Reading: Prose: Reading of the Novel(s) for the Term – JSS1 Literature-in-English Lesson Note (Second Term)

Reading a novel well means preparing before you start, reading actively, keeping a reading journal, reading in small portions and reviewing after each session.

• Subject: Literature in English
• Class: JSS 1
• Duration: 40 minutes
• Topic: Reading: Prose, Reading of the Novel(s) for the Term

Behavioural objectives

By the end of this lesson, students should be able to:

1. Describe effective techniques for reading novels.
2. Follow the story and remember important details.
3. Identify key elements while reading: characters, plot and setting.
4. Develop good reading habits for long prose texts.
5. Engage actively with the prescribed novel for the term.

What should students already know?

Students should already know the basic ideas of prose and the novel.

• Prose: writing in sentences and paragraphs.
• Elements of prose: plot, character, setting, theme and conflict.
• Novel and short story: they can tell the two apart.

What teaching aids are needed?

• Novel: copies of the prescribed novel for the term.
• Journal: reading journal templates.
• Chart: a character chart.
• Summary sheets: chapter summary sheets.
• Pictures: illustrations related to the novel, if available.

Introduction (5 minutes)

The teacher opens with questions and then states the aim of the lesson.

Questions to ask

• Have you ever read a storybook from beginning to end?
• What was the longest book you have ever read?
• How do you remember what happens in a long story?
• Do you prefer reading alone quietly or discussing the story with others?

Points to explain

• A novel is read over several days or weeks.
• A short story can be finished in one sitting.
• Novels need special reading strategies so that we follow the story and enjoy it.
• Today we learn these strategies and begin our novel for the term.

How is reading a novel different from reading a short story? (6 minutes)

A novel is a long work of prose fiction, divided into chapters and read over several days or weeks.

A short story is a short work of prose fiction that can be read in one sitting.

Why should we read novels?

Reading novels builds language skills, imagination and understanding of people.

• Improves reading skills: regular reading makes you a faster and better reader.
• Builds vocabulary: you learn new words in context.
• Develops imagination: you create the world of the story in your mind.
• Teaches about life: novels show different experiences, cultures and points of view.
• Provides entertainment: good stories are enjoyable and exciting.
• Increases concentration: reading long texts improves your focus.
• Builds empathy: understanding characters helps you understand real people.

What strategies help you read a novel well? (12 minutes)

There are six strategies for reading a novel well: prepare, read actively, keep notes, manage reading sessions, understand as you read, and review after reading.

Strategy 1: What is pre-reading preparation?

Pre-reading preparation is getting ready before you read the first page.

• Examine the book: study the cover, title, back cover summary, table of contents, number of chapters and pages, and the author information.
• Learn about the novel: find out who wrote it, when and where it is set, what the story is about and what themes it deals with.
• Set reading goals: decide how much you will read each day or week, your best reading time and a quiet place.
• Prepare tools: a notebook, a dictionary (book or phone app), a pen or pencil and sticky notes.

Strategy 2: What is active reading?

Active reading is thinking about the text as you read, not just moving your eyes over the words.

• Read with purpose: ask what is happening, why characters act as they do, how it links to earlier events and what may happen next.
• Visualise: picture the characters, places, scenes and feelings, as if the novel were a film in your mind.
• Make predictions: at the end of each chapter, guess what will happen next and how the problem will be solved.
• Connect to your experience: ask whether you have felt what a character feels or know someone like them.
• Notice patterns: repeated words, images or ideas are usually important. Also watch for changes in characters, clues and symbols.

Strategy 3: How do you take notes and keep a reading journal?

A reading journal is a notebook in which you record important information about the novel as you read.

• Chapter summaries: after each chapter, write 3 to 5 sentences on what happened, who was involved, where and why it matters.
• Character notes: list each name, appearance, personality, relationships and important actions. Update the list as you learn more.
• Important quotes: copy lines that reveal character, express themes, use powerful language or hint at future events. Add page numbers.
• Questions and confusions: note difficult words, confusing events and unclear motives. Discuss them with your teacher or classmates.
• Personal reactions: record parts you enjoyed, parts you found slow, characters you like or dislike, and your predictions.

Strategy 4: How do you manage long reading sessions?

Manage long reading by reading in small portions, in a quiet place, at a good time, with short breaks.

• Break it into chunks: read one chapter per sitting, or 10 to 15 pages if there are no clear chapters, or 20 to 30 minutes of focused reading.
• Choose the right place: use a quiet, well-lit place away from TV, phone alerts and noise. Use the same spot regularly.
• Choose the best time: read when your mind is fresh, such as early morning, after school, before bed or in free periods.
• Take short breaks: stand and stretch every 30 minutes, rest your eyes, drink water and review your notes before continuing.

Strategy 5: How do you understand the novel as you read?

You understand a novel better by using context clues, tracking time and tracking relationships.

• Context clues: guess a new word from the sentences around it, from root words you know, or from the author’s own explanation.
• Dictionary use: look a word up only if it seems important and you cannot guess it. Write new words in a vocabulary list.
• Keep track of time: note when each chapter begins, how much time passes and the order of events.
• Remember relationships: note who is related, who are friends or enemies and who works together. A character relationship map helps.

Strategy 6: What should you do after each reading session?

After each session, review what you read and prepare for the next session.

1. Summarise in your mind what you have just read.
2. Write a brief note on where you stopped.
3. Record any questions or observations.
4. Before the next session, read your notes from the last one.
5. Recall the main characters and recent events, then continue.

How do we begin our novel for the term? (12 minutes)

We begin the prescribed novel by studying its details, setting a reading system and reading Chapter One together.

Teacher’s note: fill in the details of your prescribed novel before the lesson.

What are the details of our novel?

What do we discuss before reading?

• The title: what do you think it means, and what might the book be about?
• The cover: what do you see, what mood does it create and what might the story involve?
• The blurb: read the back cover summary together. What do you expect to find in the novel?

Who is the author?

The teacher gives 2 to 3 sentences on the author, using this model:

• [Author name] is a [Nigerian/African/international] writer born in [year].
• He or she is known for writing about [typical themes].
• This novel is one of his or her most [famous/important/popular] works.

What is our reading system?

• Schedule: we will read [one chapter per week, two chapters per week, or as the teacher specifies].
• Class reading time: [specify when in the lesson].
• Home reading: [specify expectations].
• Method: some chapters are read together in class, some at home, and we discuss each chapter before the next.
• Materials: your copy of the novel, a reading journal, a pen or pencil and a dictionary.

How do we read Chapter One?

We read Chapter One by setting goals, reading with pauses, then discussing and recording what we read.

Before reading

• Look at the chapter title or number: [Chapter title or number].
• Ask what the chapter might be about, based on the title.

Reading goals for Chapter One

• Who are the main characters introduced?
• Where does the story take place?
• When does it happen?
• What is the situation at the beginning?
• What problem or conflict appears?

Ways to read the chapter (teacher’s choice)

• Read the whole chapter aloud while students follow.
• Students take turns reading paragraphs aloud.
• Read part in class and set the rest as homework.
• Combine teacher reading and student reading.

Pauses during reading

• Check understanding: ask “What just happened?”
• Explain words: clarify difficult words and phrases.
• Discuss actions: ask “Why did he or she do that?”
• Predict: ask “What do you think will happen next?”
• Point out details: say “Remember this, it might be important later.”

Things to notice

• Setting description: how the author describes the place. Ask “Can you picture it?”
• Character introduction: what we learn about each person and what they are like.
• Opening conflict: the problem or challenge that appears and what it might lead to.
• Writing style: whether it is simple or complex, formal or casual.

What do we do after reading Chapter One?

After reading, we discuss the chapter and record it in the reading journal.

Discussion questions

1. What happened in this chapter? Can someone summarise it?
2. Who did we meet? List the characters.
3. Where is the story set? Describe the place.
4. What situation or problem was introduced?
5. What questions do you have?
6. What predictions can you make?

Journal entry format

• Chapter 1 summary: 3 to 5 sentences.
• Characters met: [Character 1]: [brief description]. [Character 2]: [brief description].
• Setting: where and when.
• Key events: [Event 1], [Event 2], [Event 3].
• Questions I have: [Question 1], [Question 2].
• My prediction: what I think will happen next.
• New vocabulary: [Word]: [Meaning].

What should we expect for the rest of the term?

• In class: read together or alone, discuss chapters, answer questions on characters and events, analyse key passages and complete chapter summaries.
• At home: read assigned chapters, keep your journal, look up difficult words, prepare questions and think about themes and messages.
• Assessment: class participation, the reading journal, chapter quizzes or comprehension questions, character analysis assignments and a final test on the whole novel.

What habits help you read long novels? (5 minutes)

Good reading habits make a long novel easier to finish and enjoy.

1. Read regularly: a little every day is better than a lot once a week.
2. Do not give up: some parts are slower, and the story usually becomes more interesting.
3. Reread when confused: go back and read again instead of continuing without understanding.
4. Ask questions: ask your teacher or classmates, because literature is meant to be discussed.
5. Share your thoughts: talk about the book with people who have read it. Different views deepen understanding.
6. Be patient with yourself: reading long novels is a skill that improves with practice.
7. Enjoy the story: do not rush to finish. Enjoy the characters and the language.

What are common reading problems and their solutions?

Evaluation (2 minutes)

1. Name three strategies for reading a novel effectively.
2. Why is it important to take notes while reading a long novel?
3. What should you do when you meet a difficult word?
4. Why is it helpful to make predictions while reading?
5. Name the main characters in Chapter One of our novel, say where the story is set and state the problem introduced.

Assignment

Complete Chapter One at home and write a full journal entry for it in your reading journal. Include:

• Summary: 5 to 7 sentences on what happened.
• Character chart: each character’s name, role, one or two words for personality and relationship to other characters.
• Setting: where and when the story takes place, with evidence from the chapter.
• Vocabulary: five difficult words, each with the sentence where it appears, your guess at its meaning and the dictionary meaning.
• Prediction: 5 to 6 sentences on what you think will happen in Chapter Two.