The first new casebook in more than ten years, it contains twenty current cases that present real classroom dilemmas English teachers are likely to encounter in today's classroom. The casebook is designed to help new and experienced English teachers become thoughtful and reflective practitioners who are well equipped to deal with complex and current problems. A grades and issues matrix identifies each case according to middle or high school grade level and indicates the issue(s) on which they focus. Twenty current cases represent real teaching dilemmas with no easy solutions so teachers can benefit from thinking through the dilemmas and developing possible solutions and consequences with other teachers. Focus questions and discussion questions accompany each case. For new and experienced English teachers.

In Case You Teach English: An Interactive Casebook for Prospective and Practicing Teachers

Education & Teaching

Johannessen, Larry R.

McCann, Thomas M.

Schools & Teaching

Pearson

How do you measure greatness in education? Neither the length of a vita nor the number of citations can tell the full story of an important figure like George Hillocks, Jr. The best way to understand his ideas and influence is to go inside classrooms where followers channel his passion for inquiry-based learning into dynamic language-arts lessons that support student success. In Reflective Teaching, Reflective Learning twenty-one of Hillocks' former graduate students share how they apply his principles to encourage adolescents to become critically engaged readers, writers, and speakers. But far from a simple celebration of a master educator's work, Reflective Teaching, Reflective Learning describes specific, practical activities that create authentic, active learning through inquiry, meaningful peer interaction, and reflection. These activities can be put to immediate use as either additions to your existing lessons or as patterns for building new curricular and instructional models. In an era when teachers face more pressures and scrutiny than ever, Reflective Teaching, Reflective Learning provides compelling testimony to what thoughtful, reflective language-arts teachers can accomplish. Read Reflective Teaching, Reflective Learning and discover that greatness in education is measured one student success at a time.

Reflective Teaching, Reflective Learning: How to Develop Critically Engaged Readers, Writers, and Speakers

Reference

SMITH, MICHAEL

Smagorinsky, Peter

Kahn, Elizabeth

McCann, Thomas

Words, Language & Grammar

Heinemann

Where do English teachers start when introducing different genres of writing? "Learning begins with activity and learning benefits from reinforcement and repetition." Peter Smagorinsky, Larry Johannessen, Elizabeth Kahn, and Thomas McCann An indispensable companion for scaffolding the writing process, The Dynamics of Writing Instruction is a guide to working with any student who could benefit from a structured approach. The book is packed full of how-tos, offering everything a teacher needs to get started: gateway activities, strategies, handouts, and a blueprint of possibilities to consider while interpreting and implementing the curriculum. Peter Smagorinsky, Larry Johannessen, Elizabeth Kahn, and Thomas McCann draw on the teaching and research of George Hillocks to break down the writing process into more manageable steps. Across the commonly taught genres of personal and fictional narratives, essays of argumentation, comparison and contrast, extended definition, and research reports, the authors share teacher-designed, developmentally appropriate, task-based activities for: <ul>
<li>developing procedures for rendering ideas into text</li> <li>fostering goal-directed thinking</li> <li>generating appropriate, repeatable writing processes</li> <li>cultivating imagination alongside strategic thinking. </li> </ul>
George Hillocks' comprehensive review of writing research revealed that over a twenty-year period, structured process writing instruction yielded greater gains than any other method of teaching writing. Now, with The Dynamics of Writing Instruction, teachers can help students fulfill their writing potential by helping them learn by doing and by building their writing ability, one step at a time.

The Dynamics of Writing Instruction: A Structured Process Approach for Middle and High School

Business & Money

Reid, Louann

Education & Reference

"These books will support teachers in their understanding of designing process-based instruction and give them both useful lesson plans and a process for designing instruction on their own that follows the design principles." -Peter Smagorinsky, Larry Johannessen, Elizabeth Kahn, and Thomas McCann The Dynamics of Writing Instruction series helps middle and high school teachers teach writing using a structured process approach. Teachers may spread these books throughout a multiyear English language arts program, use all six books to constitute a yearlong writing course, or repeat modified sequences from one book at sequential grade levels so students deal with that particular genre at increasing degrees of complexity. Each book in the series includes classroom-tested activities, detailed lesson sequences, and supporting handouts. The instruction is detailed enough to use as a daily plan but general enough that teachers can modify it to accommodate their own curriculum and the specific needs of their students. The instructional activities in each book are tailored to a specific kind of writing: argument, essays that define, comparison/contrast essays, personal narratives, research reports, and fictional narratives. This six book series will show teachers how to: <ul>
<li>introduce issues, dilemmas, and scenarios that capture students' interest and invoke the critical and creative thinking necessary to write powerfully and effectively</li> <li>design and orchestrate activities within an interactive and collaborative environment</li> <li>move students through increasingly challenging activities designed to help them become independent writers. </li> </ul>

Teaching Students to Write Personal Narratives (Dynamics of Writing Instructn)

Teaching Students to Write Comparison/Contrast Essays (Dynamics of Writing Instruction)

Teaching Students to Write Fictional Narratives (Dynamics of Writing Instructn)

Teaching Students to Write Argument (Dynamics of Writing Instructn)

Teaching Students to Write Essays That Define (Dynamics of Writing Instructn)

Writing, Research & Publishing Guides

"These books will support teachers in their understanding of designing process-based instruction and give them both useful lesson plans and a process for designing instruction on their own that follows the design principles." -Peter Smagorinsky, Larry Johannessen, Elizabeth Kahn, and Thomas McCann The Dynamics of Writing Instruction series helps middle and high school teachers teach writing using a structured process approach. Teachers may spread these books throughout a multiyear English language arts program, use all six books to constitute a yearlong writing course, or repeat modified sequences from one book at sequential grade levels so students deal with that particular genre at increasing degrees of complexity. Each book in the series includes classroom-tested activities, detailed lesson sequences, and supporting handouts. The instruction is detailed enough to use as a daily plan but general enough that teachers can modify it to accommodate their own curriculum and the specific needs of their students. The instructional activities in each book are tailored to a specific kind of writing: argument, essays that define, comparison/contrast essays, personal narratives, research reports, and fictional narratives. This six book series will show teachers how to: <ul>
<li>introduce issues, dilemmas, and scenarios that capture students' interest and invoke the critical and creative thinking necessary to write powerfully and effectively</li> <li>design and orchestrate activities within an interactive and collaborative environment</li> <li>move students through increasingly challenging activities designed to help them become independent writers. </li> </ul>

Teaching Students to Write Research Reports (Dynamics of Writing Instructn)

Designing and Sequencing Prewriting Activities (THEORY AND RESEARCH INTO PRACTICE)

Kahn, Elizabeth A.

Walter, Carolyn Calhoun

Eric Clearinghouse on Reading

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