Tag Archives: Jocelyn Chadwick

Classical and Modern Literature: Yielding New Engagement and Relevance for Generation Z

by Jocelyn Chadwick and John Grassie

Our previous Blogs have addressed the importance and continued relevance of canonical literature, the immediacy and relevance of modern literature, and the necessity of our acknowledgment of technology and our students’ use and ease and reliance on it. Of course, the next logical phase in our conversation emerges with what we call in in our book, Using Literature in the Context of Literacy Instruction, “the so-what factor.” Just how do all of these components fit and just how do we utilize them in our classrooms to maximize impact, relevance, life-long literacy inside and beyond the walls of our schools?

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Using Technology With Primary Texts

In Teaching Literature In The Context Of Literacy Instruction, coauthors Jocelyn Chadwick and John Grassie explore how the familiar literature we love can be taught in a way that not only engages students but does so within the context of literacy instruction, reflecting the needs of today’s classrooms. They address complex questions secondary English teachers wrangle with daily: Where does literature live within the Common Core’s mandates? How can we embrace informational texts in our literature classrooms? And most importantly, how can we help students recognize that canonical works are relevant to them?

In this post, Jocelyn Chadwick discusses how use of technology can lead to a richer understanding of literature study.

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What Literacy Means Today

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In Teaching Literature In The Context Of Literacy Instruction, coauthors Jocelyn Chadwick and John Grassie explore how the familiar literature we love can be taught in a way that not only engages students but does so within the context of literacy instruction, reflecting the needs of today’s classrooms. They address complex questions secondary English teachers wrangle with daily: Where does literature live within the Common Core’s mandates? How can we embrace informational texts in our literature classrooms? And most importantly, how can we help students recognize that canonical works are relevant to them? In today's post and video, the authors discuss a 21st-century literacy.

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Teacher Appreciation: Jocelyn Chadwick On Her Favorite Grammar Mavens

Jocelyn Chadwick's favorite teachers fall into two groups: family and professional. She grew up in a family of teachers and felt the positive effect. For the second group, Jocelyn remembers the English and Language Arts teachers of Irving, Texas who taught her what it meant to appear cohesive as a department with a singular voice.

 

Jocelyn Chadwick is the coauthor of Teaching Literature in the Context of Literacy Instruction

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It's Teacher Appreciation Week! We thank you today and everyday. Click here to learn about our special Teacher Appreciation Week coupon code!

Environment: A Key Element for Literacy Instruction, Using Literature

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by Jocelyn Chadwick and John Grassie

Diversity. Inclusion. Exclusion. Equity. School to prison pipeline. School to deportation pipeline. Homelessness. Achievement gaps. Socio-economic status (SES). These newly familiar realities join other more familiar ones for our students: Loneliness. Outsider. Love. Hate. Family. Success. Failure, to cite a few. Environment—both inside and outside our classrooms and schools—necessarily affects how our students learn, and, regretfully, do not learn. English language arts plays a key role in these environments not only because our students remain with us PreK–college, but also because in our classes, we blend literature and writing and critical thinking, speaking, and listening. And our literature, especially, provides a mortar which can in so many expected and unexpected ways unlock and explore these realities in safe environments created in our classrooms.

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Race and Gender: Not the Same Anymore

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In Teaching Literature In The Context Of Literacy Instruction, coauthors Jocelyn Chadwick and John Grassie explore how the familiar literature we love can be taught in a way that not only engages students but does so within the context of literacy instruction, reflecting the needs of today’s classrooms. They address complex questions secondary English teachers wrangle with daily: Where does literature live within the Common Core’s mandates? How can we embrace informational texts in our literature classrooms? And most importantly, how can we help students recognize that canonical works are relevant to them?

Continue reading