Wednesday, February 21, 2007

English Update February 21, 2007

Learning how to learn. Encourage children to teach what they have learned to others. JW Birch. Tchr. (Mar. 78), 66.

Either/Or issue. John Dewey in 1943: adjust school to the learner or require the learner to adjust to the school. “Killer dilemma.” RT (Nov. 92), 190.

Language Experience for older students. Use the language experience approach (LEA) with older students who have special needs, including students for whom English is a second language (ESL). Students dictate stories or information; recorded on chart paper; and then they read aloud what they have dictated. Ganske, et al. RT (Oct. 03), 121.

Either/Or issue. There is a belief that teachers know more about methodology than about their subjects. DLN (Jul. 8,94), A7.

Reading aloud. Students select a passage that has meaning to them to read aloud to the class. Share first with partners in order to practice reading aloud effectively. They tell why the selected “powerful passages.” RH Yopp & HK YOpp. RT (Nov. 03), 285.

Writing assignment. Students watch a scene in a movie. They then describe the scene—re-create it in writing. H Hoffner. RT (Sept. 03), 788-80.

Literature. Preparing to read the classics. Students research information about the times of Romeo & Juliet. Then set up a “museum” in the classroom with displays explaining various topics, like fashion, manners, transportation, etc. A Lewis. CN+ (Oct. 03), 5-6.

Reluctant readers and the classics. First, the teacher tells the story of the classic [Beowulf] and then students read excerpts. CS Adams. EJ (Sept. 03), 19.

Literature goals. “We want them [our students] to explore the ideas of literature and writing, to develop the skill to ask questions…. We do not ask our students to be experts; it is enough that, like them, we seek to better understand the world.” TJ Hunt & R Hunt. EJ (Sept. 03),95.

Literature goals: “Literature is about the...senses and the power of language to waken them. Literature is about strength and frailty, sacrifice and hypocrisy, worldliness and naiveté, grand moments of grace and irredeemable acts of evil. Literature is about coming to know the lived experience of others, how that living might connect with us, how we can be sensitive to others’ values and triumphs and losses.” T. Romano. EJ (Jan. 02), 17.

Book reports—alternative. Students list 3 events from a story, 2 significant quotes and pose 1 critical thinking question. M Dolan. CN+ (Apr. 04), 1.

“New Criticism,” says Robert Scholes (The Crafty Reader), “separated poetry from life by focusing on technical form—and terminology like tone, irony, paradox and theme—rather than on human experience.” L Ellis, et al. EJ (Sept. 03), 44.

Preparing to read the classics. Students research the era of the novel they are going to read. They then write “A Day in the Life of…” a character who is living in that era. B Eisenhardt. CN+ (Jan. 02), 7.

Literature unit. Organize a literature unit by using a children’s book, a Young Adult book, popular adult book as a build-up to a classic book, all on the same theme. JD Richison, et al. EJ (Nov. 02), 76-81.

Tchr = Teacher Magazine. RT = Reading Teacher. DLN = West Chester Daily Local News. CN+ = Classroom Notes Plus. EJ = English Journal.

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