I’ve always had a love for reading. I suppose it was my mom who fostered that in me; I have fond memories of laying on her bed beside her in the late afternoon, just her and I, listening to her read aloud to me. In thinking back upon the books she chose to read to me, they weren’t the typical picture books we think of today, but instead, chapter books with few pictures scattered throughout, namely sketches without color, simply put there to guide the reader rather than paint a full picture of the events and adventures within the pages. The Adventures of Raggedy Ann and Andy by Johnny Gruelle and The House at Pooh Corner by A. A. Milne are the two, to this very day, that elicit some of the warmest memories of times with my mom. How fortunate I was to have that.
I suppose it was in junior high (now middle school) and high school when my fervor for reading was completely squashed. Forced to read outdated and seemingly-unrelatable novels, although classics, Mrs. Seamans, my English teacher, missed the mark for me. Was it the flowery language that put me off? Maybe it was the popcorn reading of the novel out loud in class that distracted me. More likely than not, it was not knowing why I was reading it combined with the 20 multiple choice questions given at the end of every chapter to determine if I comprehended what I had just read. I was a willing reader, despite the struggles I had overcome, but I simply never did well on any of those tests.
Needless to say, it’s ironic that I find myself as a high school English teacher with the responsibility of teaching standards and classics not unlike those I became so unwilling to read as a kid. I’ve even gone so far as to force myself to go back and read many of the novels I avoided back then, like The Good Earth by Pearl S. Buck. I do admit, that I enjoy them now, and, in all actuality, my personal experiences with novel studies have made me, by far, better at planning and facilitating engaging novel studies for my students nowadays. Thank you for that Mrs. Seamans.
So, what does it take to facilitate an effective novel study? To take it to another level. To engage students in reading a book from cover to cover. To establish a love, or hate for that matter, of characters. To see themselves in the pages of a book and connect with characters and experiences as if they were looking in a mirror. I’ve learned a few simple tricks that have proven successful in planning for novel studies with my high schoolers year after year.
1. Select a relevant, relatable novel that hasn’t already been made into a movie
Although many teachers like to supplement the text with excerpts from a movie or use the movie at the end of reading the novel as a reward or incentive, much of the beauty of reading, using one’s imagination, personally visualizing scenes and characters, and interpreting text can be taken away by the magic of cinema. Let your students simmer in the text. Let them savor the words, characters, events, and experiences so they can internalize them for themselves.
If, however, you do wish to select a novel from a popular movie or the latest Netflix series, which can oftentimes help get reader-buy-in from students, consider one with events and plot lines that deviate far from the novel itself.
For example, a 7-day novel study on The Haunting of Hill House by Shirley Jackson taking students through the author’s background, a character analysis, and deep dive into the narrator’s point of view will no doubt, make using the movie series as an easy “Cliff Notes” version an impossibility.
Take a peek at my recent Hill House novel study here.
My students had a ton of fun with this one, particularly digging into all of the symbolism and motifs used throughout the novel. After having read The Lottery by Shirley Jackson and participating in the Escape Room activities last year, they’ve developed a love for her as a master at the macabre.
2. Expose them to texts about cultures unlike their own
Giving students the opportunity to experience situations and cultures outside of their purvey of knowledge is really like giving them a passport to travel to places they may never have an opportunity to go to themselves. We are remiss in thinking that inner-city school students will only relate to cliché novels about the poor kid who finds himself in a gang. Give them more credit and take them outside of whatever microcosm they are in.
3. Supplement the text with paired readings and media to build background and content knowledge
Engage them with the author. Feed them with information about the setting, time period, or culture. Be selective in the resources and materials you use, however, as it is easy to go down the rabbit hole with this. Oftentimes, we can get lost in building up so much background that we never get to the reading itself. Find that Goldilocks measure of what is “just right” for your students.
4. Elicit text-to-self and text-to-world connections
Writers write their stories to convey universal themes and messages that ring true to everyone, regardless of race, creed, or socio-economic status. It is through reading that we are really teaching our students to navigate the world around them.
5. Provide opportunities to write about what they’ve read
Kelly Gallagher states, “People who write a lot read better, and people who read a lot write better.” Get them journaling with relevant prompts to solicit reflection and introspective thinking. You’ll be amazed at the insight students have once given the chance to deeply reflect.
I introduced the idea of using novel studies at the end of a school year in my prior post 3 Stellar Ways to Wrap Up the School Year but I invite you to think about kicking off the new school year this way. I’m planning to use Abdi Nor Iftin’s novel Call Me American, a Memoir for a meaty 9-day study incorporating relevant issues in the world today such as immigration, political climate, and race relations. If you’re not familiar with this one, be sure to check it out. An endearing story of a young boy from Mogadishu, amidst radical Islamist groups rising to power, who dreams of becoming an American, and wins the Diversity Lottery to come to the US, only to find it’s not all that he had imagined.
Take a look at my 9 Day Call Me American novel analysis here.
I’ve packed this one with media and collaboration activities to get my kids talking about text and to feed their love of controversy, and I’m looking forward to using Nor Iftin’s memoir to elicit some great reflection and kick off some intense writing!
As I get psyched up for the new school year, I find myself thinking about what I’m leaving behind from last year and focusing on what I’m looking forward to incorporating this year. The classroom is ever-changing, as are my students but reading for the love of reading and writing for personal reflection remains a constant.
As for now, I hear Pearl S. Buck calling me.