Suggests that students who have found "Shane" to be an exciting literary experience can be motivated to read other heroic literature such as "Beowulf" if the teacher presents it with an eye toward motivation. "The Odyssey" might follow os another epic poem. (TJ)

A detailed use of this play during five class hours is offered, including goals, method, organization and homework assignments. A detailed text analysis follows, which considers the play's plot, character development, and message. (Text is in German.) (IFS/WGA)

Outlines key transformations of secondary education in New South Wales in the twentieth century. Discusses the debate of whether the study of literature should be compulsory. Details the study of literature articulated in the 1965 syllabus and its revision in the 1990s. (PM)

Compares linguistic and non-linguistic components of ways of speaking, being, performing, and reasoning within an urban African American secondary classroom and a midwestern African American hair salon, identifying culturally shared interactional norms that inform knowledge building across sites and analyzing how the discourse norms and structures…

Interviews Joseph Papp, director and founder of the New York Shakespeare Festival. Discusses how to teach Shakespeare to high school students. (MM)

Claudia Klein Felske, a high school English teacher, has created a vital dramatic experience in the classroom with the help of a guest workshop leader. The three activities, such as how to read William Shakespeare, Metaphor Theater and character cacophony, which helped students to experience the intensity of language and discover ramifications of…

THESE TWO TESTS--"JULIUS CAESAR" AND "AUTOBIOGRAPHY"--WERE DESIGNED BY THE OREGON CURRICULUM STUDY CENTER FOR A 10TH-GRADE LITERATURE CURRICULUM. THEY ARE INTENDED TO ACCOMPANY CURRICULUM UNITS AVAILABLE AS ED 010 817 AND ED 010 818. (MM)

This lesson explores the vision of childhood created by Lewis Carroll in "Alice in Wonderland." Students begin by looking at Carroll's photographs of the real Alice for whom Carroll imagined his story and compare the image of childhood that he captured on film with images of children in our culture. Then students read "Alice in…

Author argues that the examination of old strains in new ballads should be the starting point in teaching the Tudor-Stuart period in literature and discusses various approaches to teaching the ballad. (MM)

Designed for a ninth grade gifted history class, this interdisciplinary unit of study includes critical examination of two interpretations of the character of Shakespeare's Richard III. (RM)

Notes that the brief but crucial appearances of Prince Escalus in "Romeo and Juliet" offer a key to the understanding of how plot proceeds in any dramatic or comedic work. (FL)

Compares Roman Polanski's film adaptation of "Tess of the D'Urbervilles" with the original novel by Thomas Hardy. Suggests that a comparative analysis of the two works enhances students' awareness of Hardy's artistry and sharpens their ability to respond critically to literature. (MM)

Discusses how films of Shakespeare's plays can be used to teach literary analysis in the classroom and to nurture an interest in Shakespeare. Suggests some books for teachers which specifically address Shakespeare and film. (PRA)

One of a series of works aimed at presenting contemporary critical opinion on major authors, this collection includes essays by Arthur Mizener, Wyndham Lewis, Hugh Kenner, R. P. Blackmur, Elizabeth Sewell, S. Musgrove, George L. K. Morris, F. R. Leavis, D. W. Harding, Allen Tate, Ezra Pound, William Empson, John Peter, Denis Donoghue, and Donald…

One of a series of works aimed at presenting contemporary opinion on major authors, this collection includes essays by Helen Gardner, George Saintsbury, Herbert J. C. Grierson, Pierre Legouis, William Empson, Mario Praz, J. E. V. Crofts, C. S. Lewis, Cleanth Brooks, J. B. Leishman, Evelyn M. Simpson, Louis L. Martz, and A. J. Smith--all dealing…