ABSTRACT
This chapter illustrates teachers’ deliberate planning choices as they take up Dialogic Literary Argumentation and adapt them to shape a classroom curriculum that unfolds over time. The pedagogical moves foster a constructivist approach to teaching in which meaning making exists between and among students and their teachers, instead of a top-down model of teaching that prioritizes the teacher as dispenser of an academic tradition. The chapter illustrates two planning perspectives on the teaching of Dialogic Literary Argumentation. Within the description of each teacher’s curricular approach, it describes their take on a planning approach for teaching literature, what challenges often arise, and what affordances exist as teachers embrace and layer on Dialogic Literary Argumentation. Dialogic Literary Argumentation positions students to hold their claims loosely, consider many ideas and perspectives, and engage in argumentation to come to deeper understandings with those around them.
