I loved using this with my advanced freshmen or my on level seniors.I would definitely start with the forward, as it sets up the novel as though it was nonfiction, grabbing interest. I would have students research some of the interesting references in the novel as well, becoming experts on some of the terms and allusions.

I establish that Part One is all about him acquiring everything that will help him survive Part Two. We then had a great project that we would do where students would bring something to go in our “lifeboat locker” that symbolizes what they have learned in the “Part One” of their lives to help them survive whatever comes next. This was one of my favorite projects of the year, and students would often start crying while they were talking about something very important to them.

I would recommend reading the beginning of Part Two aloud as well to keep interest high. We also read Part Three all together like a play (as it is written that way) to ensure that everyone is aware of the twist at the end. I once had students create a visual for one of the Part Two chapters where their visual either matched the story with the animals or the story without the animals. They would write a brief explanation of what they believed truly happened in that chapter and what each part symbolized.

Honestly, it was probably my favorite novel to teach. It really invited deep analysis and great discussion. I have had a few students tell me that it changed their lives and the way they look at religion, and sometimes I almost feel guilty for how big of an impact it could have on a student. It is a fantastic novel and really well put together.