Read Microsoft Word - The Glass Menagerie - Anticipation Guide.docx text version

The Glass Menagerie

Anticipation Guide: INSTRUCTIONS

(To be used as anticipation before reading the play and as reflection/evaluation after reading the play)

Purpose of the Strategy

Anticipation guides, according to Frank Smith (1978) allow the reader to make predictions about text that will be read 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.

Materials Needed

The Glass Menagerie Anticipation Guide Worksheet (included below)

Directions

STEP 1: INTRODUCE THE STRATEGY

Before the class begins reading The Glass Menagerie, explain that they will be recording their opinions about several issues dealt with in the play. Emphasize that this is not a test and that you are not looking for right or wrong answers. Let them know that we will be

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discussing these issues throughout our study of the play; encourage them to look for how these themes and ideas are treated by Williams when they begin reading the play later. Mention that we will revisit the worksheet they use today after they have finished reading The Glass Menagerie.

STEP 2: DISTRIBUTE AND COMPLETE THE ANTICIPATION GUIDE WORKSHEET

Give each student a copy of the anticipation guide worksheet (included in this document.) Ask students to write either "agree" or "disagree" next to each statement under the "I" column to indicate their opinion. Then, on the next page of the worksheet, ask them to choose one of the statements and write about why they have the opinion they indicated, giving justification, such as personal experience, etc. Give students about 15 minutes for students to complete this step individually. Circulate around the room to assist students who may struggle.

STEP 5: DISCUSS JUSTIFICATIONS OF OPINIONS

Once students have completed filling out and writing on their worksheets, ask several students to share with the class their written justifications for one of the opinions they had. Take about 10 minutes to discuss these ideas with the class.

STEP 6: READ THE GLASS MENAGERIE

Next, the class will begin reading The Glass Menagerie. (They can begin on the same day they worked on the anticipation guides or another day later on.) Periodically discuss the statements from the anticipation guide as they arise in the students' study of the play.

STEP 7: REVISIT THE GUIDE

After the class has finished reading The Glass Menagerie, revisit the anticipation guide. If you collected their worksheets before, pass them back again at this time. (Or, if they kept the worksheets before, have the students pull them out to refer to.) Give the students 15 minutes again to go through the statements, this time indicating whether they agree or disagree that The Glass Menagerie supports each statement. Then have students write on the next page of the worksheet, justifying how the play supports or does not support one of the statements. (Again, remind students that there are no right or wrong answers.

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However, emphasize that they must support whatever answer they give with evidence from the text.) Once students have completed the worksheets, again hold discussion as before, asking students to share their written arguments. Hold this discussion for about 20 minutes or as long as it seems effective. (Consider using these responses as jumpoffpoints for writing literary analysis essays.)

ASSESSMENT

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 allows 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.

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Name: ____________________________ Period: ___________________________

The Glass Menagerie

(from The Compact Bedford Introduction to Literature 7th Edition)

ANTICIPATION GUIDE: WORKSHEET

Directions Before Reading the Play: Read the statements below. Indicate

whether you agree or disagree with them by writing an "agreed" or "disagreed" under the column "I" next to the statement. After you have finished going through the statements, choose one of them, and write about why you agree or disagree with it on the next page of the worksheet under "My Opinion." Please back up your opinion with reasons (e.g. experiences, feelings, beliefs, etc.)

Directions After Reading the Play: Read the statements below. Indicate

whether you think The Glass Menagerie supports or does not support them by writing "supports" or "doesn't support" under the column "Play" next to the statement. After you have finished going through the statements, choose one of them, and write about how the play does or does not support the statement on the next page of the worksheet under "Evidence from the Play." Please back up your opinion with specific examples from the play.

STATEMENT

1. Illusions are transient. 2. Peoples' perceptions of time can distance them from others emotionally and socially. 3. Vulnerable women depend on the strength of domineering men. 4. The American Dream never exists in the present ­ only the past and the future. 5. The inner struggle between duty and desire often results in following the destructive cycles of parents' examples. 6. Hope requires resisting the pressure to become discouraged upon experiencing disappointment.

I

Play

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My Opinion:

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

Evidence from the Play:

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

Burnett/BYU/2008

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