Novel Ideas — Six Unique Ways to Introduce a new Novel to your Class

There is nothing more exciting than introducing students to a great part of literature. On the other hand, there is nothing more discouraging than students’ lack of enthusiasm about a book you truly love. Unfortunately, your fervor about a novel does not always lead to many thanks and applause on the part of your students. Reading a novel requires a lot of investment. Even novels with high-action and building plots take a while to build momentum. How can you quickly reinforce students’ interest at first of a new book? Below are six sure-fire methods for getting your class excited about a new novel.

PLOT PIECES. Partition students into groups. Determine each group one page from a different the main novel. After they have see the page, ask students to prepare a part that outlines the plot of the novel. To do this, students will have to use context clues gleaned from their excerpt. Ask students to elect a representative from each group to provide their plot summaries. Compare plot summaries and take another look at these summaries at the end of the novel. Asking students to conjecture the plot of the novel will pique their interest in the book and help them remove information from context clues.

FIRST THOUGHTS. Ask students to see the first page of text silently. Next, ask for a you are not selected to see the first page aloud. Then, ask students to write down as many things as possible they may have learned from the first page. Next, ask students to write down three questions they have based on their reading of the first page. This activity will help students read context clues and it will teach them to site text evidence when generating generalizations about a novel.

CONCEAL. Read a summary of the novel from the back cover, from the inside flaps, or from an Internet source. If you would like to leave the novel a mystery, read an excerpt from a select the main book. You can also print out this summary or excerpt so that students can refer to it. Next, ask students to develop a cover based on information gleaned from the summary or excerpt. Allow students to go into detail their cover design. If you are reading a novel that is divided into parts, have students design a cover at the end of each the main novel. Take another look at cover designs at the end of the novel and have students to write library of heaven’s path a part discussing their various understandings of the novel. This activity will help students chart the ways their understanding developed throughout the reading.

FRONT MATTER. Though students read novels throughout their education and learning, very few are taught benefit of the title, copyright, and acknowledgments. The pages that have this information are called the “front matter. inch In small groups, ask students to explore top matter of the novel. Instruct students to list 10 things they learned from these pages. In a more open-ended version of this activity, you can ask students to answer the following questions: What does top matter quickly go over and what will and what will not be in this novel? What does top matter quickly go over the novel’s plot and themes? A good explanation of front matter can be found at Vox Clarus Press’ website. Just search “Vox Clarus Front Matter. inch

LAST LINES. Instruct students to see the last phrase or the last part of the novel silently. Next, ask anyone to read these last lines aloud. From these last lines, ask students to draw a witty deprive that shows the plot of the novel. Each frame of the witty deprive should contain story and debate. The last frame of the witty deprive should be based on information gleaned from the novel’s last lines. Thinking about the ending of the novel will whet students’ appetite for the actual plot.

BEGINNING AND ENDING. Ask students to see the first phrase and the last phrase of the novel. Next, ask the students to make a poetry, part, or short story using the first and last sentences of the novel as the first and last sentences for their writing. Your students’ writing should sum it up what they think will be the plot of the novel. Take another look at these summaries at the middle and at the end of the reading. In a reflective part, ask students to compare their initial thoughts to the novel’s actual plot and themes.

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