The required literature (frequently referred to as "the canon") taught in the secondary English Language Arts curriculum often focuses on the "classics," which do not always connect to modern students or reflect their identities. This study sought to investigate how the ELA canon could be adapted to better reflect students'…

In this practitioner article, we detail how American English language arts and social studies teachers can select and teach young adult literature using LaGarrett King's Black historical consciousness framework. We provide supplemental, related research along with teaching suggestions and titles for each of the Black historical consciousness…

This article uses Daniel José Older's Shadowshaper as the core of a unit challenging students and teachers to confront and dismantle systems of oppression.

This case study of an English methods course examines how preservice teachers demonstrate knowledge, skills, and dispositions for social justice teaching. Qualitative analyses of participants' performances on two signature course assessments, micro-teaching and unit planning, show how opportunities to demonstrate socially just teaching practices…

This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High…

Argues that secondary school students should read complete literary texts, rather than excerpts. Discusses why reading whole texts is important. (MM)

Describes censorship cases that have affected the author while he served on intellectual freedom committees of the International Reading Association and/or the National Council of Teachers of English. Recommends four books as valuable resources for protecting the freedom of teachers and students to have access to materials, and the freedom of all…

Outlines a method of teaching "To Kill a Mockingbird" along with the study of poetry. Notes that this method allows students to consider the themes of courage and developing compassion. Concludes that teaching such a multigenre unit allows students to look for connections among fact and fiction, the past and present, their own lives and…

Argues for the use of nonfiction in classrooms. Presents three passages from sources usually far removed from the typical secondary language arts classroom to help make the point. Concludes that just as the study of fiction, drama, and poetry help students explore their thoughts and feelings, nonfiction can offer a reality check with which to…

Questions the reasons for continuing to teach the same texts by canonical writers, instead of works of greater depth and meaning by the same authors. Describes other, less canonical works that are suitable for the secondary English classroom. (HB)

Notes that English teachers have to do their part in teaching literary-cultural literacy, but they also have a responsibility to expose students to the wide range of literature that exists outside of the de facto Young Adult Literature perpetuated by school curricula. Presents annotations of 10 new or overlooked Young Adult books worth reading.…

Offers guidelines for choosing teaching materials to be used in English classrooms between sixth and twelfth grades. (JT)

Presents 100 short stories listed in order of the frequency of their appearance in college literature anthologies--thus a possible canon. Offers commentary on a few of the stories high on the list, focusing on their teachability. (SG)

Suggests that staged readings are an effective way to introduce students to plays encompassing a wide range of subjects, styles, and writers. Discusses the spectrum of staged readings and describes producing staged readings with students. Concludes that staged readings allow students to work with several complete scripts in a relatively short…