Days 42 & 43: A Pre-Reading Project That Builds Curiosity and Context
Pre-reading activities are some of my favourite moments in a literature circle unit. Students haven’t cracked open the book yet. There’s excitement, mystery, and just enough uncertainty to keep curiosity buzzing in the classroom. Days 42 and 43 are built around that energy with a pre-reading project designed to help students explore the social, cultural, and historical forces that might shape their novel’s characters and conflicts.
At this point in the unit, each literature circle group already knows which novel they’re studying. What they don’t know yet is how the world of the text—its time period, culture, setting, and background tensions—will influence the themes of diversity, oppression, or resilience.
This project helps them begin building that understanding before they turn to page one.
Click here to download the student instruction sheet.
Why a Pre-Reading Project?
If we want students to read deeply, they need anchors—mental frameworks that help them connect story elements to real-world contexts. Without this foundation, it’s easy for students to miss the significance of systemic barriers, cultural expectations, or historical events that shape the characters.
This pre-reading project accomplishes four things:
Builds curiosity: Students start imagining what the book might explore, even before reading.
Strengthens analytical thinking: They start to connect big-picture knowledge (history, culture, identity) to literature.
Improves comprehension: Once they begin reading, they can map new information onto what they’ve already researched.
Supports equity: Students who may not have background knowledge now enter the text on more equal footing.
It’s a perfect “slow-open” to the literature circle experience—informative, collaborative, and engaging.
Day 42: Introducing the Project
On Day 42, I begin class by explaining that every story is shaped by forces beyond its characters—oppression, culture, social norms, conflict, resistance, migration, gender expectations, or other historical realities. Students often recognize these ideas when they see them, but building context ahead of time helps them understand why they matter.
After this quick discussion, I introduce the slideshow project. Each group researches the background of their novel and creates a 5–7 slide presentation answering the guiding question:
“What social, cultural, or historical forces might shape the struggles and identities of the characters in our novel?”
Students quickly realize that they don’t need to be experts; they just need to be curious researchers willing to explore the world behind the book.
What Students Do on Day 42
Review project instructions (the PDF you’ll provide).
Form into their literature circle groups.
Divide tasks—slides, research roles, sourcing images, citing references.
Begin initial research using blurbs, summaries, and credible sources.
Draft slides 1–2 and begin gathering information for Slide 3.
I encourage them to leave some open questions—this creates a sense of narrative tension before they begin reading.
Day 43: Completing the Research & Preparing to Present
Day 43 is where the project comes together. Students are now investigating deeper background topics—segregation, immigration trends, political movements, gender norms, censorship, colonization, or whichever theme is most relevant to their chosen novel.
What Students Do on Day 43
Continue researching and assembling Slides 3–5.
Add MLA citations.
Choose visuals that help communicate important ideas.
Rehearse a short, informal presentation (if you choose to include one).
These presentations do not need to be polished. The goal is to build curiosity for the text, not to produce a TED Talk. A simple 1–2 minute explanation per slide is more than enough.
Optional: Presentations to Literature Circle Peers
If you have time, an informal sharing session strengthens the experience. Each group presents to their circle or rotates between groups to hear about other novels.
This provides:
Shared background knowledge,
Better predictions,
And stronger engagement when reading begins.
Students love hearing how wildly different each book’s world can be—and they start noticing thematic connections before page one.
Teacher Notes
Here’s how I usually implement this:
Spread across 2–3 days, depending on your schedule.
Provide a short list of recommended research sources.
Encourage students to use Canva or Google Slides for quick, clean designs.
Help them determine whether topics like gender expectations, government control, colonization, or class inequality apply to their novel.
Remind them that this is pre-reading—they are meant to create informed predictions, not definitive answers.
Ask groups to end with the question:
Will the book confirm or challenge what we found?
This helps set the stage for a thoughtful, inquiry-driven reading experience.
Pre-Reading Research Project
Guiding Question:
What social, cultural, or historical forces might shape the struggles and identities of the characters in my novel?
Project Overview
Before reading your literature circle novel, you will complete an individual research project to explore the world behind the story. This helps you build background knowledge so you can make strong predictions and understand the deeper themes once we begin reading.
You will create a 5–7 slide slideshow that investigates the historical, cultural, and social forces that may shape the characters’ identities, challenges, and choices.
This is independent work. You can collaborate by discussing ideas with classmates, but the research, writing, images, and slide creation must be your own.
You may use Canva, Google Slides, or PowerPoint.
Slide Requirements
Slide 1 – Title & Book Introduction
Include:
Book title
Author
Image of the cover
Answer in your own words:
Based on the blurb or the opening pages, what do you predict the story might reveal about diversity or oppression?
(Write 2–4 thoughtful sentences.)
Slide 2 – Setting & Time Period
Answer:
Where does the story take place?
When does it take place?
What events, conditions, or issues in that region/time period might connect to conflict, inequality, or identity?
Keep text concise: 3–5 bullet points.
Slide 3 – Cultural or Historical Background
Choose one key topic relevant to the world of your novel, such as:
Gender expectations
Racial segregation
Migration or immigration patterns
Colonization or resistance
Class divisions or poverty
Censorship or government control
Include:
2–3 researched facts in your own words
1 relevant image
1–2 sentences on why this topic might matter in your story
Slide 4 – Voices & Representation
Answer:
Who in this society might be underrepresented or silenced?
Whose voices, identities, or rights were limited?
What forms of resistance or empowerment existed at the time?
Write 3–5 bullet points.
Slide 5 – Why It Matters Today
Make a brief connection between your topic and a modern issue or example.
Finish with this required reflection prompt:
How might this story help readers see the world differently?
(Write 2–4 reflective sentences.)
Slide 6–7 – References (MLA Format)
Include a minimum of two credible sources
At least one online source
At least one library database, article, or print/digital resource
Use MLA formatting
Only include sources you actually used
Research Requirements
Use credible resources (library databases, educational websites, news organizations, academic articles).
Put all information in your own words.
Keep notes organized so you can accurately cite your sources.
Avoid overly long quotations; summarize instead.
Assessment Focus
Inquiry & Research
Shows curiosity and gathers relevant factual background.
Uses credible sources.
Includes accurate citations in MLA format.
Analysis
Connects historical or cultural forces to possible themes of diversity, oppression, conflict, identity, and resilience.
Communication
Uses visuals and concise text effectively.
Slides are clear, organized, and visually engaging.
Explanation shows understanding and purpose.
Independent Work
Completes all research and design independently.
Demonstrates personal responsibility, time management, and academic integrity.
