Teaching the Classics in the Inclusive Classroom Reader Response Activities to Engage All Learners

The strategies and lessons in this book-which combine current practices in teaching literature, adolescent reading, and multiple intelligences-have been proven to work with all levels of readers, from average general education pupils to exceptional students who are mainstreamed in a regular education classroom. Filled with high-interest and engaging activities that work with a wide variety of learners, this book provides teachers with an important and valuable addition to their strategies for teaching literature. The book introduces different types of activities teachers can use when introducing the classics to varied learners-"pre-reading," "during reading," and "after reading" activities that strengthen reading comprehension, as well as exercises specifically designed to reinforce vocabulary skills. It then applies these different types of activities to selected classic texts, to walk readers through the process of using these activities in the classroom. Also included are appendices recommending literary works and specific reading strategies that are especially effective with various types of learners (e.g. intrapersonal learners, bodily-kinesthetic learners, English language learners, etc.). The book contains entire chapters devoted to the teaching of The Canterbury Tales, Romeo and Juliet, and The Scarlet Letter. Other works covered in the book include: Macbeth, American 19th century poetry, Harlem Renaissance poetry, American Colonial literature (Phillis Wheatley, Thomas Jefferson), The Odyssey, Antigone, The Crucible, and Great Expectations.

Katherine S. McKnight, Ph.D., associate professor and chair of Teacher Education at Northeastern Illinois University, has been a literacy educator for over sixteen years. Her current research explores strategies for teaching literacy in inclusive classrooms and using drama in the classroom for teaching and learning. Her previous book, Teaching Writing in the Inclusive Classroom: Strategies and Skills for All Students, Grades 6–12 from Jossey-Bass, coauthored with Roger Passman, also explores the inclusive classroom. Her new book, The Second City Guide to Improvisation in the Classroom, coauthored with Mary Scruggs, is forthcoming from Jossey-Bass.

Bradley P. Berlage, M.A.T., teaches high school English and math in the Chicago area. Formerly, he worked as a curriculum developer and technical writer in the corporate sector. Berlage's current research examines the pedagogical relationship among drama strategies, student engagement, and mathematics.