I feel like a big idiot posting this- but if you teach novels-

how exactly do you go about it? We are two chapters into a book and I feel like I'm not doing enough in terms of lessons. The kids are grouped based on reading levels (though most of them are pretty similar) with one group that struggles (this is the group I spend most of the time with).

I just feel like there has to be more than them reading and answering questions at the end of each chapter, which they've not done yet- I have them write responses in their journals.

Should I be doing a strategy or skill with each chapter? I bought a huge binger with strategy lessons (Laura Robb's) and it has good lessons, but I am not sure how they connect to the specific book I'm doing.

We are reading The Indian in the Cupboard.

Thanks for any advice.

Re: I feel like a big idiot posting this- but if you teach novels-

what about doing mini-lessons before that help students learn reading strategies.

like taking notes on post its, words they don't know, predicting, visualizing, making connections, etc.

Re: I feel like a big idiot posting this- but if you teach novels-

I am in 1st grade, so my books aren't as advanced but here's what I do.

Pre-book activity such as book snipits (I type lines from the book up, cut them into strips and give the strips into groups. The kids have to read them aloud to each other and try to figure out what book it is.)

If there's a picture in the book, I'll describe it and see if they can re-create them based upon my description.

Things like that.

Then, for each chapter, there are questions. I try to base them on blooms taxonomy, so some are basic recall questions, others are more complex.

Then there is an activity after each chapter, such as write a letter to the character, or something related to the chapter. For instance, for freckle juice, they had to write their own recipe at the end of one chapter and compare and contrast characters at the end of another.

I'll also try to find things on the internet, such as cross word puzzles, to go along with the book.

I will google the book and see what activities I can come up with and use.

Re: I feel like a big idiot posting this- but if you teach novels-

I don't know what grade you teach, but here's what I do with my MS and HS ESL kids.

I buy the Lit Plans and puzzle packs from Teacher's Pet Publications because they have lots of ideas and activities for each chapter. I also buy the "A guide to using _______ in the classroom" book although I don't like that one as much. I mainly use it for the about the author page that's in it.

Next, I look for any pictures relevant to the book online. If the book has a corresponding movie, I find every possible picture I can and print them out. I make sure I find a picture of every main character alone, and make a "Who's who" page for their notebooks. Each picture is accompanied by a short description (a combination of cliff notes and myself) that highlights a vocabulary word I want them to know, relevant to the character and story.

I also do a "Who am I" page where I give them the same descriptions but worded differently, and they need to figure out who it is using the who's who page. It really helps them become familiar with the characters.

Again, if the book has a movie, I use the pictures to make the kids put things in order of how they happened. This works better for plays because you can do it by act, but it can work for novels too. iI give them a page of mixed up sentences relating to the pictures, and I make them cut the pictures and sentences, then glue them in the right order along witht the sentence that matches. I've also tried just giving them the pictures, and having them write their own sentences.

For vocabulary, I like having them do crossword puzzles or magic squares after we do the definitions, but before we read that chapter.

I'm sure I have other stuff, I'll have to keep thinking.

Re: I feel like a big idiot posting this- but if you teach novels-

The thing to remember is that you are not "teaching a novel" instead, you are teaching skills that will help a student with reading a novel. The skills are what is important.

You should get your hands on a book called The 7 habits of good readers. Each lesson should have a mini-lesson which focuses on a particular reading skill which then the student practices on their own in their independent reading novel.

Good Luck!

Re: I feel like a big idiot posting this- but if you teach novels-

I also teach MS and HS ESL and I approach it chapter by chapter with different activities. Before we start reading a novel I'll start with an author's biography or timeline of his life. If it's a novel from a different time period we'll do a reading or watch a video clip from that era to expose them to the setting/background. For each chapter we start with vocabulary, mainly read aloud in class (again these are ESL students) and answer questions (teacher directed) as we read. We also answer reading comprehension questions in writing for homework or at the conclusion of a few chapters as review. For each chapter I try to select important quotes and have students analyze the meaning/importance. I introduce literary elements and techniques using the text and after a few chapters will have the students keep a running record of the techniques/elements they identify as they read. I try to find an activity that matches with each chapter also; prediction, writing from the perspective of one of the characters, a role play between two characters, an evaluation of decisions characters make, etc. I have purchased those teacher guides before but I find them very basic (I'll use them as sub plans if I know I'm going to be out). Basically as I read I think of the questions that pop into my mind, how I can make the literature real for the kids, and try to create activities from there. If I can find a song or a poem that ties into the literature, I'll introduce that. Also, towards the end of the novel I'll create learning stations; independent activites that are timed where students move from station to station completing. Since I do this towards the end of the novel, it will be more evaluative and I try to incorporate different modalities (a station with music, art, acting, etc), however since it's ESL I always try to have writing and speaking as productive components of the unit. It's time consuming to create these things for the first time, but once you create it you have it for years to come.

HTH.

Re: I feel like a big idiot posting this- but if you teach novels-

I am going to print this post. Thanks ladies, for all the awesome ideas.

Re: I feel like a big idiot posting this- but if you teach novels-

I do vocabulary each week. They have a vocab quiz at the end of the week.
We fill out graphic organizers. I like to do graphic organizers for all the characters- looks, personality, etc.
Sequence of events- i try to come with activities to help them remember the order of events
Making predictions- what will happen next? what clues did the author give you to make you think this?

Re: I feel like a big idiot posting this- but if you teach novels-

I've used chapters from novels for lessons/activities on skills like sequencing, looking for context clues, main idea & supporting details, making predictions, identifying similes and metaphors, etc. I normally try to focus on a different skill for each chapter (or 2 if they're short chapters). I've also had students do things like write alternate endings to the story, write a letter to one of the characters, or write a sequel to the story.

Re: I feel like a big idiot posting this- but if you teach novels-

When my 5th graders read novels, they do so in Literature Circles. Each kids has a certain role for the day. There are 6 roles and they switch daily. "Summarizer, Word Wizard, Setting Sleuth, Discussion Director, Connector, Literary Luminary" are the roles. Each role has a sheet to fill out after 20 min. of reading. When they are done with their sheets, they discuss what they wrote for about 10 min.

I am just launching it after modeling it for about a month LOL. Last year, I saw such an improvement in their comprehension skills, as well as their social skills. It makes conferencing with them easier since you know exactly what their job is.

Good luck! FM me if you want me to e-mail you my LPs.

Re: I feel like a big idiot posting this- but if you teach novels-

Use short pieces of text in class that you can structure a lesson around. The lessons themselves can range from focusing on a specific literary term or device to a comparative piece using two separate texts (with one of the texts being the novel you are using) For example, one text that I teach regularly is Lord of the Flies-- I might do a lesson on symbolism. Teach exclusively what symbolism is, model interpreting a symbol without using the text, then ask them to read (or do a shared reading) on a few focused pages in the text and ask them to analyze the symbolic meaning of a given object.

I always save subject-verb agreement lessons for when I teach the play Fences, by August Wilson. It's relative because of the poor grammatical structure of the main character's dialogue. I'll teach a lesson on subject-verb agreement, have students do brief practices, then ask them to read a portion of the text--correct Troy Maxson's errors and ask a discussion question like: Based on Troy's speech, what can you infer about his level of education, economic status and personality. (Students would discuss this then have a whole class discussion).

A third example of lessons done with a text focuses on comparing and contrasting two different texts that have some kind of relationship. For example, this could be a chart or graphic organizer. (For instance, if reading Night, by Elie Wiesel, I might present to them a table that shows a breakdown of how many people died in each of the concentration camps and analyze it. Then I might ask them to read the scene where the concentration camp was liquidated and present a writing assignment that asks them to agree or disagree with a statement like: It was a miracle that Elie Wiesel survived life in the concentration camps. (They would have to use both sources to discuss in writing).