Welcome to our lively book-to-movie club! We meet weekly for an hour of engaging discussion, one brief-ish ELA lesson, and a FUN game or activity.

Each month, we dive into a modern classic, exploring its story, characters, and themes for the first three weeks then during the last week of the month we watch the movie adaptation (outside of class) and compare the book to the movie version (in class). 

Students can expect a mix of thought-provoking reflections on themes, lively debates, silliness, activities, and games, such as Gimkit or Jeopardy. 

You’ll find the book titles and our class structure below, including what we’re reading and learning about in September and October. Get ready for a fantastic literary adventure!

NEW STUDENTS: New students may enroll anytime during the month. Although not mandatory, new students are encouraged to obtain a copy of the book before their first class or soon thereafter. 

READING SCHEDULE: We read and discuss the novel in thirds over the first three weeks of the month then compare the book to the movie (viewed outside of class) during our fourth meeting of the month. This reading schedule repeats each month. It's easy for learners to know how far to read each week. All they need to do is divide the total page count of the book by three. For example, if a book is 300 pages, such as The One and Only Ivan, we read 100 pages each week for the first three weeks of the month. 

Reading Schedule EXAMPLE: 
The One and Only Ivan by Katherine Applegate | Total Page count: 300 pages  | 300 pages ÷ 3 weeks =  100 pages per week 

Week 1:  Reading expectation = Come to class having read the first 1/3 of the book. 
Example: Learners come to class having read pages 1 - 100 of The One and Only Ivan 
Week 2: Reading expectation = Come to class having read the first two thirds (2/3rds) of the book. 
Example: Learners come to class having read pages 100 - 200 of The One and Only Ivan. 
Week 3: Reading expectation = Come to class having finished the book (the final third, 3/3).  
In-class: Discuss the end of the book and reflect deeper on the story's possible themes. 
Week 4: Reading expectation = None!  Learners come to class having watched the movie version of the story.
In-class: Compare/contrast the story's book & movie version. 

WHAT WILL BE TAUGHT
-Identify and apply literary terms and techniques, such as: theme, plot, setting, climax, resolution, POV, and character development
-Practice close reading skills 
-Practice supporting opinions and inferences with text examples
-Theme: Learners reflect on and apply each story's themes to their lives. 

Critical and creative thinking: 
-Learners notice and consider the author's tone and perspective as well as the director's intentions and how well the two align.
-Learners compare/contrast the story's book and movie versions, considering each format's impact on rising tension, character development, expression of themes, and reader/viewers emotional experience of significant scenes and plot points. 
-Learners notice and consider the role of setting and narrator on the plot, themes, and readers/viewers experience. 
-Learners answer creative thinking questions and/or receive creative writing prompts related to the story. 
Ex: Write imaginary dialogue between Character A & B discussing their favorite memory from childhood. 
-Learners practice critical thinking by considering author intentions, character motivations, and readers' assumptions 
-Learners practice critical thinking, going beyond, "I don't know why I think/infer/predict that." and on to reference textual examples, expression of themes in the story, and personal bias' or experience. 

CLASS STRUCTURE 
Check-in Question | Learners answer a question related to the story.  5 minutes
Group Review | Story Words: Teacher & learners review previous weeks' lessons  5 minutes
Teacher Demonstration | Learn Something New  10 minutes 
Student Application | Use What We Know: Book Discussion  15 - 20 minutes 
Group Practice | Group Activity or Online Game | Example: Creative Writing, Jeopardy, or Blooket  10 - 15 minutes 
Check-out & Share | Learners may share something they made or experienced in the past week 5 minutes  

It's not uncommon for our class to go over the time limit when learners are enjoying a game or several want to share at the end of class. Learners are encouraged to leave whenever they need to. 

BOOK SELECTIONS & READING SCHEDULE for Sept 2024 - May 2025
Listed below are the book selections for each month. Book titles are subject to change due to unforeseen circumstances or group reading level. 

2024 Sept - Dec 

September: Because of Winn Dixie by Kate DiCamillo  
Week of September 4 | Discuss Chapters 1 - 8  | Topics: Plot & Theme 
Week of September 11 | Discuss Chapters 9 - 18 | Topics: Conflict & Rising Tension 
Week of September 18 | Discuss Chapters 19 - the end | Topics: Character Development
Week of September 25 | Discuss & Compare the Movie |  Topics: Opening & Closing Images 

October: From the Mixed-Up Files of Mrs. Basil E. Frankenweiler 
Week of October 2 | Discuss Chapters 1 - 4 | Topics: Setting & Theme 
Week of October 9 | Discuss Chapters 5 - 8 | Topics: POV & Narrators 
Week of October 16 | Discuss Chapters 9 - the end | Topics: Resolutions & Readers' Satisfaction 
Week of October 23  | Discuss the Movie  | Topics: Casting & Character Arcs 
Week of October 30 | Review & Costume Party | Topics: Mood & Tone 
 
November: To Be Announced 

December:  Best Christmas Pageant Ever by Barbara Robinson

2025 Jan - June *Please check with me before purchasing titles listed from Jan -  June in case it changes. 

January: The Giver by Lois Lowry

February: My Side of the Mountain by Jean Craighead George

March: The One and Only Ivan by Katherine Applegate 

April: Tuck Everlasting by Natalie Babbit 

May: The Boy in the Striped Pajamas 

June: Anne of Green Gables by L.M. Montgomery 

TEACHING STYLE
I believe students learn best when comfortable in the group and engaged with the content. I ask questions that encourage reflection on themes, application of literary terms and techniques, 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 refer to the text and consider how/when/if their life experience influences their understanding or interpretation. 

In class, I use slides, prompts, activities, quiz games, video clips, and any resource that provides context to the story or invites deeper reflection and closer reading skills. 

DIVERSITY & INCLUSION 
Our classroom (and world) 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. 

COST
Please reach out if budget limits prevent a student from joining or continuing in the class. I'm happy to offer coupons and/or otherwise navigate the cost. Really, just ask! :)