Teaching English: Theory and Practice from Kindergarten to Grade Twelve
Donald Gutteridge describes the unique way we read poetry and fiction and offers concrete ideas about how English can be best taught in schools.
He argues that students should read literature in the same spirit in which it is written--aesthetically. Similarly, students should be encouraged to create their own stories and poems through a poetic writing process. Teaching English presents six aesthetics-based principles for teaching literature and includes sample lesson plans and annotated lists of resources.
Drawing on recent work in psycholinguistics, rhetoric an learning theory, Teaching English offers a refreshing method for bringing students closer to the English language.
How We Read
Some Pedagogical Principles
Implications for Teaching Poetry
Grades Four to Nine
Grades Ten to Twelve
The Process of Reading Fiction
activities actual aesthetic reading aesthetic text ambiguity analysis approach aspects associative attention awareness become begin chapter character choose complete composed course critical curriculum detailed discussion early effects emergent engagement English example experience expressive extension feeling feeling-thought fiction flow focus format further grades illustrate images imaginative important individual initial interpretive journal kind knowledge language latter learning lesson literature London mature meaning metaphor methods moves narrative nature novel particular pause pedagogy phrase play pleasure poem poet poetic poetic writing poetry practice present Press primary principles productive prompt questions raised readers reflective response rhetoric rhythm role second reading sense short stories sound story suggested tacit tasks teacher teaching term theme theory third thought understanding unique unit values verse whole writing