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Authors: Taffy Raphael, Marcella Kehus, Karen Damphousse
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About the Book
Published: March 2001 | Edition: First
Book Club for Middle School is your indispensible guide to implementing Book Club in the middle-level classroom (grades 6 through 8). Adolescent learners have unique interests, needs, and strengths. Book Club for Middle School shows you how Book Club can address and make the best of these traits. Topics include current theories about literacy, balanced literacy curriculum, components of the Book Club program, developmental needs of adolescents, strategies for both proficient and struggling readers, authentic assessment, standards-based assessment, classroom management, scheduling options, team teaching, and grouping.
Book Club for Middle School also offers several complete thematic units with accompanying blackline masters. Each unit includes daily lesson plans that teach and reinforce comprehension, literary analysis, writing, and interpersonal skills. Students explore significant themes through reading, writing, discussing, and a variety of other activities. Reproducible "think sheets" support students' informal writing during the unit, including creating daily reading logs. Evaluation sheets provide convenient formats for evaluating students' progress, including student goal setting and self-assessment.
The Book Club lesson plans are built around high-quality children's literature. Book Club for Middle School provides a basic and an advanced lesson plan for The Giver by Lois Lowry. A lesson plan for a multi-book unit on the civil rights movement. During this unit students read and discuss I Know Why the Caged Bird Sings by Maya Angelou, Roll of Thunder, Hear My Cry by Mildred D. Taylor, To Kill a Mockingbird by Harper Lee, and The Watsons Go to Birmingham–1963 by Christopher Paul Curtis. Learn more information about the novels discussed in Book Club here.
Book Club for Middle School provides all the tools you need to engage your students in authentic literature discussions and nurture their development of crucial interpersonal skills.
Common Core State Standards
Book Club provides many opportunities to integrate your curriculum with Common Core State Standards. The charts on this page correlate each unit in Book Club for Middle School to the Grade 8 Common Core State Standards for English Language Arts. Your individual approach will depend on the specific grade-level standards you are using and on the content of your curriculum. Book Club lessons are flexible and may be enhanced with more explicit instruction in particular standards as needed.
Title: Book Club for Middle School
Publisher: Small Planet Communications, Inc.; 1st edition (March 2001)
Paperback: 208 pages
Product Dimensions: 10.8 x 8.2 x 0.5 inches
Electronic Edition: 2013
File Format: ePub, Mobi
About the Authors
Taffy E. Raphael | firstname.lastname@example.org
Taffy E. Raphael, a former classroom teacher, is currently a professor in the Department of Reading and Language Arts at Oakland University. She received her master's degree in reading instruction at the University of North Carolina at Greensboro and her Ph.D. from the University of Illinois, studying and conducting research at the Center for the Study of Reading. At Oakland University, she teaches courses on literacy instruction in the master's and doctoral programs and offers a workshop on Book Club each semester. Prior to taking her position at Oakland, she was a professor in the College of Education at Michigan State University. There she taught courses about literacy instruction; conducted research on alternative methods for teaching reading, writing, and oral language in elementary school; and coordinated the Master's Degree Program in Literacy Instruction for six years. Cofounder of the Book Club Project, Dr. Raphael led the collaborative team of researchers and teachers who developed the program over the course of eight years. She has published her research in such journals as Reading Research Quarterly and The Reading Teacher, and she has coauthored and edited books including Creating an Integrated Approach to Literacy Instruction (Harcourt Brace, 1996), Contexts of School-Based Literacy (Random House, 1986), and The Book Club Connection: Literacy Learning and Classroom Talk (Teachers College Press, 1997). In 1997 she was selected as Outstanding Teacher Educator in Reading by the International Reading Association.
After studying for her bachelor's and master's degrees at Michigan State University, Marcella Kehus received her Ph.D. in Reading and Language Arts from Oakland University in 2000. Having taught middle school language arts for over thirteen years, and high school English for five years, all in Berkley, Michigan, she is now an Assistant Professor in the Department of Curriculum and Instruction at The University of Toledo in Ohio. At the university level, she teaches Multicultural Literature, Content Area Reading and other literacy courses in the Judith Herb College of Education. Her research interests focus on Multicultural Book Clubs as a third space wherein children from diverse backgrounds can build from their own funds of knowledge and cultures to access the Discourse of school and power. Dr. Kehus is the author of articles in professional publications such as the Journal for Adolescent and Adult Literacy, The Reading Teacher, and Language Arts. She presents at numerous conferences including the International Reading Association, National Reading Conference, American Anthropological Association, and Michigan Reading Association. She also consults with various school districts in both staff and curriculum development.
Karen Damphousse's greatest education has been her 11 years of experience with middle school students in the state of Michigan. Her undergraduate degree at Calvin College prepared her well for this life-long discipline. She works diligently to inspire budding readers and writers in a rather awkward stage of life to be thoughtful, articulate, and creative language participants. In both public and private school settings, the Book Club philosophy has helped her to organize, proclaim, and enhance her own methods of nurturing independent readers and writers. In addition to this experiential mode of learning, she earned her master's degree in Reading and Language Arts from Oakland University. She has spoken at the NCTE's national convention, and her publications include "Understanding Culture in Our Lives and Work," an article she co-authored for the book Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism (Information Age Publishing, 2001). Currently, as a seventh- and eighth-grade English teacher in the Grosse Pointe Public Schools, she is developing new Book Club units for her curriculum.
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