Semantic Feature Analysis For Pride and Prejudice

Purpose: This strategy is designed to help students understand the relationships and the personalities of all of the different characters in the text. One of the most difficult aspects of this text is the number of characters and their relationships to each other. To be used after reading the novel, this strategy could help the students review and know the characters as well as assess comprehension of the novel.

Semantic Features Analysis is a systematic strategy for comparing and contrasting the different characters. Take it slowly.

Directions:

Step One-Model

On an overhead, during a class discussion, model how the Semantic Feature Analysis works. The students will also have a blank chart to fill in. Choose a movie that every student has seen-Star Wars, Lion King etc. List the characters along one side the chart. Then have the students suggest different features that can be explored in the characters. Complete the chart. (see the steps below for more details). The model allows the students to get more out of the chart for the text.

Step Two-List characters

Again, the students have a blank chart in front of them and there is one on the overhead that is filled out during the class discussion. Have the class list the different characters in the novel.

Step Three-List features

Decide which features will be explored. Start with a few features and gradually increase this number as the students become more familiar with the strategy. Possible features could include "residents of Meryton." "related to the Bennetts," "related to Darcy," "easy going/likeable," "ridiculous," "serious/snotty" "deceiving." etc.

Step Four-Indicate Feature Possession

Make an overhead of the chart and guide the students through the chart to determine whether or not the categories share or have the features that have been listed. Use a plus or minus sign for each category and character.

Step Five-Discuss and add features

Conduct a class discussion about the concepts. At this point the students have indicated feature possession, and they should be asked to generate new words to be added to the chart and then to suggest new features to be analyzed.

Step Six-Complete and Explore the Chart

Have each student fill out their own chart. Students proceed now to complete the chart by using the same feature-possession system as before, along with the new words and features. After completing the chart,have students write an in depth comparison of two characters using the chart.

Assessment: The exploration and completion of the chart of all the characters allows students to see the relationships and characteristics of the characters. The students are involved in the categorization, conceptualization, and vocabulary expansion. Assessment occurs as the teacher examines students understanding and responses.

Elisabeth Thomas, 2000