Tells the plot of the novel "Tuck Everlasting" by Natalie Babbitt--the Tucks are invulnerable and immortal, but everlasting life holds trials for them. Provides seven questions for stimulating student response to the novel. (PA)

These two teaching guides, one for the novel "Summer Song," (appropriate for grades 5 through 8) and one for the novel "Libby Bloom" (appropriate for grades 3 through 6) are designed to help teachers use these children's books in interdisciplinary classroom settings. The "Summer Song" guide offers thematic links on…

Defends "Velveteen Rabbit," a beloved classic, on its 75th anniversary. Finds that the story of a toy which becomes real has stood the test of time, even though critics call it overly sentimental. States that it deals with a universal theme and prepares its young readers for life's vicissitudes. Lists the book's classic elements. Gives questions…

Explains how to develop the independent use of literature response journals with remedial readers. (MM)

Making connections for teachers between Shakespeare and his historical context on the one hand and secondary students on the other, this book presents background information, commentary, resources, and classroom ideas to enliven students' encounters with Shakespeare. The book concentrates on "Romeo and Juliet,""Julius…

This book offers teachers some information about many of the newest children's books as well as over 125 kid-tested and teacher-approved ways to extend these stories into other areas of the curriculum. It aims to enable teachers to enhance their professional judgment about using literature in the classroom; guide teachers toward getting their…

Examining how teachers help students respond to short fiction, this book presents 25 essays that look closely at "teachable" short stories by a diverse group of classic and contemporary writers. The approaches shared by the contributors move from readers' first personal connections to a story, through a growing facility with the…

Discusses a thinking-writing-organizing technique that Kenneth Burke called the dramatistic method. Suggests that having students ask and answer a series of questions prompted by five words (who, what, where, why, and how) placed at each of the points of a star can help students think and write about works of literature. (RS)

Explains how teachers can use written compilations of student-generated questions and comments as a basis for discussions of novels and poems. Shows that student brainstorming ideas can be used effectively as the basis for writing assignments. (TB)

Describes the affinities between reader response theory and the proper objectives of English instruction. Describes students not as potential literary scholars but as curious people needing personal experiences with reading and writing. Outlines a model for teaching literature focused on this conception. (HB)

Illustrates the use of drama as a form of literary response. Suggests that drama allows students to develop and exhibit a range of skills and to demonstrate their literary understandings in "unschooled" ways. Suggests that Howard Gardner's work on multiple intelligences demonstrates that students may not be developing understandings because they…

The study reported in this paper argues for a process model of postsecondary instruction where reader-response literary theory in general, and L. Rosenblatt's transactional theory specifically, provides a theoretical framework for strategies which use computers to teach postsecondary English. The paper begins with an examination of the historical…

Designed for teachers in the primary grades, this book provides a number of units outlining possible instructional strategies for teaching folk literature. The book's aim is to help children personally connect with literature so they will continue to love reading throughout their lives. The first chapter offers background on the world of folk…

Maintains that teachers' use of classroom poetry provides opportunities for children to respond to ideas, feelings, and events. Examples illustrate how poetry offers readers/listeners invitations to participate: invitations to identify with others, gain new perspectives, retell stories, move with the sound of language, and respond to one's own…

The Children's Book Council of Australia's (CBCA) Book of the Year Awards for 2001 include a new category--Book of the Year: Early Childhood. This category was introduced because some contemporary picture books are for mature readers, and it was recognized that books for young children were often being overlooked. This guide explores books in all…