Whole Novels for the Whole Class: A Student-Centered Approach
October 2013, Jossey-Bass
Whole Novels is a practical, field-tested guide to implementing a student-centered literature program that promotes critical thinking and literary understanding through the study of novels with middle school students. Rather than using novels simply to teach basic literacy skills and comprehension strategies, Whole Novels approaches literature as art. The book is fully aligned with the Common Core ELA Standards and offers tips for implementing whole novels in various contexts, including suggestions for teachers interested in trying out small steps in their classrooms first.
- Includes a powerful method for teaching literature, writing, and critical thinking to middle school students
- Shows how to use the Whole Novels approach in conjunction with other programs
- Includes video clips of the author using the techniques in her own classroom
This resource will help teachers work with students of varying abilities in reading whole novels.
About the Author vii
PART 1 ESSENTIAL PRACTICES 11
1 A Case for Whole Novels for the Whole Class 13
Parts of the Whole: My Annual Curriculum Map 30
2 Selecting the Right BooksFive Dimensions of Good Chemistry 35
3 Authentic Note TakingThree Levels of Thinking, Three Levels of Response 68
Parts of the Whole: A View of Whole Novel Study from Start to Finish 102
4 Whole Novel DiscussionsEveryone Has a Voice 107
Parts of the Whole: Lessons from Beginning Teachers on Whole Novels 136
5 Making the Writing ConnectionHarnessing Students’ Drive to Say Something 141
PART 2 MAKING WHOLE NOVELS WORK IN REAL-WORLD CONTEXTS 177
6 Setting Expectations, Building AccountabilityThe Launch and Beyond 179
Parts of the Whole: My Classroom Setup 207
7 Developing Students’ Critical Reading and ComprehensionActivities We Do along the Way 214
Parts of the Whole: Integrating Technology 249
8 Differentiating for DiversityWhole Novels for All Students 253
9 Analyzing the ResultsWhat We Know and Where We Can Go 296
Appendix A: Transcription of Whole Novel Discussion Notes 315
Appendix B: Spanish Translation of the Parent Letter 325
Appendix C: Notes Worksheet for Picture Book Study 327
Appendix D: Directions for Plot Charting Activity 329
Appendix E: Seeker Opportunity Assignment Choices 330
Appendix F: Student-Designed “Book Report” 332
Appendix G: Variations on a Theme Assignment 339
Appendix H: Hero’s Journey Cycle Activity 341
Ariel Sacks teaches 8th-grade English in Brooklyn, New York. She studied progressive pedagogy at Bank Street College and is committed to implementing student-centered methods successfully in public schools. A prolific writer, Ariel writes the blog, "On the Shoulders of Giants," featured at Center For Teaching Quality, and is a coauthor of Teaching 2030.
WHOLE NOVELS FOR THE WHOLE CLASS is a student-centered literature program that promotes critical thinking and literary understanding through the study of novels with middle school students. Rather than using novels simply to teach basic literacy skills and comprehension strategies, WHOLE NOVELS FOR THE WHOLE CLASS approaches literature as art.
WHOLE NOVELS FOR THE WHOLE CLASS: A Student-Centered Approach (Jossey-Bass, a Wiley brand; October 2013; $24.95; Paper; ISBN: 978-1-118-52650-7) by Ariel Sacks harnesses the natural love and curiosity children have for stories by building on the idea that students must first read and experience a work of literature wholly and authentically. After reading the entire work—with layers of support from teachers and classmates—students begin the process of analyzing the work and their reactions to it through student-driven, seminar style discussions. In multiple rounds of these discussions, students construct deeper levels of understanding and analysis of the text and willingly investigate the decisions the author has made in creating it.
WHOLE NOVELS FOR THE WHOLE CLASS is fully aligned with the Common Core ELA Standards. It also offers tips for implementing whole novels in various contexts, including suggestions for teachers interested in trying out small steps in their classrooms first. Sacks provides concrete advice on how to communicate with school leaders to get support for the method, as well as ways to use whole novels in conjunction with other programs.