Presents the author's experiences as a kind of case study of what it looks and sounds like when "doing" Shakespeare is in the foreground of instruction and "play" is the thing that makes that happen. Discusses guidelines and suggestions for putting a play together. (SG)

Notes that despite students' attitudes, educators need to remember the best in those students, the times when they show enormous kindness. Describes an example of this one winter day in the author's ninth-grade English class. (SG)

Describes how a group of ninth graders cooperated to produce a 28-minute sound-slide show based on Alan Paton's "Cry the Beloved Country." (DD)

Considers how the successful teaching of Shakespeare represents the ultimate challenge for many English teachers, one that measures their ability to enlighten and inspire. Discusses how her colleague approaches teaching Shakespeare to eight graders. Describes how she approaches teaching Henry V to her ninth grade students. (SG)

Presents a dialog among three English teachers concerning teaching performance poetry to ninth graders. (RS)

Describes nine prewriting activities using supermarket tabloids as the model for producing a newspaper on mythology. (RS)

It is very important and fun for the English teacher to take time simply to read to the students. (JH)

A ninth grade English curriculum combined group work, the inquiry method, problem solving, and creative dramatics to prepare students to meet a changing future. (DD)

Nostalgically reviews a student teacher's experience with a class of ninth grade nonreaders. (JK)

Explains a four-stage formula that teachers at all levels may use to give students a flexible, practical, and relatively foolproof procedure for generating a literary thesis and its support. (RL)

Describes the collaboration between two teachers, involving six eighth grade and two ninth grade English classes, to present a unit reflecting the needs, hopes, and potential of the handicapped. Explains how volunteerism was incorporated into the classroom. Describes preparation, traveling to the Special Olympics State Basketball Tournament, class…

Compares instructions for taking a ninth-grade achievement test to the reality of the conditions in which the test was actually taken. (NKA)

Considers how a teacher can help students become avid readers. Describes how cultivating a culture of reading in ninth-grade English has increased student interest and renewed the author's teaching. Suggests that all students are readers, but that the conditions of reading change from person to person. (SG)

Describes a group of teachers who worked with multigenre possibilities as an alternative to traditional research papers, while trying to teach some principles of research. Details how the students were offered three options: a screenplay, a multi-genre paper, or a monologue. Outlines the successes and failures of each project. (PM)

Describes how a ninth grade teacher uses film, fiction, and composition to teach civic literacy. States that peer-response and peer-editing groups were also used. (PRA)