for Teaching Literature:

Teachers should identify their goals for teaching literature, such as building reading
comprehension, developing critical thinking skills, and fostering a love of reading. These
goals should be aligned with school or district standards and expectations.

The Planning Model (Questions for Planning Instruction):

Teachers should ask key questions when planning instruction, such as what are the key
themes and concepts of the text, what are the students' prior experiences with the topic,
and what are the learning objectives for the lesson. These questions will guide
instruction and assessment.

Designing Units:

Teachers should develop a framework for teaching literature, such as a thematic unit or
genre study. They should use a variety of texts and materials to build students'
understanding and appreciation of literature.

Creating Units of Instruction: Melissa’s 9th Grade Unit on The House on Mango Street:

Teachers can use a mentor text, such as The House on Mango Street, to guide the
development of a unit plan. They should use a variety of teaching strategies, such as
close reading, group discussion, and analysis of literary devices. Incorporating
assessment strategies throughout the unit, such as journal writing and project-based
assessments, can help ensure student learning and growth.

The strategies addressed in this chapter aim to help teachers address problems such as
limited student engagement with literature, ineffective assessment methods, and lack of
clarity in instructional goals and objectives.

Chapter 6: Media Makers and Media Readers

Overview:
This chapter focuses on teaching media literacy to students, including strategies for analyzing and
producing media texts. It also explores the role of media literacy in a traditional English curriculum.

Justifying a Media Literacy Curriculum:

Media literacy is important in today's society and should be included in English curricula.
Strategies for justifying a media literacy curriculum include highlighting the relevance of media to
students' lives, emphasizing the critical thinking skills developed through media literacy, and addressing
concerns about the appropriateness of media content.

Accessing and Responding to Online Literature:

Online literature is a growing field that can be effectively used in the classroom.
Strategies for accessing and responding to online literature include using websites and digital libraries,
encouraging student discussion and reflection, and incorporating multimedia elements into literature
instruction.

Responding to and Creating Digital Texts:

Digital texts are a prevalent form of communication and can be effectively used in the classroom.
Strategies for responding to and creating digital texts include analyzing the conventions and
characteristics of digital texts, providing opportunities for students to create their own digital texts, and
promoting critical thinking about the impact of digital texts on society.

Studying and Creating Film Adaptations of Literature:

Film adaptations of literature can be a valuable teaching tool for exploring the relationship between text
and visual media.
Strategies for studying and creating film adaptations of literature include comparing and contrasting the
film and text versions, analyzing the film adaptation process, and encouraging students to create their own
film adaptations.

Critical Analysis of Media Representations:

Media representations can influence societal attitudes and beliefs, and should be critically analyzed in the
classroom.
Strategies for critical analysis of media representations include examining stereotypes and biases in
media, promoting media literacy skills, and encouraging students to create their own media
representations.

Studying Film/Television Genres:

Film and television genres provide a framework for analyzing and understanding media texts.
Strategies for studying film/television genres include analyzing the conventions and characteristics of
specific genres, comparing and contrasting different genres, and encouraging students to create their own
media texts within a specific genre.

Studying Audiences’ Construction of Media Texts:

Media texts are constructed and interpreted by audiences, and should be analyzed through the lens of
audience reception.
Strategies for studying audiences' construction of media texts include analyzing audience reactions to
media texts, examining the role of media in shaping societal attitudes, and encouraging students to create
media texts that consider audience reception.

Chapter 8 Overview:

Provides a comprehensive overview of teaching different literary genres, including poetry, narratives,
fables/myths, and comics/graphic novels.
Offers practical strategies for engaging students in reading different kinds of literature and responding to
them.

Case Narrative: Creating Facebook Profiles for Scout in To Kill a Mockingbird:

Illustrates how teachers can create Facebook profiles for characters in literature, such as Scout in "To Kill
a Mockingbird," to help students understand and engage with the characters and their stories.
Demonstrates how this approach can make literature more relevant and accessible to students in the
digital age.

Helping Students Acquire Knowledge of Genre Conventions:

Emphasizes the importance of helping students acquire knowledge of genre conventions, such as the
structure and language of poetry, the elements of narrative, and the themes and motifs of fables and
myths.
Provides examples of how teachers can teach these conventions and help students apply them to their
reading and writing.
Responding to Poetry:

Offers specific strategies for responding to poetry, such as using visual organizers to help students
analyze and interpret poetry, and providing opportunities for students to perform and share their own
poetry.
Encourages teachers to incorporate multimedia resources, such as music and art, to help students engage
with poetry on multiple levels.
Responding to Narratives:

Provides strategies for responding to narratives, including using storyboards to map out the elements of a
narrative, and encouraging students to analyze the relationships between characters and their motivations.
Offers suggestions for incorporating popular culture and media, such as films and video games, to help
students make connections between different narratives.
Responding to Fables/Myths:

Offers strategies for responding to fables and myths, including using character maps to track the
relationships and motivations of characters, and encouraging students to analyze the themes and motifs of
these stories.
Suggests using multimedia resources, such as animations and illustrations, to help students visualize and
interpret these stories.
Responding to Comics/Graphic Novels:
Provides strategies for responding to comics and graphic novels, including using visual organizers to help
students analyze the elements of the story, and encouraging students to consider the use of color, layout,
and typography.
Emphasizes the importance of recognizing the unique storytelling potential of this genre, and helping
students appreciate the artistry and creativity involved in creating comics and graphic novels.

 Poetry: In this section, the authors emphasize the importance of helping students acquire
knowledge of poetic devices such as metaphor, simile, and personification. They suggest using
visual organizers like graphic organizers, or multimedia resources like music to help students
analyze and interpret poetry. The authors also provide several examples of poems and activities
that teachers can use to help students engage with poetry.

 Narratives: This section begins by emphasizing the importance of helping students understand
narrative structure, including plot, setting, and character. The authors suggest using visual
organizers like storyboards and character maps to help students analyze and interpret literature.
They also provide several examples of narratives and activities that teachers can use to help
students engage with literature, such as analyzing the structure of a fairy tale or writing their own
short story.

 Fables/Myths: In this section, the authors emphasize the importance of helping students
understand the moral and thematic messages of fables and myths. They suggest using
performance and sharing activities, such as reader's theater or storytelling, to help students
understand and appreciate the messages of these stories. The authors also provide several
examples of fables and myths and activities that teachers can use to help students engage with
these stories.

 Comics/Graphic Novels: This section begins by emphasizing the unique storytelling potential of
comics and graphic novels, including the use of color, layout, and visual cues to convey mood
and meaning. The authors suggest using visual aids such as animations and illustrations to help
students engage with this genre. They also provide several examples of comics and graphic
novels and activities that teachers can use to help students analyze and interpret this genre, such
as creating a character profile or analyzing the use of color in a graphic novel panel.

Overall, the authors emphasize the importance of helping students acquire knowledge of genre
conventions and using various techniques and strategies to engage students with different literary genres.
By using the examples and activities provided in this chapter, teachers can help students develop a deeper
understanding and appreciation of literature.

Overall, Chapter 8 of "Teaching Literature to Adolescents" is a valuable resource for teachers who want
to help their students develop a deeper understanding and appreciation of different genres of literature.
The authors provide practical strategies, examples, and activities that can be easily adapted to different
classrooms and student populations.
Facebook profiles: creating Facebook profiles for literary characters to help students understand and
engage with the characters and their stories.
Visual organizers: using visual organizers such as storyboards and character maps to help students
analyze and interpret literature.
Performance and sharing: providing opportunities for students to perform and share their own poetry and
writing.
Multimedia resources: incorporating multimedia resources such as music, art, animations, and
illustrations to help students engage with literature on multiple levels.
Popular culture and media: using popular culture and media, such as films and video games, to help
students make connections between different narratives and genres.
Emphasis on unique features: recognizing and emphasizing the unique features and storytelling potential
of each genre, such as the use of color and layout in comics and graphic novels.

CHAPTER 11: Leading Discussions of Literature

 Chapter Overview:
 Provides strategies for leading effective discussions of literature in the classroom
 Offers techniques for leading both large and small group discussions, as well as online
discussions
 Case Narrative: Jessica’s Reflection on Her Students’ Discussion of “The Bear”:
 Illustrates the importance of providing students with clear expectations for participating
in class discussions
 Demonstrates the need for scaffolding and modeling discussion skills
 Highlights the value of providing students with opportunities to reflect on their own
participation in discussions
 Leading Large-Group Discussions:
 Establish clear objectives for the discussion
 Encourage participation from all students by creating a safe and supportive environment
 Use a variety of discussion strategies, such as fishbowl or Socratic seminars, to promote
engagement and critical thinking
 Ask open-ended questions that encourage students to share their own interpretations and
perspectives
 Provide opportunities for students to respond to each other’s ideas and build on each
other’s contributions
 Leading Small Group and Book Club Discussions:
 Provide clear guidelines for participation and discussion expectations
 Encourage students to take ownership of the discussion by allowing them to choose their
own texts or discussion topics
 Use small group discussions to provide more individualized attention and support to
students
 Encourage students to engage in discussion outside of class by providing opportunities
for online discussion or other forms of asynchronous communication
 Leading Online Discussions:
 Provide clear guidelines and expectations for online discussion participation
 Encourage active participation by providing clear prompts and discussion questions
 Use digital tools and resources, such as discussion boards or collaborative documents, to
facilitate online discussion
 Foster a sense of community and connection among students by providing opportunities
for peer-to-peer interaction and feedback
Overall, the strategies presented in this chapter address the common problems of getting students to
participate in class discussions, fostering critical thinking and engagement, and creating a safe and
supportive environment for discussion. By providing clear guidelines and expectations, encouraging
active participation, and using a variety of discussion strategies, teachers can create meaningful and
effective discussions of literature in the classroom.