Instructional Purpose:

Anticipation Guides can help students identify and consider the concepts in a novel. Using an anticipation guide, students can draw on their background knowledge and attitudes, and apply it to the context of the novel. The guides can also enable English language learners to apply their experiences and share with the rest of the class.

Anticipation guides help students draw on their prior knowledge and begin to see how their own point of view will effect the way they interpret the text. As a result, they will be more prepared to anticipate the big ideas presented in the novel.

Suggested Uses:

  1. Introduce students to the function and purpose of the anticipation guide. If there are concepts and/or vocabulary in the activity that might challenge students, review them with students in advance.
  2. Give students the anticipation before they read the designated cluster of chapters and ask them to read the statements and check if they feel they agree or disagree with the statements, based on their experience or knowledge. Have them note why or why not they agree or disagree.
  3. Use the anticipation guide as you choose during the class (draw from the list of options below).
  4. Optional: after students have finished reading the cluster of chapters that the anticipation guide covers, have them revisit the statements and their initial responses. Give them the chance to confirm or change their responses, and explain why.

You may use or adapt the anticipation guides in a variety of different ways, including:

  • As a warm-up exercise for a discussion aimed at introducing a cluster of chapters to the class. This discussion could be a dialogue, a debate, or a jigsaw discussion, in which students develop possible solutions to a problem from a specific point of view. If students chose to debate, have them support their answers with details or examples from notes, the novel, or other source.
  • As a jumping off place for a journal entry, persuasive essay, or other form of writing.
  • As a point of reference to come back to at the end of reading the selected chapters or the whole novel. Focus the discussion on how students have responded differently to the anticipation guide given the influence of the chapters they have read.
  • For advanced students: Have students write their own anticipation guides using a list of the themes.

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