Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
Short case study
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.
Introduction
Supplemental
texts are additional readings or sources used in a course to supplement the
main text or obligatory readings. Supplementary elements contextualize any
literary work like how appendices and footnotes arrange a book (Copyright
Clearance Center, 2022). In English literature, the term "supplemental
texts" can refer to a broad range of materials intended to improve and
deepen understanding of a particular work of literature. The purpose of these
supplemental texts is to increase readers' understanding of the primary book
and to provide English literature students with a more in-depth and engaging
learning experience. It also includes supplemental data and context to give
students a fuller understanding of the course's main subject and to enhance
their learning experience.
The process Mr.
Stevens should utilize when choosing his two supplemental texts
Although
the course textbook has several poems that he will discuss, Mr. Stevens should
take the following factors into account when selecting two supplemental texts:
- Stevens should first decide what the extra texts'
objectives and purposes are. When doing so, he should think about what he
hopes to accomplish with the supplemental texts, such as raising student
interest and engagement, as well as how they relate to the primary book
and curriculum (Schoenbach et al., 2012).
- In order to keep his students motivated and not
overburdened, Mr. Stevens should evaluate the level and complexity of the
primary text before completing the extra material. He should accomplish
this by taking into account the reading level, subject matter, and
language used in the primary work and selecting additional materials that
are at the same level or just a little above (Woodfin et al., 2014). It
shouldn't be a challenging text or more challenging for pupils to
comprehend.
- To inspire his students to work hard and learn, Stevens
should take into account their backgrounds and areas of interest. He ought
to do this by selecting books that speak to his students' experiences and
perspectives that are interesting, pertinent, and diverse in terms of
culture (Marie, 2021).
- Stevens should also assess the text's quality by
seeking out materials that are interesting to read, well-written, and
offer chances for debate as well as potent illustrations and explanations.
In the meanwhile, he should assess the text's instructional worth by
seeking texts that can foster critical thinking, analytical abilities, and
writing skills and that can be utilized to supplement and extend the
information in the main text. Teachers can effectively prepare their
lessons for the classroom, carry them out, and assess the student's
learning outcomes with the help of pedagogical analysis (Das, 2020).
Two supplemental texts
for Mr. Stevens to use in his British Romantic Literature class
Two
supplemental texts that Mr. Stevens can choose for his British Romantic
Literature class are:
- "The Major Works" by William Blake, and
- "Selected Poems and Letters" by Samuel Taylor
Coleridge
First,
Mr. Stevens can select William Blake's "The Major Works" since it
contains some of Blake's poems that are important to the British Romantic
literary heritage, including "The Tyger" and "The Chimney
Sweeper." Blake also wrote this collection, which is understandable to
high school students and offers pupils the chance to interact with one of the
movement's most significant poets' language and images.
On
the other hand, Mr. Stevens can select Coleridge's "Selected Poems and
Letters," which has several collections of his poems, including "The
Lady of Shallot" and "Kubla Khan," as well as letters that take
us through his life's insights. High school students can access this
collection, which gives them the chance to investigate the themes and concepts
essential to the British Romantic movement.
These
books were chosen because they are frequently used in English lessons at high
schools all around the world and are well-liked and understood by both students
and teachers. Most importantly, these books enhance comprehension growth by
giving students a chance to interact with the topics, vocabulary, and literary
legacy of the British Romantic era. In the course of learning, they also push
students to think critically and analytically. Finally, both texts are readily
accessible through online sources and school libraries, along with
supplementary materials like teacher's guides and study questions that can be
utilized to enhance the texts' multiple uses in the classroom.
Conclusion
It is crucial to use supplemental materials
for high-quality teaching and learning that are rich in information and
concepts (Nebraska, n.d.). The best texts to use when teaching reading
comprehension are those that have a strong literary component and include
accurate, well-written, and interesting information. For effective teaching and
learning in the classroom, certain procedures must be taken into account while
choosing additional texts that encourage students to think critically and
analytically. The texts picked should be suitable for the degree of difficulty
of the students.
References
Copyright
Clearance Center. (2022, March 21). What Are Supplementary Materials – And
Why Are They Critical for Scientific Progress?
https://www.copyright.com/blog/what-are-supplementary-materials-and-why-are-they-critical-for-scientific-progress/
Das, M. (2020). Importance
of Pedagogical Analysis in Teaching Learning system. International Journal
for Innovative Research in Multidisciplinary Field. http://www.ijirmf.com/wp-content/uploads/IJIRMF202006049.pdf
Marie, N. (2021,
March 18). Five things to consider when choosing texts for the classroom.
The Literacy Village. https://www.theliteracyvillage.com/blog/five-things-to
Nebraska. (n.d.). Select
texts purposefully to support comprehension development.
https://files.eric.ed.gov/fulltext/ED597128.pdf
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). University of the People.
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). University of the People.
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