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Several times throughout this school year, I've filled readers in on what's been going on in my Beginning Playwriting classroom, an 11th grade level class I introduced this year at my school. You can read about those updates here and here. At the end of March, we finished up the test run of this class with a final production, and I thought you'd like to read a bit about that experience as well as my final (for now) thoughts about why Playwriting belongs in the classroom. Call this my 11 o'clock number!
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I don't naturally love short stories, even though I do like small things:
fairies, marshmallows and babies all come to mind. But in my personal
reading, I prefer the meatiness of a long book, be it fiction or non-.
Even in my magazine reading (and I am a devoted magazine reader),
I catch myself flipping ahead to see how long an article is before I
start. To my mind, the longer the better, which is why I am inordinately
fond of Malcolm Gladwell's articles in The New Yorker.
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Michele Dunaway teaches English and journalism at Francis Howell High School in St. Charles, Missouri, when she's not writing best-selling romance novels. Here Michele continues her discussion from last month about how choosing the right literature to read is the key to getting students excited about books.
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We welcome back Michele Dunaway, who teaches English and journalism at Francis Howell High School in St. Charles, Missouri, when she's not writing best-selling romance novels. Here Michele argues that to get students excited about books in this highly distracted era, choosing the right literature to read is key.
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