Mr. Stevens is a twelfth grade English teacher. His class is comprised of twenty students at varying levels of academic readiness. Mr. Stevens is about to begin a unit on British Romantic Literature.

Mr. Stevens is a twelfth grade English teacher. His class is comprised of twenty students at varying levels of academic readiness. Mr. Stevens is about to begin a unit on British Romantic Literature. The class textbook provides several poems which Mr. Stevens will cover. However, he is interested in finding at least two supplemental texts to use in order to increase student interest and vary the reading material.

Consider the short case study above. What process should Mr. Stevens utilize when choosing his two supplemental texts? Be sure to include research that supports your chosen methods. Then, choose two supplemental texts for Mr. Stevens to use in his British Romantic Literature class. Be sure to thoroughly describe the texts you choose and defend why you chose them.

Submit a paper which is 2-3 pages in length, exclusive of the reference page, double-spaced using 12 point, Times New Roman font. give real examples to connect your thought. The paper must cite at least 2 outside sources in APA format.  Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used.

 Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: http://owl.english.purdue.edu/owl/resource/560/01/ 

References

1. Berger, R., Woodfin, L., Vilen, A., & Mehta, J. (2016). Learning that lasts: Challenging, engaging, and empowering students with deeper instruction. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic. 

• Read pages 68-83 and 353-355 where the authors focus on process and factors of choosing texts.

2. Schoenbach, R. Greenleaf, C. Murphy, L., Cziko, C. & Hurwitz, L. (2012). Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

• Read pages 135-166 which explain some of the background information on the importance of academic reading in addition to strategies for using and choosing texts.

3. Urquhart, V., & Frazee, D. (2012). Teaching reading in the content areas: If not me, then who? Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

• Read pages 1-9 which provide some important research and theories on the importance of student reading.

4. Woodfin, L., Berger, R., Plaut, S.N., & Dobbertin, C.B. (2014). Transformational literacy: Making the Common Core shift with work that matters. Retrieved from eBook Central (accessed through LIRN). If you are having trouble accessing eBook Central resources, please review the instructions: Finding a chapter in eBook Central Academic.

• Read pages 22-46 which discuss the importance of choosing texts that are ‘worthy’ of student use, including different examples.