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Author: Deborah Appleman Publisher: Teachers College Press ISBN: 0807773557 Category : Education Languages : en Pages : 273
Book Description
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. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University
Author: Deborah Appleman Publisher: ISBN: 9780807748923 Category : American literature Languages : en Pages : 0
Book Description
This bestseller was the first text to specifically address the challenges of teaching critical theory in high school literature classrooms. Since its original publication, the author has worked with hundreds of teachers and students to update and refine the lessons she presents. This completely revised edition features an expanded discussion of gender, new activities, handouts to use with diverse students, and many other improvements.
Author: Deborah Appleman Publisher: Teachers College Press ISBN: 0807773557 Category : Education Languages : en Pages : 273
Book Description
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. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University
Author: Deborah Appleman Publisher: W. W. Norton & Company ISBN: 0393713687 Category : Education Languages : en Pages : 160
Book Description
Incarcerated bodies, liberated minds: a narrative of literacy education behind bars. Words No Bars Can Hold provides a rare glimpse into literacy learning under the most dehumanizing 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 traveled it.
Author: Margarita Espino Calderon Publisher: Corwin Press ISBN: 1452271798 Category : Education Languages : en Pages : 176
Book Description
10 keys to keeping English learners from falling through the cracks Students who struggle with English are likely to struggle with academic content throughout their school years. Many drop out. This practical guidebook’s 10 components for success will help educators at all levels close this achievement gap. Included are step-by-step instructions for integrating language, literacy, and subject matter to improve student learning. Key features include: A clearly articulated, evidence-based professional development program for effectively teaching English language learners Research-based coaching practices for improving instruction Ways to implement the program while concurrently meeting core standards and content objectives
Author: Lawrence R. Sipe Publisher: Teachers College Press ISBN: 0807775932 Category : Education Languages : en Pages : 305
Book Description
Presents a comprehensive, theoretically grounded model of children’s understanding of picture storybooks—the first to focus specifically on young children. Relevant to contemporary young children from a wide variety of ethnic, racial, and socioeconomic backgrounds, this dynamic volume includes a wealth of examples of children’s responses to literature and how teachers scaffold their interpretation of stories. “The highest recommendation I can make is that I learned so much. . . . You will too!” —From the Foreword by P. David Pearson, University of California, Berkeley “The single most important book on this topic since Applebee’s The Child’s Concept of Story . . . it is also a pleasure to read.” —Lee Galda, University of Minnesota “Sipe provides a comprehensive theory of literary understanding specific to contemporary young children’s interactions with picture books. Storytime is grounded in well-documented research, an in-depth knowledge of literary theory, and enlivened by insightful commentary.” —Glenna Sloan, Professor Emerita, Queens College of the City University of New York “As a working illustrator who spends most days drawing or painting or dreaming about children's picturebooks, I sometimes wonder, ‘Is there really any point to all of this?’ In this book, Larry Sipe shows me clearly, wittily, and thoroughly that there is.” —Chris Raschka, Caldecott Medal–winning children's book author and illustrator “Those of us who work with children, picturebooks, and teachers could have no more insightful guide to their interactions than Larry Sipe himself.” —Nancy L. Roser, University of Texas, Austin
Author: Hyesun Cho Publisher: Springer ISBN: 9811079358 Category : Education Languages : en Pages : 235
Book Description
This book presents a participatory action research study exploring the social identity and academic literacies of bilingual preservice teachers. It describes the transformative experiences of undergraduate students during their participation in a program specially designed to develop bilingual teachers in Hawaii, USA. Further, it discusses how the curriculum and instruction in the classroom provide a ‘third space’ for facilitating peer interaction and critical reflection on such issues as academic literacy, heritage language education, and teacher identity. In doing so, it connects ideas of social identity and academic literacies of bilingual preservice teachers to the “real work” of mentoring and teaching PreK-12 students themselves.
Author: Deborah Appleman Publisher: Teachers College Press ISBN: 0807781754 Category : Language Arts & Disciplines Languages : en Pages : 215
Book Description
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. Praise for the Third Edition “What a smart and useful book! It provides teachers with a wealth of knowledge and material to help their students develop critical perspective and suppleness of thought.” —Mike Rose, University of California, Los Angeles “This Third Edition proves that Appleman still has her hand on the pulse of the rapidly changing landscape of education.” —Ernest Morrell, Teachers College, Columbia University “This new edition of Deborah Appleman’s now classic book demonstrates even more dramatically than previously how the critical theories she so skillfully teaches serve not only as lenses for the reading of literature, but as tools for discovering, interrogating, and challenging injustice, hypocrisy, and the hidden power relations that students are likely to encounter.” —Sheridan Blau, Teachers College, Columbia University
Author: Nicole Mirra Publisher: Teachers College Press ISBN: 0807777285 Category : Education Languages : en Pages :
Book Description
Educating for Empathy presents a compelling framework for thinking about the purpose and practice of literacy education in a politically polarized world. Mirra proposes a model of critical civic empathy that encourages secondary ELA teachers to consider how issues of power and inequity play out in the literacy classroom and how to envision literacy practices as a means of civic engagement. The book reviews core elements of ELA instruction—response to literature, classroom discussion, research, and digital literacy—and demonstrates how these activities can be adapted to foster critical thinking and empathetic perspectives among students. Chapters depict teachers and students engaging in this transformative learning, offer concrete strategies for the classroom, and pose questions to guide school communities in collaborative reflection. “If educators were to follow Mirra’s model, we will have come a long way toward educating and motivating young people to become involved, engaged, and caring citizens.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “Grounded in respectful research partnerships with youth and teachers, this is a book that will resonate with and inspire educators in these precarious times.” —Gerald Campano, University of Pennsylvania “If ever there were a time for a book on empathy in education, the moment is now.” —Yolanda Sealey-Ruiz, Teachers College, Columbia University
Author: Nicholasa Mohr Publisher: Penguin ISBN: 0141306432 Category : Juvenile Fiction Languages : en Pages : 113
Book Description
Felita's parents promise she will love their new neighborhood. Only Abuelita, her grandmother, understands how much Felita will miss her old block, and her best friend Gigi. But her new neighbors taunt and tease Felita and her family because they are from Puerto Rico. First published twenty years ago, Felita's compelling story has resonance for kids today. "An honest, realistic view of an important aspect of contemporary American life." --The Horn Book
Author: ReLeah Cossett Lent Publisher: Corwin Press ISBN: 1452291365 Category : Education Languages : en Pages : 344
Book Description
The ideal? Newly minted high school graduates all across the nation, each one a complex text genius, a writer and analytic thinker beyond compare. All on to glorious colleges and careers, thanks to the Common Core. The reality? The 1.3 million students who fail to graduate from high school each year and the hundreds of thousands more who either gave up or lost interest long ago . . . The reality is why Common Core CPR is needed. Urgently. Because if we continue to insist that all students meet expectations that are well beyond their abilities and mindsets, these kids will only decline faster. We must be brave enough-and trained enough-to cast aside what we know harms students and apply with renewed vigor the teaching methods we know work. Releah Lent and Barry Gilmore rise to the challenge, and there are no two authors better equipped to do so. They embrace what is best about the standards-their emphasis on active, authentic learning-and then explicitly show teachers how to connect these ideal outcomes to practical classroom strategies, detailing the day-to-day teaching that can coax reluctant learners into engagement and achievement. You'll learn how to: Consider choice and relevance in every assignment Plan and spot opportunities for success Scaffold students' comprehension of complex fiction and nonfiction texts Model close reading through thoughtful questioning Teach students to use evidence in reading, writing, speaking, and reflection . . . And so much more It's not the big sweeping formulas for achievement that will win the day; it's the incremental growth that teachers need to make happen: that one book, that one writing assignment, to help a student turn a corner. "If we can get that one transformational moment to occur, and follow it up by designing more opportunities for success, that's the ideal," say Lent and Gilmore.
Author: Deborah Appleman
Author: Deborah Appleman
Author: Deborah Appleman
Author: Deborah Appleman
Author: Margarita Espino Calderon
Author: Lawrence R. Sipe
Author: Hyesun Cho
Author: Deborah Appleman
Author: Nicole Mirra
Author: Nicholasa Mohr
Author: ReLeah Cossett Lent