The English teacher's companion : (Record no. 3125)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 11336cam a2200205 a 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| ISBN | 9780325005386 |
| Terms of availability | TZS 12,000/= |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MUL |
| Language of cataloging | eng. |
| Description conventions | AACR |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 428.00712 BUR |
| 100 1# - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Burke, Jim, |
| 245 14 - TITLE STATEMENT | |
| Title | The English teacher's companion : |
| Sub Title | a complete guide to classroom, curriculum, and the profession / |
| Statement of responsibility, etc | Jim Burke ; [foreword by Sam M. Intrator]. |
| 250 ## - Edition Statement | |
| Edition statement | 2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Portsmouth, NH : |
| Name of publisher | Heinemann, |
| Year of publication | c2003. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | xxiii, 466 p. : |
| Other physical details | ill. ; |
| Dimensions | 24 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc | Includes bibliographical references (p. A-31-A38) and index. |
| 505 ## - Formatted Contents | |
| Formatted contents note | Foreword xiii <br/>Acknowledgments xv <br/>Introduction xvii <br/>Introduction to the First Edition xxi <br/>FOUNDATIONS <br/> August: Dreams and Realities<br/> 1 (2)<br/> Thinking About Teaching and Learning<br/> 3 (21)<br/> The Four Components of Effective Teaching and Learning<br/> 4 (14)<br/> The Continuum of Performance<br/> 18 (3)<br/> Endnote: What It Means to Be a Master Teacher<br/> 21 (3)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> A Modern Profile of Adult Literacy<br/> 24 (4)<br/> The Profile<br/> 24 (2)<br/> Endnote<br/> 26 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Teaching Reading in High School: The Continuum of Possibilities<br/> 28 (75)<br/> Evolving Notions of Literacy<br/> 29 (1)<br/> Content Standards: Samples from California, the NCTE, and the IRA<br/> 30 (5)<br/> Teaching a Range of Texts<br/> 35 (2)<br/> Teaching Functional/Expository Texts: The Literature of Daily Life<br/> 37 (6)<br/> Teaching Narrative Texts: A Study in the Novel's Complexity<br/> 43 (3)<br/> Reading for Appreciation<br/> 46 (3)<br/> Case Study: Teaching the Novel Lord of the Flies<br/> 49 (16)<br/> Teaching Dramatic Texts: Shakespearean Vignette<br/> 65 (5)<br/> Teaching Poetic Texts: Courting the Elusive Muse<br/> 70 (11)<br/> Reading Textbooks: A Sample Sequence<br/> 81 (1)<br/> How We Read: A Brief Explanation<br/> 81 (5)<br/> Profiles of Readers<br/> 86 (2)<br/> Strategies to Improve Reading Skills<br/> 88 (9)<br/> The English Teacher's Dilemma: How to Reinvent Reading for Yourself<br/> 97 (3)<br/> Endnote: Evolution of the Story<br/> 100 (3)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> The Place and Purpose of Vocabulary Instruction<br/> 103 (21)<br/> What to Teach: Expressive versus Receptive Vocabulary<br/> 106 (1)<br/> Content Standards for Vocabulary<br/> 107 (1)<br/> Strategies for Vocabulary Development<br/> 108 (1)<br/> Activities for Building a Better Vocabulary<br/> 109 (10)<br/> Endnote: Reflecting on Vocabulary<br/> 119 (5)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Putting Grammar in Its Place<br/> 124 (17)<br/> Content Standards for Grammar<br/> 125 (1)<br/> Sample Sequence: Teaching Appositives<br/> 126 (6)<br/> Classroom Connection: What to Do Tomorrow?<br/> 132 (5)<br/> Closing Thoughts<br/> 137 (4)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Teaching Writing: From Practice to Performance<br/> 141 (71)<br/> The Components of an Effective Writing Program<br/> 141 (2)<br/> Performance Standards for Writing<br/> 143 (3)<br/> The Writing Product: The Process of Working with Words<br/> 146 (6)<br/> Error as an Invitation to Improve<br/> 152 (1)<br/> Teachable Moments During a Writer's Development<br/> 153 (1)<br/> Sample Unit: Teaching the Paragraph<br/> 154 (5)<br/> Sample Activities<br/> 159 (5)<br/> Forms and Functions: Writing in Our Lives, at School, and in the Workplace<br/> 164 (1)<br/> The Essay<br/> 164 (1)<br/> The Weekly Paper: Writing About Different Text Types<br/> 165 (3)<br/> The Group Essay<br/> 168 (2)<br/> The Six Traits Analytical Writing Rubric<br/> 170 (1)<br/> The Journal: Practice Makes Writers<br/> 171 (16)<br/> Creative Writing: Drama, Fiction, and Poetry<br/> 187 (9)<br/> Writing in the Workplace: What It Can Look Like in English Classes<br/> 196 (4)<br/> Responding to Student Writers<br/> 200 (6)<br/> Computers and Writing: The Promise and the Problems<br/> 206 (1)<br/> Endnote: The Last Word<br/> 207 (5)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Teaching Speaking and Listening: The Verbal Curriculum<br/> 212 (15)<br/> Types of Speeches<br/> 212 (2)<br/> Standards for Speaking and Listening<br/> 214 (1)<br/> Focus Questions: How to Get Started<br/> 214 (1)<br/> Parts of a Speech<br/> 215 (1)<br/> Tricks of the Trade for Student Speakers<br/> 215 (2)<br/> Possibilities: Speaking Activities for the English Class<br/> 217 (3)<br/> Rules of the Game: Applause, Applause!<br/> 220 (1)<br/> Dealing with Anxiety<br/> 220 (2)<br/> Rehearsal Tactics to Help Students Prepare<br/> 222 (1)<br/> Reading Aloud: How, Why, and When<br/> 223 (1)<br/> Listening for Participation and Assessment<br/> 224 (1)<br/> Endnote: Last Words<br/> 225 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Teaching Thinking in the English Class<br/> 227 (27)<br/> Ways of Thinking<br/> 227 (1)<br/> Embracing Complexity<br/> 228 (1)<br/> Domains of Thinking<br/> 229 (1)<br/> Conversation as Curriculum: Using Talk to Help Students Think<br/> 230 (3)<br/> Using Writing to Help Students Think<br/> 233 (4)<br/> Graphic English: Using Drawing to Help Students Think<br/> 237 (10)<br/> Using Questions to Help Students Think<br/> 247 (4)<br/> Using Reading to Help Students Think<br/> 251 (1)<br/> Making Connections: Integrating Thinking Across Disciplines<br/> 252 (1)<br/> Endnote: Asking Questions<br/> 252 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendation<br/> <br/> Composing a Curriculum: How to Plan a Unit of Study<br/> 254 (17)<br/> Planning: Getting from Here to There<br/> 254 (3)<br/> A Way of Seeing: Designing a Unit of Study<br/> 257 (6)<br/> Sample Unit: The Dictionary of the American Mind<br/> 263 (3)<br/> What Music Does Your Curriculum Make?<br/> 266 (2)<br/> Taking Stock: Did the Curriculum Work?<br/> 268 (1)<br/> Endnote: The Dream of a Unified Curriculum<br/> 269 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Measuring Student Progress<br/> 271 (34)<br/> Defining the Terms: Assessment, Evaluation, and Grading<br/> 271 (1)<br/> Guiding Principles for Measuring Performance<br/> 272 (4)<br/> The Role and Uses of Assessment<br/> 276 (3)<br/> Assessment Tools: Rubrics, Checklists, Portfolios, and Exams<br/> 279 (12)<br/> Measuring Progress: The Role of Evaluation<br/> 291 (3)<br/> Grading: The Catch-22 of the Curriculum<br/> 294 (4)<br/> Endnote: Making the Grade<br/> 298 (7)<br/> Reflection<br/> <br/> Activity 1<br/> <br/> Activity 2<br/> <br/> Recommendations<br/> <br/>NEW DIRECTIONS IN TEACHING ENGLISH: IMPLICATIONS <br/> Digital Literacy: Technology in the English Class<br/> 305 (16)<br/> Brave New Classrooms<br/> 305 (1)<br/> Technology Standards: What Teachers Should Know<br/> 306 (1)<br/> Implications for the English Class<br/> 307 (9)<br/> How Teachers Can Use Computers<br/> 316 (2)<br/> Endnote: New Frontiers<br/> 318 (3)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Media Literacy: Reading the Visual and Virtual Worlds<br/> 321 (13)<br/> Principles of an Effective Media Literacy Program<br/> 323 (1)<br/> Writing About Film<br/> 324 (3)<br/> A Clean Well-Lighted Screen: Reading the Internet<br/> 327 (2)<br/> Sample Activity: Image Studies Unit<br/> 329 (3)<br/> Endnote: The New Marketplace<br/> 332 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Integrating English Projects and Exhibitions into the Curriculum<br/> 334 (16)<br/> The Project Method<br/> 334 (11)<br/> CyberGuides: A Brief Description of the Future?<br/> 345 (2)<br/> Endnote: The Self as Project<br/> 347 (3)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Service Learning: Its Place and Purpose<br/> 350 (11)<br/> Service Learning Projects in the English Class<br/> 354 (5)<br/> Endnote: Extending Ourselves<br/> 359 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendation<br/> <br/>ISSUES IN TEACHING ENGLISH---INEVITABILITIES <br/> Success For All: Teaching Students with Special Needs<br/> 361 (10)<br/> The Human Need for Success<br/> 361 (1)<br/> ``The Loop'' : It Takes a Team to Teach a Child<br/> 362 (1)<br/> English Language Learners<br/> 363 (1)<br/> Learning Difficulties<br/> 364 (1)<br/> Strategies for Success: What We Can Do<br/> 365 (3)<br/> The Elusive Ideal of Success for All<br/> 368 (1)<br/> Endnote: The Inclusive Classroom<br/> 369 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> What Gender Is English?<br/> 371 (11)<br/> How Gender Affects Classroom Dynamics<br/> 371 (4)<br/> Honoring Gender<br/> 375 (3)<br/> Gender and the English Department<br/> 378 (1)<br/> Endnote: The Mentor<br/> 378 (4)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Thoughts About Culture, Race, and Language<br/> 382 (8)<br/> Respecting Race and Culture<br/> 385 (2)<br/> Endnote: The Human Language<br/> 387 (3)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Ethics and the Study of English<br/> 390 (7)<br/> Strategies for Discussing Ethics in the English Class<br/> 394 (1)<br/> Endnote: Moments of Truth<br/> 395 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Teaching Advanced Placement and Honors English<br/> 397 (7)<br/> Preparing Honors Students<br/> 399 (3)<br/> Endnote: Gifts of the Gifted<br/> 402 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendation<br/> <br/> English Teachers and the Law<br/> 404 (9)<br/> Questions About the Law<br/> 410 (3)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendation<br/> <br/>FROM BECOMING TO BEING AN ENGLISH TEACHER <br/> Dear New Teacher<br/> 413 (9)<br/> The Courage to Teach: The English Teacher's Role<br/> 413 (1)<br/> The Good, the Bad, and the Cynical: Your Colleagues<br/> 414 (1)<br/> Teachers' Teachers: On Mentors and Learning<br/> 414 (2)<br/> Examining Your Roots: Reflecting on the Student You Were<br/> 416 (1)<br/> Isolation: The Blessing and the Curse<br/> 416 (1)<br/> Strategies for Survival and Success<br/> 417 (1)<br/> Rough-Draft Teaching: Revision Through Reflection<br/> 418 (1)<br/> Available Companions: Who Can Help You?<br/> 419 (2)<br/> Endnote: English Matters<br/> 421 (1)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendation<br/> <br/> Getting a Job Teaching English<br/> 422 (8)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendation<br/> <br/> Organizing Yourself to Teach English and Have a Life<br/> 430 (12)<br/> Papers: Where to Put Them<br/> 431 (2)<br/> The Computer<br/> 433 (5)<br/> Endnote: Having a Life<br/> 438 (4)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendation<br/> <br/> Creating a Thoughtful Community: The Classroom<br/> 442 (12)<br/> The Elements of the Classroom<br/> 444 (10)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendation<br/> <br/> The Politics of Education: Parents, School Boards, Politicians, and the Media<br/> 454 (7)<br/> Public Relations: Reaching the Community<br/> 454 (3)<br/> Lights! Camera! Anxiety!<br/> 457 (2)<br/> Endnote: The Political Context<br/> 459 (2)<br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/> Joining the Professional Conversation<br/> 461 (1)<br/> Regional and National Conventions<br/> 461 (2)<br/> Virtual Conversations: The Online Community<br/> 463 (2)<br/> Endnote: The Great Conversation<br/> 465 <br/> Reflection<br/> <br/> Activity<br/> <br/> Recommendations<br/> <br/>APPENDICES <br/> A Writing Student Recommendation Letters<br/> 1 (4)<br/> B Helping Students Write College Application Essays<br/> 5 (6)<br/> C How to Read a Short Story<br/> 11 (1)<br/> D 103 Things to Do Before/During/After Reading<br/> 12 (2)<br/> E How to Help Your Child Write Better<br/> 14 (1)<br/> F Components of an Effective Presentation or Speech<br/> 15 (1)<br/> G Classroom Self-Evaluation/Checklist<br/> 16 (1)<br/> H New Teacher Checklist<br/> 17 (1)<br/> I A Concise Glossary of Literary Terms<br/> 18 (2)<br/> J The Timetables of Teaching High School English<br/> 20 (2)<br/> K The History of the Relationship Between the Text, the Reader, and the Teacher<br/> 22 (1)<br/> L Santa Monica High School Textbooks by Grade Level<br/> 23 (3)<br/> M Santa Monica High School Summer Reading Lists<br/> 26 (5)<br/> N Works Cited<br/> 31 <br/>Index 1 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Guide covers basic reading and writing to digital literacy, media literacy and integrated instruction |
| 546 ## - LANGUAGE NOTE | |
| Language note | eng. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | English philology |
| 942 ## - ADDED ENTRY ELEMENTS | |
| Item type | Book |
| Withdrawn status | Lost status | Damaged status | Not for loan | Permanent Location | Current Location | Date acquired | Source of acquisition | Full call number | Accession Number | Copy number | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Mzumbe University Main Campus Library | Mzumbe University Main Campus Library | 11/11/2014 | TBST | 428.00712 BUR | 0078974 | 1 | 09/11/2022 | Book |