In-class Book Clubs
Christine Warren, Presenter Instructor, Depts. Of English/Education Southeast Missouri State University SMETA Conference November 6, 2009 [email protected] What is an in-class Book Club?
Defining a book club: The simple definition is to make
the book club whatever you want it to be to meet the
needs of your classroom.
MY book club works as follows:
1. Use it to encourage your students to read a novel independently, but
in-depth.
2. Use it to practice and for formative assessment of classroom
learning goals/standards.
3. Use it to share good books that your students might not find on
their own.
4. Groups are formed based upon book choice.
5. Different groups read different books.
6. Groups meet every few weeks to discuss their reading.
7. Begin each group session with a question that doesn’t require a
written answer, such as, Which event in the plot of the novel upset
you? Which character are you most like? What is the best part of
the novel so far?
8. Both individuals and groups use written or drawn notes to guide their
reading and discussion.
9. Discussion topics come from the teacher.
10. Roles are assigned during group discussion.
11. The teacher serves as a facilitator and observer, not a group
member. But do listen in for some interesting conversations.
12. Evaluation is mainly done by teacher, but some peer evaluation can
be done.
13. When books are finished, an essay is required.
14. Students are engaged in book talk, something they might not
otherwise do.
PARTICIPANT
RECORDER
ADMINISTRATIVE
ASSISTANT
EMCEE
Please take up the on-topic
speaking/talking slack when other
members are hesitant to participate or
get off topic. Your job is to keep the
group talk on topic. Don’t dominate, but
do participate. Thanks.
Please gather all materials at the
beginning and end of the hour. Check to
see that everyone has turned in an
individual sheet and note card along
with the group sheet from the
recorder. Be sure that names are
included. Bring the organized packet to
me. Thanks.
Please fill out the group’s sheet in ink.
The better the answers you write, the
better the group’s grade. Please be sure
the sheet is complete or indicate that
the group ran out of time. Be sure to
include all members’ names and roles
Thanks.
Politely keep all members on topic and
call on participants or the
administrative assistant if necessary to
keep participation flowing. You cannot
be shy. Your job is to be encouraging
and to ask for participation from group
members. Thanks.
Independent Novel Project = How I introduce the “club” to my
students.
Learning Goals:
CA2: Reading and evaluating fiction
4: Writing formally
6: Participating in formal and informal presentations and discussions
After researching at least two of the titles listed—both on-line and by reading a few
pages of the novels—choose one novel to read and complete before Thanksgiving
vacation. Do NOT choose a novel you have already read. Be sure your parents are
aware of what you are reading and approve of your choice. *I have a copy you can
borrow. For the others, begin your research now so that you will have the book you
want to read by September 12—no excuses for not getting a copy of the novel on
time.
*Sledding Hill by Chris Crutcher
The Long Walk by Stephen King
The Secret Life of Bees by Sue Monk Kidd
On Hitler’s Mountain by Irmgard Hunt
The Curious Incident of the Dog… by Mark Haddon
*The Heart is a Lonely Hunter by Carson McCullers – this novel is the most challenging
and will earn bonus points when you complete the project satisfactorily.
Assignment #1: Due Wednesday, September 3 = a one-page (about 200 words)
double-spaced typed explanation of why you are choosing one of the novels. What
about its plot content interests you? Be sure to mention the other novel(s) you
researched and why it is NOT the best choice for you. Your long paragraph will develop
this idea: _________ is the best novel choice for me because…
Turn in the paragraph with copies of two credible, non-repetitive on-line sources
about the novel. Limit each source copied to no more than 5 pages, please. (GLE: IL1B—
Locate and use sources to acquire relevant information)
I arranged the reading timeline for my students, but you could let each book group make their own
reading timeline. Some students read the entire book upfront, so you could let them discuss this. I
would still control the literary circle meeting times for scheduling purposes, and I would ask for a
copy of each group’s agreed upon timeline. GLE: R1D—adjust reading rate to difficulty and type of
text
Assignment #2: By September 12, purchase or acquire a copy of the novel and begin
reading. If you buy a copy and use it as a study guide with highlights and margin notes,
you will receive bonus points on the final essay assignment. By September 16, read at
least the first thirty-five pages of the novel. If the novel does not start on page 1,
read beyond page 35.
Assignment #3: Before September 16, fill out the literature circle sheet and be ready
to discuss with your book group. Being unprepared will keep you out of the group and
unable to earn points for discussion. Have one challenging vocab word to present to
the circle members. Place this word and its context sentence (use a parenthetical
citation) on a note card. Underline the context clues in the sentence. On the back of
the card, place the correct definition and part of speech. (GLE: R1E—develop vocab
through text)
Assignment #4: By October 7, read at least 50 more pages of the novel.
Assignment #5: By October 30 read one half of the rest of the novel.
Assignment #6: By November 24, finish the novel and discuss its universal themes.
Final Assignment: Due the week of December 8-12, bonus points until Friday of that
week. Write a 600-700 word essay explaining what the novel is about—What are the
universal themes in this novel? Why do you think these are the themes—be sure to
support each choice of themes with two text quotes? How did at least one theme
speak to you personally? Finally, conclude if this novel was a good choice for you or
not and why you think this.
(GLEs: R2C—Use details from text to anayze the development of a theme and
R1I—Compare, contrast, analyze and evaluate connections and
W2C—Compose text with strong controlling idea, relevant specific details, complex
ideas, freshness of thought)
I did one club per semester. These are other novels I have offered. I tried to
chose books that I didn’t think they would chose on their own; I also wanted to give
them a variety of choices. I always chose a challenging book or two for those students
who desired one.
Monster by Walter Dean Meyers
Ordinary People by Judith Guest
Fahrenheit 451 by Ray Bradbury
The Road by Cormac McCarthy
A Girl Named Zippy by Haven Kimmel
The Running Man by Stephen King
The Natural by Bernard Malamud
The Chocolate War by Robert Cormier
Icy Sparks by Gwyn Rubio
The Story of Edgar Sawtelle by David Wroblewski
One Flew Over the Cuckoo’s Nest by Ken Kesey
Cold Sassy Tree by Olive Burns – The last three novels are the most challenging or
lengthy and will earn bonus points when completing the project satisfactorily.
Every summer, I try to read and find a new book to offer. Have some fun and
adventure with your choices. I would limit the book club choices to 5 or 6 to have
enough readers to form a group of at least two!
Other suggested titles, especially some multi-cultural selections?
EXAMPLE Book Club GROUP Notes Members’ Names and Roles:
We read ___________________________(title).
1. Create a plot summary of the first twenty pages of the novel.
Somebody (w/ specific, clever/cool identification)
Wants (what?)
But (conflict occurs)
And so (the ongoing situation or resolution)
2. Discuss, who are your favorite or least favorite characters so far? Identify with
name and his/her significant role in the novel. Follow with a brief explanation for each,
why these characters were chosen.
3. What are some significant questions that you might like to ask the author about
this novel. What do you wonder about? Doubt? Not understand?
4. Discuss examples of verbal, situational, or dramatic irony found in the novel so far.
Include a brief explanation of each along with the KIND of irony found.
5. Teach your vocab words to each other. Each member should staple his/her vocab
card to his/her discussion guide.
6. If you have time, begin reading aloud to each other. Each member reads a page
before switching to next reader.
7. By __________, read 50 more pages or follow the reading plan you created and I approved.
EXAMPLE INDIVIDUAL BOOK CLUB NOTES/QUESTIONS
YOUR GOAL is to prove you have read assigned pages. Book Club Notes #3
Name:
I read from page ___ to page ___ in ___________________________(title).
1. I didn’t expect _________________________________________________ to
(character with spiffy identification = a specific noun and clever adjective)
(participate in one plot event)
Because __________________________________________________________.
(a specific plot detail you know about the character)
2. What is the specific, correct point of view used in the novel?
__________________
Include two quotes with parenthetical citations from two different sections of your
reading which help support this choice of point of view.
3. On the back, draw a major character’s head. Give him/her the appropriate hair and
place three symbols in his/her head that each represent a different idea important to
this character. THEN, list and identify the 3 symbols (outside the head) and in a
strong statement explain why you chose each one.
(GLEs: R1G—Utitlize reading strategies to visualize
R2C—Use details from text to analyze character, poview)
(I got this idea from a book you will want Speaking Volumes by Barry Gilmore,
Heinemann Publishing, 0-325-00915-5)
Other interesting questions:
Please record at least 3 sentences or passages that “stick out” for you. These
might be important, confusing, interesting, weird, well-written, or simply grab your
attention. Be prepared to discuss at least one with book club members.
Connecting the text to self, the world, another text: What were your responses to
the plot? Does it remind you of a past experience, people, or events in your lives? Does
it make you think of anything that is going on in the world, or was in something else we
have read? Explain your connections.
Page and brief description of
passage:
Connection to self, world, another
text:
MORE EXAMPLE QUESTIONS:
What is the most amazing place described in the novel so far? In a complete
sentence, explain with at least two plot-based reasons why you chose this place.
QUOTE a description of this place. Be sure it contains sensory details.
What is one significant problem facing a major character? Identify the character
and describe this problem and at least two potential solutions the author presents or
that you predict the character might try.
Significant Problem
Potential/Predicted
Solution
Potential/Predicted
Solution