Teaching Middle and High School Students Literature

By carefully completing this assignment over the summer, which you need to bring to class on the first day of school, you will be prepared to discuss the story in the fall and to write an in-class essay using your novel as the basis for your response.

The learning activity chosen is for year 3 students, having the children chose a book they have read and enjoyed and get them to write up a book report detailing the Main characters, what happens at the start of the book, middle of the book and at the end along with the child’s personal connection with the book, what they think may happen to the characters after the story has finished and if they like the book or not and if they would recommend it to others. They will need to use the form provided to describe the main characters in the books and give an overview of what happens in the start, middle and end of the book. The children will also be required to explore the personal connection they have with the book and what they thought of the

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts

1. Who was the most compelling character? Why? What conflicts did this character face? How did the author develop this character? Include one or two supporting quotations with page number or e-book location cited in parentheses after the quotation.

I used posters and brought in items to extend background knowledge. During the reading of the story, I asked questions that focused on the students’ comprehension.

Following my reading of Pride and Prejudice, I was ready for a new type of story, set in a different time and place with a very different writing style. One Flew Over the Cuckoo's Nest caught my interest because of the unique plot and the complexity of the characters. At the end of quarter three, we were given another writing assignment to test our knowledge of the book and the characters. For this assignment, we were instructed to choose a character from our book and create a college application for her. The assignment was meant to give us a break from the traditional final book review assignments and get us thinking of the characters in a different way. We were expected to use all the information the book provided and use our knowledge of

1. Who is the main character? Does this person’s character change during the course of the story? Do you feel sympathetic toward the main character? What sort of person is she or he? Does this character have a foil?

When readers use this school readers can evaluate tone, point of view, themes, ironies, figures of speech, imagery, ambiguities, paradoxes, word usage and meaning, connotation, allusions, symbols, and the relationship between the title and the text. Analyzing these concepts will allow the reader to understand the author emotionally and physically.

At our school, we have the TAP program in place that requires your lesson plans to include prior knowledge. My lesson plans include prior knowledge not only with beginning of units, but also with every lesson that I teach. I use a plethora of strategies in my teaching prior knowledge. Using a KWL chart at the beginning of your lesson to find out what students know, what they want to know and what they learned. I have used carousel brainstorming to help with prior knowledge. I place chart paper around the room, ask small groups of students or 3 to 4 to respond to a question or statement posed at the top of the paper. These questions or statements represents components of their upcoming learning. After a short period of time, student groups move on to another piece of chart paper, and read what has been written about that topic and add to or respond to it. Turn and teach is another strategy that I use in my lesson often to help with prior knowledge by having students share what they know. Today when I taught a lesson, I gave my students a list of vocabulary words for the unit. They had to look at the words and write down what they think the words mean and write it on a post-it note and place it on an anchor chart. This allowed me

Over several years, technology plays a vital role in our society, countries and the world. The technology has been changing our behavior and lifestyle in every aspect. In the past, people received news from reading the newspaper once a day so what was going on yesterday is in today’s newspaper but nowadays all events are immediately delivered to everybody with the latest news, what is happening in the world right now, by the internet. With regard to the benefits of technology, this literature review will focus on the approaches in helping education system in term of how to improve and enhance educational quality in developing countries in South-East Asia as well as in the sense of reducing the gap between country schools and city schools.

Section 1: Demonstrate understanding of the literary techniques employed by the author in the selection.

Of all the issues arise in the literary world, my focus would be on the fundamental issue of whether literature can be taught in the ESL classroom or not. It had become a forefront debate for so long that it remained a perplexing concern among educators. Some educators might think that English should be mastered first before introducing the literature but some will say literature is the one that actually can enhance the language mastery. In Malaysia, the changing of policy in teaching literature in ESL classroom is obviously seen. In The Star, (Wednesday, April 28, 2010), Dr Mohamad Abu Bakar, from Education Ministry Curriculum’s Development Centre said that it was a ‘fresh approach’ when graphic novels were introduced to the lower secondary students. He also believed the new texts for upper secondary; Flipping Fantastic by Jane Langford and Qwertyuiop by Vivien Alcook were more appealing to compare with the old selections; John Steinbeck’s The Pearl, Keris Mas’ Jungle Of Hope or K.S. Maniam’s The Return. All these changes are in the hope to inculcate the reading culture among students as well as improving the proficiency of Malaysian students in English. Does this work? Personally, I believe that language and literature are inseparable. There is a strong relationship between these two that they actually influence each other in terms of disciplines of the language. In one of the articles I am referring to, it is said that literature is one of the most motivating resource

1.      Think of your past experience with reading and fictional analysis - what do you love about reading and debating a good story - what don 't you like - how do you think this class will hone your reading and thinking skills.

Currently, there is a debate about whether or not adults should be reading young adult (YA) literature. Some on the side for adults reading young adult literature highlight the benefits of adults reading YA literature; specifically reading it in order to relate to feelings they had as a young adult. This ability to relate to YA literature in a personal manner could be very useful to teachers who work with young adults. Teachers can use their findings from the YA novels to further empathize with their students, learn how to integrate these YA novels into their curriculum to make it easier for students to understand, and learn to understand and help students coping with some sort of emotional trauma that may affect their learning.

This research aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, speaking and listening)and language areas(i.e. vocabulary, grammar and pronunciation) in our times. Reasons for using literary text in a foreign language classroom, suitable situations for teaching literature and main criteria for selecting suitable literary texts in foreign language classes are stressed so as to be familiar with the underlying reasons, situations and criteria for language teachers' using and selecting a literary text. Furthermore, literature and the teaching of language skill, the use