As I was reading through this chapter, I found that a lot of the things it was saying was reinforcing what I already believe. I have always disliked the classrooms where teachers, or professors, teach straight from a textbook because it makes me wonder why I even go to class when I have all the information I need in the textbook at home. Also, one thing I know I want to focus on is differing viewpoints, and using many sources and many different kinds of sources is key to doing that.
One thing in the chapter that made me really think, was about balance. I think that some types of sources are easy to use, so we focus on them when it’s more beneficial to use a variety of sources: old and new, easy and hard, student-picked and teacher-picked, fiction and non-fiction, etc. Students learn more from using different types of sources, and our chances of engaging all of the students increases when we use more than one medium as well. I also have to remember to be conscientious of including everyone. History books always leave someone out, and I have to remember to add that person’s story, so that everyone feels represented, important, and welcome in my classrooms. I will have to remember the windows and mirrors theory, both for myself and for my future students.
These are things I think I’ll know more about with experience, when I know more about the needs of my students. I’ll also understand more when I start planning out units and lessons about what I should use, and I think UbD will help focus my choices when there is a plethora of sources that I can use in any unit or lesson, but only some that will help my students dive deeper into a subject.
Finally, while I was reading the chapter, I started thinking about books and things I already have, as well as things I could collect, and started getting really excited about what my physical classroom will look like one day.
I agree with you Emma when you talk about making sure everyone is represented when we talk about history. History IS a story- it's the story of all of us, of where we came from, and trying to predict where we are going based on where we already are. The most beautiful aspect of that story is that there isn't a universal way of telling it, as there's so many facets of the human experience based on where we come from, what we look like, and our beliefs. It's important to remember this varied background when we engage our students, and to allow them access to as many different varieties of the same story as possible. They should never leave a social studies course without internalizing the fact that there's always at least two sides to every story, and usually are way more than that. This should be reflected in the reading we make available to them.
I enjoyed how this chapter was broken down and gave real life examples in a context specific background. There were three items that I picked up on and caused me to reexamine my own education and my beliefs on the way that I was educated. First thing that I really agreed with was the idea of having students read what they CAN read. This has long been something I've wondered about... What, really, is the significance of reading Shakespeare in the modern classroom. I suppose it is something that provides a greater cultural experience, and many of the themes that he touches upon are still relevant in the modern world. I enjoyed Othello personally, but to be totally honest, I had to rent the movie. My recollection of trying to read Shakespeare in 11th grade was that it was frustrating, difficult, and couldn't hold my attention. I found myself constantly re-reading sections, still without clear understanding, and fostering a growing sense of contempt and frustration. I remember thinking to myself that everyone else in the class must be smarter than I am because I don't understand any of this. I liken it a bit to giving a Portuguese student a book written in Italian and saying that's close enough. Secondly, and I touched on this a second ago, I like the idea to keep it short. Sitcom's are designed to be 22 minutes for a reason, people's attention span's aren't that long. So you couldn't read a chapter last night due to soccer practice, now tonight you have to catch up and read two chapters of Romeo and Juliet. In now way would I enjoy that, and it would definitely have an adverse effect on both my performance and attitude. The last part I'd like to touch on is the Classic v Contemporary section. I never read a single classic that I enjoyed. I must admit that I had the belief for awhile that it was just the fact that I HAD to read them. Most students get tired, I believe, of being told what they HAVE to do. So early one day in May I was watching the A&E Biography on Mark David Chapman, the man who killed John Lennon. Biography's are something I really enjoy being a history nerd and all, but this one had kind of an interesting twist. Chapman points to an obsession with the novel Catcher in the Rye as one of the compelling factors in why he shot such a good human being he'd never met. So here I am, about 3:30am, I pop open the Amazon app, and for $3 I scored a paperback copy to read at the beach this summer. I was as interested in this novel as anyone could be. I apologize if the reader is a fan of this novel, but I found it awful. Honestly I wanted to give it a chance, and several chances I did give. Long story short, I never got past Ch 5. Tom Sawyer, To Kill A Mockingbird, and all the others, just didn't care for any of them. The worst part of it all, was that I again had that feeling like I'd rather be doing anything else, a feeling that I want to try to avoid making any of my students feel with my selected readings. Is it possible for anyone not to enjoy reading Night by Ellie Weisel? I guess we're going to find out.
Matt, I agree with you that just because something is considered a classic, doesn't mean it is for everyone. I personally hated Shakespeare too, and ultimately read an abbreviated (Sparknotes) version, and could never understand WHY we had to read this. I never understood it, and it was very frustrating to read and try and write a paper about. I do not think that is benefitting a student at all to sit at home and try and read something, and ultimately become frustrated and lose interest. We are trying to foster a sense of inquiry in each of our subjects, and that is not the way to do it. I agree that by giving short stories/articles to students, it uses their attention span to our benefit, and a lot of short articles I have read I find much more fascinating than a textbook. I do not want students to have your experience with To Kill a Mockingbird, and I think after some careful digging, we will find the right pieces of text to make sure our students enjoy the reading in our classes.
I agree that we need a reason behind everything we do. We can't just assign a book for the sole reason that it is a classic, especially when our students are finding them hard or uninteresting to read. I don't want frustrated students, I want inspired students. However, that being said, I personally liked that my English and History classes exposed me to new readings, like the classics. I definitely read some books that I did not enjoy, but there were others that I did enjoy that I never would have picked up by myself. I, personally, really like Shakespeare, but I also make sure to get the No Fear Shakespeare version, and I usually do watch the movie, because it makes the pieces easier to understand, and then I am better able to get at the deeper meanings in the pieces, and if I were an English teacher, I wouldn't see anything wrong with that, sometimes we just need help. I wouldn't focus on the classics like some teachers like to do, but I want to expose my students to new things like I was exposed to them.
I personally love Shakespeare, but it was never really intended to be read, it was meant to be watched. Most teachers seem to have their students read a Shakespeare play then watch a film of it. I wonder how it would be if instead the students watched the film first, and then read the play after for the purpose of analyzing the words more closely?
Even before reading this chapter, I knew I wanted to incorporate a variety of different texts in my classroom. During my high school career, none of my history classes (or many other classes for that matter) strayed from the textbooks, and I think those teachers missed out on a lot of great opportunities. Having someone teach from a textbook is the same as having students memorize facts in my opinion. In both instances, the material is readily accessible, and doesn’t require any deeper thinking. I know that when I was in college classes and the professor taught right from a textbook, I always thought that I could have stayed home and read the material myself. By using a variety of texts, teachers can stimulate deeper understanding of the topic, and even open new doors to concepts that do not get generally discussed in an average classroom because the textbook doesn’t cover it. Textbooks tend to leave certain people and viewpoints out, and I want to try and incorporate those in my classroom, not only so everyone gets represented that should be, but students also gain even more knowledge of a topic they may have already had some experience with. Another aspect of this chapter that I felt was very important was making sure we are picking appropriate readings for our students. If we pick a reading that is too difficult to understand, our students become frustrated and uninterested. Not only that, but they will most likely miss the entire meaning behind the text. So reading it is pointless. We as future teachers should make sure our readings are comprehendible, and if they are not, we have to do the necessary planning and scaffolding so that they can be. There is no time or room for pointless readings in a classroom in my opinion. We are not there to frustrate our students, but instead inspire them to discover and learn new things. As I was reading this, I started thinking of my own classroom library, and the things I wanted to incorporate into it. I definitely want to have a plethora of books, newspapers, articles, pictures, and many other resources in my classroom for students to be able to access at their free will. I do not want to only encourage reading of different texts for my class, but I want to encourage reading of different kinds of text throughout life. I think by having materials accessible in my classroom, this will help students find things that interest them, and help promote life-long learners and readers.
It was weird reading educators talk about offering "easy" reading to students. So often in academic circles, we hear professionals talk about "pushing student boundaries" when it comes to reading, to the point where it's easy for would-be teachers to assume that "harder" reading automatically equates to "better" reading. However, I found myself agreeing to the authors' position on this topic, which is made even more surprising by the fact that I probably wouldn't have just a few weeks ago. As I read the authors discussing how students who consistently can't access reading materials in school feel excluded from the learning environment, all I could think of was my own frustration reading that cricket example from a previous reading in this course. I could understand every word, yet I could not put anything into context, and was left with just a series of letters that might as well have been in a different language. No student should have to feel that way everyday in class, and so I whole-heartedly agree that we as teachers should offer reading accessible to every student.
Honestly, I feel like some teachers just assume that we can read what they put in front of us, like every year before has prepared us for the reading of that year and that teacher. I have been in classrooms, usually math, where teachers get frustrated and say, "didn't you learn that last year?" and it is frustrating because then I would feel like I did something wrong. Sometimes the teacher would go over it, and sometimes they wouldn't. I think I just need to keep that in mind. Just because a student got to 11th grade doesn't mean they can read at that reading level, while at the same time just because a student is in 11th grade, doesn't mean they can't read far past that level. I want to make sure that I include both of them in my classroom, and giving one a reading that is too hard, leaves them out. After reading this chapter, I realized that the level of reading doesn't matter as much as understanding the material and the fact that they are reading.
I try not to be to quick to criticize how many teachers, in Science and Social Studies specifically, for teaching directly from a text book during my high school years. I feel like education is, or should be, a constantly evolving profession. With that in mind, I'm not sure what was considered the best method to teach while I was in school. From everything I've been taught, most of them did a pretty poor job. That leads me to believe that the field of education has evolved quite a bit in the years since I went to high school. The only other explanation for the methods of instruction I experienced would be that the teachers were either not very good at teaching, or worse, just lazy. I prefer to think neither was the case in the vast majority of my experience. I think it's very easy for us to sit back and "teacher bash", after all, a little knowledge is a dangerous thing.
"Children should read things outside of their textbooks." As a preservice teacher, this idea is presented to you in every education class you ever take. Don't rely on the textbook. Offer choices as to what students can read. Help students connect to the literature, to feel at home in an academic setting. Get them the knowledge they need to succeed in a way that doesn't seem overwhelming.
This is all wonderful advice, but, as so often is the case in a preservice teacher's education, the "what" isn't accompanied with the "how." We are told what we should do and how we should act before being left to our own devices, with no clue as to how to proceed. I enjoyed that this chapter talked about the "how;" it's one thing to tell teachers to allow their students to read different material, but offering advice as to how to get started was both refreshing and extremely helpful. I have already found myself archiving things that I find interesting related to my subject and that I feel like I could incorporate in my lessons, and seeing that the reading suggested doing so as well helped me to move away from the panic button and feel more on track. I also enjoyed that the text offered an impressive number of texts spanning all subjects that the authors felt could be useful in the classroom; I jotted a few of them down, and was happy to see a few names I recognized on the list. As a social studies major, the amount of material that I can provide in a classroom is staggering, and so having a few names to start with and build off of is a useful tool in my slowly-expanding teacher's arsenal. With a better grasp of the "how," it makes it that much easier to move on to the "what"- turning students into confident readers and life-long learners by tying major themes and elements of units into more-easily consumable material.
I couldn't agree more with you, Chris. I feel like we are very often pumped full of theory and not given more evidence of practice. Part of me assumes that it's just part of the field, like every other occupation, you're going to take your lumps from time to time, especially in the beginning. The lists of suggested materials was very helpful, I actually ordered a couple of things from Amazon just because I wanted to be familiar with them, even if I don't use them. I think the thing that I most struggle with is the idea of the student who was like myself. For some reason I never really enjoyed anything I read in English or Science, but rather only found the material that lied within my own interests to be enjoyable. My question now is, how do I reach the kid that feels the way I did about my mandatory English reading when that student is in my class? Whether it was my desire not to be told what I had to do, the actual assignment, or the class in general, reading always annoyed me as some sort of necessary evil.
Chris, I have always felt the same way that in almost all classes up to this point we are told what to do and why, but never really given the how. I always knew what kinds of materials I wanted to use in my potential classroom, but after reading this chapter it kind of puts things into a more realistic perspective for me. I also have been storing articles and things I might want to incorporate in my classroom for a later time, and now I feel as though I have a better grasp on the types of materials I want to use and can use that are appropriate reading material for students.
As the textbook says, students should read a wide variety of texts. The texts should span a wide range of genres. Novels, short story collections, poetry, plays, graphic novels, and philosophy. Adolescent and adult literature. Realism, modernism, science fiction, fantasy, slice of life, Gothic, magical realism, and mystery.
Texts read in an English texts need to meet at least a few requirements. They need to engage the students. They need to tie into a lesson plan, that lesson plan itself needing to be to have a solid purpose. They need to be “well-written”.
As I was reading through this chapter, I found that a lot of the things it was saying was reinforcing what I already believe. I have always disliked the classrooms where teachers, or professors, teach straight from a textbook because it makes me wonder why I even go to class when I have all the information I need in the textbook at home. Also, one thing I know I want to focus on is differing viewpoints, and using many sources and many different kinds of sources is key to doing that.
ReplyDeleteOne thing in the chapter that made me really think, was about balance. I think that some types of sources are easy to use, so we focus on them when it’s more beneficial to use a variety of sources: old and new, easy and hard, student-picked and teacher-picked, fiction and non-fiction, etc. Students learn more from using different types of sources, and our chances of engaging all of the students increases when we use more than one medium as well. I also have to remember to be conscientious of including everyone. History books always leave someone out, and I have to remember to add that person’s story, so that everyone feels represented, important, and welcome in my classrooms. I will have to remember the windows and mirrors theory, both for myself and for my future students.
These are things I think I’ll know more about with experience, when I know more about the needs of my students. I’ll also understand more when I start planning out units and lessons about what I should use, and I think UbD will help focus my choices when there is a plethora of sources that I can use in any unit or lesson, but only some that will help my students dive deeper into a subject.
Finally, while I was reading the chapter, I started thinking about books and things I already have, as well as things I could collect, and started getting really excited about what my physical classroom will look like one day.
I agree with you Emma when you talk about making sure everyone is represented when we talk about history. History IS a story- it's the story of all of us, of where we came from, and trying to predict where we are going based on where we already are. The most beautiful aspect of that story is that there isn't a universal way of telling it, as there's so many facets of the human experience based on where we come from, what we look like, and our beliefs. It's important to remember this varied background when we engage our students, and to allow them access to as many different varieties of the same story as possible. They should never leave a social studies course without internalizing the fact that there's always at least two sides to every story, and usually are way more than that. This should be reflected in the reading we make available to them.
DeleteI enjoyed how this chapter was broken down and gave real life examples in a context specific background. There were three items that I picked up on and caused me to reexamine my own education and my beliefs on the way that I was educated. First thing that I really agreed with was the idea of having students read what they CAN read. This has long been something I've wondered about... What, really, is the significance of reading Shakespeare in the modern classroom. I suppose it is something that provides a greater cultural experience, and many of the themes that he touches upon are still relevant in the modern world. I enjoyed Othello personally, but to be totally honest, I had to rent the movie. My recollection of trying to read Shakespeare in 11th grade was that it was frustrating, difficult, and couldn't hold my attention. I found myself constantly re-reading sections, still without clear understanding, and fostering a growing sense of contempt and frustration. I remember thinking to myself that everyone else in the class must be smarter than I am because I don't understand any of this. I liken it a bit to giving a Portuguese student a book written in Italian and saying that's close enough.
ReplyDeleteSecondly, and I touched on this a second ago, I like the idea to keep it short. Sitcom's are designed to be 22 minutes for a reason, people's attention span's aren't that long. So you couldn't read a chapter last night due to soccer practice, now tonight you have to catch up and read two chapters of Romeo and Juliet. In now way would I enjoy that, and it would definitely have an adverse effect on both my performance and attitude. The last part I'd like to touch on is the Classic v Contemporary section. I never read a single classic that I enjoyed. I must admit that I had the belief for awhile that it was just the fact that I HAD to read them. Most students get tired, I believe, of being told what they HAVE to do. So early one day in May I was watching the A&E Biography on Mark David Chapman, the man who killed John Lennon. Biography's are something I really enjoy being a history nerd and all, but this one had kind of an interesting twist. Chapman points to an obsession with the novel Catcher in the Rye as one of the compelling factors in why he shot such a good human being he'd never met. So here I am, about 3:30am, I pop open the Amazon app, and for $3 I scored a paperback copy to read at the beach this summer. I was as interested in this novel as anyone could be. I apologize if the reader is a fan of this novel, but I found it awful. Honestly I wanted to give it a chance, and several chances I did give. Long story short, I never got past Ch 5. Tom Sawyer, To Kill A Mockingbird, and all the others, just didn't care for any of them. The worst part of it all, was that I again had that feeling like I'd rather be doing anything else, a feeling that I want to try to avoid making any of my students feel with my selected readings. Is it possible for anyone not to enjoy reading Night by Ellie Weisel? I guess we're going to find out.
Matt, I agree with you that just because something is considered a classic, doesn't mean it is for everyone. I personally hated Shakespeare too, and ultimately read an abbreviated (Sparknotes) version, and could never understand WHY we had to read this. I never understood it, and it was very frustrating to read and try and write a paper about. I do not think that is benefitting a student at all to sit at home and try and read something, and ultimately become frustrated and lose interest. We are trying to foster a sense of inquiry in each of our subjects, and that is not the way to do it. I agree that by giving short stories/articles to students, it uses their attention span to our benefit, and a lot of short articles I have read I find much more fascinating than a textbook. I do not want students to have your experience with To Kill a Mockingbird, and I think after some careful digging, we will find the right pieces of text to make sure our students enjoy the reading in our classes.
DeleteI agree that we need a reason behind everything we do. We can't just assign a book for the sole reason that it is a classic, especially when our students are finding them hard or uninteresting to read. I don't want frustrated students, I want inspired students. However, that being said, I personally liked that my English and History classes exposed me to new readings, like the classics. I definitely read some books that I did not enjoy, but there were others that I did enjoy that I never would have picked up by myself. I, personally, really like Shakespeare, but I also make sure to get the No Fear Shakespeare version, and I usually do watch the movie, because it makes the pieces easier to understand, and then I am better able to get at the deeper meanings in the pieces, and if I were an English teacher, I wouldn't see anything wrong with that, sometimes we just need help. I wouldn't focus on the classics like some teachers like to do, but I want to expose my students to new things like I was exposed to them.
DeleteI personally love Shakespeare, but it was never really intended to be read, it was meant to be watched. Most teachers seem to have their students read a Shakespeare play then watch a film of it. I wonder how it would be if instead the students watched the film first, and then read the play after for the purpose of analyzing the words more closely?
DeleteThis comment has been removed by the author.
ReplyDeleteEven before reading this chapter, I knew I wanted to incorporate a variety of different texts in my classroom. During my high school career, none of my history classes (or many other classes for that matter) strayed from the textbooks, and I think those teachers missed out on a lot of great opportunities. Having someone teach from a textbook is the same as having students memorize facts in my opinion. In both instances, the material is readily accessible, and doesn’t require any deeper thinking. I know that when I was in college classes and the professor taught right from a textbook, I always thought that I could have stayed home and read the material myself. By using a variety of texts, teachers can stimulate deeper understanding of the topic, and even open new doors to concepts that do not get generally discussed in an average classroom because the textbook doesn’t cover it. Textbooks tend to leave certain people and viewpoints out, and I want to try and incorporate those in my classroom, not only so everyone gets represented that should be, but students also gain even more knowledge of a topic they may have already had some experience with.
ReplyDeleteAnother aspect of this chapter that I felt was very important was making sure we are picking appropriate readings for our students. If we pick a reading that is too difficult to understand, our students become frustrated and uninterested. Not only that, but they will most likely miss the entire meaning behind the text. So reading it is pointless. We as future teachers should make sure our readings are comprehendible, and if they are not, we have to do the necessary planning and scaffolding so that they can be. There is no time or room for pointless readings in a classroom in my opinion. We are not there to frustrate our students, but instead inspire them to discover and learn new things.
As I was reading this, I started thinking of my own classroom library, and the things I wanted to incorporate into it. I definitely want to have a plethora of books, newspapers, articles, pictures, and many other resources in my classroom for students to be able to access at their free will. I do not want to only encourage reading of different texts for my class, but I want to encourage reading of different kinds of text throughout life. I think by having materials accessible in my classroom, this will help students find things that interest them, and help promote life-long learners and readers.
It was weird reading educators talk about offering "easy" reading to students. So often in academic circles, we hear professionals talk about "pushing student boundaries" when it comes to reading, to the point where it's easy for would-be teachers to assume that "harder" reading automatically equates to "better" reading. However, I found myself agreeing to the authors' position on this topic, which is made even more surprising by the fact that I probably wouldn't have just a few weeks ago. As I read the authors discussing how students who consistently can't access reading materials in school feel excluded from the learning environment, all I could think of was my own frustration reading that cricket example from a previous reading in this course. I could understand every word, yet I could not put anything into context, and was left with just a series of letters that might as well have been in a different language. No student should have to feel that way everyday in class, and so I whole-heartedly agree that we as teachers should offer reading accessible to every student.
DeleteHonestly, I feel like some teachers just assume that we can read what they put in front of us, like every year before has prepared us for the reading of that year and that teacher. I have been in classrooms, usually math, where teachers get frustrated and say, "didn't you learn that last year?" and it is frustrating because then I would feel like I did something wrong. Sometimes the teacher would go over it, and sometimes they wouldn't. I think I just need to keep that in mind. Just because a student got to 11th grade doesn't mean they can read at that reading level, while at the same time just because a student is in 11th grade, doesn't mean they can't read far past that level. I want to make sure that I include both of them in my classroom, and giving one a reading that is too hard, leaves them out. After reading this chapter, I realized that the level of reading doesn't matter as much as understanding the material and the fact that they are reading.
DeleteI try not to be to quick to criticize how many teachers, in Science and Social Studies specifically, for teaching directly from a text book during my high school years. I feel like education is, or should be, a constantly evolving profession. With that in mind, I'm not sure what was considered the best method to teach while I was in school. From everything I've been taught, most of them did a pretty poor job. That leads me to believe that the field of education has evolved quite a bit in the years since I went to high school. The only other explanation for the methods of instruction I experienced would be that the teachers were either not very good at teaching, or worse, just lazy. I prefer to think neither was the case in the vast majority of my experience. I think it's very easy for us to sit back and "teacher bash", after all, a little knowledge is a dangerous thing.
Delete"Children should read things outside of their textbooks." As a preservice teacher, this idea is presented to you in every education class you ever take. Don't rely on the textbook. Offer choices as to what students can read. Help students connect to the literature, to feel at home in an academic setting. Get them the knowledge they need to succeed in a way that doesn't seem overwhelming.
ReplyDeleteThis is all wonderful advice, but, as so often is the case in a preservice teacher's education, the "what" isn't accompanied with the "how." We are told what we should do and how we should act before being left to our own devices, with no clue as to how to proceed. I enjoyed that this chapter talked about the "how;" it's one thing to tell teachers to allow their students to read different material, but offering advice as to how to get started was both refreshing and extremely helpful. I have already found myself archiving things that I find interesting related to my subject and that I feel like I could incorporate in my lessons, and seeing that the reading suggested doing so as well helped me to move away from the panic button and feel more on track. I also enjoyed that the text offered an impressive number of texts spanning all subjects that the authors felt could be useful in the classroom; I jotted a few of them down, and was happy to see a few names I recognized on the list. As a social studies major, the amount of material that I can provide in a classroom is staggering, and so having a few names to start with and build off of is a useful tool in my slowly-expanding teacher's arsenal. With a better grasp of the "how," it makes it that much easier to move on to the "what"- turning students into confident readers and life-long learners by tying major themes and elements of units into more-easily consumable material.
I couldn't agree more with you, Chris. I feel like we are very often pumped full of theory and not given more evidence of practice. Part of me assumes that it's just part of the field, like every other occupation, you're going to take your lumps from time to time, especially in the beginning. The lists of suggested materials was very helpful, I actually ordered a couple of things from Amazon just because I wanted to be familiar with them, even if I don't use them. I think the thing that I most struggle with is the idea of the student who was like myself. For some reason I never really enjoyed anything I read in English or Science, but rather only found the material that lied within my own interests to be enjoyable. My question now is, how do I reach the kid that feels the way I did about my mandatory English reading when that student is in my class? Whether it was my desire not to be told what I had to do, the actual assignment, or the class in general, reading always annoyed me as some sort of necessary evil.
DeleteChris, I have always felt the same way that in almost all classes up to this point we are told what to do and why, but never really given the how. I always knew what kinds of materials I wanted to use in my potential classroom, but after reading this chapter it kind of puts things into a more realistic perspective for me. I also have been storing articles and things I might want to incorporate in my classroom for a later time, and now I feel as though I have a better grasp on the types of materials I want to use and can use that are appropriate reading material for students.
DeleteThis comment has been removed by the author.
ReplyDeleteAs the textbook says, students should read a wide variety of texts. The texts should span a wide range of genres. Novels, short story collections, poetry, plays, graphic novels, and philosophy. Adolescent and adult literature. Realism, modernism, science fiction, fantasy, slice of life, Gothic, magical realism, and mystery.
ReplyDeleteTexts read in an English texts need to meet at least a few requirements. They need to engage the students. They need to tie into a lesson plan, that lesson plan itself needing to be to have a solid purpose. They need to be “well-written”.