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Teaching English in Middle and Secondary Schools de Rhoda Maxwell

Teaching English in Middle and Secondary Schools

Autor Rhoda Maxwell, Mary Jordan Meiser, Katherine S. McKnight
en Limba Engleză Paperback – 31 mai 2010
Ideal for pre-service and new teachers, this book shows what it s really like to step before a classroom of grade six to 12 students and make English language arts approachable and real. Presenting a constructivist approach that asks, How can my students best learn? and emphasizing reflective practice as the means to make the concepts clear, "Teaching English in Middle and Secondary Schools, 5/e" is filled with actual sample lessons plus classroom ideas and instructional strategies that give readers opportunities to explore what they are learning and see how theory and research relate to practice. "
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Specificații

ISBN-13: 9780135135303
ISBN-10: 0135135303
Pagini: 374
Dimensiuni: 202 x 252 x 14 mm
Greutate: 0.64 kg
Ediția:5Nouă
Editura: Allyn & Bacon
Locul publicării:Boston, United States

Descriere

Ideal for pre-service and new teachers, this book shows what it’s really like to step before a classroom of grade six to 12 students and make English language arts approachable and real. Presenting a constructivist approach that asks, “How can my students best learn?” and emphasizing reflective practice as the means to make the concepts clear, Teaching English in Middle and Secondary Schools, 5/e is filled with actual sample lessons plus classroom ideas and instructional strategies that give readers opportunities to explore what they are learning and see how theory and research relate to practice.

Cuprins

Table of Contents
 
Chapter 1: Becoming an English Teacher
Drawn to Teaching
            What Makes an Effective English Teacher?
Understanding Adolescents
            Adolescent Traits
            Development Stages of Adolescents
            Students at Risk
            Varying Sources of Student Alienation
Motivating students to learn
            What Teachers Can Do
            Helping Students to Learn
            Setting up the Classroom To Motivate Students
            What do I do When I Don’t Have My Own Classroom
            Building Classroom Communities
 
Chapter 2: The Theoretical and Pedagogical Foundations of Teaching English
A Philosophy Shaping What We Do and When We Do It
Developing Classroom Curriculum
            From Goals to Outcomes
            Textbooks, Trade Books, and Software
Developing Classroom Teaching Plans
            Variables Within Our Grasp
Planning Well: Principles and Practice
            Instructional Unit:  “In Constant Search of Perfection: Benjamin Franklin”
            Questions For the Benjamin Franklin Unit: Analysis and Decision-Making
 
Chapter 3: Language: Teaching About Spelling, Grammar, Mechanics, and Vocabulary
The Importance of Language Study
Language Characteristics
Acquiring Our Native Language
Acquiring English as a Second Language
Non-Native Speakers of English
Understanding ELL students’ errors
Recognizing and Working with “Smart Errors”
Errors and Grades
General Suggestions and Guidelines for Teaching English Language Learners in   the English Language Arts Classroom
Classroom Language and English Language Learners
Grouping Students
Using Peer Partners
Ensuring Effective Learning
Providing experience with Written Language
Language Variation: American Dialects
            Understanding Linguistic Diversity in Our Schools
            Dialect, Identity, and Linguistic Competence
            African American English
            Native American Language
            Hispanic English
Achievement Among Minority Students
Language, Culture, and Identity: Julie of the Wolves
What does a contemporary look like when students are learning about Literature?<</H2>
 
Chapter Four: Oral Language: The Neglected Language Arts
Basic Principles
            Teacher Talk, Student Talk
            Talk and Cultural Differences
            Talk and Gender Equity
            Listening: Not the Same as Hearing
            Speaking: More than Just Talk
Improving Discussion Questions
            Personal Response, Small Group, Large Group
            Student Responsibility in Classroom Discussion
            Talking About Literature
            Building Class Cohesion through Stories
            Instructional Unit
            Instructional Unit
            Speaking formally: Teaching “The” Speech
            Informal Classroom Drama
            Evaluating Oral Language Activities
The Contemporary English language classroom: Oral Language
 
Chapter 5: Teaching Writing
Background of Teaching Composition
Research on Writing
Writing Process
Stages in the Writing Process
            Discovery Stage
            Drafting Stage
            Revising Stage
            Editing Stage
            Publishing Student Writing
Classroom Climate
The Teacher’s Role
Improving Writing Skills
            Understanding and Improving Sentence Structure
Specific Areas to Address in Mini-Lessons
            Understanding and Improving Punctuations
            Commas
            Quotation Marks
            Apostrophes
            Daily Oral Language
Improving Spelling and Vocabulary
            Vocabulary
Writing For a Variety of Purposes
Types of Writing Assignments
Journal Writing
            Personal Response Journals
Writing Short Stories
            Round Robin Stories
            Developing Characters
            Story Strips
            Personal Narratives and Writing Stories
Writing Poetry
            Five Liners
            Diamond shape Poem
            Concrete poem
            Preposition poem
            Mood Poems
            Found Poems
            Bio poem
            Terse verse
Exploring an Instructional Unit
            Family Pressures
Writing in our Everyday Lives
Teaching Persuasion
Teaching Classifying
Lifelong Skills
The Contemporary English Classroom: Writing
 
Chapter 6: Writing and Evaluating Research Papers
Research Writing in the Context of Composition
A Method of Teaching Students How to Write Longer Papers
            Preliminary Work
            Selecting Topics
            Prior Knowledge
            Developing Questions
The I-Search Paper
            Locating Sources
            Evaluating Quality on the Net
            The Internet as a Reference Source
            Taking Notes on References
            Guidelines for the Research Process
            Developing Plans for Including Longer Papers
Instructional Unit
Research Skills/Debate
            A Research Assignment for a Paper on Careers
A Process to Teaching the Importance of Sources
Creating a Research Assignment
Additional Resources for Teaching Research
The Contemporary English Classroom: Writing and Evaluating Research Papers
 
Chapter 7: Selecting Literature
Objectives For Teaching Literature
Canonical Literature
            Balancing Literature Selections
            Making Choices
Organizing Literature Study
Instructional Unit
            Mexican Culture
Organizing Around A Theme
Reading Levels
Young Adult Literature
World Literature
            Thematic Approach
            Studying One Culture
Literature By Women
Multicultural Literature
            Native American Literature
            Hispanic Literature
            African American Literature
            Asian American Literature
            Readers and Literature
Recommended Books By or About People Of Color
            Selections for a Unit on Family Relationships
            Selections for Coming of Age or Developing a Sense of Self
            Selections for a Theme of Courage
            Selections for a Unit Focusing on Women and Women Writers
Censorship
Stereotypes: The Root of Aggressive Behavior
The Contemporary English Classroom: Selecting Literature
 
Chapter 8: Teaching Literature
Reading Literature
Background of Literature Study
            Focus of Literary Study
Reader Response Theory
Implementing the Response Theory
            Using Factual Information
            Writing Responses
            Using Responses
Other Ways in Which to Respond to Literature
Literature circles
Comprehension
Formal Analyses
Prereading Activities
Reading Activities
Teaching Shakespeare
            Romeo and Juliet
            Small Group Work
            Writing Assignments Given to Students
Teaching Short Stories
            Short Stories Activities
Teaching Poetry
            Activities for Teaching Poetry
            Poetry Resources
Teaching Language in Literature Study
Vocabulary Study in Reading
            Purposes
            Words in Context
            Testing Vocabulary
Sharing Books
            Book Talks
            Interest Grouping
            Student Critiques
            Reading in Class
The Contemporary English Classroom: Teaching Literature
 
Chapter 9: Media Literacy: Technology, Media, and the Language Arts
What is Media Literacy?
Forms of Media for Literacy Learning
            Advertising
            Magazines and Print Media
            Movies
            Music
            Television
            Videos and DVDs
            Video Games
Creating Media Literacy
            What’s a “Wiki” and How Can It Be Used in a Classroom?
            What is a “Ning” and How Can I Use it in the Classroom?
            What is a “Blog” and How Can I Use it in the Classroom?
Conclusion
The Contemporary English Classrooom: Media Literacy
 
Chapter 10: Evaluating English Language Arts
Evaluating English Language Arts
State and District Writing Assignments
Authentic Assessment
Purpose of Evaluation
Evaluating Literature
Constructing Tests
Writing Test Questions
Evaluating Writing
Evaluation by Levels
            Level 1
            Level 2
            Level 3
Methods of Evaluation
            Impression Grading
            Holistic Grading
            Analytic Scales
            Rubrics
Self Evaluation
Evaluation of Oral Language
Evaluation of Units
            Portfolio Evaluation
            Content of Portfolios
            Evaluating Portfolios
            Biographies: Evaluating a Student Paper
The Future of Assessment
The Contemporary English Classroom: Teaching Literature
 
 
Chapter 11: Developing Units
Units as a Tool for Integrating the English Language Arts
Organizing Around a Theme
Beginning to Plan
            Teaching and Learning in Groups
            Including Writing Activities
Components of a Unit
            Important Points to Remember
Units Developed Around One Major Literature Selection
            Instructional Unit: Finding My Voice     
            Instructional Unit: To Kill A Mockingbird
            Instructional Unit: The Scarlet Letter
Developing Writing Activities for More Than One Novel
            Instructional Unit: Four-Week Literature Unit
A Literature Unit with Multigenres of Literature
            Instructional Unit: Families in Literature
            Selecting Books
Comprehensive Thematic Units
            Instructional Unit: Heroes
            Instructional Unit: Heroism
            Reading List
Interdisciplinary Units
            Instructional Unit: Tracing One’s Roots
            Instructional Unit: Historical Homes
            Instructional Unit: Literature of Conflict: Societal and Personal
            Developing your own instructional unit
The Contemporary English Classroom: Unit Planning
 
 
Chapter 12: Your Starting Role: Student Teaching and Beyond
The Community, the School District, the School
You and Your Cooperating Teacher: The CT
You and Your University Supervisor
The School Universe
            Your Colleagues
Changes, Planned and Otherwise
            Temporary Chaos: Schedules   
            Just Chaos
Teachers Workloads
Daily Challenges
            The Kids
            Classroom Management
            Curriculum and Instruction
            Assigning Work                                               
            Planning for Absentees
The Extra-Curriculars
Working With Parents
            Preparing For Conferences
            Talking with Parents and Guardians
Sharing with Students
Making the Most of Student Teaching
Thoughts, Advice, and Support From a Vet
Final Thoughts
 

Notă biografică

Katherine McKnight is an associate professor and associate department chair of secondary education at National-Louis University. She also serves as an onsite professional development consultant for the National Council of Teachers of English. She began her career as a literacy educator over 20 years ago and taught high school English for over ten years. Her recent books have focused on using improvisation in the classroom, teaching writing in grades 6-12, and teaching the classics in the inclusive classroom.

Textul de pe ultima copertă

Pre-service and new teachers alike will appreciate this comprehensive, realistic view of what it is like to teach English language arts in grades six through 12. Through thoughtful integration of practical approaches to both curriculum and instruction, the book addresses the questions and concerns that those new to the profession encounter. The book stresses the constructivist approach and emphasizes reflective practice, as it asks readers to interact with the ideas presented–to affirm, question, and challenge those ideas. Included are numerous actual sample lessons plus classroom ideas with reflective questions that show readers how theory and research relate to practice. New Internet sources, summative graphic organizers of the material, and a flexible approach make this an ideal teaching tool for teachers of middle and secondary school students.
 
Here’s what makes this new fifth edition unique:
 
  • Internet sources at the end of each chapter make the material relevant and give students additional resources for reflection.
  • Reflective questions appear when appropriate in each chapter, prompting students to reflect on, and absorb key content.
  • Web sites particularly useful for English teachers are included.
  • New chapter on media literacy (Chapter 9).
  • Chapter 4 continues to build on the strong presentation of the previous edition, but now examines the use of improvisation.
  • Chapter 12, Your Starting Role: Student Teaching and Beyond, takes readers through student teaching experiences, complete with actual material from former student teachers–emails, student teaching logs, and more. Included are scenarios and experiences that give readers opportunities to explore problems they might face in the classroom.
  • Additions to the literature chapters include strategies for conducting a good class discussion on literature, criteria for selecting “good” books for adolescent readers, student units, Web sites for teachers, and reflection activities. These chapters also emphasize multicultural literature and young adult literature, without neglecting the classics.

Caracteristici

  • NEW! Includes Internet sources at the end of each chapter to make the material relevant and to give students additional resources for reflection.
  • NEW! Poses reflective questions when appropriate in each chapter to prompt students to think about, and absorb key content.
  • Provides lesson and unit curriculum examples–full lesson plans, classroom organization ideas, and instructional strategies–to manifest current English language arts theory and pedagogy.
  • Offers a summative graphic organizer of the material in each chapter that shows readers clearly the differences and similarities between traditional and contemporary classroom classrooms.
  • Provides a flexible approach that allows instructors to follow their own course structure and instructional design.

Caracteristici noi

  • Internet sources at the end of each chapter make the material relevant and give students additional resources for reflection.
  • Reflective questions appear when appropriate in each chapter, prompting students to reflect on, and absorb key content.
  • Web sites particularly useful for English teachers are included.
  • New chapter on media literacy (Chapter 9).
  • The order of the chapters has been revised to ensure a logical flow. For example:
    o Chapter 1, Becoming a Teacher, is a combination of Chapters 1 and 2 from the previous edition, reorganized to welcome readers to the profession and to ask them to think about themselves and their teaching in specific ways.          
    o Chapter 2, a revision of the previous Chapter 3, examines the curriculum and lesson planning design topics and introduces evaluation and assessment, which is further developed in a later chapter.
    o The use of both oral and written language is addressed in Chapters 3 and 4. Chapter 3, Language: Teaching About Spelling, Grammar, Mechanics, and Vocabulary is a combination of Chapter 4 and 7 from the fourth edition. It offers techniques for the teaching of grammar, mechanics and vocabulary and is packed with rich examples. Chapter 4, Oral Language, the Forgotten Language Art, builds on the strong presentation of the previous edition, but also examines the use of improvisation.
    o The new Chapter 5, Teaching Writing, combines Chapters 6 and 7 from the fourth edition and digs deeply into process writing and how novice teachers can create an effective and challenging writing program for their students.
    o Chapter 6, Writing and Evaluating Research Papers, focuses on appropriate methods for teaching research and research writing.
    o Chapter 12, Your Starting Role: Student Teaching and Beyond, takes readers through student teaching experiences, complete with actual material from former student teachers–emails, student teaching logs, and more. Included are scenarios and experiences that provide readers opportunities to explore problems they might face in the classroom.
    o Additions to the literature chapters include strategies for conducting a good class discussion on literature, criteria for selecting “good” books for adolescent readers, student units, Web sites for teachers, and reflection activities. These chapters also emphasize multicultural literature and young adult literature, without neglecting the classics.