Larry Swartz

Debbie Nyman

This remarkable collection of resources shows teachers how to guide their students through the drama process. Drama Schemes, Themes & Dreams offers a comprehensive outline of improvisation and interpretation strategies that teachers can incorporate in classroom instruction. Organized around universal themes that invite students to make connections to texts and to each other, the book encourages students to consider their own identities and their place in the world. Each chapter is organized around a framework that will engage students as they experience a wealth of dramatic activity. This practical and useful book features a host of sources for improving classroom instruction, including scripts, monologues, poetry, novel excerpts, and visual images. Strategy Schemes provide a framework for structuring the learning. Pieces written expressly for inclusion in this book are contributed by experienced educators and artists. The selected strategies enrich the meaning-making, creative process, and critical skills that students need to succeed in school and in life. New and experienced teachers in all subject areas will find the help they need to create meaningful and innovative learning opportunities for all learners.

How to Plan, Structure, and Assess Classroom Events that Engage All Learners

Drama Schemes, Themes & Dreams

Based on extensive research on the features that make children's books appealing and appropriate, this valuable teacher resource offers guidance on selecting books, strategies for specific grade levels, suggestions for extension, and tips for assessment. This teacher-friendly book is organized around the major genres — traditional literature, picture books, nonfiction, poetry, and multicultural texts — that will inspire young readers. Throughout the book, teachers will find suggestions for using literature to implement shared reading, reading aloud, and response strategies with emergent, developing, and independent readers. This comprehensive book is rooted in the belief that educators must consider and offer a wide range of choice to ensure that students read "good" books. It argues that the choices children make about what they read should be governed by their interests and desire to learn; not by a grade or reading level.

Debbie Nyman

Books

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