Anticipation Guide William Faulkner s As I Lay Dying 2000 Modern Library Edition PURPOSE OF THE STRATEGY Anticipation guides, according to Frank Smith (1978) allow the reader to make predictions about text before reading by eliminating possibilities that are unlikely. Also called reaction or prediction guides, the anticipation guide is a way to prepare a reader prior to a reading assignment by asking them to react to a series of statements related to the content of the material. Three reasons for using anticipation guides according to Erickson, Huber, Bea, and McKenzie (1987) include: (1) relating prior knowledge to new information to enhance comprehension, (2) creating interest which stimulates discussion on the topic, and (3) creating possibilities for integrating reading and writing instruction. Context: The anticipation guide allows students to anticipate major concepts that will be encountered during their reading of a text. Discussion stimulates review of what students know and believe and allow them to expand these concepts. This type of previewing allows students to take charge of their own learning and to focus their reading. The teacher can use the anticipation guide to preview students beliefs and knowledge about a subject. DIRECTIONS STEP 1: READ PASSAGE OR STORY As the teacher, you should complete reading the entire novel at least 2 weeks prior to teaching this unit/novel. Make sure you allot yourself enough time to not only read the novel, but also to make notations before, during, and after reading each section; this will help you later on with planning and directing class discussions and projects. STEP 2: DECIDE ON MAJOR CONCEPTS Decide which concepts are most important. List these on your lesson plan as possible points of discussion; you will want these ideas during class discussions to prompt the students in case they have difficulty pulling out major concepts themselves. Use these to create student interest and to agitate or stimulate reflection on prior knowledge and beliefs. You may mark your book as you read to indicate selections that support given concepts. If you do this as you read, this step should only take a short amount of time to write your ideas into your lesson plan. STEP 3: WRITE STATEMENTS ON MAJOR CONCEPTS Write a series of short, declarative statements about the major concepts. The statements should be thought provoking and reflect the students backgrounds.
General statements are better than abstract or overly specific ones. Famous quotations and idioms work well. The statements should be written in a format that will elicit students to predict and anticipate. See the example which follows. In addition, plan for more time than you think it may take. Sometimes it can be more difficult than originally anticipated to create thought provoking and debatable statements. STEP 4: DISPLAY THE GUIDE This is where the students participation comes in. Display the pre reading anticipation guide either on the board, on an overhead, of distribute individual worksheets to allow students time to react to each statement. Since each student is different, they will take different amounts of time to react and analyze each statement. Give clear directions for what the students are to do with the guide, such as writing an A for agree or a D for disagree in the left hand column for each statement. Also, remind the students that they should be prepared to share justify their decisions during class discussion. Students can complete the guides individually, in pairs or small groups, or as a whole class. You should spend about 5 10 minutes allowing the students to fill in their responses. If you choose to add a section where the students can justify their responses, this activity may take up to 15 minutes because the students will require more time to write out their supporting argument for each statement. In addition, you may choose to allow each student up to 3 both responses, where they don t have to choose A or D. STEP 5: DISCUSS Conduct a class discussion about the concepts before the students read the text. Students are expected to support their answers with more than a yes or no response (this information may be included on the worksheet or not, depending on how much time you have allotted for this activity). Students are to give examples from past experience and explain the decision making process by which they arrive at their answers. Depending on your class size and time allotted, this step is flexible with time. I would recommend discussing for at least 20 to 30 minutes so that each student gets a chance to participate. If able, I would use the remaining time discussing the activity. Or, if time allows, you could move this activity into a Chalk Talk about the different subjects addressed through the anticipation guide. This will get students excited for the reading. STEP 6: READ AND RE EVALUATE After the students read the selected text and hand back their pre reading anticipation guides. Have them re evaluate the statements and complete the postreading anticipation guide from their personal perspective of the author s opinion, as demonstrated through the text. Once again, they are to justify their responses. However, this time they are to support their opinions with examples from the text (from memory is sufficient, page numbers are not necessary) You may want to assign this as homework. This step is best used after the students have read a fair
amount of the novel (at least half of it), providing them sufficient background and examples from the novel to support their positions. This can be an exercise that coincides with a small lesson plan on writing strategies. ASSESSMENT This activity should be graded according to participation. There are really no right or wrong answers to these prompts. They are more focused on getting the students to think about themes and topics that will be addressed in the novel. Summary and Segue As a closure activity for the novel, have the students create their own statement about a thematic issue addressed in the novel. Then have them support their perspective with evidence from the book. This essay/project should be given a letter grade based on how well they support their position. *Directions adapted from Dr. Grierson s Anticipation Guide Instructions.
Name: Date: Pre Reading Anticipation Guide: As I Lay Dying Instructions: Next to every statement indicate if you agree or disagree. You must choose one option or the other. Justify each response with either personal experiences or the reasoning you used to determine your response. Be prepared to share your answers with the class. Agree Disagree 1. To die would be a beautiful experience. 2. Pregnancy is exciting. 3. Every family has a mom and dad. 4. Girls are more sensitive than boys.
5. Words can never hurt me. 6. Seeing helps with believing. 7. Family is more important than money. 8. Love doesn t justify marriage. 9. All people are created equal.
10. Anyone can be a hero. 11. Social class defines your sense of self. 12. The mother is the center of the family. 13. It is better to live and never be loved. 14. Love doesn t bind a family together.
Name: Date: Post Reading Anticipation Guide: As I Lay Dying Instructions: Next to every statement indicate if the author of the novel would agree or disagree. You must choose one option or the other. Justify each response with support from the text. You do not need to provide page numbers, but please be detailed in your justification. Be prepared to share your answers with the class. Agree Disagree 1. To die would be a beautiful experience. 2. Pregnancy is exciting. 3. Every family has a mom and dad. 4. Girls are more sensitive than boys.
5. Words can never hurt me. 6. Seeing helps with believing. 7. Family is more important than money. 8. Love doesn t justify marriage. 9. All people are created equal.
10. Anyone can be a hero. 11. Social class defines your sense of self. 12. The mother is the center of the family. 13. It is better to live and never be loved. 14. Love doesn t bind a family together.