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