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After Reading Activity
Common Core Requirement:
Analyzing different points of view
Analyze how an author develops and contrasts the points of view of different characters or narrators
This activity is called “Fishbowl”. Choose between Cassia, Kai, Xander, and a main officer from the society. Have students identify their traits, reactions, and development throughout the novel. Have them reenact scenarios from the novel, or give them a topic for them to discuss in pairs in the characters that they choose.
Deciphering Word Meanings
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes
a sense of time and place; how it sets a formal or informal tone).
Have students log words they don’t know or understand. Bring the list and compile it with others. Split students into groups of four and have them create their own definitions (12 words). Give awards for best interpretation, most creative, funniest, etc. Have students initial the words they defined. Have each individual share their best. This can take place at halfway through the story and again at the end.Have students vote which category it falls under. Give a list of the correct definitions for all words. Give them a day to study and then quiz them on the words.
Recognizing incidents that propel the action in a story
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Have students read the poem “Do Not Go Gently Into That Good Night”. Help them analyze the meaning of the poem itself. Ask the students as they read to identify how reading this poem affects the main character, Cassia, throughout the story. Give them a worksheet that requires them to answer such questions such as, “What is Cassia’s initial reaction to the poem?”, “How does it immediately begin to affect her thought process?”, “How does it contribute to her decision to begin to rebel against the society?”, “How does it affect the ending of the story and provide a framework for the sequel?” etc.
Identifying themes and their development in a text
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Authors often draw upon music to help them put them into the right frame of mind to write. Ally Condie was kind enough to share a playlist of songs that she had while she wrote Matched and why she chose them. Choose four of those songs for the students to analyze. Separate students into groups of three or four. Assign students different tasks, such as giving one identify themes, where those themes appeared in the novel, why the song would be appropriate to put on the soundtrack of the movie version when it comes out, etc. Do 9 or 10 different songs for analyzation and have pairs switch roles when they move to a different song. Hand out lyrics of all the songs so in depth analysis can be created.
During Reading Activity
Identifying Differing Structures in Stories
Compare and contrast the structure of two or more texts and analyze how the differing structure of
each text contributes to its meaning and style.
Often, authors have particular styles and structures that they stick to in their novels. Most of Ally Condie’s novels are written in first person, but one of them, “Freshman for President”, is written like a collage of a presidential campaign trail. Have students read a chapter from “Freshman for President” and have them do a worksheet in groups of three or four with questions that help them recognize and understand why the novels differ in style, how it is more or less effective for them to be written as such, etc. Have students incorporate the same style of writing from “Freshman for President” and rewrite a chapter from “Matched”. Have them record their findings on a poster so all students in the group get involved.
Before Reading Activity: RL 8.6
Varying Points of View
Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Create six PowerPoint slides that have opinions of characters in the story. Set up four signs that indicate those that Completely Agree, Somewhat Agree, Somewhat Disagree, and Completely Disagree and place them in the corners of the room. Present the opinions to the class and have them go the corners that fit their opinions. After this is complete, talk to the students about how they will be seeing these opinions/ideas appear in the story and how they react to it. Have them keep a journal of sorts, or have them do separate entries along the way that make them remember these opinions and how their own opinions change or stay the same throughout the novel.
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Page last modified on October 17, 2011, at 11:39 PM