Teaching English in Middle and Secondary Schools

Name: Teaching English in Middle and Secondary Schools
Author: Rhoda Maxwell

Specificaties

Paperback, blz. | Engels

Pearson Education | e druk, 2010

ISBN13: 9780135135303

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Pearson Education e druk, 2010 9780135135303

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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.

Specificaties

ISBN13:9780135135303

Taal:Engels

Bindwijze:Paperback

Uitgever:Pearson Education

Hoofdrubriek:Mens en maatschappij

Inhoudsopgave

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