One of the most fruitful ways of introducing students to the Shakespearean drama is by comparing its techniques with those of a movie. (Author)

Describes a unit of study on the theme of death used with high school junior and senior literature classes. (TO)

Argues that thematic units may be the best way to avoid the lack of compelling journal writing topics. Argues that themes introduced in a journal writing assignment prior to the study of the text are good preparation for reading. Presents some examples of themes, topics, and accompanying literary works. (RS)

An answer to those who charge the book is obscene, racist or immoral, the article has general applications as well. (SP)

Shares the thoughts of two teachers on what they consider to be losses to the English curriculum in recent years: phase-elective English and the thematic unit. (MG)

Outlines some of the psychological concepts important to students and applicable to literature and suggests resources--novels, plays, movies, art--that can be used in teaching about these concepts. (TO)

Presents a partial list of objectives and a few of the successful activities of an interdisciplinary course, "Man Between War and Peace." (TO)

Describes a one semester literature course, "Human Relations in Literature," that allows students to discuss their own questions and problems indirectly in terms of a fictional character. (TO)

Shares how one ninth grade teacher led her students to expand their knowledge of geography through the use of literature studies in an untracked English class. Discusses how placing emphasis on negotiating meaning with everyone participating contributed to the breaking down of barriers erected by years of ability grouping. (MG)

A thematic approach to the English curriculum provides a flexible means by which teachers can interest more students. (JH)

Discusses the merits of implementing a character education curriculum through teaching literature according to themes. Argues that a reflective approach, emphasizing students' engagement with the issues and the resolutions they come up with for considering moral dilemmas, will be more effective than a didactic approach. Describes a unit on…

Differentiates modernism and postmodernism to show that despite the differences in form in twentieth century American literature--differences that high school students must be made aware of--there are patterns in the American experience that are of recurrent, urgent, and ultimate concern for the American artist. (Author/RL)

Examines the way one ninth-grade English teacher used the film "Dances with Wolves" as part of a thematic unit entitled, "Strength from Diversity." Shows how the film was used and provides responses from many students in the course to the film. (HB)