Prior to spring break in late March, I wrestled whether or not to do a whole novel study like the rest of the junior classes or take the plunge with book clubs and give students a choice in book study. My interest in book clubs dates back to my graduate school days at the University of Georgia; I did an action research study on an after school book club under the supervision of Dr. Mary Ann Fitzgerald. In addition, I completed an independent study in the summer of 2005 on literacy communities and sponsors of literacy (which included book clubs) under the direction of Dr. Mark Faust.
Though I supported literature circles and after school book clubs as a media specialist, I had never implemented book clubs in the classroom until this past spring with my seniors. While whole novel study would have made my life simpler, I knew that book clubs would offer my 11th graders a new and memorable learning experience. Inspired by the work of Penny Kittle, Kelly Gallagher, and Julie Swinehart (who really helped me visualize the possibilities–thank you Julie!) , I decided to go for it.
After reviewing what titles were available in enough copies to work across four sections of classes with more than 140 students, I decided to offer these choices:
- A Raisin in the Sun
- Our Town
- The Great Gatsby
- Catcher in the Rye
- Of Mice and Men
Our media specialist, Suzanne Gordon, pulled enough copies of the books so that every student would have a copy to browse and organized them by carts. I then arrived and set up “tasting” groups by putting all 5 books at each student’s seat. As students arrived, they found their table assignment and put away their bookbags.
I asked students to spend 12-15 minutes with each book; they could begin reading front to back, jump in the middle, or pick any starting point. I also asked students to think about the cover and title as well as to read any “teaser” info on the back of the book. Each student received a book tasting form to record their reactions and responses to the reading:
I projected a large clock on the screen that Ms. Gordon had set up for us, and students could track their own time and move along at their own pace.
When students had sampled all five books, I provided them a final evaluation form to complete for ranking their top picks:
It was fascinating to watch the students work and how they selected which books to sample in their own unique order. You could easily tell by facial expressions when a student was really connecting with one of the novels or plays. Most really invested themselves in the effort since they knew they would be living and breathing their top choice; most chose their top picks very carefully.
Once I got their work, I tallied the results for first choices for each period. With the exception of roughly 3-5 students, I was able to give every student his/her first choice; those that did not get a first choice got a second choice. Here is the breakdown of book assignments by period:
|Book Title||Class Period||Number Needed|
|Of Mice and Men||2A Honors||9|
|Catcher in the Rye||2A||14|
|Raisin in the Sun||2A||4|
|Of Mice and Men||4A CP||7|
|Catcher in the Rye||4A||3|
|Raisin in the Sun||4A||11|
|Of Mice and Men||3B Honors||10|
|Catcher in the Rye||3B||12|
|Raisin in the Sun||3B||4|
|Of Mice and Men||4B CP||8|
|Catcher in the Rye||4B||13|
|Raisin in the Sun||4B||4|
I compiled this list plus a “roster” of names and books by period so that our media center staff could easily pull the number of novels needed per period and to make sure each person got the novel he/she had picked. I am indebted to Suzanne Gordon, our media specialist, and our media clerk, Kim Pierson, for their help and support with the book tasting and then the actual checking out of the novels! In addition, I am thankful they not only gave us a three week loan period, but they have allowed us to keep the books up until the very last days of school; having been a media specialist in the recent past, I can appreciate the depth of their help!
In my next post, I will outline how I set up the reading schedules, “to do” tasks, student established norms for the book club meetings, and how we juggled this project with state Milestones/End of Course testing as well as various other tests.