http://www.readwritethink.org/professional-development/professional-library/gotta-book-teaching-engaged-30417.html
Contribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us
- About IRA
- About NCTE
- About Verizon Thinkfinity
- Standards
- Our Advisors
- Our Authors
- Community Stories
- Promotional Materials
- News
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Check out our collection of strategy guides to find effective literacy teaching and learning strategies to use in your classroom.
Home › Professional Development › Professional Library
Book
"You Gotta BE the Book": Teaching Engaged and Reflective Reading with Adolescents (2nd edition)
by Jeffrey D. Wilhelm
E-mail
/
Share
/
Print This Page
/
Print All Materials (Note: Handouts must be printed separately)
| Grades | 6 – 12 |
| Type | Book |
| Pages | 243 |
| Published | October 2007 |
| Publisher |  |
Purchase this book now from the NCTE Online Store 
Become an NCTE member and get a discount on this book
 |
Description |
Wilhelm's vital book looks at "what this act of reading really is": a social practice and a search for meaning.
Wilhelm, Jeffrey. 1997. "You Gotta BE the Book": Teaching Engaged and Reflective Reading With Adolescents. Urbana, IL: NCTE.
Grades 9 – 12 | Lesson Plan | Standard Lesson
There Are No Small Parts: Minor Characters in David Copperfield
This lesson capitalizes on students’ interest in social networking by asking students to build an online profile for a minor character in Charles Dickens' David Copperfield.
Grades 9 – 12 | Lesson Plan | Standard Lesson
Judging a Book by its Cover: The Art and Imagery of The Great Gatsby
Students explore The Great Gatsby's allusion to art and its use of visual imagery and conclude their study by designing their own cover for the novel.
Grades 6 – 8 | Lesson Plan | Standard Lesson
Memories Matter: The Giver and Descriptive Writing Memoirs
Using The Giver, students discuss the importance recorded history. This provides context for descriptive writing of students’ own history in a lesson that integrates personal writing, research, and literary response.
