Tami,
I do think that knowing the setting, political climate, arts & music of a
time and place can help the student "step into the story." I do not have
any research on this except that I often do the same type of introduction to
a story. For example, I guide the students, 7th & 8th graders, into short
stories (vocabulary), the timeframe, industrial revolution, working
conditions, types of foods available, maps of the setting, climate of the
region, working musicians & artists, political climate, etc.; before having
them read Mary Shelley's Frankenstein.
I think helping the students understand the place & times of the author's
life and of the work itself is very important.
Mary McBride
----- Original Message -----
From: "Tami O'Neill" <tamera.oneill@gmail.com>
To: <channel-talklitconversations@learner.org>
Sent: Sunday, July 20, 2008 8:25 PM
Subject: [Channel-talklitconversations] Workshop 3
>I am working through the Conversations in Literature Workshops individually
> and just completed session 3. As I was brainstorming ways to help
> students
> enter the text for the first time, I wondered if an old strategy I had
> used
> would work. In the past, I have had students do mini research projects to
> discover information about the time or place in which a novel is set. I
> usually let students choose what they learn about, but there are
> guidelines. I wonder if this is an effective method of helping them gain
> background knowledge that will then help their stepping into a text, or if
> this really is a non-authentic assignment that will not help in the long
> run.
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Received on Mon Aug 4 09:32:12 2008
