Burke, Jim, <br/><br/>
The English teacher's companion :  a complete guide to classroom, curriculum, and the profession / 
Jim Burke ; [foreword by Sam M. Intrator]. 
 - 2nd ed. 
 - Portsmouth, NH :  Heinemann,  c2003. 
 - xxiii, 466 p. :  ill. ;  24 cm. 
<br/><br/>Includes bibliographical references (p. A-31-A38) and index. 
<br/><br/>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	 
<br/><br/> Guide covers basic reading and writing to digital literacy, media literacy and integrated instruction 
<br/><br/><br/>eng. 
<br/><br/><label>ISBN: </label>9780325005386  TZS 12,000/= 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English philology
<br/><br/><label>Dewey Class. No.: </label>428.00712 BUR