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Focusing on one aspect of a reading and appreciating that could be a way of getting away from getting the "right answer" and just appreciating the book. In addition, it is an uphill battle since  they are reading short text and web pages daily on the internet and phones. In depth and comprehension is a challenge when they do not have to do it in their daily internet interactions.

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Teaching the whole text was all I ever knew. Reading Morone's article reminded me how I felt when told we were going to be using the workshop approach- no way! But his examples of musicality, structure and content reminded me of what we do in workshop- not just getting the book "done" but going beyond the pages to see how and why the author wrote the way they did. What do we see? What connections can we make? Students can take value in what they are reading and why, not just how much.

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Recognizing "beautiful sentences" is nice.  Can we get the debrief- Did he get his students to become better readers?  So, a few went beyond 100 pages.  Can they read a whole work on their own and go beyond a few well-crafted sentences?  Mockingbird is in the canon for a reason.  And it's not just due to a few effective sentences.

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A teacher in my high school had this same approach about focusing on bits of the novels individually and discussing the book as a whole with the main learning points. It did build around the content of the novel and also the for of the class. Matt was a speaker at the Paramus summer institute- really inspiring.

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Having students read for structure rather than plot give students a sense of freedom that their thoughts can't be wrong.

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I think that Morone's approach to teaching a novel for the demonstration of reading and writing skills is a creative way to prevent falling victim to the broadened analyses of a title by only looking at the "main ideas" (i.e. characters, plot, theme, etc.) Focusing on these intricate -- and self admitted -- overlooked details of a text could provide a deeper conversation of the literature and reading/writing skills as a whole. However, I am unsure how we would assess students who would be reading different portions of the text.

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What Marone suggests not only fosters higher levels of creativity and curiosity, but it also allows teachers to deepen their students level of understanding without falling victim to the "transactional culture of education."

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It's true, I've been seeing this fake reading my whole career (including my student career as well).  The technology age has now allowed students to use the online sources instead of the actual handheld cliff's notes, but the concept is the same.  From time to time, we've used similar approaches like Matt did, to focus on one aspect of the writer's craft.  Connecting this idea of focusing on beautiful sentences once came across by the students have paper and crayons/markers to illustrate how the passage made them feel and then write why it made them feel that way.  I believe the workshop model has helped students move away from fake reading and it also has made me more comfortable with letting go of the idea that I have to get through a set of specific concepts or lessons for each book.

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I love the idea of starting students on random pages of a novel, having already given them the Verbal Notes and movie version.

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I know that I shouldn't, but I definitely fall victim to "Ordering Dominos" from my students. I think it takes courage to take a risk like Matt did with his students...definitely worth it! Inspiring!

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When starting workshop I was concerned with not teaching a whole text; I was unsure of how students would understand the bigger picture. By changing the shift in the ways that students can think about a text and work with it, I believe we are empowering them to think deeply and more critically.

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I think this is an excellent way to modernize the ELA classroom.  It veers away from the old-fashioned style of teaching, which many of us try to do, and create this new approach that adds a new take on "close reading".  I also love the fact that he chose to have them focus on "beautiful sentences".  I try to encourage my students, when writing, to add their own personal style into their essays.  This strategy would allow them to see all of the unique writing styles used by different authors as well as have them identify certain aspects of a novel.  Most students already know plot, characterization, setting, etc. by the time they reach the upper grades, so why beat the dead horse.