Describes how the author, in 3 to 4 50-minute class sessions of an entry-level composition course, uses popular culture to help students understand and appreciate the use of irony. (SR)

Cites research to support the idea that field trips are more successful for students if they receive a process skills orientation as opposed to a cognitive orientation to the field trip experience. Provides details on planning and preparation for a trip to the zoo. (DDR)

Overviews some of the latest predictable books for emergent readers, this month looking at books that develop a sense of rhythm and books that entice children to play with words. Offers suggestions for using these 12 books in the classroom. (SR)

Looks at the kinds of texts teachers are using in their 7-10 English classes, how teachers approach these texts with students, and how students experience this kind of school work. Sees significance in teaching texts by looking at the way teachers and students approach Shakespeare. Considers different ways of teaching Shakespeare and discusses…

Describes an exercise used in business communication courses that uses controversial business news to provoke discussion and build critical thinking as well as help students to develop writing and speaking skills as they prepare to face the communications implications of workplace controversies and crises. (SR)

Discusses an analytical assignment for the business curriculum which helps students obtain knowledge of and practice their communication skills, including interpersonal and team skills. Outlines the skills developed, implementing the assignment, and project outcomes. Lists suggested topics and includes several checklists. (SR)

Examines an alternative model of social skills and social competence training through conceptualizing social skills deficits according to a dichotomous model with elementary school special education students. Data suggests increases in prosocial behaviors as a result of the monitoring procedures. Presents suggestions for further research.…

Describes storytelling and imagemaking activities used in The Stories Project to provide a guide for teachers who wish to promote the development of oral and written language through storymaking--the process of making a story from a story. Finds that most students, regardless of ability, and given the right encouragement and support, discover they…

Describes an exercise for basic writers which encompasses reading, listening, and writing. Finds that Edgar Allan Poe's "Tell-Tale Heart" has an effective vocabulary, a first-person conversational tone for the "mad" voice, and a second-person direct address that makes it easy to follow. Notes that inexperienced readers can…

Contends that, when developed and shared in small groups, analytic reading lists can lead students to assess individual reading habits, identify patterns and preferences, and set future goals. Gives a step-by-step method for the process: gathering and listing, discussing and reflecting, and documenting accomplishment in reading. (PA)

Describes an approach to spelling--word class--that combines a self-selected approach to spelling instruction and thinking skills. Suggests that this approach helps students become more sensitive to letter patterns and word parts, adds depth and dimension to their vocabulary, teaches thinking skills, creates more authentic thinking and writing…

Discusses "separate knowing" (critical thinking) and "connected knowing" (empathic, appreciative thinking). Finds gender differences for the two; one style is independent of the other, and thus the two can coexist; and that they reflect not learning capacities or intellectual power but rather learning attitudes or styles.…

Makes the case for the reintegration of literature within language learning. Suggests that its appeal to imagination and creativity, its links with emotional intelligence and to real-world uses of language make it eminently suitable as a component of language teaching. Offers two practical examples of activities used in the…

Presents six educators' ideas for good activities for teaching world literature to high school students. Describes ideas, activities, and experiences with innovative ways to teach World Literature. (SG)

Describes an argument workshop that can demystify the concept for students by revealing to them how much they already know about persuading an audience. Concludes that an argument workshop helps students see the authors included in their textbooks as individuals who drew from a repertoire of argumentative techniques to persuade an audience. (SG)