Teacher resources and professional development across the curriculum

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In Search of the Novel:Teacher-TalkNovel


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

  • Next message: Jennifer Hack: "Re(2): Question"

    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

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




    >Dear Jennifer,
    >This is a great question that so many of us deal with.Compound Cliff's Notes
    >the internet use and ease at which students can avoid actually reading is
    >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
    >>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
    >>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
    >>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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