Welcome to How Fun: An Upper Middle School Book Club

This club is a refuge for curious readers who want to explore literature while making friends. Each month, we read one book. Each class includes time for check-in, discussion of the book, a brief-ish lesson, and an activity or online game like Gimkit or Jeopardy that relates to the book's themes and/or that month's lesson focus. 

WHAT KINDS OF BOOKS DO WE READ? 

All kinds! Sometimes, we read a classic, such as The Diary of Anne Frank. Sometimes, we read stories that have been censored, challenged, or banned, such as The Outsiders. Sometimes, we read dystopia, such as The Hunger Games. A lot of times, we read award-winning, realistic fiction. Sometimes, we argue about the book's value or believability. Sometimes, we all agree the book was fantastic. Regardless of the book selection or the students' opinions of the book, we always aim to HAVE FUN while developing our critical thinking skills and getting know each other. 

Led by an experienced and enthusiastic educator, this book club serves as a platform for young minds to dive into the depths of the story, fostering critical thinking and empathy along the way. 

WHAT'S THE READING SCHEDULE LIKE? 

-We read one book each month. 
-We read an average of 60 - 100 pages each week. 
-We read each book in fourths. One fourths each week of the month. 

As the month draws to a close, our final meeting for that month will feature a fun online game to test our understanding of the current month's story and its themes. Additionally, during this final class of the month, I’ll unveil the selection for the upcoming month and introduce learners to its plot, context, and author.
 
WHY WOULD WE EVER READ A BANNED BOOK? 

The answer lies in the power of perspective. Banned books often confront uncomfortable truths, shed light on marginalized voices, and challenge prevailing ideologies. By engaging with these texts, young readers not only expand their literary horizons but also develop a deeper understanding of complex issues such as censorship, discrimination, and injustice. Participants learn the value of questioning authority, standing up for their beliefs, and empathizing with experiences different from their own.

From classics like "To Kill a Mockingbird" to contemporary gems like "The Hate U Give" every book is chosen for its ability to spark meaningful dialogue and inspire introspection. 

HOW I TEACH

Through discussions based on the Socratic method, students answer questions to provoke a meaningful conversation and deeper understanding of the text. Learners will analyze the literary elements and techniques. They will explore how these stories relate to their own lives and the world around them. 

TEACHING TOOLS 

I use slides, activities, games, video clips, and relevant articles and resources. 

CLASS STRUCTURE 

Check-in  (5 min) 
Review (3- 5 min) 
Book Discussion (20 - 25 min) 
Learn Something New: ELA Lesson  (10 - 15 min) 
Use What We Know: ELA Activity or Game  (10-15 min) 
Check-out 


WHAT WILL BE TAUGHT? 
-Literary terms and techniques, such as theme, plot, setting, climax, resolution, POV, figurative language, and character development. 
-Close reading skills 
-Using textual evidence to support opinions and predictions. 
-Theme: Learners learn what is a theme, how to identify themes in a story, and how to apply /consider the themes to their life experience. 

WHAT/HOW DO WE DISCUSS THE STORY? 
-Learners identify what stood out to them in each section and consider why. 
-Learners consider their opinion of characters and where/how their opinion was formed by looking to the text. 
-Learners consider the author's tone, perspective, and intention. 
-Learners consider the role of the setting. 
-Learners consider the role of the narrator. 
-Learners answer creative thinking questions. 
-Learners consider the author's intentions as they relate to the characters' motivations. 
-Learners consider their own and other readers' biases. 
-Learners level up! They quickly leap past, "I don't know" as their answer when asked how they formed their inferences and opinions and instead consider, articulate, and support the "Why" behind their conclusions. 


BOOK SELECTIONS 
September, October, November 2024

The lists below are the intended book selections for each month. Book titles are subject to change due to unforeseen circumstances or group reading levels/speeds. I appreciate your understanding should adjustments be necessary. 


2024 
September 
Book Selection: Gather by Kenneth M. Cadow
Themes: Community, self-sufficiency, friends/family
 
September's Lesson Focus: Using Textual Evidence to Support Predictions & Opinions 
Week 1 | Discuss Chapters 1 - 11  |  Topic: Community | Lesson: Prediction, Opinions, & Facts  
Week 2 | Discuss 1/2 Chapters 12 - 20 | Topic: Self-Sufficiency | Lesson: Opinion with Evidence
Week 3 | Discuss 3/4 Chapters 21 - 27 |  Topic:  Friends/Family | Lesson: Prediction with Textual Evidence 
Week 4 | Discuss Chapters 28 - The End | Topic: Introduction to Homecoming by Cynthia Voigt | The Finals: The Textual Evidence Game & a Gimkit covering all chapters in Gather 

October 
Book Selection: Homecoming by Cynthia Voigt 
Themes: Family as Home, Societal Roles & Conventions, Resilience

October's Lesson Focus:  Plot Elements & The Hero's Journey 
Week 1 | Discuss the first third of book | Topic: Family as Home | Lesson: Intro to Plot Elements & The Hero's Journey | The role of the Hero in Story Development  
Week 2 | Discuss second third of book | Topic: Societal Roles & Conventions | Lesson & Activity: Identify the Plot Elements 
Week 3 | Discuss the final third of book | Topics: Resilience | Lesson & Activity: Identify the Hero's Journey 
Week 4 | Topic: Introduction to The Diary of Anne Frank | The Finals: The Hero's Journey Game & a Gimkit covering all chapters in Homecoming 

November 
Book Selection: The Diary of Anne Frank 
Themes: WWII: Fear, Suffering, & Hope, Identity: Secrets & Hiding, Family & Friendships: Protection & Obligation
 
November's Lesson Focus: Creative Nonfiction Writing 
Week 1 No class - See classroom post for reading expectation, links, activity suggestions, & Gimkit
Week 2 | Discuss the first third of the book | Topic: Secrets & Hiding Lesson: What is Creative Nonfiction? 
Week 3 | Discuss the second third of the book Topic: Protection & Obligations Lesson: Identifying Story Elements in Nonfiction 
Week 4 | Discuss the final third of the book Topic: Hope Lesson: Journaling 

TEACHING STYLE

I believe students learn best when they are comfortable in the group and engaged with the content. I ask questions about the story that encourage reflection on themes and creative & critical thinking. If a student answers, "I don't know," when asked how they came to an inference or opinion, they're encouraged to dive into their Why (a.k.a., life experience) and refer to the text. In class, I like to use slides, prompts, activities, quiz games, video clips, or any resource that provides context to the story or invites deeper reflection and closer reading skills. 

DIVERSITY & INCLUSION 
Our classroom is more dynamic when diverse. I welcome all cultures, races, gender identities, learning styles, abilities, and personalities. I enjoy encouraging ESL students, having experienced living and learning in another language myself, and I teach from a neurodivergent-affirming perspective. This means I believe neurodivergence is a difference, not a deficit, and support accommodations and education. Please don't hesitate to tell me about your learner and how I can best support them. 

INTERACTION 
Students interact with the teacher and each other throughout the 55-minute class through check-in, answering discussion questions, playing games, and activities. 

The Importance of Reading in Middle School  

Perhaps the most important aspect of this book club is the sense of empowerment and belonging reading & discussing books together can instill in teenagers. By encouraging middle schoolers to engage with high-quality and sometimes even challenging literature, the club fosters a spirit of intellectual curiosity and resilience. As learners navigate the complexities of the story's themes, they emerge with an appreciation for the freedom to read. 

In a society that often seeks to silence critical thinking, How Fun: A Book Club for Middler Schoolers means to stand as a beacon of hop while empowering the next generation to embrace the power of literature and champion the right to intellectual freedom.