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What do we know about literature circles now that we didn't understand eight or ten years ago? What new resources and procedures can help teachers organize their classroom book clubs better? What are the most common pitfalls in implementing student-led discussion groups? And getting beyond the basics, what do mature or advanced literature circles look like? In this thoroughly revised and expanded guide, you will find new strategies, structures, tools, and stories that show you how to launch and manage literature circles effectively. Advanced variations are explored and include alternatives to role sheets and flexible new guidelines for their use. The second edition includes: four different models for preparing students for literature circles using response logs, sticky notes, and newly designed role sheets;dozens of variations on the basic version of student-led bookclubs;new models and procedures for primary, intermediate, and high school grades;new materials for assessing and grading literature circles;an inventory of common management problems and solutions;new scheduling patterns for group meetings and reading time;ideas for using literature circles with nonfiction texts across the curriculum;research on literature circles, including correlation with increased achievement on standardized tests;an explanation of how literature circles match with the national standards for literacy education.With detailed examples provided by twenty practicing teachers, Harvey Daniels offers practical and concrete suggestions for each aspect of book club management and proven solutions for problems that arise.
This is the first collection in print of the letters of Australian colonial poet Charles Harpur (1813–68) and his circle. Supported by extensive annotation newly prepared for this edition, the 200 letters and life-documents open up successive phases of colonial culture from the 1830s to the 1860s in a newly focused way. Harpur’s two-way correspondence with poet Henry Kendall, and with poet and future premier of NSW Henry Parkes, is especially impressive. The letters selected for this edition document Harpur’s life in a previously unavailable way. They reveal the intriguing struggle of a high-minded young man to pursue a serious vocation as a poet amidst the unpromising contours of colonial New South Wales society. Despite bearing the taint of a convict family background, Harpur took his vocation with utmost seriousness and had much to endure before he would find recognition as a poet, mainly in colonial newspapers where his poems made over 900 appearances. This edition captures the process in detail, as well as the production in 1883 of his Poems in book form. Even though editorially mangled, Poems confirmed his reputation and led to his presence in dozens of anthologies down to the present day.
Writing circles empower students with a cooperative learning environment. They provide teachers with opportunities to observe, advise, learn, teach, and take part in discussion. This exciting new book offers everything you need to know about forming writing circles, including sample lessons, learning goals, revision techniques, and tips for encouraging the use of reference tools.
The benefits and importance of Socratic seminars are widely recognized, but little has been written on how to make them happen successfully in the classroom. In Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School , author Matt Copeland provides real-world examples and straightforward answers to frequent questions. He creates a coaching guide for both the teacher new to Socratic seminars and the experienced teacher seeking to optimize the benefits of this powerful strategy. Socratic Circles also shows teachers who are familiar with literature circles the many ways in which these two practices complement and extend each other. Effectively implemented, Socratic seminars enhance reading comprehension, listening and speaking skills, and build better classroom community and conflict resolution skills. By giving students ownership over the classroom discussion around texts, they become more independent and motivated learners. Ultimately, because there is a direct relationship between the level of participation and the richness of the experience, Socratic seminars teach students to take responsibility for the quality of their own learning. Filled with examples to help readers visualize the application of these concepts in practice, Socratic Circles includes transcripts of student dialogue and work samples of preparation and follow-up activities. The helpful appendices offer ready-to-copy handouts and examples, and suggested selections of text that connect to major literary works. As our classrooms and our schools grow increasingly focused on meeting high standards and differentiating instruction for a wide variety of student needs and learning styles, Socratic seminars offer an essential classroom tool for meeting these goals.Socratic Circles is a complete and practical guide to Socratic seminars for the busy classroom teacher.
Republics of Letters: Literary Communities in Australia is the first book to explore the notion of literary community or literary sociability in relation to Australian literature.
In Closing the Circle, Sean Walmsley offers education practitioners at all levels—district and school administrators, curriculum supervisors, staff developers, literacy coaches, classroom teachers, and special education teachers—a coherent framework along with practical advice for setting K–12 language arts expectations and for effectively guiding instruction, assessment, reporting, and data analysis. Distilled from the author’s extensive experience working with schools and districts, the framework enables educators to prioritize literacy learning and work together more productively to achieve better literacy outcomes for all students. The innovative framework includes five major elements: (1) a set of clearly defined literacy attributes (concise expectations for what students should know, do, understand, and experience in the language arts); (2) instructional contributions that best support students, including struggling learners, in acquiring the attributes; (3) appropriate assessments for tracking students’ progress; (4) reporting practices that clearly explain the progress achieved; and (5) rigorous analysis of data to inform instruction. The model embraces a broad conception of literacy and includes expectations for reading, writing, listening, and speaking as well as viewing and representing, making it especially suitable for learning in the digital era.
Victorian Verse: The Poetics of Everyday Life casts new light on nineteenth-century poetry by examining the period through its popular verse forms and their surrounding social and media landscape. The volume offers insight into two central concepts of both the Victorian era and our own—status and taste—and how cultural hierarchies then and now were and are constructed and broken. By recovering the lost diversity of Victorian verse, the book maps the breadth of Victorian writing and reading practices, illustrating how these seemingly minor verse genres actually possessed crucial social functions for Victorians, particularly in education, leisure practices, the cultural production of class, and the formation of individual and communal identities. The essays consider how “major” Victorian poets, such as the Pre-Raphaelites, were also committed to writing and reading “minor” verse, further troubling the clear-cut notions of canonicity by examining the contradictions of value.
This book combines transnational history with the comparative analysis of racial formation and reproductive sexuality in the settler colonial spaces of the United States and British Australia. Specifically, the book places "whiteness," and the changing definition of what it meant to be white in nineteenth-century America and Australia, at the center of our historical understanding of racial and sexual identities. In both the United States and Australia, "whiteness" was defined in opposition to the imagined cultural and biological inferiority of the "Indian," "Negro," and "Aboriginal savage." Moreover, Euro-Americans and Euro-Australians shared a common belief that "whiteness" was synonymous with the extension of settler colonial civilization. Despite this, two very different understandings of "whiteness" emerged in the nineteenth century. The book therefore asks why these different racial understandings of "whiteness" – and the quest to create culturally and racially homogeneous settler civilizations – developed in the United States and Australia.
Much theoretical and historical work engaged with the question of the "postcolonial" is built upon an imagined, unified premodern "Middle Ages" in Europe. One of the results of this has been that in recent years scholars in medieval and early modern studies have been critically assessing the uses of postcolonial and subaltern theoretical perspectives in their fields, and considering what their periods have to say to postcolonial theorists. This book offers a series of original essays that explore with specificity the methodological, textual, cultural, and historiographic moves required for postcolonial engagements with premodern times.
Over the course of the nineteenth century a remarkable array of types appeared – and disappeared – in Australian literature: the swagman, the larrikin, the colonial detective, the bushranger, the “currency lass”, the squatter, and more. Some had a powerful influence on the colonies’ developing sense of identity; others were more ephemeral. But all had a role to play in shaping and reflecting the social and economic circumstances of life in the colonies. In Colonial Australian Fiction: Character Types, Social Formations and the Colonial Economy, Ken Gelder and Rachael Weaver explore the genres in which these characters flourished: the squatter novel, the bushranger adventure, colonial detective stories, the swagman’s yarn, the Australian girl’s romance. Authors as diverse as Catherine Helen Spence, Rosa Praed, Henry Kingsley, Anthony Trollope, Henry Lawson, Miles Franklin, Barbara Baynton, Rolf Boldrewood, Mary Fortune and Marcus Clarke were fascinated by colonial character types, and brought them vibrantly to life. As this book shows, colonial Australian character types are fluid, contradictory and often unpredictable. When we look closely, they have the potential to challenge our assumptions about fiction, genre and national identity. The preliminary pages and introduction to this work are available free to download at the Sydney eScholarship Repository: https://hdl.handle.net/2123/16435 Contents Introduction: The Colonial Economy and the Production of Colonial Character Types 1 The Reign of the Squatter 2 Bushrangers 3 Colonial Australian Detectives 4 Bush Types and Metropolitan Types 5 The Australian Girl Works Cited Index About the series The Sydney Studies in Australian Literature series publishes original, peer-reviewed research in the field of Australian literature. The series comprises monographs devoted to the works of major authors and themed collections of essays about current issues in the field of Australian literary studies. The series offers well-researched and engagingly written re-evaluations of the nature and importance of Australian literature, and aims to reinvigorate its study both in Australia and internationally.