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PPT On How To Teach Novels

Home > PowerPoint Slides > PPT On How To Teach Novels
Published in: English | Language
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This PPT will describe how to teach Novels.

Indira M / Ipoh

8 years of teaching experience

Qualification: PhD Lit, M.Ed TESL, BA ELS

Teaches: English, Biology, History, Bahasa Malaysia, MUET (English Test), Pengajian AM

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  1. freachfing of Novel
  2. Approaches to teaching novels 1) Extensively — emphasizes quantity 2) Intensively — emphasizes quality 3) Fine reading — emphasizes need or interest A good literature program Uses all 3 approaches
  3. Benefits of reading novels Exploration- Look into the past or future as well as explore alternative life-styles in the present Bibliotheraphy — assimilating psychological / sociological objectives with the readers personality (Bibliotherapy Uses an individual's relationship to the content of books and poetry and other written works as a type of psychotherapy. Bibliotherapy is often combined with writing therapy. It is effective in the treatment of depression).
  4. Can help students to understand their own behavior Assist in formation of ethical values, offer opportunities for identification Provide an understanding of the many motives of human behavior.
  5. The process of reading is a process of meaning creation by integrating one's own needs , understanding and expectations with a written text. (Brumfit 1 985)
  6. ßOllUßUUdålClfl[LlLlU] Pt@blems find mateffå@ls
  7. e Problem 1: Where do I find material? The internet brings you instant access to many works of literature. e Problem 2: How do I choose material? O Do you understand enough about the text to feel comfortable using it? Ols there enough time to work on the text in class? O Does it fit with the rest of your syllabus? O Is it something that could be relevant to the learners? O Will it be motivating for them? O How much cultural or literary background do the learners need to be able to deal with the tasks? Ols the level of language in the text too difficult e Problem 3: Is the text too difficult?
  8. Practical Problems When Reading Novels LENGTH VOCABULARY
  9. COPING WITH LENGTH Reading Assignment Class time is used for activities to help students explore the text further Divide the class into groups ( assign chapters) Teacher highlights the important chapters
  10. COPING WITH VOCABULARY Encourage students to read for gist rather than for details Give students glossary ( to be used while reading) Students compile the glossary & distribute to the students
  11. Novel vs. Short story Chronological sequence of events Linked by relation ( catJSe & effect) Description of events in novel shaped by narrator Language in novel used in self-conscious way to convey particular effects,
  12. IÃ…SI(: Novel or Short Story Focuses on a moment of crisis. Narrative told from different perspectives. Mood and tone fairly unified throughout the text. Large cast of characters. Numerous flashbacks to past events. Highly complicated plot. Very economic, suggestive use of language.
  13. Focusses on a moment of crisis. Narrative told from different perspectives. Mood and tone fairly unified throughout the text. Large cast of characters. Numerous flashbacks to past events. Highly complicated plot. Very economic, suggestive use of language.
  14. Step One: Choose (and Read!) a Novel Step Two: Align the Novel with a Universal Theme Step Two: Align the Novel with a Universal Theme (continued) Step Three: Develop Guiding Questions Step Four: Deconstruct the Novel More Great Lenses Step Five: Select Supplementary
  15. Step One: Choose (and Read!) a Novel When choosing a novel ask yourself: "Why this book? What's worth reading in it? What's worth teaching from it? A novel is worth reading and teaching if it is a classic which continues to be relevant to today's students; ' is well written and particularly strong in a single area such as characterization, plot, point of view, dialogue, conflict; contains a universal theme which can be integrated into at lea St one other curriculum area; speaks to the students' interests, concerns, or social issues; exemplifies a genre; ' is grade and ability appropriate (or just slightly over or under the average student's independent reading level); or supports your curriculum objectives as well as state standards.
  16. Step Two: Align the Novel with a Universal Theme For a novel to be compelling, it most work at a thematic level. That is, it must address a universal concept to which students can re I ate, ' In order to make literature meaningful, teachers must find a way to help students connect it to their own lives
  17. Universal Themes and their accompanying Guiding Questions are one way of doing this. Regardless of the novel you choose and its innate merits, you must ask yourself, "What makes this story accessible to everyone?" That's getting to the theme, or the universality, of the novel.
  18. There are several major advantages to using themes: Learning About Text Structure Across Selections Strategies/Skills Evolve from the Literature Building Connections and Relationships
  19. Provides Models for Reading and Writing Efficient Use of Classroom Time Supports Constructing Meaning
  20. Step Three: Develop Guiding Questions Guiding questions, also called central or essential questions, capture the central concepts, issues, and understandings that are most significant in your theme
  21. Good guiding questions have some basic criteria in common: They are open-ended and resist a simple or single right answer, They are deliberately thought-provoking, counterintuitive, and/or controversial, They require students to draw upon content knowledge and personal experience, They can be revisited throughout the unit to engage students in evolving dialogue and debate.
  22. Step Four: Deconstruct the Novel Assign each page a title. This will allow you to reference specific events more quickly. Critical quotes make excellent titles. If students own the novels, have them do the same Form anticipatory questions for each chapter. What thoughts might help review the previous chapter while cuing the student's mind for this new chapter? Jot down questions throughout each chapter. Some questions may review information which is critical to unfolding events, while others may ask students to predict what will OCCUr. It's important to write STOP at those points where you would like students to predict or reflect; often in the "heat of the moment" we have flown past a point in the story where I had meant for students to stop and share their thoughts, or to predict what action the character might next take.
  23. Underline vocabulary which is critical to understanding the story. Will students need to understand these terms before they read, or can they later define them using context CIUes? Or, is the term introduced here and then later defined using the "read on" strategy? Mark any literary devices. Which are employed by this author often? Which are central to the story's theme or plot? Continually ask yourself as series of questions: "What's worth knowing here? How can students take what is worth knowing and make it their own? How can they organize their own thinking about this novel's contents in order to understand it better? In what ways does this relate to them? In what ways does this relate to the theme and the essential questions
  24. Step Five: Select Supplementary Resources ' In addition to your novel of choice, you may also consider incorporating picture books, poetry, drama, quotes, video clips, web sites, and related articles and writing prompts into your themed unit.

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