The essay highlights one study concerning a fictional High School teacher, Mr Steven, a grade 12 English teacher who began teaching British Romantic Literature and was hoping to introduce supplementary texts to teach a range of poems he covered with his students. The following essay focuses on a detailed analysis of which two recommended texts to use and methods of instruction are advised.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Introduction
- Explanation of the process
- Defence for using the First texts
- Defence for using the Second texts
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay explores the process of choosing suitable reading texts for teaching British Romantic Literature to grade 12 students, considering the unique needs of students with English as an Additional Language. The essay analyzes the benefits of using both vertical and horizontal texts for improving reading comprehension and skills.
- Choosing suitable reading texts for teaching British Romantic Literature
- The importance of considering students' English abilities and differentiating instruction
- Benefits of using vertical and horizontal texts for improving reading comprehension and skills
- The role of inquiry-based learning and research-based activities in enhancing student learning
- The application of strategies for supporting students' reading skills
Zusammenfassung der Kapitel (Chapter Summaries)
- Abstract: This section introduces the case study of Mr. Stevens, a grade 12 English teacher who aims to use supplementary texts for teaching British Romantic Literature. It outlines the essay's focus on analyzing two recommended texts and their associated instructional methods.
- Introduction: This chapter provides a detailed background of Mr. Stevens' situation, highlighting his goal of using supplementary texts for teaching a range of poems. It emphasizes the essay's aim to analyze and recommend two texts and their corresponding instructional methods.
- Explanation of the process: This section delves into the process of choosing suitable reading texts, considering the diverse English abilities of students in International Schools. It highlights the importance of differentiating lesson plans based on the IBO's (International Baccalaureate Organization) guidelines and the need to foster students' communicative, risk-taking, and principled qualities.
- Defence for using the First texts: This chapter argues for the use of vertical texts, which can improve students' reading skills and abilities. It cites research findings highlighting the benefits of vertical text sets for enhancing reading comprehension and catering to diverse reading levels.
- Defence for using the Second texts: This section advocates for the use of horizontal texts, which are prevalent in most secondary schools and offer advantages in terms of readability and ease of comprehension. It underscores the importance of regular practice for improving reading speed and the benefits of horizontal texts for inquiry-based learning and research-based activities.
Schlüsselwörter (Keywords)
The primary focus of this essay lies on the selection of suitable reading texts for teaching British Romantic Literature in a secondary school setting. The key themes include the importance of differentiating instruction to cater to students' diverse English abilities, the benefits of both vertical and horizontal texts for improving reading comprehension and skills, and the role of inquiry-based learning in enhancing student engagement and understanding. The essay emphasizes the significance of pedagogical strategies in supporting students' reading skills and fostering their growth as effective communicators, risk-takers, and principled learners.
- Quote paper
- Mario Maxwell Müller (Author), 2022, Choosing a Suitable Reading Text for Use in the Classroom, Munich, GRIN Verlag, https://www.grin.com/document/1285178
