This article describes the use of drama activities to motivate students, to teach vocabulary and pronunciation, and to enhance cooperative learning. The author describes in five steps the classroom procedure of an activity based on the play of "Romeo and Juliet." The author discusses the results of the activity and its implications. Play…

This book contains over 90 classic poems for children. The collection of poems includes nonsense verse by Lear and Carroll, story poems by Tennyson and Keats, and humorous poems by Belloc and Betjeman. The collection also includes poems by modern poets, such as Charles Causley, Ted Hughes, John Agard, Roger McGough, and Stevie Smith. The…

A major objective of the Paideia reading program is to develop within pupils a love for reading. Individual differences in reading achievement are provided for by having the teacher read the selection orally together with pupils so all have similar background experiences for discussion. If pupils can read the content by themselves and understand…

A study examined a national trend towards dropping Shakespeare and other Great Authors from college English major requirements, and asked what new courses are taking their places. Programs from 70 representative schools were analyzed. Results indicated that 23 schools require a course in Shakespeare, which may include other authors as well, but…

This textbook the second reader in a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. New words are introduced gradually, and the stories and poems are short and of such character as to appeal directly to the interest and…

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)

Opines that depth of characterization is most important for a book to be considered a classic. Discusses "The Human Comedy" and "The Cat Ate My Gymsuit" and why they resonate with readers. Provides 10 questions for stimulating student response to these novels. (PA)

Describes a Year 11 Preliminary Advanced English Course in which the objectives were to focus on the students developing knowledge and understanding of the purposes and effects of a range of textual forms in various contexts. Presents experiences from three years of teaching this course. Explains why the author chose to title the unit…

Reviews the 1990 conference on children's classics that was sponsored by Drexel University and the Free Library of Philadelphia. Highlights include summaries of and excerpts from papers by author and illustrator Wendy Watson and Anita Lobel, and information on the recipient of the 1990 Drexel Citation, author and illustrator Carolyn Croll. (LRW)

Argues that humor is an invaluable teaching tool in English classes. Describes how the author and her students: found humor an important means of discovering profound truths in Shakespeare's dramas; enjoyed the epic "Paradise Lost"; worked with satire in Chaucer; and used humor in students' own creative activities. (SR)

Argues that recent translations of works into Spanish are a great way to engage Spanish-speaking adolescents in the reading process. Offers brief descriptions of 16 such books that offer appeal for reluctant readers, accessible adventures, books about trendy subjects of interest to adolescents, and engrossing renditions of classics by world…

Argues that the Bible is a classic in a class by itself, and discusses why secondary students need to study it. Notes legal interpretations that guide Bible teachers and students. Describes how secondary English teachers are successfully teaching the Bible in several schools across the country, and discusses literary allusions, bible versions,…

Describes two gaming strategies which teach poetry using quotations extracted from six Shakespeare plays. Discusses selecting plays and quotations, games for matching quotations, and providing synopses and introducing characters. Describes in detail learning objectives, player distribution, adjudicator role, procedures and rules, and debriefing…

Presents students' responses when the author asked whether or not it was worthwhile to study King Lear. Recognizes that she could not sell Shakespeare to her students and that most of them will never read another of his plays. (SG)

Describes how the authors taught their students to read "Hamlet" from a critical literacy perspective, analyzing how particular readings of texts and characters are constructed or produced; how they are determined by historical and cultural conventions; analyzing values that various readings support or challenge--rather than trying to…