Argues that using parallels between popular culture and the classics in literature brings greater understanding and appreciation of literature to students. (RL)

Points out the importance of making students aware of the role stereotypes play in literature and popular culture. Examines several examples of sex stereotypes found in literary classics and offers suggestions for dealing with them. (JL)

Recounts how an experience in a high school English class convinced a teacher that he wanted to teach literature and taught him the proper attitude toward the teaching of the classics. (JL)

Various contributors recommend "The Odyssey,""Julius Caesar,""A Dog's Tale,""Ivanhoe,""Star Wars,""The Red Badge of Courage,""Demian,""Antigone,""Children of Crisis," and "Frankenstein" for use in literature classes and justify their recommendations. (JL)

Describes a project that got ninth-grade students to read and respond to classics, and lists the books they read. (JL)

Reports on ways of having fun with the classics of literature. Describes classroom uses of parody and satire to emphasize the themes and characterizations found in Shakespeare, J.D. Salinger, Ernest Hemingway, and other noted authors. (RL)

Recommends several strategies to make reading novels in class more enjoyable and rewarding for students, so that they would not depend so much on "Cliff's Notes." (NKA)

Reports on the author's shift from depending on popular adolescent novels to the more traditional "classics" as the reading materials for his literature classes. (RL)