McDougal Littell - British Literature (1) Intro - 300.pdf - Antologie i opracowania - Patrusiak

LITERATURE helps you answer them.

Is HONOR

worth dying for?

be LOVED or

CHANGE ?

RESPECTED ?

OPINIONS

matter?

Can you ever

be too

Is EMOTION

stronger than

AMBITIOUS ?

REASON ?

Life is full of questions.

Would you rather

Should we fear

Whose

acknowledgments

unit 1

Burton Raffel. Used by permission of Dutton Signet, a division of Penguin Group (USA) Inc.

New York Times: “A Collaboration Across 1,200 Years” by D. J. R. Bruckner from the New York Times,

1974 by Robert Fitzgerald. Reprinted by permission of Farrar, Straus and Giroux, LLC.

Continued on page R167

art credits

cover, title page

Rainy Embankment (1929), Fox Photos. © Hulton Archive / Getty Images.

Continued on page R170

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without the prior written permission of McDougal Littell unless such copying is expressly permitted by

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authorized to grant permission for further uses of copyrighted selections reprinted in this text without the

permission of their owners. Permission must be obtained from the individual copyright owners as identified

herein. Address inquiries to Supervisor, Rights and Permissions, McDougal Littell, P.O. Box 1667, Evanston,

IL 60204.

ISBN 13: 978-0-618-56867-3

ISBN 10: 0-618-56867-0

Printed in the United States of America.

1 2 3 4 5 6 7 8 9—CKI—12 11 10 09 08

literature

Janet Allen

Arthur N. Applebee

Jim Burke

Douglas Carnine

Yvette Jackson

Robert T. Jiménez

Judith A. Langer

Robert J. Marzano

Donna M. Ogle

Carol Booth Olson

Carol Ann Tomlinson

Mary Lou MCCloskey

Lydia Stack

EVANSTON, ILLINOIS • BOSTON • DALLAS

McDougal Littell

senior program consultants

janet allen Reading and Literacy Specialist; creator of the popular “It’s Never Too Late”/“Reading

for Life” Institutes. Dr. Allen is an internationally known consultant who specializes in literacy work

with at-risk students. Her publications include Tools for Content Literacy; It’s Never Too Late: Leading

Adolescents to Lifelong Learning; Yellow Brick Roads: Shared and Guided Paths to Independent Reading;

Words, Words, Words: Teaching Vocabulary in Grades 4–12; and Testing 1, 2, 3 . . . Bridging Best Practice

and High-Stakes Assessments. Dr. Allen was a high school reading and English teacher for more than

20 years and has taught courses in both subjects at the University of Central Florida. She directed the

Central Florida Writing Project and received the Milken Foundation National Educator Award.

arthur n. applebee Leading Professor, School of Education at the University at Albany, State

University of New York; Director of the Center on English Learning and Achievement. During his

varied career, Dr. Applebee has been both a researcher and a teacher, working in institutional settings

with children with severe learning problems, in public schools, as a staff member of the National

Council of Teachers of English, and in professional education. Among his many books are Curriculum

as Conversation: Transforming Traditions of Teaching and Learning; Literature in the Secondary School:

Studies of Curriculum and Instruction in the United States; and Tradition and Reform in the Teaching of

English: A History. He was elected to the International Reading Hall of Fame and has received, among

other honors, the David H. Russell Award for Distinguished Research in the Teaching of English.

jim burke Lecturer and Author; Teacher of English at Burlingame High School, Burlingame,

California. Mr. Burke is a popular presenter at educational conferences across the country and is the

author of numerous books for teachers, including School Smarts: The Four Cs of Academic Success; The

English Teacher’s Companion; Reading Reminders; Writing Reminders; and ACCESSing School: Teaching

Struggling Readers to Achieve Academic and Personal Success. He is the recipient of NCTE’s Exemplary

English Leadership Award and was inducted into the California Reading Association’s Hall of Fame.

douglas carnine Professor of Education at the University of Oregon; Director of the Western

Region Reading First Technical Assistance Center. Dr. Carnine is nationally known for his focus on

research-based practices in education, especially curriculum designs that prepare instructors of K-12

students. He has received the Lifetime Achievement Award from the Council for Exceptional Children

and the Ersted Award for outstanding teaching at the University of Oregon. Dr. Carnine frequently

consults on educational policy with government groups, businesses, communities, and teacher unions.

yvette jackson Executive Director of the National Urban Alliance for Effective Education.

Nationally recognized for her work in assessing the learning potential of underachieving urban students,

Dr. Jackson is also a presenter for the Harvard Principal Center and is a member of the Differentiation

Faculty of the Association for Supervision and Curriculum Development. Dr. Jackson’s research focuses

on literacy, gifted education, and cognitive mediation theory. She designed the Comprehensive

Education Plan for the New York City Public Schools and has served as their Director of Gifted Programs

and Executive Director of Instruction and Professional Development.

robert t. jiménez Professor of Language, Literacy, and Culture at Vanderbilt University. Dr.

Jiménez’s research focuses on the language and literacy practices of Latino students. A former bilingual

education teacher, he is now conducting research on how written language is thought about and used

in contemporary Mexico. Dr. Jiménez has received several research and teaching honors, including two

Fulbright awards from the Council for the International Exchange of Scholars and the Albert J. Harris

Award from the International Reading Association. His published work has appeared in the American

Educational Research Journal, Reading Research

uarterly, The Reading Teacher, Journal of Adolescent and

Adult Literacy, and Lectura y Vida.

judith a. langer Distinguished Professor at the University at Albany, State University of New

York; Director of the Center on English Learning and Achievement; Director of the Albany Institute

for Research in Education. An internationally known scholar in English language arts education, Dr.

Langer specializes in developing teaching approaches that can enrich and improve what gets done on

a daily basis in classrooms. Her publications include Getting to Excellent: How to Create Better Schools

and Effective Literacy Instruction: Building Successful Reading and Writing Programs. She was inducted

into the International Reading Hall of Fame and has received many other notable awards, including an

honorary doctorate from the University of Uppsala, Sweden, for her research on literacy education.

robert j. marzano Senior Scholar at Mid-Continent Research for Education and Learning

(McREL); Associate Professor at Cardinal Stritch University in Milwaukee, Wisconsin; President of

Marzano & Associates. An internationally known researcher, trainer, and speaker, Dr. Marzano has

developed programs that translate research and theory into practical tools for K-12 teachers and

administrators. He has written extensively on such topics as reading and writing instruction, thinking

skills, school effectiveness, assessment, and standards implementation. His books include Building

Background Knowledge for Academic Achievement; Classroom Management That Works: Research-Based

Strategies for Every Teacher; and What Works in Schools: Translating Research Into Action.

donna m. ogle Professor of Reading and Language at National-Louis University in Chicago,

Illinois; Past President of the International Reading Association. Creator of the well-known KWL strategy,

Dr. Ogle has directed many staff development projects translating theory and research into school

practice in middle and secondary schools throughout the United States and has served as a consultant

on literacy projects worldwide. Her extensive international experience includes coordinating the

Reading and Writing for Critical Thinking Project in Eastern Europe, developing integrated curriculum

for a USAID Afghan Education Project, and speaking and consulting on projects in several Latin American

countries and in Asia. Her books include Coming Together as Readers; Reading Comprehension: Strategies

for Independent Learners; All Children Read; and Literacy for a Democratic Society.

carol booth olson Senior Lecturer in the Department of Education at the University of

California, Irvine; Director of the UCI site of the National Writing Project. Dr. Olson writes and lectures

extensively on the reading/writing connection, critical thinking through writing, interactive strategies

for teaching writing, and the use of multicultural literature with students of culturally diverse

backgrounds. She has received many awards, including the California Association of Teachers of English

Award of Merit, the Outstanding California Education Research Award, and the UC Irvine Excellence in

Teaching Award. Dr. Olson’s books include Reading, Thinking, and Writing About Multicultural Literature

and The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom.

carol ann tomlinson Professor of Educational Research, Foundations, and Policy at the

University of Virginia; Co-Director of the University’s Institutes on Academic Diversity. An internationally

known expert on differentiated instruction, Dr. Tomlinson helps teachers and administrators develop

effective methods of teaching academically diverse learners. She was a teacher of middle and high

school English for 22 years prior to teaching at the University of Virginia. Her books on differentiated

instruction have been translated into eight languages. Among her many publications are How to

Differentiate Instruction in Mixed-Ability Classrooms and The Differentiated Classroom: Responding to

the Needs of All Learners.

McDougal Littell - British Literature (1) Intro - 300.pdf

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