Teacher resources and professional development across the curriculum

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In Search of the Novel:Teacher-TalkNovel

Subject: Re: Question

From: Jennifer Hack (jhack@mail.phila.k12.pa.us)
Date: Tue Apr 04 2000 - 12:11:18 EDT


Dear Denee,

Thanks for the suggestions. As my students are presently reading A
Midsummer Night's Dream (11th grade) and Taming of the Shrew (12th), it
will be easy to adapt the in-class essay to their current reading
assignments.

Hopefully, the small group discussions will captivate the imaginations of
the reluctant readers.

Jennifer

>Dear Jennifer,
>
>This is a great question that so many of us deal with.Compound Cliff's Notes
>with
>the internet use and ease at which students can avoid actually reading is
>downright
>disheartening.
>
>If you are looking for ways to "check" actual reading: something I have
>done is
>announce the date and provide a scoring rubric for an in-class essay. I
>make up the
>essay and permit students to have their copies of the book with them for use
>of quotes, etc.
>Essays must be completed in that class period.
>
>If you are looking for ways to "engage" students so that they want to read.
>I have found
>small group discussion, led by students, helpful though certainly not
>foolproof. You need
>to build into the group process a method for accountability, but peer
>involvement seems
>to get students to both want to read and to be "forced" to read because it's
>with peers
>and small group. Sometimes, I've observed discussions in small group that
>make the novel
>sound so appealing that the errant reader will go home and read so that
>he/she can engage
>in the discussion next time.
>
>Even though I have ideas to offer. I could use a lot myself because I
>experience the
>same frustration that you do.
>
>DeneeStevenson 10/11th grades Beaver High School PA
>stevenson@basd.k12.pa.us
>----------
>>From: Jennifer Hack <jhack@mail.phila.k12.pa.us>
>>To: Multiple recipients of list <Teacher-TalkNovel@learner.org>
>>Subject: Re: Question
>>Date: Thu, Mar 23, 2000, 2:27 PM
>>
>
>>Dear Colleagues,
>>
>>I am struggling with an ever-present nemesis, plagiarism. For canonical
>>works,
>>students often frequent Monarch Notes, Cliff Notes or related movies. Too
>>frequently, these supplements become the sole relationship that my students
>>read or view.
>>
>>Even though, I believe that there are students who do honestly read the
>>prescribed works and may use supplements as aids, there still seems to be
>>an inordinate number of students who are looking for ways to circumvent the
>>actual reading of whatever work is at hand.
>>
>>Some might believe that it's okay because, at least, they are reading, and
>>this might be valid. However, these same students are hesitant about
>>venturing into discussion or committing themselves to points relating to
>>plot, theme, or host of other story elements (possibly for fear of
>>discovery). Unfortunately, then, the discussions or related forums are
>>relegated to the few who have actual demonstrable knowledge of the literary
>>piece.
>>
>>Aside from creating another canon (which I am presently trying to
>>construct) that deviates from our sponsored school district listings, what
>>remedies work well in your teaching environments?
>>
>>
>>
>>
>>
>>
>>
>>


 

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