There is nothing more exciting than introducing a piece of good literature to readers. But, there is nothing more frustrating than readers’ lack of enthusiasm for a book you love. Unfortunately, your passion for a novel does not always translate into congratulations and congratulations to your readers. Reading a novel requires a lot of investment. Even novels with well-functioning sites take time to build momentum. How can you quickly strengthen students’ interest in starting a new book? Below are six fireworks to make your class happy with a new novel.
ARTICLES SECTION. Divide students into groups. Give each group one page from a different part of the novel. After they have read the page, ask students to write a paragraph outlining the structure of the novel. To do this, students will need to use context references found in their quotation. Ask learners to choose a representative for each group to present their summary. Compare plot summaries and revisit these summaries at the end of the novel. Asking readers to think about the plot of the novel will stimulate their interest in the book and help them to shed light on the contextual clues.
EARLY SIGNS. Ask students to read the first page of the text silently. Next, ask a volunteer to read the first page aloud. Next, ask students to write down as many things as they can on the first page. Next, ask students to write down the three questions they have based on their reading of the first page. This activity will help students to read contextual clues and will teach them to find textual evidence as they do the usual novel.
CLOSE. Read a summary of the novel from the back cover, from the inside wings, or from an Internet source. If you choose to leave the novel a mystery, read an excerpt from a specific section of the book. You can also print this summary or quotation so that readers can use it. Next, ask students to design a cover based on the information found in the summary or quotation. Allow students to describe their cover design. If you are reading a novel divided into sections, have students design a cover at the end of each section of the novel. Re-visit the composition of the novel completion and ask students to write a section that discusses their different understanding of the novel. This activity will help learners to plan ways in which their comprehension has improved throughout the reading.
PREVIOUS STORY. Although students read novels throughout their schooling, very few are taught the importance of the title, copyright and identity. Pages that contain this information are called “pre-issues.” In small groups, ask students to explore the previous story of the novel. Ask learners to write 10 things they have learned on these pages. In the more open-ended program of this activity, you can ask students to answer the following questions: What do you need to tell you in advance about what will be and what will not be in this novel? What does the main story tell you about the structure and themes of the novel? A detailed description of the previous article can be found on the Vox Clarus Press website. Just search for “Vox Clarus Front Matter.”
END LINES. Instruct students to silently read the last sentence or the last paragraph of the novel. Next, ask someone to read these last lines aloud. In the last lines, ask students to draw a line of humor that shows the structure of the novel. Each frame of the comedy line should contain narrative and debate. The final draft of the comedy line should be based on information obtained from the last lines of the novel. Thinking about the end of this novel will inspire readers to have a desire to build a real building.
STARTING AND ENDING. Ask learners to read both the first and last sentences in this novel. Next, ask learners to create a poem, paragraph, or short story using the first and last sentences in the novel as the first and last sentences of their writing. The writing of your readers should summarize what they think will be the structure of the novel. Review these summaries at the end of the reading. In the demonstration section, ask readers to compare their first appearance with the plot and the actual themes of the novel.
When starting a new novel, consider using one of the above activities in your classroom. These functions provide a new lens for viewing your new novel. Starting to study your novel in a unique and unexpected way will strengthen the interest and engagement of your readers.