Mrs.Borgersen

Posted on 10/22/09

On 10/19/09, L. Swilley wrote:
> On 10/18/09, Helen wrote:
>> I am wondering how you approach novel studies.
>>
>> My grade 10 students have started a novel and I have a whole
>> range of reading abilities - some students I had to get them
>> to promise me they wouldnt read the entire book the first
>> weekend!
>>
>> My question to you is do you:
>>
>> A - have them read the novel then do all of your activities,
>> assignments, projects, questions when they are done reading?
>>
>> or
>>
>> B - Have assignments along the way? hoping that those who
>> are slower readers get caught up and the quick readers will
>> be able to remember what they have already read....
>>
>> Just wondering what you do.
>
> =========================================================
>
> Before I begin any novel, I pursue a regimen of short
> stories, teaching the same approach - formal criticism - as
> will be used in teaching a novel.
>
> NOTHING is taught without first assuring myself that the
> students have read the carefully the material that is to be
> discussed in class. To this end, assigned readings are
> brief - the short story, or one or two chapters of a novel -
> and the class is quizzed with 5-minute matching tests with 10
> items on one side and 13 on the other, before any discussion
> begins.
>
> This done, and with my own full knowledge of the "shape"
> of the story or novel, I begin questioning individual
> students about the *story of the main character*: what is
> he/she like at the beginning of the story and what at the
> end; then the "middle" is filled in with events that step
> along that change.
>
> Dealing with a novel, I question the class(who may have
> read only the first or second chapters) about events in the
> first few pages that *I* know are building-blocks for the
> larger issues of the work. (This may have to begin with a
> close reading of the material in class - something perhaps
> useful when dealing with slow-readers and particularly
> helpful when studying plays by Shakespeare).
>
> This is, of course, slow-going, but it works: questions
> posed to *individual* students and their answers forming the
> substance of questions to other *individual* students - this
> procedure *used by a teacher who knows what he/she wants the
> students to "discover"* engages the most recalcitrant mind,
> because *every* student wants to give his opinion about
> anything. (Do NOT throw questions out to the whole class,
> pinpoint individual students with the first and following
> questions, building your question to the next student on the
> answer given by the last student.)
>
> See an example of this procedure at this site:
>
> http://teachers.net/gazette/FEB03/swilley.html
>
> Note that the aim of such a procedure is to *produce the
> mind of teacher thinking rationally and carefully about the
> subject* in the minds of the students. Every work examined
> becomes an exercise to that end. The aim is not finally to
> learn this story or that novel, but to learn how to judge
> works of literature using the teacher's critical principles,
> and the advantages and limitations of those principles.
>
> L. Swilley

Ok. Hello, I am Mrs.Borgersen (Language Arts teacher in Las
Cruces,NM. For novels, I would suggest Ender's Game, or The
Giver. Have chapter study guides with unsuspectable questions. I
usually use 15-17 questions. Then, after 2 days, collect the
papers, give 100% for effort because the book is challenging,
and edit the papers. After all chapter guides are through, have
students study, then give a test on whatever book they've read.
Give a 10 extra pointer if under 70%, and start another book.
Mrs. BOrgersen

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