English Journal, Vol. 99, No. 1, September 2009

Table of Contents

Issue Theme: Teachers Set Free: Folger Education and Other Revolutionary Approaches to Teaching Shakespeare

• Call for Manuscripts

• In Memoriam: They Called Him Dr. J: A Tribute to Larry R. Johannessen

  Thomas M. McCann

• From the Editor

  Ken Lindblom

• From the Secondary Section: What’s to Love in Philadelphia? The 2009 NCTE Annual Convention

  Wanda Porter

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  Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

• From the Secondary Section: The Play within the Plays

  Mary Ellen Dakin

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  Abstract: Members of the Secondary Section Steering Committee comment on topics of importance to English language arts educators.

• Speaking My Mind: Stop Reading Shakespeare!

  Susan Spangler

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  Abstract: “Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

• EJ in Focus: Shakespearean Ruminations and Innovations

  Michael LoMonico, Guest Editor

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  Abstract: The guest editor and retired secondary English teacher draws on his 23 years of experience with the Folger Shakespeare Library to describe the articles he selected for this issue.

• “What’s past . . .”

  Peggy O’Brien

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  Abstract: A former head of education at the Folger Shakespeare Library talks about how the library’s educational philosophy and 25-year-old educational program got its start.

• “. . . is prologue”

  Robert Young

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  Abstract: The Folger’s current director of education discusses some of the workshops and other materials available for teachers and students at the Folger.

• Teacher to Teacher: What Value Do Side-by-Side or Parallel-Text Editions Such as No Fear Shakespeare or Shakespeare Made Easy Have in a Classroom?

  Caitlin Franco; Joseph R. Scotese

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  Abstract: “Teacher to Teacher” provides a forum for teachers to share ideas, materials, and activities.

• Student Voices: How Has Performing Shakespeare Helped You Appreciate His Work?

  Orubba Almansouri; Aram S. Balian; Jessica Sawdy

• Shakespeare Troupe: An Adventure in Words, Fluid Text, and Comedy

  Susan C. Biondo-Hench

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  Abstract: Staging student performances, this teacher relearns the transformative power of Shakespeare’s words.

• Words, Words, Words: Reading Shakespeare with English Language Learners

  Christina Porter

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  Abstract: Think Shakespeare’s English is beyond the reach of ELLs? Read this high school literacy coach’s advice and think again.

• “Who’s There?”: Shakespeare and the Dragon of Autism

  Christopher Renino

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  Abstract: Shakespeare inspires two boys with autism to create their own screenplay.

• “The Lash of Film”: New Paradigms of Visuality in Teaching Shakespeare

  Joshua H. Cabat

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  Abstract: How do new technologies help students to yak and rip in English class? And why would you want them to?

• Where to Be or Not to Be: The Question of Place in Hamlet

  John Golden

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  Abstract: The author of two books on teaching film in secondary English shows how to study significant theatrical elements in film versions of one of Shakespeare’s most-taught plays

• Teaching Shakespeare with YouTube

  Christy Desmet

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  Abstract: Shakespeare’s presence on YouTube offers great opportunities to teach the aesthetics of imitation, parody, and irony.

• Virtual Seating in the Globe Theatre: Appreciating Film Adaptations of Shakespeare’s Plays

  Lynette Williamson

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  Abstract: Shakespeare engages multiple audiences. Williamson suggests a creative method for helping students see this dimension of his plays.

• Shakespeare, Our Digital Native

  Christopher Shamburg and Cari Craighead

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  Abstract: Shakespeare meets new technologies. Students meet new ways to interpret literature.

• “Stand and Unfold Your Self”: New Moves for Exploring Hamlet

  Edward L. Rocklin

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  Abstract: Performance is more than fun—it’s essential to understand Shakespeare’s works.

• The Text’s the Thing: Using (Neglected) Issues of Textual Scholarship to Help Students Reimagine Shakespeare

  Scott Parsons

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  Abstract: Do we know what words Shakespeare actually wrote? Exploring these issues can yield dramatic interest.

• No Reason without Rhyme: Rhetorical Negotiation in Shakespeare

  Cheryl Hogue Smith

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  Abstract: Slant rhyme and perfect rhyme are more than literary ornamentation.

• The Sonnet Tradition and Claude McKay

  Donna E. M. Denizé and Louisa Newlin

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  Abstract: The 400th anniversary of the publication of Shakespeare’s sonnets provides an excellent context for the study of sonnets written by a 20th-century African American poet.

• Poem: Old Tales

  Norma Greco

• Poem: Shakespeare Interrupted (or “Winter Kisseth Bye to Book”)

  Lisa Mitchell

• Poem: Macbeth Revisited

  Melanie Mayer

• Poem: Road Trip with High School Theatre Students to Los Angeles

  Mike Levin

• Challenging Texts: Challenging Students to Critically Connect Literature and History

  Laura Bolf Beliveau

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  Abstract: "Challenging Texts" explores various ways of teaching literary theory to high school and middle school students.

• Innovative Writing Instruction: Sophomore Boys and Poetry

  Pam Webb

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  Abstract: "Innovative Writing Instruction" publishes new approaches to the teaching of writing in high school and middle school.

• Mentoring Matters: Working with Student Teachers

  Jennifer Ritter

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  Abstract: "Mentoring Matters" focuses on effective ways to support new English teachers and student teachers.

• Off the Shelves: Great Reads to Start the School Year

  Mark Letcher

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  Abstract: "Off the Shelves" discusses new young adult literature and explores ways of teaching YA texts in middle and high school English classes.

• Research for the Classroom: Teachers Practicing Research

  Edited by Julie Gorlewski and Mike Roberts

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  Abstract: "Research for the Classroom" publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy.

• Success with ELLs: A Decade of ESOL Experience in About a Thousand Words

  Alex Dailey, editor

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  Abstract: "Success with ELLs" suggests effective approaches to teaching English language learners in ways that can be of benefit to all students in  mainstream middle and high school English classes.

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