Why Literature Matters

CONTENTS OF CURRICULUM UNIT 16.02.07

  1. Unit Guide
  1. Introduction
  2. Background
  3. Teaching Shakespeare’s Romeo and Juliet to English Learners
  4. Classroom Activities
  5. Bibliography
  6. Appendix
  7. Endnotes

Using Art-Based Research to Explore Metaphors in Romeo and Juliet with English Language Learners

Sara Stillman

Published September 2016

Tools for this Unit:

Endnotes

  1. Oakland Unified School District, Enrollment Data 2015.
  2. Oakland International High School,11th Grade Survey 2015.
  3. "Oakland International High School." Oakland International High School.
  4. Scott McCloud, Understanding Comics. Ch. 6.
  5. IBID., 4.
  6. Jessica Zelenski, interview.
  7. Margaret Early and Sondra Marshall, “Adolescent ESL Students’ Interpretations and Appreciation of Literacy Texts: A Case Study of Multimodality,” 378.
  8. IBID., 7.
  9. IBID.,7.
  10. IBID., 7.
  11. IBID., 7.
  12. IBID., 7.
  13. Virginia P.Collier, “Acquiring a Second Language for School,” 9.
  14. Barbara Moss, Diane Lapp, and Mary O’Shea, “Tiered Texts: Supporting Knowledge and Language Learning for English Language Learners and Struggling Readers,” 55.
  15. Paul Tosey, Wendy Sullivam, and Margaret Meyer, “Clean Sources: Six Metaphors a Minute?”
  16. Daniel Serig. “Understanding the Conceptual Landscape of Visual Metaphors,” 47.
  17. IBID.,15.
  18. Daniel Serig, “A Conceptual Structure of Visual Metaphor,” 231.
  19. Kristin Baxter, “Research Review: Implications of Metaphorical Thinking for Teaching Artists,” 185.
  20. IBID., 19.
  21. Julia Marshall and Kimberley D’Adamo, “Art Practice as Research in the Classroom: A New Paradigm in Art Education,” 12.
  22. IBID., 22.

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