MULTI NOVEL UNIT
Lesson 1



Inquiry Questions and Key Ideas
Genre – The Novel
Themes
Inquiry Questions


How does the author develop characters over the
course of a longer work?
How do the author’s choices affect our response to
the characters?
Key Ideas




A believable, memorable character exists within a
“world” that the author has carefully created.
Point of view is an important factor in shaping our
response to characters.
Authors often use other characters to emphasize
important aspects of the main character.
Characters change and develop through responding
to difficult choices and situations.
Genre – The Novel



What is a novel?
What is the purpose of a novel (use short stories as
a point of comparison)?
Why do we study novels (hint: for similar reasons
as short stories and other written texts)?
The Novel – 2 Genre Types
Realistic Fiction

Creates a world of imaginary characters in a realistic setting (could be real life).

Realistic Fiction frequently deals with today’s issues and problems in a modern day setting.




Writers of Realistic Fiction often speculate on contemporary issues of humankind within our world and how we should address
them.
Authors in this genre like to make statements about the role of humankind in relation with, or in conflict with humankind itself.
They also like to speculate on how the nature and behavior of people affects the human condition.
Realistic Fiction is a significant genre as it tends to focus on the quality of relationships between individuals and groups of
people. It is concerned about society and survival of compassion between individuals and groups within society.
It often addresses questions as: Why did …?, How do… ?, What can…?
Science Fiction

Creates a future world of imaginary characters.

Sci-Fi frequently deals with today’s issues and problems in a futuristic setting.

Writers of Sci-Fi often speculate on potential issues/future of humankind within this world.



Authors in this genre like to make statements about the role of humankind in relation with, or in conflict with, the universe or
humankind itself. They also like to speculate on how the self destructive nature of people affects the human condition.
Sci-Fi is a significant genre as it tends to be very philosophical, intellectual and religious because it is concerned about the
place of humans within the universe, ultimate destiny and the survival of humanity.
It often addresses questions as: What if…?, If only…?, What if this goes on…?, How can this be…?
Novel - Themes
There are many themes in the novels you are studying. We will be focusing
on three main themes:
1.
Societal Rules –



2.
Choice –



3.
Utopia versus Dystopia – which one is the main character’s community?
Why are rules and regulations created and maintained? What should happen
to someone who doesn’t conform?
What should be the role of the government in determining when and how
someone should live their life?
What choices does this character face?
How does the character make a decision? Are they under pressure to make a
decision? How does this affect the character?
Do the choices the character makes impact the well being of others? How?
Freedom –



Why is freedom a valuable commodity?
What if you did not have the freedom to choose your career, spouse or
family?
Are we ever totally free?
Lesson 2 – Pre Reading



Character Writing
Character question and reading strategies
bookmarks
Survey (to be passed in)
Pre - Reading



Think of a book, film or TV show that you have read
or viewed in which there was a memorable or
interesting character.
In your Writers Notebooks write for 10 minutes,
describing the character and focusing on two or
three reasons why this character stuck with you.
Get down as many details as you can remember
and the connection you felt to that character.
Character Questions



Let’s look at what I wrote using the Character
Questions to guide us.
I’ll model the analysis process on my piece, then you
will do the same process with your response.
Look at your piece –
 How
many of you mentioned a difficult choice or
decision?
 How many of you introduced a second character to
explain something about the first character?
Extend your writing

Now take another 10 minutes to extend your initial
work. You can:
 Return
to an item on the list that you found most
relevant to what you had started to write and continue
to discuss this
 Choose an item they hadn’t considered and see if you
can now apply the item to the character
 Consider the reasons you connect with, care about, or
empathize with the character (if you haven’t already
done so)
Pre – Reading Survey

Complete the Survey and pass it in.
Lesson 3 – Starting the Novel

Describe and Assign Novels
Briefly describe books
 Choosing the right novel for you – needs as a reader “5
Finger Rule”, interests as a reader, and final assessment (a
group book talk)
 Consult with each student once books are chosen




Arrange seating for groups
Pass out and read through Analysis questions – to be
done as students read their novels.
Explain, then pass out Literature Circle jobs (for first
half of the novel) – record who is doing what job in
each group
Starting the Novel

You will have 2 main tasks during the reading of the
novel:
 1.
Answer the analysis questions while reading your
novel. These are to be passed in towards the end of
your novel. Full sentences please. Remember to date
and title your work.
 2. You will also be assigned a Literature Circle job. You
will need to work on this job as you read. You will be
completing Literature Circles in 2 rounds. Round 1 will
cover the first half of your novel, Round 2 will cover the
last half of your novel.
Half Way Points for Each Novel
You will be completing your first round of Literature
Circles at the following points:
 The Pigman by Paul Zindel – pg 80 end of Chapter 8
 The First Stone by Don Aker – pg 153 end of Chapter
13
 Crabbe by William Bell – pg 93 end of Chapter 11
 Stuck in Neutral by Terry Trueman – pg 58 end of
Chapter 9
 The Hunger Games by Suzanne Collins – pg 184 end
of Chapter 13
Literature Circles



Literature circles are designed to help students
understand the text by giving them a specific task to
help focus their reading.
Each task works in conjunction with other tasks.
Students will be placed in groups to discuss their
role in the Literature Circle and share their findings
with their group.
You will be in a group with the other students
reading the novel you chose.
Lesson 4 – Reading Initial Chapters



Review Reading Strategies on bookmarks
At the end of Chapter 1 students are to generate a
list of 20 questions they have about what they read
in the first chapter, on looseleaf.
Once finished reading Chapter 2, complete “Exit
Slip 1” and pass it in.
Lesson 5 –
Reading to the Halfway Mark

Continue Reading to the halfway mark of your
novel. Review your Literature Circle job and begin
preparing for the first round of Literature Circles.
Round 1 – Literature Circles
Complete Literature Circles for the first half of your
novel.
 Complete and pass in your worksheets and
reflection when you are finished your discussions.
 Then, on your own, write a response to the following
question on a piece of looseleaf:
“How effectively has the author developed the
characters so far?”
 Complete Exit Slip 2 and pass it in along with your
question response.

Lesson 6 - Where I’m From…


This activity is designed to help you understand your
main character’s world through poetry.
We are going to use the mentor text “Where I’m
From” by George Ella Lyon to show how the
speaker uses and combines detailed images from
her life to convey a sense of what shaped her.
Where I’m From…

Read the poem out loud in your group. Make one observation about
each of the following:







Content: How many specific details are there? What sort?
Structure: Is it random or is there some rationale for the order? Why do
the lines break where they do?
Poetic devices/techniques: Which are used? Alliteration, metaphor,
repeated phrases?
Tone: How does the speaker feel about her world? How do you know?
Choose a character from your novel and agree to a particular point
in the story, and brainstorm a list of specific details and observations
about that character.
Individually you should use that list to craft a poem that the chosen
character might write. You can then share your efforts with your
group.
Pass in your poems and list when you are done.
Lesson 7 –
Reading After the Halfway Mark



Continue Reading to the end of your novel.
Complete a Double Entry Diary (model with sample
text “Lord of the Flies” by William Golding (to be
passed in) for Chapter 14 of your novel.
Review your Literature Circle job and begin
preparing for the second round of Literature Circles.
Lesson 8 –
Completing Analysis Questions



Once you have finished your novel review the
Analysis questions handout.
Answer any questions you have yet to complete.
Once all of the questions are answered, pass them
in.
Round 2 – Literature Circles


Complete Literature Circles for the last half of your
novel.
Complete and pass in your worksheets and
reflection when you are finished your discussions.
Post - Reading
Final Project
 Your group will be presenting a book talk on your
novel to the class.
 Assignment and rubric are on the handout provided.