How does one keep classic books alive for young people today and teach them that literature is instructional and delightful? How does the teacher foster a classroom environment that encourages student participation and promotes enjoyment so that teenagers learn to appreciate literary study? More specifically, how can teachers cover centuries of American literature with students who don't appreciate why they should read material written centuries ago about people and issues that appear to be irrelevant to life today in a language that seems esoteric? The author of this series of high school teaching guides addresses these issues. How to Teach American Literature: A Practical Teaching Guide provides a detailed resource for teachers or anyone interested in an in-depth study of the subject. This second book in the series covers American literature from the Puritan era to contemporary works. Included are suggestions for cultivating a love for literature, teaching techniques, detailed analyses of each work, questions for review and test questions with suggested responses, essay topics, audiovisual aids, classroom handouts, and recommended books that enhance teaching. The author emphasizes two basic reasons for teaching literature: it is instructional and delightful. This book provides a comprehensive methodology for teaching the subject that a teacher could apply to one year's lesson plans without further investment in time. Elizabeth McCallum Marlow has developed quality comprehensive guides for the teaching community based on her thirty-five years of experience and her passion for literature. Teaching professionals will find her tried and true practices to be invaluable. --Johnathan Arnold, MBA, M.Ed, D.Ed.Min Headmaster Covenant Christian Academy, Cumming, GA

Intro -- Contents -- Introduction - James M. Lang -- Part One: Pedagogies -- Chapter 1 - Mapping the Literature Survey -- Chapter 2 - Creative Imitation: The Survey as an Occasion for Emulating Style -- Chapter 3 - Bingo Pedagogy: Team-based Learning and the Literature Survey -- Chapter 4 - Extended Engagement: In Praise of Breadth -- Part Two: Projects -- Chapter 5 - Reacting to the Past in the Survey Course: Teaching the Stages of Power: Marlowe and Shakespeare, 1592 Game -- Chapter 6 - The Blank Survey Syllabus -- Chapter 7 - Errant Pedagogy in the Early Modern Classroom, or Prodigious Misreadings in and of the Renaissance -- Chapter 8 - Digital Tools, New Media, and the Literature Survey -- Part Three - Programs -- Chapter 9 - Thematic Organization and the First-Year Literature Survey -- Chapter 10 - Fear and Learning in the Historical Survey Course -- Chapter 11 - The Survey as Pedagogical Training and Academic Job Credential -- Chapter 12 - Re-Visioning the American Literature Survey for Teachers and Other Wide-Awake Humans -- Contributor Biographies -- Index

Enjoy beloved classics while developing vocabulary, reading, and critical thinking skills! Each literature book in the series is a one-year course Each chapter has five lessons with daily concept-building exercises, warm-up questions, and guided readings Easy-to-use with suggested reading schedules and daily calendar Equips students to think critically about philosophy and trends in culture, and articulate their views through writing A well-crafted presentation of whole-book or whole-work selections from the major genres of classic literature (prose, poetry, and drama), each course has 34 chapters representing 34 weeks of study, with an overview of narrative background material on the writers, their historical settings, and worldview. The rich curriculum’s content is infused with critical thinking skills, and an easy-to-use teacher’s guide outlines student objectives with each chapter, providing the answers to the assignments and weekly exercises. The final lesson of the week includes both the exam, covering insights on the week’s chapter, as well as essays developed through the course of that week’s study, chosen by the educator and student to personalize the coursework for the individual learner.

A multilingual, transnational literary tradition, Jewish American writing has long explored questions of personal identity and national boundaries. These questions can engage students in literature, writing, or religion; at Jewish, Christian, or secular schools; and in or outside the United States. This volume takes an expansive view of Jewish American literature, beginning with writing from the earliest colonies in the Americas and continuing to contemporary Soviet-born authors in the United States, including works that engage deeply with religious concepts and others that embrace assimilation. It invites readers to rethink the nature of American multiculturalism, suggests pairings of Jewish American texts with other ethnic American literatures, and examines the workings of whiteness and privilege. Contributors offer varied perspectives on classic texts such as Yekl, Bread Givers, and "Goodbye, Columbus," along with approaches to interdisciplinary topics including humor, graphic novels, and musical theater. The volume concludes with an extensive resources section.

Uno de los aspectos más valiosos de este libro es que comienza enlazando, a través de los dos primeros artículos, la educación universitaria con su nivel inmediatamente anterior: la escuela de secundaria; una conexión que a menudo se olvida con serios resultados para ambos. En este sentido, Benito Camacho Martín, el autor de uno de los artículos, realiza un análisis lúcido y en cierto modo dogmático sobre el declive de la enseñanza de literatura en las escuelas de secundaria, tanto en horas dedicadas como en conocimientos adquiridos. Los otros artículos –algunos en inglés y otros en castellano– tratan distintos aspectos de la enseñanza de literatura norteamericana, con un énfasis manifiesto en materiales del siglo XX y, sobre todo, en la literatura afro-americana; de hecho, el libro resultará particularmente útil para los profesores de esto último

This book is written by teachers interested in bringing African American literature into the classroom. Documented here is the learning process that these educators experienced themselves as they read and discussed the stories & pedagogical.