By Ariel Sacks

Work with scholars in any respect degrees to assist them learn novels

Whole Novels is a realistic, field-tested consultant to imposing a student-centered literature application that promotes serious considering and literary knowing throughout the examine of novels with center university scholars. instead of utilizing novels just to train uncomplicated literacy talents and comprehension ideas, Whole Novels ways literature as paintings. The e-book is totally aligned with the typical center ELA criteria and gives assistance for imposing complete novels in numerous contexts, together with feedback for lecturers drawn to testing small steps of their study rooms first.

  • Includes a strong technique for instructing literature, writing, and important considering to heart college students
  • Shows tips to use the full Novels technique together with different programs
  • Includes videos of the writer utilizing the thoughts in her personal classroom

This source can assist academics paintings with scholars of various talents in interpreting complete novels.

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Extra resources for Whole Novels for the Whole Class: A Student-Centered Approach

Sample text

Stories are also an important piece of how our brains learn and remember. Dan Willingham, author of Why Don’t Students Like School? A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom (2010), explains, “The human mind seems exquisitely tuned to understand and remember stories—so much so that psychologists sometimes refer to them as ‘psychologically privileged,’ meaning that they are treated differently in the memory than other types of material” (66–67).

If I throw it well, I can be fairly certain the boomerang will return to me on its own. In my classroom, this translates into my having faith that the students will get what they need or what they are ready to learn at that moment out of the study. I can be artful in how I select the novel, set up the context and conditions for the study, and support my students along the journey, but the real work happens between them and the text. This may seem to run counter to the basic idea of objective-driven teaching.

We look at the ways in which those responses differ for each reader and what those differences mean. These critical analysis skills are central in the Common Core State Standards, but teachers are struggling to figure out how to achieve them in ways that engage students at their level. Whole novels provides a way to bring about critical analysis quite naturally. Perhaps ironically, I’ve found that the key to helping students take a work apart for close analysis is letting them read the whole thing first.

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