Critical Encounters in Secondary English: Teaching Literacy Theory to Adolescents

Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction.New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts.“What a smart and useful book!”—Mike Rose, University of California, Los Angeles“[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education“I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University Because Of The Emphasis Placed On Nonfiction And Informational Texts By The Common Core State Standards, Literature Teachers Are Re-evaluating Their Curriculum And Looking For Thoughtful Ways To Incorporate Nonfiction Into Their Courses. They Are Also Rethinking Their Pedagogy As They Consider Ways To Approach Texts That Are Outside The Usual Fare Of Secondary Literature Classrooms. The Third Edition Of Critical Encounters In Secondary English Provides An Integrated Approach To Incorporating Nonfiction And Informational Texts Into The Literature Classroom. Grounded In Solid Theory With New Field-tested Classroom Activities, This New Edition Shows Teachers How To Adapt Practices That Have Always Defined Good Pedagogy To The New Generation Of Standards For Literature Instruction. New For This Edition Includes; A New Preface And A New Introduction That Discusses The Ccss And Their Implications For Literature Instruction; Lists Of Nonficiton Texts At The End Of Each Chapter Related To The Critical Lens Described In That Chapter; A New Chapter On New Historicism, A Critical Lens Uniquely Suited To Interpreting Nonfiction And Informational Sources; New Classroom Activities Created And Field-tested Specifically For Use With Nonfiction Texts, And Additional Activities That Demonstrate How Informational Texts Can Be Used In Conjunction With Traditional Literary Texts. Dedication Contents Preface to the Third Edition Introduction 1. What We Teach and Why: Contemporary Literary Theory and Adolescents 2. Prisms of Possibilities: Introducing Multiple Perspectives 3. The Lens of Reader Response: The Promise and Peril of Response-Based Pedagogy 4. What’s Class Got to Do with It? Reading Literature Through the Lens of Privilege and Social Class 5. The Social Construction of Gender: A Lens of One’s Own 6. Columbus Did What? Postcolonialism in the Literature Classroom 7. The Past Is Always New: Reading with New Historicism 8. Deconstruction: Postmodern Theory and the Postmodern High School Student 9. Lenses and Learning Styles: Accommodating Student Plurality with Theoretical Plurality 10. Critical Encounters: Reading the World Appendix: Classroom Activities Selected Literary Texts References Index About the Author In response to the emphasis placed on nonfiction and informational texts by the Common Core State Standards, the Third Edition of this book provides an integrated approach to incorporating nonfiction and informational texts into the secondary literature classroom. This new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction