- Age Range: 11 - 17 years
- Grade Level: 6 - 12
- Paperback: 160 pages
- Publisher: Heinemann (November 2, 2015)
- Language: English
- ISBN-10: 0325074747
- ISBN-13: 978-0325074740
- Product Dimensions: 7.4 x 0.3 x 9.2 inches
- Shipping Weight: 12.8 ounces (View shipping rates and policies)
- Average Customer Review: 7 customer reviews
- Amazon Best Sellers Rank: #1,327,190 in Books (See Top 100 in Books)
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Teaching Literature in the Context of Literacy Instruction
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With the teaching of literature besieged on so many fronts, Chadwick and Grassie have come to our rescue. They offer compelling evidence for the claim that the prose and poetry can indeed change lives … particularly when adolescent readers have able and inspired guides to show them the way. --Carol Jago, Past President of NCTE and author of For Rigor for All: Meeting Common Core Standards for Reading Literature
Chadwick and Grassie s work couldn t be more necessary or more impactful, presenting us with an approach to teaching literature that is responsive to students, texts, and the landscapes in which the two come together. The rich ideas here equip teachers to reskill students into the active and purposeful work of literary questioning, thinking and response. Offering us classroom models of what it means to question, read closely, re-read with purpose and then read connectively, this is a book that helps us see how the skills we teach using literature transcend the texts we teach. This is a book that challenges and guides us to re-see what it means to be a teacher of literature and a teacher of students who read. --Sara Kajder, Literacy Education Professor, University of Georgia and author of Adolescents and Digital Literacies
Jocelyn Chadwick and John Grassie have given us a book that is both expansive and precise, visionary and incisive. Using voices of teachers to connect us to crucial questions of literacy, this book serves both as a compass and a companion for teachers who crave practical advice on the road to compelling instruction. --Sarah Brown Wessling, author of Supporting Students in a Time of Core Standards, Teacher Laureate for the Teaching Channel, and former National Teacher of the Year.
About the Author
Jocelyn A. Chadwick has been an English teacher for over thirty years - beginning at Irving High School in Texas and later moving on to the Harvard Graduate School of Education where she was a professor for nine years and still guest lectures. Dr. Chadwick also serves as a consultant for school districts around the country and assists English departments with curricula to reflect diversity and cross-curricular content. For the past two years, she has served as a consultant for NBC News Education's Common Core Project for Parents, ParentToolkit. In June 2015, Chadwick was elected Vice President for the National Council of Teachers of English. Throughout her career, she has published articles in leading academic journals, presented papers at scholarly conferences, and conducted teacher workshops around the country and abroad. Her many publications include The Jim Dilemma: Reading Race in Adventures of Huckleberry Finn, "Making Characters Come Alive! Using Characters for Identification and Engagement," "Assessment: Our (Re) Inventing the Future of English," and her April 2015 book, Common Core: Paradigmatic Shift. Summing up her career, Dr. Chadwick says she was born to be an English teacher and will always be one. John Grassie is a veteran broadcast journalist, with more than 25 years' experience producing news coverage, program series, and documentaries for Public Television, NBC News, and Discovery. During his broadcast career, Grassie's work received numerous awards for excellence in journalism. In making the transition to focusing on education, Grassie says he knew his next goal was moving from the TV control room to the classroom. That transition has taken him through lecturing at the Harvard Graduate School of Education and Boston University on the impact and influence of informational programming on public policy. He has also written and lectured on the role of mass media in developing the emerging concept of digital literacy and its role in the classroom.
Top customer reviews
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The beauty of Chadwick's book is that it opens doors and minds rather than delivering pronouncements. It both liberates the ELA teacher and encourages him or her to find the keys to open those doors for students. Every group of students in every school has a different dynamic, a different composition. What we taught in 1980 simply won't work in 2015. The works might remain, but the approach has to change to reflect our own students at the time we have them. Chadwick asks us to help students pair the "actions of the characters with their own realities, thereby making meaning relevant for them" (15). If that isn't the purpose literacy instruction serves, then what is?
This is a thought-provoking book, one that encourages resourcefulness and engagement with our student readers.
Drawing on her own classroom experiences and those of other ELA teachers and their students, Chadwick discusses ways teachers can make literature more relevant to students, incorporate informational texts into literature instruction, and blend canonical literature with new.
Teaching Literature in the Context of Literacy Instruction is packed full of information, examples, personal stories, and reproducible resources, that inform and guide teachers who are determined to “keep a firm grasp on literature to share it” with their students. And moreover give encouragement and permission for teachers to show their students how reading is a relevant pleasure rather than punishment.
Coincidentally, I was teaching a unit on transcendentalism to my juniors at the same time I initially read Teaching Literature…and found many great ideas on texts to use, ways to use it, and the relevance of using it in my classroom. I was able to seamlessly incorporate Dr. Chadwick’s ideas into my lesson plans—and feel that they benefitted from her knowledge and experience.
Teaching Literature in the Context of Literacy Instruction is a valuable classroom resource which I highly recommend.
As a contributor, I am using the book with graduate students in the course "Literature for Youth" to advance 21st-century literacies that translate across the disciplines to reach students who must master diverse texts--classics and contemporary classics--and across all genres with an eye for nonfiction.
Chadwick and Grassie, thank you for writing a book with teacher voice, learner vision, and researcher rigor. These make the book readable, engaging, and relevant for our classrooms and teaching lives.
Lastly, the foreword by Hal Holbrook is a testament to our teaching and literate lives and what we are attempting to learn and teach among our students and colleagues through literary works in print and digital formats. (Oh, you must remember Holbrook from his performance as Gene Garrison (1968) in Robert Anderson's play titled I NEVER SANG FOR MY FATHER!)