Teaching Literature to Adolescents

289 Pages·2010·1.65 MB·English

by  Richard Beach

Teaching Literature
to Adolescents
Designed to introduce prospective English teachers to current methods of teaching
literature in middle and high school classrooms, this popular textbook explores a variety
of innovative approaches that incorporate reading, writing, drama, talk, and media
production. It promotes the teaching of literature through:
(cid:129) organizing the literature curriculum around topics, themes, or issues
(cid:129) integrating quality young adult literature into the curriculum
(cid:129) focusing on students who have difficulty succeeding in literature classes
(cid:129) infusing multicultural literature into the high school literature canon
(cid:129) broadening critical perspectives employed in analyzing texts
(cid:129) integrating digital literature and media texts
(cid:129) using drama as a tool for enhancing understanding of texts
(cid:129) employing discussion of and writing about literature
(cid:129) evaluating students based on the depth and quality of their responses
Each chapter is organized around specific questions that English educators often hear in
working with preservice teachers. The text engages readers in considering the authentic
dilemmas and issues facing literature teachers through inquiry-based responses to authentic
case narratives. A companion website, www.teachingliterature.pbworks.com, provides
resources and enrichment activities, inviting teachers to consider important issues in the
context of their own current or future classrooms.
NEW IN THE SECOND EDITION
(cid:129) More attention to the use of digital texts from use of online literature to digital
storytelling to uses of online discussion and writing tools incorporated throughout
(cid:129) New chapter on teaching young adult literature
(cid:129) New chapter on teaching reading strategies that are essential to interpreting literature
(cid:129) More references to examples of teaching multicultural literature
Richard Beachis Professor of English Education, University of Minnesota, Twin Cities.
Deborah Applemanis the Hollis L. Caswell Professor and chair of educational studies
and director of the Summer Writing Program at Carleton College.
Susan Hynds is Professor Emerita of English Education, Syracuse University.
Jeffrey Wilhelm is Professor of English Education, Boise State University.

Teaching Literature
to Adolescents
SECOND EDITION
Richard Beach
University of Minnesota, Twin Cities
Deborah Appleman
Carleton College
Susan Hynds
Syracuse University
Jeffrey Wilhelm
Boise State University
First published 2006
by Lawrence Erlbaum Associates, Inc.
This edition published 2011
by Routledge
270 Madison Ave, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2011.
To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.
© 2006 Lawrence Erlbaum Associates, Inc.
© 2011 Taylor & Francis
The right of Richard Beach, Deborah Appleman, Susan Hynds, and
Jeffrey Wilhelm to be identified as authors of this work has been asserted
by them in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and
recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Trademark Notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe..
Library of Congress Cataloging in Publication Data
Holmes, Thom.
Teaching literature to adolescents / Richard Beach . . . [et al.].
—2nd ed.
p. cm.
1. Literature—Study and teaching (Secondary)—United States.
I. Beach, Richard.
PN70.T34 2010
807.1’273—dc22 2010018463
ISBN 0-203-84003-8 Master e-book ISBN
ISBN 13: 978–0–415–87515–8 (hbk)
ISBN 13: 978–0–415–87516–5 (pbk)
ISBN 13: 978–0–203–84003–0 (ebk)
Brief Table of Contents
About the Authors xi
Preface xii
Part I Why Teach Literature? 1
1 What Does It Mean to Teach Literature to Adolescents? 3
2 Teaching Literature With Adolescents In Mind: Who Are
My Students? 18
Part II What Literatures Are We Teaching? 37
3 Planning and Organizing Literature Instruction: How Do I Decide
What to Teach? 39
4 Teaching the Classics: Do I Have to Teach the Canon, and If So,
How Do I Do It? 61
5 Teaching Contemporary Young Adult Literature: How Do I
Teach What My Students Are Reading? 77
6 Media Makers and Media Readers: Teaching Analysis and
Production of Media 96
Part III How Do We Engage Students With Literature? 115
7 How Do I Help Students Understand What They Are Reading? 117
8 Teaching Literary Genres: How Do I Engage Students in
Reading Different Kinds of Literature? 129
9 Multiple Perspectives to Engage Students in Literature: What Are
Different Ways of Seeing? 151
10 Using Drama Strategies to Foster Interpretation: How Do I Get
My Students to Participate in Textual Worlds 163
vi CONTENTS
11 Leading Discussions of Literature: How Do I Get Students to
Talk About Literature? 184
12 Writing About Literature: How Do I Get Students to Write
About Literature? 202
Part IV Where Do I Go From Here? 221
13 Evaluating and Assessing Students’ Learning: How Do You Know
What They Have Learned? 223
14 Reflecting and Developing as a Literature Teacher: How Do I
Grow as a Teacher? 242
References 250
Index 266
Detailed Table of Contents
About the Authors xi
Preface xii
Part I Why Teach Literature? 1
1 What Does it Mean to Teach Literature to Adolescents? 3
Chapter Overview
Case Narrative: Molly’s Beliefs about Teaching Literature
Different Theories of Teaching Literature
The Why Teach Literature Shapes the What and the How
Practices Constituting a Literature Curriculum
Tools for Use in Literature Learning
Molly’s Literature Instruction: Issues Related to Teaching Literature to
Adolescents
Portfolio Reflection
2 Teaching Literature With Adolescents In Mind: Who Are My
Students? 18
Chapter Overview
Case Narrative: Lily’s Identity as a Millennial Adolescent
Meet the Millennials
Getting Past the “Reading Sucks” Syndrome: Developing Motivation and
Interest for Reading
The Search for Self: Young Adult Literature and Identity Development
Race, Identity, and Representation in the Literature Classroom
The Multiple Identities of Adolescents/ce
Exploding the Monocultural Mindset: Cultural Modeling in the Literature
Classroom
Taking Inventory: Funds of Knowledge in the Literature Classroom
Creating a Classroom Environment: Making Room for Reading
Multitextured Teaching: Organizing the Literature Curriculum in an Age of
Multiliteracies
Putting It All Together: Coming of Age in a New Age
Portfolio Reflection
viii CONTENTS
Part II What Literatures Are We Teaching? 37
3 Planning and Organizing Literature Instruction: How Do I Decide
What to Teach? 39
Chapter Overview
Case Narrative: Considering Different Factors in Planning Lessons
Curriculum Goals for Teaching Literature
The Planning Model (Questions for Planning Instruction)
Designing Units
Creating Units of Instruction: Melissa’s 9th Grade Unit on The House on
Mango Street
Portfolio Reflection
4 Teaching the Classics: Do I Have to Teach the Canon, and If So,
How Do I Do It? 61
Chapter Overview
Case Narrative: Teaching a Classic Novel: The Scarlet Letter
The Enduring Nature of the Canon
The Value of the Canon
Approaches and Strategies to Teaching the Classics
Lesson Planning
Assessment
Portfolio Reflection
5 Teaching Contemporary Young Adult Literature: How Do I Teach
What My Students Are Reading? 77
Chapter Overview
Case Narrative: Millennial Teens and Contemporary Young Adult Literature
The Recent Rise of Young Adult Literature
What Exactly is Young Adult Literature, and Why isn’t it in the Book Room?
On Texts and Teaching: Young Adult Literature as Cultural Ideal or Cultural
Access?
Young Adult Literature in the Millennium: What Teens Read, What Teachers
Teach
If it’s Not in the Book Room, Where Can I find it? Locating Quality Young
Adult Literature
How do I Possibly Choose? Developing Selection Criteria
What Can I Do (or Should I Avoid) with the Anthology? Using What’s in the
Book Room
What if I Get into Trouble? Censorship and the Complications of Choice
Portfolio Reflection
6 Media Makers and Media Readers: Teaching Analysis and Production
of Media 96
Chapter Overview
Case Narrative: Justifying Media/Digital Literacy Instruction in a Traditional
English Curriculum
Justifying a Media Literacy Curriculum
Accessing and Responding to Online Literature
CONTENTS ix
Responding to and Creating Digital Texts
Studying and Creating Film Adaptations of Literature
Critical Analysis of Media Representations
Studying Film/Television Genres
Studying Audiences’ Construction of Media Texts
Portfolio Reflection
Part III How Do We Engage Students With Literature? 115
7 How Do I Help Students Understand What They Are Reading? 117
Chapter Overview
Case Narrative: Getting Started: The Pre-Requisites to Helping Students
Navigate Texts: The Case of 9th Grade Teacher Jamie Heans
Helping Students Acquire General Reading and Literary Response Strategies
Working with “Struggling” Readers
Portfolio Reflection
8 Teaching Literary Genres: How Do I Engage Students in Reading
Different Kinds of Literature? 129
Chapter Overview
Case Narrative: Creating Facebook Profiles for Scout in To Kill a Mockingbird
Helping Students Acquire Knowledge of Genre Conventions
Responding to Poetry
Responding to Narratives
Responding to Fables/Myths
Responding to Comics/Graphic Novels
Portfolio Reflection
9 Multiple Perspectives to Engage Students in Literature: What Are
Different Ways of Seeing? 151
Chapter Overview
Case Narrative: Applying Different Critical Perspectives to To Kill a
Mockingbird
Reading Texts, Reading the World
Preparing to Teach Multiple Perspectives
A Brief Synopsis of Some Major Theories
Getting Your Class Started
Lesson Planning
Portfolio Reflection
10 Using Drama Strategies to Foster Interpretation: How Do I Get My
Students to Participate in Textual Worlds? 163
Chapter Overview
Case Narrative: How Enactment Teaches Reading Strategies
Drama/Enactment Strategies and Transactional Reading
The Power and Flexibility of Drama
Drama, Values, Feelings, and Cultural Understanding
Implementing Drama Activities
Reflection on Participation in Drama Activities
Portfolio Reflection