The distinctive element of this book is that it offers ways to model for students some procedures for the reading of narratives and to design learning experiences that will allow learners to discover "rules" for reading complex works of literature.
The distinctive element of this book is that it offers ways to model for students some procedures for the reading of narratives and to design learning experiences that will allow learners to discover "rules" for reading complex works of literature.
Thomas M. McCann has taught English in a variety of school settings, including eight years in an alternative school. He holds a BA from Northern Illinois University, an MA from Southern Illinois University, an MA from Saint Xavier University, and a PhD from the University of Chicago. He has published articles in Research in the Teaching of English, English Journal, Educational Leadership, Illinois English Bulletin, The Wisconsin English Journal, and California English. With Peter Smagorinsky and Stephen Kern, he is coauthor of Explorations: Introductory Activities for Literature and Composition, 7-12 (1987). With Larry Johannessen, he is coauthor of In Case You Teach English: An Interactive Casebook for Prospective and Practicing Teachers (2002). With Johannessen, Kahn, and others, he is coeditor of Reflective Teaching, Reflective Learning (2005). McCann has taught in four high schools, two colleges, and three universities, where he worked with preservice and practicing teachers in graduate education programs. He has supervised teachers in high school for twenty years. He served for fourteen years as English department chair at Community High School in West Chicago, Illinois, where he taught English and supervised other English teachers. He also worked as assistant principal for curriculum and instruction at Community High School. He is now assistant superintendent for curriculum and instruction for Elmhurst Public Schools. He also serves as adjunct professor of English at Elmhurst College. He has collaborated with Johannessen on research about the concerns of teachers during their formative years of teaching (Supporting Beginning English Teachers, 2005). He lives in Elmhurst, Illinois, with his wife Pamela and daughter Katie.
Inhaltsangabe
Acknowledgments Preface Introduction Chapter 1: Making Reading Literature Worthwhile Chapter 2: Options for Frontloading Encounters with Complex Texts Chapter 3: What We Notice and How We Construct Meaning Chapter 4: As Patterns Emerge: Joining Along and Questioning Why Chapter 5: Introducing Competing Critical Views Chapter 6: Responding to Literature in Discussion and Writing Chapter 7: Experiencing Literature as Performance Chapter 8: Fostering a Reading Habit Chapter 9: Connecting Texts in Coherent Inquiry Units Appendix: "Poor Alfred, Buried Three Times"
Acknowledgments Preface Introduction Chapter 1: Making Reading Literature Worthwhile Chapter 2: Options for Frontloading Encounters with Complex Texts Chapter 3: What We Notice and How We Construct Meaning Chapter 4: As Patterns Emerge: Joining Along and Questioning Why Chapter 5: Introducing Competing Critical Views Chapter 6: Responding to Literature in Discussion and Writing Chapter 7: Experiencing Literature as Performance Chapter 8: Fostering a Reading Habit Chapter 9: Connecting Texts in Coherent Inquiry Units Appendix: "Poor Alfred, Buried Three Times"
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