This year we have book clubs in our sixth, seventh, and eighth grade reading classrooms and a couple coming next year to eighth grade social studies! Book clubs can be incredibly engaging when students have choice and the ability to be self-directed, but it’s certainly not a free for all, and like everything else within the workshop, follows a structure that students understand.
Recently the students in Diane’s eighth grade historical fiction book clubs and Bridget’s seventh grade book clubs have been participating in various spider web discussions that look across multiple texts at common themes, but students can and should participate in smaller discussions once or twice a week with those who are reading the same novel as well.
What does this look like?
In Bridget’s class two different book clubs worked together to accomplish a shorter Spider Web discussion without the need for the teacher to directly supervise, meaning more than one discussion can go on at one time. Because the students have already participated in multiple large group spider web discussions, they are very familiar with what is expected of them whether they are inside or outside of the circle.
Preparation – A Small Amount
Students can be given five minutes to do a quick brain dump in preparation. This is one example of a discussion that requires very little preparation, but offers a lot of choice.
Preparation – Focusing the Stop and Jots
Another method that can be used is dividing up the lenses for reading. Having the students choose the two lenses they will read for that week to determine a new understanding and switching their lenses each week. Students in the club do not have to read using the same lenses. If there are four in a group, see how many they can cover by choosing two lenses each.
When students meet they will have collected enough notes to contribute to the various ways the author is developing character, conveying themes, or having an effect on the reader.
Getting down to business
The students here are reading either the Quarantine series or the Legend series. Those reading Legend sat on the inside to discuss while those reading Quarantine sat on the outside to draw the spider web and collect data on the discussion. Once Legend finished their discussion, they switched places with Quarantine. The total time between groups was 10-12 minutes with a couple minutes given to reflect.
With 20 minutes (5 minutes to prepare, 10-12 minutes to discuss and collect data, and 3-5 minutes to reflect) dedicated to discussion once or twice a week, students are given the time to think deeply about their novel, practice analysis using text evidence, and reinforce communication skills that they are ever so happy to do over a weekly text dependent analysis essay.
And the more opportunities they have to discuss and build on their ideas, the more they develop the skills to write better when it is time.
A lot of modeling, scaffolding, and reflection go into this work, but it is more than worth the time spent. Some teachers feel overwhelmed when they try something new and it doesn’t go perfectly from the beginning, but an instructional coach is a great support to use as you create a structure that is familiar to your students.
Through the use of discussions such as the spider web, notice the teacher-created graphic organizers and packets of questions are not in existence and never were. This work supports the workshop’s use of choice, ownership, community, and structure. It is student-led, student-driven, and results in high engagement and motivation. This is authentic reading that students want…just ask them!
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