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Authors: Taffy E. Raphael, Laura S. Pardo, Kathy Highfield
eBook EPUB file format: $15.00
eBook MOBI file format: $15.00
About the Book
Published: April 2002 | Edition: Second
Book Club: A Literature-Based Curriculum distills years of classroom-centered research into a practical guide for implementing Book Club in your grade 3 through 6 classroom. The handbook shows you how to seamlessly integrate instruction in reading, writing, speaking, and listening. Features include comprehensive background information, teaching tips, detailed lesson plans based on award-winning trade books, assessment rubrics, and reproducible blackline masters.
Lesson plans form the instructional core of the Book Club program. The lesson plans in our teacher's handbook were developed by teacher-researchers during eight years of classroom research and provide you with strong models for your own teaching. Examples of students' work show you what you can expect from your own students as they gain competence in responding to literature. Reproducible "think sheets" support students' thinking and writing about literature and help them plan and evaluate their own work.
The Book Club lesson plans are built around high-quality children's literature. Book Club: A Literature-Based Curriculum provides lesson plans for three individual titles, Hatchet by Gary Paulsen, Tuck Everlasting by Natalie Babbit, and The Fighting Ground by Avi. Another lesson plan within the book is for an author study unit. This particular unit discusses Song of the Trees, Mississippi Bridge, The Friendship, and The Gold Cadillac by Mildred Taylor. Last but not least a lesson plan for a multi-book unit which encourages students to read Bud, Not Buddy by Christopher Paul Curtis, Monkey Island by Paula Fox, Gathering Blue by Lois Lowry, and Stargirl by Jerry Spinelli. All books discussed within Book Club: A Literature-Based Curriculum touch upon important topics such as prejudice, respect, survival, and kindness. Learn more information about the novels discussed in Book Club here.
The lessons are based on the curricular target areas of language conventions, literary elements, comprehension, and response to literature. The curriculum was developed using the curriculum guidelines for our particular school districts, current reading research, and our experience with a wide range of commercial programs. Individual lessons were created to match the content of each book.
These lesson plans provide a guide to help students develop a complete understanding of each book and also develop their reading skills and strategies. Each lesson plan gives a goal, assigned reading pages, and one or more writing prompts. The body of each lesson outlines how to guide a class through the reading, writing, student-led book club discussions, and community share discussions that occur as part of Book Club.
Everything you need to start using the Book Club program in your classroom is contained in Book Club: A Literature-Based Curriculum. Its five fully developed theme-based units make it a great value, too!
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: A Literature-Based Curriculum to the Grade 5 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: A Literature-Based Curriculum
Publisher: Small Planet Communications, Inc.; 2nd edition (April 2002)
Paperback: 304 pages
Product Dimensions: 10.8 x 8.2 x 0.7 inches
Electronic Edition: 2013
File Format: ePub, Mobi
About the Authors
Taffy E. Raphael | email@example.com
Taffy E. Raphael is a member of the Curriculum and Instruction faculty in Literacy Education at the University of Illinois at Chicago, teaching courses related to methods of instruction, teacher research, and related topics. Prior to joining the UIC faculty, Dr. Raphael taught and conducted research at the University of Utah (1980-1982), Michigan State University (1982-1997), and Oakland University (1997-2001). Dr. Raphael's work in teacher education was recognized by her receipt of the Outstanding Teacher Educator in Reading Award from the International Reading Association in May 1997. Dr. Raphael's research has focused on Question-Answer Relationships, strategy instruction in writing, and, for the past decade, Book Club, a literature-based reading program. Throughout these research projects, she has studied teacher learning and professional development through teacher study groups. She received Oakland University's Research Excellence Award in September 2000. She has published in journals such as Reading Research Quarterly, Research in the Teaching of English, The Reading Teacher, and Language Arts. She has coauthored and edited several books on literacy instruction, including The Book Club Connection: Literacy Learning and Classroom Talk (Teachers College Press, 1997), Book Club: A Literature-Based Curriculum (Small Planet Communications, 1997, 2002), Literature-Based Instruction: Reshaping the Curriculum (Christopher-Gordon, 1998), and Book Club for Middle School (Small Planet Communications, 2001). She will be publishing her QAR (Question-Answer Relationships) program in the spring of 2002 with Wright Group. She has served as National Reading Conference Board member, treasurer, and president, as well as on the editorial board of Journal of Literacy Research, Reading Research Quarterly, and the review board for The Reading Teacher. She was selected for the International Reading Association Reading Hall of Fame in 2002.
Laura S. Pardo | firstname.lastname@example.org
Laura S. Pardo spent fourteen years as a classroom teacher and worked as an educational consultant before taking her current position with the Teacher Education program at Michigan State University. Her teaching has been highlighted in videotapes including the Center for the Study of Reading's Reading Instruction in the Content Areas, Silver Burdett Ginn's Literature-Based Instruction, and Small Planet's Book Club: A Literature-Based Curriculum. Ms. Pardo received her B.S. in education from Central Michigan University and her M.A. (with a concentration in Reading Instruction) from Michigan State University. She is currently a Ph.D. candidate at Michigan State University in Teaching, Curriculum, and Educational Psychology. She began her involvement with the Book Club Project in 1990 as a classroom teaching member. She has been a frequent presenter at the Michigan Reading Association, the National Reading Conference, and the International Reading Association. She has published the results of her Book Club research in numerous professional journals and books, and she has a continuing interest in teacher research, teacher education, literature-based instruction, and integrated language arts.
Kathy Highfield | email@example.com
Kathy Highfield received her B.A. in elementary education and French and her M.A. in literacy instruction (1994) from Michigan State University. She is currently working on her doctorate in Reading and Language Arts at Oakland University. Her more than ten years of teaching experience include teaching students from second to sixth grade and curriculum coordination at Rose Pioneer Elementary School in Holly, Michigan. Ms. Highfield became involved in the Book Club Project in 1991. She has been a frequent presenter at the Michigan Reading Association, the National Council of Teachers of English, the National Reading Conference, and the International Reading Association. She has conducted research in many areas, including content-area instruction, the role of discussion in student learning, struggling readers, balanced literacy instruction, collaborative teacher learning, critical thinking, and test-taking preparation. She coauthored the chapter "The Content-Area Connection" in The Book Club Connection: Literacy Learning and Classroom Talk (Teachers College Press, 1997).
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