Describes two gaming strategies which teach poetry using quotations extracted from six Shakespeare plays. Discusses selecting plays and quotations, games for matching quotations, and providing synopses and introducing characters. Describes in detail learning objectives, player distribution, adjudicator role, procedures and rules, and debriefing…

Presents students' responses when the author asked whether or not it was worthwhile to study King Lear. Recognizes that she could not sell Shakespeare to her students and that most of them will never read another of his plays. (SG)

Describes how the authors taught their students to read "Hamlet" from a critical literacy perspective, analyzing how particular readings of texts and characters are constructed or produced; how they are determined by historical and cultural conventions; analyzing values that various readings support or challenge--rather than trying to…

Stresses the importance of exposing all students (including second language and underprivileged students) to classic texts. They must be taught how stories work and how to read them. This includes making connections beyond the story, encouraging student-run discussions and projects, scaffolding for dictation and syntax, teaching about reading…

This article discuses how educators can challenge gifted students with classical literature, enriched vocabulary, and the study of grammar. It argues that classic literature presents a complete spectrum of challenge at many levels, including the level of language, the level of idea, and the level of meaning. (Contains three references.) (CR)

This article describes the use of drama activities to motivate students, to teach vocabulary and pronunciation, and to enhance cooperative learning. The author describes in five steps the classroom procedure of an activity based on the play of "Romeo and Juliet." The author discusses the results of the activity and its implications. Play…

Introduces a critical methodology for students approaching literary French texts of the Classical period, such as Moliere. Suggests that greater understanding of the material leads to greater enjoyment. It is concluded that this type of instruction need not be limited to students of French, but rather, students of all languages could profit from…

Argues that critics of children's literature who extol the folktale should think twice before so vehemently scorning popular fiction such as the Nancy Drew series and that historians of children's literature should consider further what some writers of children's classics may have owed to the formulas of popular adult fiction. (HOD)

A historical overview of challenges to biased social values and sexist stereotypes in children's books is followed by observations by Carolyn W. Carmichael about literature as a reflection of its culture, and by a discussion by Patricia J. Cianciolo of considerations in evaluating classics for use with children. (ET)

Tracking down the similarities between two beloved stories (the Wizard of Oz and Star Wars) led to a critical analysis of other tales. Through this process, students discovered why some books are classics, became more discriminating readers, and applied what they learned to their own creative writing. (Author/KC)

Notes that there are certain books in children's literature that have stood the test of time. Explains that these books not only have artistic and literary merit, but also generate strong personal response and have universal appeal. Presents an annotated list of 17 such children's books, published between 1719 and 1985. (PM)

Describes a four-week poetry workshop for fifth and sixth graders that tied into the school's focus of study of ancient Egypt and Greece. Describes how the author read poems by Keats and Shelley to the students as they drew pictures while listening, and then wrote poems in response to their own art work. Includes 12 poems written by students. (SR)

Describes a high school elective English course that matches books of American Literature, at least one classic and one contemporary, so that students can begin to see the patterns. Discusses some of these pairings, such as Hawthorne's "The Scarlet Letter" with Toni Morrison's "Beloved" and B. Mukherjee's "The Holder of the World." (SR)

Discusses why the classics can be difficult to teach in high schools. Offers suggestions for making difficult literature more approachable for high school students by scaffolding students' engagement with classic texts; building background knowledge; developing vocabulary; facilitating the reading of the text; and through enrichment an extension.…

States that 1998 marks the 70th anniversary of Wanda Gag's picture book, "Millions of Cats" and that Wanda considered herself an artist rather than a writer of children's books. Recounts events in her early life; discusses why her book became a classic. Lists seven classic elements in the book and seven questions for stimulating student response.…