Several plays are studied to introduce students to theatrical terms and to the elements of a play in this quinmester course for Dade County High Schools. Several approaches to the study of the play are suggested such as individual and a large group production of a play, the use of a unified theme such as Youth vs. Tradition, or the line of…

This quinmester course guide focuses upon a course that explores various kinds of mysteries, including the detective story, the Gothic mystery, and stories of the supernatural. Discussion of specific criteria for evaluating the mystery story is emphasized. By capitalizing on the wide appeal of the mystery, it is hoped that students who seldom read…

Notes the absence of articles about poetry in journals and other publications, reflects on the poetry available for children, and urges teachers to include more poetry in the classroom. Concludes with a selected bibliography of poetry written for children. (HOD)

Discusses the poetry of Canada's native peoples and argues that it deserves a place in the English curriculum. (AA)

Discusses the value of teaching and producing contemporary plays as well as classics in high school. Argues for the superior interest level of challenging, low-budget, relevant dramas recently appearing on the young adult scene, such as those by Jerome McDonough and Hindi Brooks. Includes an annotated bibliography of young adult drama. (JG)

Claims that high school curricula should provide opportunities for students to vicariously explore the relationships, roles, and ideas that appear in Shakespearean drama. Uses the dilemma dramatized in "Hamlet" as an example. (JD)

Discusses the role of literature in the secondary school English curriculum, then examines the current state of literary criticism and analysis in the classroom. (FL)

Advocates a thematic union of readings, essay topic, music and art to expose gifted students to the great thinkers of the past and present, and to make them aware of the limitless range of literature as well as to the effectiveness of different media. Gives examples of themes. (RB)

Reveals how ostensibly "irrelevant literature may often be closely relevant to students' lives. (SW)

Any attempt that the teacher makes to create a lesson where the student can engage the text runs directly counter to the whole drift of the secondary school curriculum as it exists today. (HOD)

Suggests activities that are intended to help children understand and become more familiar with the legends and myths that are read to them. Argues that the study of classical myths and legends should be part of the English curriculum. (HOD)

Examines the study of literature in Canadian schools. Focuses on how teachers engage students in literature and how teachers themselves respond to literature. (RL)

Discusses concerns about literature and composition in the English curriculum. Looks at the traditional place of literature in the curriculum since the 1960s. Discusses the increased emphasis on writing instruction and the need to include nonprint media in the curriculum. (SR)

Reviews and critiques a recent pedagogical book entitled "Exploring Texts: The Role of Discussion and Writing in the Teaching and Learning of Literature." Considers how this book might prove useful for secondary English teachers. Provides citation and detailed analysis of the book. (HB)