Scene 3

After learning about anticipation guides from Mary, Janel decided to take the literature textbook home and come up with some questions for the short story "The Bass, The River, and Sheila Mant." She found it was very easy to develop opinion statements about the story. She came up with the following list of statements:

  • Teenage boys often fall for older girls.
  • Teenagers often do silly things for love.
  • Boys are more self-centered than girls.
  • Summer is the worst season of the year.
  • Bad decisions often "haunt" the decision maker.

Janel knew that her classes of sophomores would have a lot to say about these statements. She could also see how having an anticipation guide would create interest in the story.

Janel also wanted to take time to prepare to use the multi-section summarization strategy. As she looked at the chart she had been provided, she realized that she used these steps naturally as she discussed any kind of writing with her students. She would always divide up stories into sections so they could stop and come up with the main events in each section. Almost always they were able to find cause and effect relationships within the story, which helped them explore the relationships between sections. Often this led them to a discussion about the turning point of the story. Janel knew that the students were just starting to understand that it was often during the turning point of a story where the reader learns the most about the characters and the themes. The prediction and confirmation chart that Mary had offered to develop would just reinforce these steps. Plus, it would give students like Alaina somewhere to focus her attention.

Click here to view the anticipation guide that Janel created.

Click here for information about the short story used.


  1. Plan a lesson that incorporates the anticipation guide.
  2. Judge the importance of tying new strategies to reading passages the students like.

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