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Finding pieces which are relevant and most likely unfamiliar to the students OR are very familiar but give them a different lens through which they can look. No novels so that we can move through a wide range of voices and focus on different modes of close reading.

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I use Hamlet as a transition piece from a long research inquiry composition project on education to investigating our relationship with language and how we use it. Students engage with how the language of Hamlet is embedded in the culture (plot, characters, quotes, philosophy, thematic concerns, etc) and then with the choices actors make when performing Hamlet. We view multiple performances of "To be or not to be" and then students choose their own sections of the play to "perform" and explain their choices of performances. They write a project that explores their own history with Shakespeare, their choice of Hamlet text and the context necessary to understand it, and then how and why they would "perform" it to accomplish what they hope to accomplish.

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Absolutely avoid the whole book and only focus on chapters or pieces. Also, consider using art and film from different interpretations/perspectives in order to build a foundation with breadth and allow the students to determine their depth based on what they choose. For example, do an overview of "Hamlet" and focus on the women. Collect and curate interpretations of them via visual art. For my particular course, focus on how they are interpreted and marked by male versus female artists.

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Restorying: Whose story is being told?  Whose story is missing?  Have other people told THAT story?  Do you agree with it?  History & Literature: What was happening & how it felt.

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Restorying: Whose story is being told?  Whose story is missing?  Have other people told THAT story?  Do you agree with it?  History & Literature: What was happening & how it felt.

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Ideas: Creation or faith? Psychology of parenting/nurturing? What happens when you take the mother out of the picture? "Frailty thy name is woman"? Justice (although we think Lear might work better than Hamlet)? Revenge?

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Ideas: Creation or faith? Psychology of parenting/nurturing? What happens when you take the mother out of the picture? "Frailty thy name is woman"? Justice (although we think Lear might work better than Hamlet)? Revenge?

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I think I would look at questions raised by all three texts, perhaps questions about moral choice, or our relationship with fate or the divine, and then explore answers that exist both inside that text, and outside of it.

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I start with the inquiry question, then choose texts that explore that question

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Both as a model and as a way of exploring inquiry questions

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Both as a model and as a way of exploring inquiry questions

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I choose readings for different reasons. At times it is based on genre, at other times style and theme. It is the first time in years I have taught a primarily lit based ECE course. With the 1010 class I taught focusing on style, theme, and many of the texts were mentor texts to emulate.

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Each unit focus has a different writing goal, so students have a chance to experiment with various forms of composition. We write podcasts, film reviews, annotated bibliographies, research papers, imitation pieces, and children's stories. The writing goals align with the focus literature of that particular unit and the overarching inquiry questions.

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To generate inquiry questions, to model different styles of writing, to provide a base for discussion and a means to inspire conversation and writing around text

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I asked the students to name their favorite book, movie, and album, and those became the heart of the assigned "readings."

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I asked the students to name their favorite book, movie, and album, and those became the heart of the assigned "readings."

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focus on theme and offer shorter, diverse texts to support and challenge the ideas in the mentor text

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focus on theme and offer shorter, diverse texts to support and challenge the ideas in the mentor text

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Simply we make connections to contemporary texts and events, the students' personal lives, etc.

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Simply we make connections to contemporary texts and events, the students' personal lives, etc.

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these texts help to model techniques and articulate contexts

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these texts help to model techniques and articulate contexts

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I like to pair literary/popular and theoretical/analytical texts and have students examine the tension or interplay between them

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I like to pair literary/popular and theoretical/analytical texts and have students examine the tension or interplay between them

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I like to use literary texts as mentor texts for both ideas as well as style, voice, language models to try on for size. 

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I like to use literary texts as mentor texts for both ideas as well as style, voice, language models to try on for size. 

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Themes of alienation and community. Gender and the treatment of women. Responsibility between individual and community. Morality. Otherness.

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Themes of alienation and community. Gender and the treatment of women. Responsibility between individual and community. Morality. Otherness.

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I begin thematically- this year I wrote during the summer 1007 workshop using the topic of power and chose some contemporary and some classic texts to support student thinking- which I think is their weakest skill.

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I have used excerpts from these texts as writing models for students to emulate.

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I consider texts thematically first, then I consider what has the greatest opportunity for further exploration, and then student interest.

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I consider texts thematically first, then I consider what has the greatest opportunity for further exploration, and then student interest.

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My initial course inquiry was "What can an education do?" To prepare my students to write their own literacy narratives, I began with a somewhat outdated piece (pre-internet), Deborah Brandt's "Sponsors of Literacy." They then read a variety of literacy narratives by Sedaris, Westover, Douglas, Welty, Diaz, Laymon, hooks, etc.

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My initial course inquiry was "What can an education do?" To prepare my students to write their own literacy narratives, I began with a somewhat outdated piece (pre-internet), Deborah Brandt's "Sponsors of Literacy." They then read a variety of literacy narratives by Sedaris, Westover, Douglas, Welty, Diaz, Laymon, hooks, etc.

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Hamlet is the only literary text my version of 1007 uses. We "sell" the course as a non-fiction heavy composition course, and some of the kids resent even the inclusion of one major literary text. We get to Hamlet by the end of the first semester, after doing quite a bit of rhetorical heavy lifting, and use it as an exploration of the power of language. How is it that Shakespeare's 400+ year old language is still resonant and in fact embedded in the culture.

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We are currently redesigning the course. Our readings are intended to focus on and foster discussion of identity as created through different contexts (setting, gender, etc.).  

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We are currently redesigning the course. Our readings are intended to focus on and foster discussion of identity as created through different contexts (setting, gender, etc.).  

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Readings are organized by theme and serve as models. Students are then tasked with finding their own readings based on what interests them regarding the theme.

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I wouldn't teach Hamlet or Frankenstein due to their popularity in literature classes--chances are they will get it somewhere else.

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My courses have been organized around texts that work as examples for various writing assignments--extended metaphor, compare and contrast, narrative, etc.

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I ask students to choose lines they like from literary texts and discuss why they like them as well as how the author constructed them.  Students were also asked to "restory" a text from another character's point of view.

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I ask students to choose lines they like from literary texts and discuss why they like them as well as how the author constructed them.  Students were also asked to "restory" a text from another character's point of view.

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I try to select readings that offer a complex array of ideas, perspectives, time periods, and use of language around a larger topic or thematic unit or question/inquiry. 

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I try to select readings that offer a complex array of ideas, perspectives, time periods, and use of language around a larger topic or thematic unit or question/inquiry. 

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I usually collaborate with my colleague(s) through dialogue about themes and directions we want to take for the semester or year, making sure we incorporate as many diverse voices as possible.

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As a teacher of a concurrent ECE and AP class, I use texts most frequently seen on the AP exam but also texts generated by student interests. Fiction plays a large part in my chosen reading of plays, longer fiction, short works of fiction, and poetry.

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Organize by unit tied to BOE approved text, heavily curated and beefed up by current supplemental texts my students and I find.

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My class readings are usually focused on theme through feminist waves. All of the readings are chosen based on the goal of that particular wave and the real-life impact. "Readings" come in multiple forms from pictures, documentaries, short stories, podcasts, poems, plays, and novels. Students explore the themes of each wave throughout the chosen pieces. Current reading: The Girl with the Louding Voice by Abi Daré.

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I first see what's available: do we have access to enough texts for everyone? Then, I consider the overall goals of the course and/or the theme of the course, and then I make an educated guess about what will generate the most interest from the students.

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I like to brainstorm a large list of texts I think students will find engaging and then look for patterns and commonalities that might make for interesting inquiry

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I like to brainstorm a large list of texts I think students will find engaging and then look for patterns and commonalities that might make for interesting inquiry

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I allowed students to choose their own novels/nonfiction as I tried to establish a community of readers.  We were focusing on "hidden" stories and I wanted students to buy into that.  Our class readings were more short pieces, either academic writing, unique short stories, or podcast transcripts, as well as pop culture historical articles.  I choose based on what strikes me as relevant at the time.

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I allowed students to choose their own novels/nonfiction as I tried to establish a community of readers.  We were focusing on "hidden" stories and I wanted students to buy into that.  Our class readings were more short pieces, either academic writing, unique short stories, or podcast transcripts, as well as pop culture historical articles.  I choose based on what strikes me as relevant at the time.

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I generally consider my course theme. If my inquiry is "Writing in the Archives" I'll be sure to have my students engage with some digitized archival materials (and will also take them to the campus archives so they can see and work with things in person). I'll also assign readings based on goals I want to accomplish: I might assign them an article on archival silences so we can talk about citation practices, how to decipher tough scholarly writing, etc. etc. --Maddie