ABSTRACT
In the previous chapter, I argued for integrated coursework and team teaching—both for their own sake and as a way to gain and exploit longer blocks of time. In this chapter, I focus on the English classroom that enjoys the advantage of these longer blocks. I explore specific strategies for engaging students as active learners, and building and honing a variety of skills. For teachers in a block-scheduled English course, I offer additional strategies for conferencing with students, options for assessing student performance, and ways to manage classroom time and student behavior. Although in some instances their “interdisciplinary” heritage is apparent, these strategies are useful for any high school English class; indeed, they will sound much like those Jeff Newton described in earlier chapters.
