Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Inquiry: Esmeralda Santiago

Use an inquiry approach to explore the novel and engage students in a dramatic reading of several sections of the chapter "The American Invasion of Macún."

Inquiry: James Baldwin

Research topics related to three works by James Baldwin and collaborate to produce group web sites.

Inquiry: Rudolfo Anaya

See a mural that depicts struggles of Mexican Americans and stimulate questioning, discussion, and research about Anaya's work.

Inquiry: Tomás Rivera

Students question the translator of ...y no se lo tragó la tierra... (And the Earth Did Not Devour Him) by Tomás Rivera, conduct Internet research, and interview Mexican immigrants who work in their school.

A Lesson Before Dying

Invite an author to read their work and answer students’ questions. Also invite community members to discuss experiences similar to those in the novel.

Life's Not Fair

Read two books on the same theme, record questions and responses and meet with others reading the same book.

Literature Circles

Choose books and read in class. Review how to act during a discussion and meet in literature circles to discuss the books.

Literature Discussion Groups

Choose from several texts offered. Record individual reactions and share them during discussion groups.

Milton Brasher-Cunningham, Frankenstein

Take students on a field trip to a laboratory or bring in a guest speaker. Construct a creature/robot/monster/automaton/machine.

Preparing for Group Discussions

Use Post-It™ Notes to record reactions while reading and share these notes during discussion.

Reader Response: James Welch

James Welch's work is further understood by focusing on specific compelling and significant words.

Reader Response: Keith Gilyard

Small groups discuss several of the poems, and create their own visual "poemographies" in response to Gilyard's work.

Reader Response: Mourning Dove

In a traditional "lodge," students become part of a clan and members of a tribe who create and tell stories of their own.

Reader Response: Pat Mora

Poems written in response to Pat Mora's collection My Own True Name are shared at a local café.

Reading Workshop

The class works on individual goals, preparing literature log entries in writer's notebooks and developing a literary poster and a presentation based on a novel.

Small Literature Groups

Small book groups select their own book, read them aloud, discuss them, write letters to a "Book Buddy" and produce a culminating project.

Tableaux With a Twist

A variety of classroom experiences are designed to help students access the novel, The Watsons Go to Birmingham — 1963, and interact with it in meaningful ways. 

Teaching Literary Conversation

Read a shared book while writing notes for use in subsequent discussion. Read an independently chosen book each night.

Teaching Multigenre Writing: Laurie Swistak's Lesson

Gather facts on a topic, formulate questions and decide which writing genre or format to use to answer the questions.

Teaching Multigenre Writing: Mary Cathryn Ricker's Multigenre Unit

Produce an autobiographical booklet that includes at least 15 different genres—from poems, memoirs, letters and personal narratives to maps, photographs and drawings.

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