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Teaching Literature in Secondary Schools . Dr. Buchanan ENG 499 Fall 2012. Teaching Literature. What is literature? Why teach literature? Who we teach? How to teach literature? Student centered Lead students through task-oriented interactions Engage students in challenging tasks - PowerPoint PPT Presentation
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Teaching Literature in Secondary Schools
Dr. BuchananENG 499Fall 2012
Teaching Literature What is literature? Why teach literature? Who we teach? How to teach literature?
Student centered Lead students through task-oriented interactions Engage students in challenging tasks Scaffold to support construction Move from “near to home” to “far from home” Individual, Small Group, Large Group
Instructional Sequence Before teaching: Set Goals Before reading: Frontload activities Beginning to read: Set purpose During reading: Guide students’ reading After reading: Reflect on experience Follow up: Extend understanding beyond
text
Three Phases of Teaching Literature
Enter (Frontload) Explore Expand
Enter Gateway Activities Freewriting Think-Pair-Share Interviews Minilectures Booktalks
Enter K-W-L Quick Writes Tea Party Opinionnaries Scenarios Role Play
Explore Reader Response Interpretive Community Formal analysis Critical Synthesis
Reader Response Personal Triggers Suppositional Readers Conceptual Readiness Synergistic Texts Associative Recollections Collaborative Authors Imagine This
Reader Response Character Continuum Character Maps Focal Judgments Opinion Survey Interrogative Reading Jump Starts Title Testing
Interpretive Community
Think Aloud Jump-In Reading Communal Judgment Defining Vignettes Readers’ Theater Assaying Characters Psychological Profiles Venn Diagramming
Formal Analysis Formal Discussion Questions Literary Rules of Notice Intertextuality Students Write Authors Speak Teachers Read
Critical Synthesis Moral/Philosophical Historical/Biographical Formalist/New Critical Rhetorical. Freudian Archetypical
Critical Sythesis Feminist Marxist Deconstructionist Reader Response New Historical Post-Colonial Criticism Queer Theory or Gender Theory
Classroom strategies to explore theory
Small Group Questions Jigsaw Groups Role Playing Counter Questions Battle of the Book Critiques
Discussion Questions Engage students in creating questions Connect book to lives Volunteer contribution Engage everyone
QARs (Question-Answer Relationships)
(Raphael, 1982) Text-Based Questions
Right There Questions Think and Search Questions (inference)
In My Head Questions Author and Me (not in the story, life
experience) On My Own (don’t need to read book)
Question Levels (Hillocks, 1980)
Level 1: Basic Stated Information Level 2: Key Details Level 3: Stated Relationships Level 4: Simple Implied Relationships Level 5: Complex Implied Relationships Level 6: Author’s Generalizations Level 7: Structural Generalizations
Questioning Circles
Rules for Questioning Consider purpose and choose questions
accordingly Involve as many students as possible Ask follow-up questions Allow for wait time Listen to all answers, not just the ones you
are expecting Teach students to ask their own questions
Teaching Discussion Silent Discussions Three Index-Card Discussion Listen and Follow Up Student Created Questions
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