Annotated Bibliography for Texts and Links
Blau, Sheridan D. The Literature Workshop: Teaching Texts and Their Readers.
Portsmouth, NH: Heinemann, 2003
This text provides solutions for English teachers that challenges the students to really feel confident
in finding ways to support their thoughts and interpretations towards a specific text. This novel really encourages more student involvement in class discussions, critical thinking, and most importantly, finding their freedom of thinking.
4) Christensen, Linda. Teaching for Joy and Justice: Re-imagining the Language Arts
Classrooms. Rethinking Schools Ltd, 2009.
Such a text is about encouraging more student involvement in the classroom - their ideas, desires, and opinions. It is important that teachers give their students some form of a leadership role within the classroom - especially when choosing specific literature.
Edigar, Marlow. "Student Motivation in Reading." Web. 26 Sept. 2011.
<http://www.eric.ed.gov/PDFS/ED29953PD>.
This resources gives advice to English teacher on how to get our students motivated
to read in the first place. More importantly, Edigar really focuses on what NOT to do when choosing texts for a particular class.
Haussamen, B., & , (2003). Grammar alive!, a guide for teachers. Natl Council of Teachers.
This text is meant to guide English teachers in the effective teaching of grammar. Plus, such
a text helps give creative and innovative ideas that will not make our students groan at the thought of having to do another redundant grammar lesson.
Hochschild, Jennifer, & Scovronick, Nathan. (2004). The American dream and the public
schools. Oxford University Press, USA.
This source goes along with the article i have included in my Bilingual Education section of the website. This is the main source that I used to back up my opinions in regards to Bilingual Education within our classrooms.
Knoeller, Christian. “Imaginative Response: Teaching Literature Through Creative
American dream and the public schools. Oxford University Press, USA.
English Journal 92.5 (2003): 42-48.ProQuest Research Library Web. 27 Sep. 2011.
This texts mainly focuses on how to make the classical texts have more of a modern feel towards our students of today. With this being said, Knoeller provides ways of coming up with activities that
translate classics into modern times - hooks the students' interest.
Sasson, Remez. "Motivation and How to Get Motivated." Self Improvement –Spiritual
Growth - Inner Peace –SuccessConsciousness. Web. 30 Sept. 2011.
http://www.successconsciousness.com/.motivation.htm.
This source gives a simple and brief essay of what it means to be motivated and ways to be constantly motivated. I used such a definition within my article discussing the issue of getting students more motivated to read in the Classroom Challenges section of this website.
Smith, M. W., & Wilhelm, J. D. (2002). Reading don\'t fix no chevys: Literacy in the
lives of young men. Portsmouth, NH: Heinemann.
As I used exerpt drama from fifth lesson, this text provides a guide for English teachers really trying to get their male students more involved in the classroom; and one of the ways to do is to have more active participation - actions scenes from novels is a perfect way to do so.
Steentstra, Craig. “Writing Poetry to Connect to Literature”. English Journal 96.1 (2006):
101-104. ProQuest Research Library Web. 27 Sep. 2011.
When students really connect to a particular text, such strong emotions follow the connection's wake. Therefore, what better way to translate emotion through emotion. Plus, students are learning different forms of poetry as they're reading a completely different style of text.
8) Wilhelm, Jeffery D. “Of Cornflakes, Hot Dogs, Cabbages, and King.” Reading Stephen
King Issues of Censorship, Student Choice, and Popular Culture. Ed.Brenda
Power Miller, Jeffrey D. Wilhelm and Kelly Chandler. Urbana: NCTE,1997.
This sources focuses all on student choice when it comes to choosing texts for the English classroom. Wilhelm comes up with very interesting ways to create a collaborative decision in what certain (required) texts within an entire class.
Wolk, Steven. “What Should Students Read?”. Phi Delta Kappan. 91.7
(2010): 8-16
This text focuses on how we as English teachers need to look at our students as individuals who can read, but like to read as well. Therefore, by having texts that students will actually like to
read will only create a more positive and efficient classroom environment
.
http://www.kalamazoopublicschools.com/schools/elementary-schools/lincoln-elementary
I copy and pasted the mission statement of this school from it's website. This mission statement is mentioned in my Spanish Internship section of The English Experience area.
http://worksheetplace.com/mf/Colon-Worksheet-3.pdf
I used this pdf file as an example worksheet as what I would like to use in the classroom. While I would like to start them out with sentences that I've originally created, I would definitely give these to my students as a study guide in case that there was a quiz/exam.
http://worksheetplace.com/mf/Semi-Colon-Worksheet-3.pdf
Like i proclaimed above, I used this pdf file as an example worksheet as what I would like to use in the classroom. While I would like to start them out with sentences that I've originally created, I would definitely give these to my students as a study guide in case that there was a quiz/exam.
http://www.eastoftheweb.com/short-stories/UBooks/LadyTige.shtml
This link is used in my The Lady and the Tiger lesson. This is just a copy of the story that I would print off and handout to the class to do the actual reading assignment.
http://www.youtube.com/watch?v=8DbMroCB1hQ&feature=related
This link is also used in my The Lady and the Tiger lesson. This video is used to conclude this lesson so that the students will get the idea students like themselves create multiple different endings like themselves. This video also highlights the importance and clever ways authors used an open ending for his or her readers - gets to really think critically.
http://www.youtube.com/watch?v=uSCzahFXMrs
This link is the opening to the Speak lesson. In an actual class setting, I would use this clip to introduce the students to the novel on the first day of this assignment - before reading the actual novel. By doing so, this will spark the students interest (especially since it's a Lifetime and the infamous Kristen Stewart aka Twilight's Bella is the main actress).
http://www.youtube.com/watch?v=ic1c_MaAMOI
This link will be shown at the end of the activity to rap up the lesson and its entirety. Plus, it's a very emotional clip and I think the students would get a deep connection after reading the novel.
Portsmouth, NH: Heinemann, 2003
This text provides solutions for English teachers that challenges the students to really feel confident
in finding ways to support their thoughts and interpretations towards a specific text. This novel really encourages more student involvement in class discussions, critical thinking, and most importantly, finding their freedom of thinking.
4) Christensen, Linda. Teaching for Joy and Justice: Re-imagining the Language Arts
Classrooms. Rethinking Schools Ltd, 2009.
Such a text is about encouraging more student involvement in the classroom - their ideas, desires, and opinions. It is important that teachers give their students some form of a leadership role within the classroom - especially when choosing specific literature.
Edigar, Marlow. "Student Motivation in Reading." Web. 26 Sept. 2011.
<http://www.eric.ed.gov/PDFS/ED29953PD>.
This resources gives advice to English teacher on how to get our students motivated
to read in the first place. More importantly, Edigar really focuses on what NOT to do when choosing texts for a particular class.
Haussamen, B., & , (2003). Grammar alive!, a guide for teachers. Natl Council of Teachers.
This text is meant to guide English teachers in the effective teaching of grammar. Plus, such
a text helps give creative and innovative ideas that will not make our students groan at the thought of having to do another redundant grammar lesson.
Hochschild, Jennifer, & Scovronick, Nathan. (2004). The American dream and the public
schools. Oxford University Press, USA.
This source goes along with the article i have included in my Bilingual Education section of the website. This is the main source that I used to back up my opinions in regards to Bilingual Education within our classrooms.
Knoeller, Christian. “Imaginative Response: Teaching Literature Through Creative
American dream and the public schools. Oxford University Press, USA.
English Journal 92.5 (2003): 42-48.ProQuest Research Library Web. 27 Sep. 2011.
This texts mainly focuses on how to make the classical texts have more of a modern feel towards our students of today. With this being said, Knoeller provides ways of coming up with activities that
translate classics into modern times - hooks the students' interest.
Sasson, Remez. "Motivation and How to Get Motivated." Self Improvement –Spiritual
Growth - Inner Peace –SuccessConsciousness. Web. 30 Sept. 2011.
http://www.successconsciousness.com/.motivation.htm.
This source gives a simple and brief essay of what it means to be motivated and ways to be constantly motivated. I used such a definition within my article discussing the issue of getting students more motivated to read in the Classroom Challenges section of this website.
Smith, M. W., & Wilhelm, J. D. (2002). Reading don\'t fix no chevys: Literacy in the
lives of young men. Portsmouth, NH: Heinemann.
As I used exerpt drama from fifth lesson, this text provides a guide for English teachers really trying to get their male students more involved in the classroom; and one of the ways to do is to have more active participation - actions scenes from novels is a perfect way to do so.
Steentstra, Craig. “Writing Poetry to Connect to Literature”. English Journal 96.1 (2006):
101-104. ProQuest Research Library Web. 27 Sep. 2011.
When students really connect to a particular text, such strong emotions follow the connection's wake. Therefore, what better way to translate emotion through emotion. Plus, students are learning different forms of poetry as they're reading a completely different style of text.
8) Wilhelm, Jeffery D. “Of Cornflakes, Hot Dogs, Cabbages, and King.” Reading Stephen
King Issues of Censorship, Student Choice, and Popular Culture. Ed.Brenda
Power Miller, Jeffrey D. Wilhelm and Kelly Chandler. Urbana: NCTE,1997.
This sources focuses all on student choice when it comes to choosing texts for the English classroom. Wilhelm comes up with very interesting ways to create a collaborative decision in what certain (required) texts within an entire class.
Wolk, Steven. “What Should Students Read?”. Phi Delta Kappan. 91.7
(2010): 8-16
This text focuses on how we as English teachers need to look at our students as individuals who can read, but like to read as well. Therefore, by having texts that students will actually like to
read will only create a more positive and efficient classroom environment
.
http://www.kalamazoopublicschools.com/schools/elementary-schools/lincoln-elementary
I copy and pasted the mission statement of this school from it's website. This mission statement is mentioned in my Spanish Internship section of The English Experience area.
http://worksheetplace.com/mf/Colon-Worksheet-3.pdf
I used this pdf file as an example worksheet as what I would like to use in the classroom. While I would like to start them out with sentences that I've originally created, I would definitely give these to my students as a study guide in case that there was a quiz/exam.
http://worksheetplace.com/mf/Semi-Colon-Worksheet-3.pdf
Like i proclaimed above, I used this pdf file as an example worksheet as what I would like to use in the classroom. While I would like to start them out with sentences that I've originally created, I would definitely give these to my students as a study guide in case that there was a quiz/exam.
http://www.eastoftheweb.com/short-stories/UBooks/LadyTige.shtml
This link is used in my The Lady and the Tiger lesson. This is just a copy of the story that I would print off and handout to the class to do the actual reading assignment.
http://www.youtube.com/watch?v=8DbMroCB1hQ&feature=related
This link is also used in my The Lady and the Tiger lesson. This video is used to conclude this lesson so that the students will get the idea students like themselves create multiple different endings like themselves. This video also highlights the importance and clever ways authors used an open ending for his or her readers - gets to really think critically.
http://www.youtube.com/watch?v=uSCzahFXMrs
This link is the opening to the Speak lesson. In an actual class setting, I would use this clip to introduce the students to the novel on the first day of this assignment - before reading the actual novel. By doing so, this will spark the students interest (especially since it's a Lifetime and the infamous Kristen Stewart aka Twilight's Bella is the main actress).
http://www.youtube.com/watch?v=ic1c_MaAMOI
This link will be shown at the end of the activity to rap up the lesson and its entirety. Plus, it's a very emotional clip and I think the students would get a deep connection after reading the novel.