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- Should students be routinely quizzed to determine if they have read the assigned text?
- What is (and should be) the role of technology in the classroom?
- Should teachers interject their own political beliefs into the classroom?
- A clash of symbols: does the teaching of ideas such as "symbols," and "theme" help or hurt a student's understanding of the text
- Why I became (or want to become) a teacher
- Is there a way to decrease the amount of cheating in our classrooms?
- Should teachers friend their current students on Facebook?
- Rudeness in Class
- Should English Teachers spend time talking about what an author meant?
- Keeping to the Text
The movie Forbidden Planet works incredibly well as a companion-movie when teaching The Tempest. The ideas, themes (a
Of all of this website's Illuminated Texts, this presentation by Vaishak Bapu and Luis Barragan truly exemplifies the idea of the "text-centered" classroom. Done using Power Point (and pushing that medium to its limits) the students focus on the text -- and point out the connections between it parts, or what Stephen Booth has call "word textures." They use ourselves as a metaphor for time -- and they apply that metaphor throughout. After the animation was finished was I left nearly breathless at their insight.
As the seminars continue the students will become more and more sure of themselves (and have a lot more fun). You always need to make sure that they are prepared the day before -- giving the next group their focus not only accomplishes that -- but gets the seminar leader focused as well. These seminars, among other things, cover Hals relationship with his father, with Hotspur, and the honor or lack thereof with Falstaff. As always the teacher supplies half of the class period's focus -- the seminar leader the rest.
For the teacher's instructions on how to have your students create a prompt book in Macbeth - you need to consult, Shakespeare Set Free (the version with Macbeth). The handout (and blank script) that I have included here are for your students and they represent a tweaking of the ideas that are found in Shakespeare Set Free. They give the students a bit more directive, and you are encouraged to
This is, without a doubt, the most difficult of all of the concepts that the students will study during this week of Literary Criticism. In addition to their reading on an Deconstructionist's analysis of The Tempest - the students will also look at "Shooting an Elephant" from that same perspective. There are a some things that I have done to try to bring them to an understanding. The first is that I have given them two days to read and digest the ideas for todays collaborative exercise. I will usually go back to a straight examination of The Tempest - in the interim. The other thing that I have done is to try and give them practical explanations of Deconstructionism.
This is an anticipation guide for Romeo and Juliet. The essential inquiry for this unit is based around the question "what makes a work of literature classic?" This anticipation guide is designed to "jump-start" students into formulating ideas about social issues that are universal: gender roles, gang violence, suicide/depression, fate, and familial relationships.
At the end of my Hamlet unit, rather than give a standard test I have students create Hamlet Gameboards. I find this is a wonderful way to assess the students overall knowledge about Hamlet. I got the idea to create games as a way of assessing from a technical writing Website. I have received games that range for Hamlet Trivial Pursuit to Twister. I also like this idea because it can be adapted to any piece of literature and used at any grade level.
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