books, collaboration, education, Passion, Personalized Learning, Reading, student choice, student voice

How to Do Book Clubs in the Middle School Classroom

I knew when I moved to 7th grade that book clubs would be one of the things that moved with me.  That shared reading experience where students would get to just read and discuss is something I have loved having in the classroom the past few years.  I knew it would be a  different experience in the middle school classroom, after all their maturity would push their thinking, what I had not accounted for was also how my whole approach to the purpose of it would need to change to cater to a more critical mindset.  So what do book clubs in the middle school classroom need to be successful?

 An honest conversation.  I would not have gotten student buy in if I had not had an honest conversation with them beforehand.  They needed a chance to vent all of their frustrations with book clubs in order to see how this time around they might be different.  They needed to know that their thoughts and yes, feelings, were validated and considered.  While most would have invested themselves in the process simply because it was expected, I didn’t want that type of buy-in, I wanted a genuine desire to use this for good, to enjoy the 4 weeks or so it would last.

Choice in books.  I know it is easier to have a small amount of pre-selected books for students to choose from so we can help facilitate the conversations, but with more than 100 students to cater to I knew I needed choice and lots of it.  With the help of my amazing library team, bonus points from Scholastic, and the phenomenal Books4school, I was able to present the students with more than 50 different choices for titles.  This way no group needed to share books and all students should be able to find something to agree on.  I also told them that if they couldn’t find anything, to let me know, we would find the right book for them.

Choice in rules.  While I may have an idea for how a book club should function, I needed student ownership over the reading, as well as how their discussions would unfold.  All groups decided their own rules and posted them on the wall.  It has been powerful to see them guide their conversations, and yes, also dole out consequences to members within their groups that have not read or are not participating.

Students self-made rules hang as a reminder on our wall
Students self-made rules hang as a reminder on our wall

Choice in speed.  All of my groups read at different paces, so they determine how many pages a night they need to read as well as when they would like to have the book finished by within our 4 week time frame.  One group, in fact, has already finished a book.

Choice in conversation.  Book clubs should not function around the teacher, in fact, I have noticed that when I do listen in to an otherwise lively conversation the students immediately get timid in most cases.  I have learned to listen from a distance and only offer up solid small ideas to push their conversation further when they really needed it.  Too often our mere presence will hijack a group and students don’t learn to trust their own opinions and analysis.  Removing yourself from the process means students have to figure it out.  For those groups that struggle we talk about in our private mini-lesson.

Choice in abandonment.  I do not want students stuck with a book they hate, so some groups chose to abandon their books within a week and made a better choice.  Rather than think of it as lost reading time, I cheered over the fact that my students know themselves as readers.  All of my students are now reading a book that they at the very least like and that is an accomplishment in my eyes.

Choice in length and meeting time.  Students are allotted time every other day to meet in their book clubs and have 28 minutes to discuss and read some more.  While I have told student to try to push their conversations, I have also urged them to keep them under 10 minutes unless they are having a great discussion.  Students vary the length of their book clubs depending on what their self-chosen topic of discussion is and figure out how their group works best in the process.

Choice in final product.  While our true purpose of having book clubs is to have a shared reading experience, I am also asking the students to do a book talk of some sort when they finish.  There are two reasons behind this; to assess the standards we are covering in the quarter but also for them to develop their critical thinking skills.  If the book they read is not suited for future book clubs then I need to know why.  I don’t want students to have a lengthy project because that is not what book clubs are about.

While my method for integrating book clubs may seem loose at best, I have found incredible buy-in from the students.  They have been excited to read their books, they have been excited to share their thoughts, and the accountability that they feel toward one another is something I would not be able to produce through force.  Middle schoolers need a framework to grow within, they need our purposes to be authentic as much as possible, and they need to have a voice in how things function within our classroom.  Book clubs offer us a way to have these moments in reading that abound with deep reading conversations that I may not be able to have as a whole group, they allow even the quietest student to have a voice.  They allow students to feel validated in their thoughts and they allow them to share their knowledge with each other.  What have you done to create successful book clubs?

I am a passionate teacher in Oregon, Wisconsin, USA but originally from Denmark,  who has taught 4th, 5th, and 7th grade.  Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now.   Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press.  Follow me on Twitter @PernilleRipp.

being a teacher, being me, books, MIEExpert15, Passion, Personalized Learning, Reading, student choice, student voice

Why Book Clubs Suck And We Need to Talk About It

image from icanread

I had meticulously made my lists.  I had thoughts of habits, tastes, personalities, reading preferences, pace and yes, even their assessment data.  I had scoured the book room, gone book shopping spending my own money and used most of my Scholastic points.  More than 50 choices awaited my students, I couldn’t wait to start book clubs.

So when I announced that today was the day they would know their book club groups, I had not planned for the groan of disapproval that met me.  The disgusted stares and the change in body language; slumped shoulders, heads down.  Clearly, they were not as excited as I was.  And so I did what I always do; I asked why.  Or more specifically, I mimicked what a student said, which was that book clubs suck, and I asked “Tell me all of the reason why book clubs suck…”

And boy did they ever.

“We hate being forced to read certain books.  Sometimes we have read them before, sometimes they are boring, sometimes we cannot relate to them no matter how hard we try.  We want choice, we want things that we want to read, we can decide by ourselves.

We hate being told when to read, how many pages, and what we should discuss.  Sometimes we want to read only a few pages because we know we are busy, other times we want to read a lot.  We want to come up with our own questions and we don’t want a teacher to facilitate.  Let us try to navigate it ourselves.  Let us try to lead the conversations.  Help us when we need it but don’t assume we need it all of the time.

We hate having a book take weeks and weeks to finish.  Sometimes we just want to read because it is so good, and what is wrong with that.  When it drags on we lose interest.  When it drags on we forget what is happening.

We hate being stuck with a book even if we chose it.  We hate being placed in groups with students we have nothing in common with.  We hate having to keep logs, write reports, and do group work when all we want to do is read and discuss.  Don’t you see, we hate book clubs.”

So I listened, and I answered their questions whether they wanted me to or not.  Carefully explained my vision for the next few weeks and why.  Would there be writing – no, just the thoughts they felt they needed to jot down to facilitate a discussion.  Would there be choice – of course, the books were waiting patiently for them and if they found none here then we have a library to go to.  They kept asking and I kept explaining, and as we went on their faces changed and the shoulders came back up.

Every class I taught that day went through the same process.  I didn’t expect to have those conversation 5 times in a row but that is exactly what happened.  Every time I mentioned book clubs, the groan came at me like a wave.  And yet, as we discussed I once again learned more about my students and their reading habits.  I learned how they want to be independent readers and thinkers, how they want to be able to have choice in everything so that they can invest themselves fully.  How it is okay that I put them into groups as long as I explain why those groups were made and that it wasn’t just based on one thing.

I could have ignored their groans, a few years ago I would have, I would have told them to “Suck it up, deal with it and make the best of it.”  Yet, I know from experience that if we want book clubs or anything that has to do with reading to work then we have to have these hard conversations.  We have to discuss, tear apart, and work through the demons that students carry, those preconceived notions of what is going to happen in the next few weeks, before we ever get an authentic buy-in; a reading experience that matters.

The day after the conversation, I had them book shop.  Every group went from choice to choice and debated the merits of the books laid out before them.  Every group weighed their options, and only one group  out of about 30 needed my guidance in book choice.  Yesterday, as I revealed the books they were going to read, most groups cheered.  Some kids asked if they could start right away?  Please, because the book looks really good and we are so excited.

Had I not stopped and listened to my students.  Had I not stopped the plan of what I was going to do.  Had I forged ahead, gone on with our day, there would have been few cheers and instead the next few weeks would have been filled with the passive resignation that middle schoolers do so well.  Yeah book clubs suck, but they don’t have to.  We have to find a way to talk about it and change the way they are done. And the first place we start is by asking out students why they suck or any other word that may describe their feelings toward them.

I am a passionate teacher in Oregon, Wisconsin, USA,  who has taught 4th, 5th, and 7th grade.  Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now.   Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press.  Follow me on Twitter @PernilleRipp.

books, Literacy, Reading

10 Favorite Books from 7th Grade So Far – 2015

The books have been flying off the shelves in our classroom library, sometimes to be read and other times to be forgotten at the back of lockers.  But one thing is for sure, I have a lot of readers in my life.  I was worried about not having the right books for my 7th graders, however, I should have known; many of my favorites are also the favorites of the students.  So what have the 7th graders been reading and passing on?  Note the varying levels of maturity!

Loot: How to Steal A Fortune by Jude Watson was on heavy rotation this year.

Can’t Look Away by Donna Cooner was a favorite for many.

Gae Polisner’s The Summer of Letting Go was voraciously read by many.

The Shiver Trilogy by Maggie Stiefwater made reluctant readers read again.

With the movie out, The Fault In Our Stars by John Green remained in heavy rotation.

Even in 7th grade, students still love The Diary of A Wimpy Kid series by Jeff Kinney, as they should.

Everybody seemed to start the year by reading If I Stay by Gayle Forman.

Many eagerly waited for their turn to read Sisters by Raina Telgemaier.

The Raft by S.A. Boden was a page turner for many students.

Someone is always reading Amulet by Kazu Kibuishi. 

being me, books, reflection

Why the Time to Empower is Now

This post originally appeared on Corwin’s Connected Educator site.

I remember the first time I was called to the principal’s office as an adult. The sweaty palms, my mind racing with questions, my heart in my throat. Questions about what I had done to spark a one-on-one meeting taunted me the whole way there, and it wasn’t until I sat down in the chair and my principal smiled at me that I actually took a breath. I don’t remember now what the conversation was about, probably something about my students, but the experience of being called into an unannounced meeting, of entering into someone else’s territory left a deep impression. It left me feeling powerless as I walked into a situation I knew nothing about. It also prompted me to think of what I did to my students whenever I held them back from recess silently admonishing them to stay behind, or asked to speak with them outside of my classroom. How they must have felt their adrenaline spike; how they must have wondered what they had done wrong.

The empowered school is one where all voices are heard, dissenting opinions are valued, and staff is trusted. The principal is not simply the leader, but a voice in the discussion—just not THE voice. Empowered teachers feel they have control over their work environment, that their voice is heard, and that their experience matters. Empowered students know that their opinion matters, that they have control over their learning journey, and that school is worth their time. All of this leads to an environment based on community and trust, where everyone knows they matter. Sound utopian? Perhaps, but it is not. The steps toward a better functioning school are easily started and integrated.That feeling of powerlessness and fear of what’s to come is a feeling I don’t want to give to children or school staff unless it is warranted. Yet, most of our schools are set up with a very clear hierarchy of power. The principal or lead administrator holds most of the control and delegates morsels of it to chosen people, much like in our classrooms where the teacher holds the rein of power and only briefly lets students take control. This type of structure works by feeding itself—all important decisions are made by those in power and one must be given power to have any importance. It is a structure that has not been questioned for a long time, but I feel it is time to spread the control. It is time to give schools back to the staff, to give classrooms back to the students, and to empower others.

The first step is to reflect on who has the power within your environment? Who makes decisions? How is the power given? Acknowledging our weaknesses is always our first step in the road to change. We cannot change what we refuse to face.

The next step is to actually spread the power. How can staff meetings or meetings with students signal a power change? How can decisions be made where more voices are heard? How can all of the stakeholders be more involved in the decisions that are made that affect everyone?

The third step on your way to change is to actually change. We spend an awful lot of time discussing new initiatives, planning for them, and even figuring out the best way to implement them, but then we never actually change. This is where our time should be spent, where our focus should be.

I wrote my new book, Empowered School, Empowered Students hoping to inspire others to shift the power held within their schools and classrooms; to start a discussion on who has the power within our school and what does that power structure mean for the entire community of learners. The book is intended to be a practical how-to guide to empower staff and students, to create a community where everyone has a voice, and to use that voice for the betterment of all. It can be done, and it should be done. Empowering staff and students to change the way we teach and learn is an urgent need in our educational society, and those changes don’t have to be big to make an impact.

I am a passionate  teacher in Wisconsin, USA,  who has taught 4, 5th, and 7th grade.  Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now from Powerful Learning Press.   Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” is out now from Corwin Press.  Follow me on Twitter @PernilleRipp.

books, Literacy, picture books, Reading

10 Picture Books I Cannot Wait to Share With My Students – 2014

Another summer has passed and in it was the discovery of even more amazing picture books that now beckon my 7th grade students to read them from my shelves.  Some are new and others are just new to me, but all should solicit some sort of reaction when they are read and shared.  (And these are in no particular order).

  1. The Most Magnificent Thing by Ashley SpiresI will be using this book to introduce 20% time with my students, thank you Chris Lehman for the recommendation.  I love the message of not giving up but also of finding use in other people’s mistakes.
  2. Froodle by Antionette Portis This seemingly silly book packs a powerful message; everyone should be allowed to experiment with their own voice.  It is one I hope to read at the beginning of the year.
  3. Unicorn Thinks He’s Pretty Great by Bob Shea Thea has this book and I have the book in my classroom as well.  This book has such a great story about not judging, wrapped up in whimsy, and every time I read it aloud I laugh outloud.
  4. Paul Meets Bernadette by Rosy Lamb Every time I read this book, I think of another way to discuss it’s theme.  Wrapped up in a simple love story it is a great book to discuss perspective and the lens with which we view the world.
  5. My Teacher is a Monster – No, I Am Not by Peter Brown From the title to the illustrations, think of the discussion this book will elicit.  I loved the message, but also the nuance with which it is presented, and let’s face it; many students think their teachers are not quite human and this is a great book to discuss just that.
  6. This Is a Moose by Richard T. Morris The first time I read this book, I didn’t love it as much as I do now.  I thought it was fun but I didn’t stop to think about what it was really trying to say.  Then Thea and I started to talk about it and her 5 year old perspective really made me think.  This book is about being allowed to be whoever you want to be, no matter what others think; what a great message to send to kids.
  7. That Is Not a Good Idea by Mo Willems We often think we know the whole story but through the storytelling of the magical Mo Willems, we find can discover how wrong we are.  Even after you know the twist, this is still such a great book to hand to students as they write their own stories.
  8. Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshall by Vaunda Micheaux Nelson What an incredible history lesson wrapped up in the pages of this book.  My former librarian Deb told me to get it and boy does she know me well.  Students will marvel at this true story of one person’s character.
  9. Knock, Knock: My Dad’s Dreams for Me by Daniel Beaty So often we need books that mirror the harsh realities some of our students face, this book is one of those books.  Hauntingly written, this is sure to start a discussion on how the boy views his own life.
  10. The Fantastic Flying Books of Mr. Morris Lessmore by William Joyce This book is beautiful, magical, and oh so on point for what books do for us.  And even better; there is an Oscar winning short cartoon of it as well.

There you have it, a few new ones I cannot wait to share.  However, did you know there is a picture book coming out about the story of Ivan?  I am counting down the days to read this to my students; Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate

books, Literacy, new year, Reading, Student-centered

Some Ideas for Book Club Books – Upper Elementary

I thought I had been doing book clubs well my first few years of teaching, but it wasn’t until I went to Teachers College and really learned how to do book clubs that I started loving them.  No longer something we had to get through but instead something we were working toward and that students wanted to do.  Yet, when I first started with them I didn’t feel I had the right books to get kids engaged.  So that became my mission last year; find better book clubs to use with kids that mind you may be in 5th grade but had reading abilities ranging from beginning to advanced.  Here are a few of our favorites.

Books I have Used Already:

Mockingbird by Kathryn Erskine

This haunting book has become a favorite of every students who has read it.  Within a simple story lies a lot of thought provoking questions that will lead to deeper discussions.  This can be used with your typical 5th grade reader and up.

From Goodreads:

Caitlin has Asperger’s. The world according to her is black and white; anything in between is confusing. Before, when things got confusing, Caitlin went to her older brother, Devon, for help. But Devon was killed in a school shooting, and Caitlin’s dad is so distraught that he is just not helpful. Caitlin wants everything to go back to the way things were, but she doesn’t know how to do that. Then she comes across the word closure–and she realizes this is what she needs. And in her search for it, Caitlin discovers that the world may not be so black and white after all.

Firegirl by Tony Abbot

I have loved how many students have been surprised by this book, particularly my boy readers.  Often they would not pick this up by themselves but they end up with great discussions on what it means to be a friend.

From Goodreads:

From this moment on, life is never quite the same for Tom and his seventh-grade classmates. They learn that Jessica has been in a fire and was badly burned, and will be attending St. Catherine’s while getting medical treatments. Despite her horrifying appearance and the fear she evokes in him and most of the class, Tom slowly develops a tentative friendship with Jessica that changes his life.

The Lions of Little Rock by Kristin Levine.

This book has been a contender for a few years for the Global Read Aloud because of how accessible it makes this historical topic of integration and racial tensions.  Students cannot believe this really happened and still happens to this day.

From Goodreads:

Two girls separated by race form an unbreakable bond during the tumultuous integration of Little Rock schools in 1958

Twelve-year-old Marlee doesn’t have many friends until she meets Liz, the new girl at school. Liz is bold and brave, and always knows the right thing to say, especially to Sally, the resident mean girl. Liz even helps Marlee overcome her greatest fear – speaking, which Marlee never does outside her family.

But then Liz is gone, replaced by the rumor that she was a Negro girl passing as white. But Marlee decides that doesn’t matter. Liz is her best friend. And to stay friends, Marlee and Liz are willing to take on integration and the dangers their friendship could bring to both their families.

The Watsons Go to Birmingham – 1963 by Christopher Paul Curtis

What I love about this book is that it is such a gateway book to all of his amazing stories.  Students never pick this book up by themselves but they always get sucked into it and then cannot wait to convince other students to read it as well.

From Goodreads:

A wonderful middle-grade novel narrated by Kenny, 9, about his middle-class black family, the Weird  Watsons of Flint, Michigan. When Kenny’s  13-year-old brother, Byron, gets to be too much trouble,  they head South to Birmingham to visit Grandma, the  one person who can shape him up. And they happen to  be in Birmingham when Grandma’s church is blown  up.

Out of My Mind by Sharon Draper

This was the official Global Read Aloud book of 2013.  Phenomenal conversations abounded globally as well as students spurred to action.  Melody and her story sat with us for the whole year as we thought about our own actions.

From Goodreads:

Eleven-year-old Melody has a photographic memory. Her head is like a video camera that is always recording. Always. And there’s no delete button. She’s the smartest kid in her whole school;but no one knows it. Most people;her teachers and doctors included, don’t think she’s capable of learning, and up until recently her school days consisted of listening to the same preschool-level alphabet lessons again and again and again. If only she could speak up, if only she could tell people what she thinks and knows . . . but she can’t, because Melody can’t talk. She can’t walk. She can’t write.

Being stuck inside her head is making Melody go out of her mind—that is, until she discovers something that will allow her to speak for the first time ever. At last Melody has a voice . . . but not everyone around her is ready to hear it.

The Real Boy by Anne Ursu

The students that picked this book had some of the deepest book club discussions I have yet to see.  The questions and reflections they had only intensified when they connected with the author via Twitter.

From Goodreads:

On an island on the edge of an immense sea there is a city, a forest, and a boy. The city is called Asteri, a perfect city that was saved by the magic woven into its walls from a devastating plague that swept through the world over a hundred years before. The forest is called the Barrow, a vast wood of ancient trees that encircles the city and feeds the earth with magic. And the boy is called Oscar, a shop boy for the most powerful magician in the Barrow. Oscar spends his days in a small room in the dark cellar of his master’s shop, grinding herbs and dreaming of the wizards who once lived on the island generations ago. Oscar’s world is small, but he likes it that way. The real world is vast, strange, and unpredictable. And Oscar does not quite fit in it.

But it’s been a long time since anyone who could call himself a wizard walked the world, and now that world is changing. Children in the city are falling ill, and something sinister lurks in the forest. Oscar has long been content to stay in his small room in the cellar, comforted in the knowledge that the magic that flows from the trees will keep his island safe. Now, even magic may not be enough to save it

Three Times Lucky by Sheila Turnage

Once the students had gotten past the “whodunnit” part of their discussions they started to dig for clues, analyze actions, and really pondered why the author wrote this or that in a certain way.  A mystery is a great way for students to consider author purpose and this text was loved by many.

From Goodreads:

Rising sixth grader Miss Moses LoBeau lives in the small town of Tupelo Landing, NC, where everyone’s business is fair game and no secret is sacred. She washed ashore in a hurricane eleven years ago, and she’s been making waves ever since. Although Mo hopes someday to find her “upstream mother,” she’s found a home with the Colonel–a café owner with a forgotten past of his own–and Miss Lana, the fabulous café hostess. She will protect those she loves with every bit of her strong will and tough attitude. So when a lawman comes to town asking about a murder, Mo and her best friend, Dale Earnhardt Johnson III, set out to uncover the truth in hopes of saving the only family Mo has ever known.

Books I Want to Use:

All of these books are ones that i have read and thought of using for The Global Read Aloud, some of them became the chosen books.  All of these books have something to discuss for kids at varying reading stages, some of them are more mature so as with anything I would suggest reading them beforehand to see if they fit with your student group.

The Desperate Adventures of Zeno and Alya by Jane Kelley

From Goodreads:

An orphaned African grey parrot who can speak 127 words. A girl so sick, she has forgotten what it means to try. Fate––and a banana nut muffin––bring them together. Will their shared encounter help them journey through storms inside and out? Will they lose their way, or will they find what really matters?

One For the Murphy’s by Lynda Mullaly Hunt (Official GRA book 2014)

From Goodreads:

Twelve-year-old Carley Connors can take a lot. Growing up in Las Vegas with her fun-loving mother, she’s learned to be tough. But she never expected a betrayal that would land her in a foster care. When she’s placed with the Murphys, a lively family with three boys, she’s blindsided. Do happy families really exist? Carley knows she could never belong in their world, so she keeps her distance.

It’s easy to stay suspicious of Daniel, the brother who is almost her age and is resentful she’s there. But Mrs. Murphy makes her feel heard and seen for the first time, and the two younger boys seem determinded to work their way into her heart. Before she knows it, Carley is protected the boys from a neighbourhood bullly and even teaching Daniel how to play basketball. Then just when she’s feeling like she could truly be one of the Murphys, news from her mother shakes her world.

Circa Now by Amber McRee Turner

From Goodreads:

Twelve-year-old Circa Monroe has a knack for restoring old photographs. It’s a skill she learned from her dad, who loves old pictures and putting fun digital twists on them. His altered “Shopt” photos look so real that they could fool nearly anybody, and Circa treasures the fun stories he makes up to explain each creation.

One day, her father receives a strange phone call requesting an urgent delivery, and he heads out into a storm. The unimaginable happens: a tornado, then a terrible accident. Just as Circa and her mom begin to pick up the pieces, a mysterious boy shows up on their doorstep, a boy called Miles who remembers nothing about his past. The only thing he has with him is the photograph that Circa’s dad intended to deliver on the day he died.

As Circa tries to help Miles recover his identity, she begins to notice something strange about the photos she and her father retouched-the digital flourishes added to the old photos seem to exist in real life. The mysteries of the Shopt photos and Miles’s past are intertwined, and in order to solve both, Circa will have to figure out what’s real and what’s an illusion.

Absolutely Almost by Lisa Graff 

From Goodreads:

Albie has never been the smartest kid in his class. He has never been the tallest. Or the best at gym. Or the greatest artist. Or the most musical. In fact, Albie has a long list of the things he’s not very good at. But then Albie gets a new babysitter, Calista, who helps him figure out all of the things he is good at and how he can take pride in himself.

Paperboy by Vince Vawter

From Goodreads:

An 11-year-old boy living in Memphis in 1959 throws the meanest fastball in town, but talking is a whole different ball game. He can barely say a word without stuttering, not even his own name. So when he takes over his best friend’s paper route for the month of July, he knows he’ll be forced to communicate with the different customers, including a housewife who drinks too much and a retired merchant marine who seems to know just about everything.

The paper route poses challenges, but it’s a run-in with the neighborhood junkman, a bully and thief, that stirs up real trouble–and puts the boy’s life, as well as that of his family’s devoted housekeeper, in danger.

The Liberation of Gabriel King by K.L. Going

From Goodreads:

Gabriel King was a born chicken. He’s afraid of spiders, corpses, loose cows, and just about everything related to the fifth grade. Gabe’s best friend, Frita Wilson, thinks Gabe needs some liberating from his fears. Frita knows something about being brave— she’s the only black kid in school in a town with an active Ku Klux Klan. Together Gabe and Frita are going to spend the summer of 1976 facing down the fears on Gabe’s list. But it turns out that Frita has her own list, and while she’s helping Gabe confront his fears, she’s avoiding the thing that scares her the most.

A Snicker of Magic by Natalie Lloyd

From Goodreads:

Midnight Gulch used to be a magical place, a town where people could sing up thunderstorms and dance up sunflowers. But that was long ago, before a curse drove the magic away. Twelve-year-old Felicity knows all about things like that; her nomadic mother is cursed with a wandering heart.

But when she arrives in Midnight Gulch, Felicity thinks her luck’s about to change. A “word collector,” Felicity sees words everywhere—shining above strangers, tucked into church eves, and tangled up her dog’s floppy ears—but Midnight Gulch is the first place she’s ever seen the word “home.” And then there’s Jonah, a mysterious, spiky-haired do-gooder who shimmers with words Felicity’s never seen before, words that make Felicity’s heart beat a little faster.

Felicity wants to stay in Midnight Gulch more than anything, but first, she’ll need to figure out how to bring back the magic, breaking the spell that’s been cast over the town . . . and her mother’s broken heart

Ophelia and the Marvelous Boy by Karen Foxlee

From Goodreads:

Unlikely heroine Ophelia Jane Worthington-Whittard doesn’t believe in anything that can’t be proven by science. She and her sister Alice are still grieving for their dead mother when their father takes a job in a strange museum in a city where it always snows. On her very first day in the museum Ophelia discovers a boy locked away in a long forgotten room. He is a prisoner of Her Majesty the Snow Queen. And he has been waiting for Ophelia’s help.

As Ophelia embarks on an incredible journey to rescue the boy everything that she believes will be tested. Along the way she learns more and more about the boy’s own remarkable journey to reach her and save the world.

A story within a story, this a modern day fairytale is about the power of friendship, courage and love, and never ever giving up.

Zebra Forest by Adina Rishe Gewitz

From Goodreads:

When eleven-year-old Annie first started lying to her social worker, she had been taught by an expert: Gran. “If you’re going to do something, make sure you do it with excellence,” Gran would say. That was when Gran was feeling talkative, and not brooding for days in her room — like she did after telling Annie and her little brother, Rew, the one thing they know about their father: that he was killed in a fight with an angry man who was sent away. Annie tells stories, too, as she and Rew laze under the birches and oaks of Zebra Forest — stories about their father the pirate, or pilot, or secret agent. But then something shocking happens to unravel all their stories: a rattling at the back door, an escapee from the prison holding them hostage in their own home, four lives that will never be the same. Driven by suspense and psychological intrigue, Zebra Forest deftly portrays an unfolding standoff of truth against family secrets — and offers an affecting look at two resourceful, imaginative kids as they react and adapt to the hand they’ve been dealt.

Pictures of Hollis Woods by Patricia Reilly Giff

From Goodreads:

Hollis Woods has been in so many foster homes she can hardly remember them all. When Hollis is sent to Josie, she’ll do everything in her power to make sure they stay together.

And the list could go on and on.  Let’s help each other out – what books have you used successfully for book clubs, please leave them in the comments!

The Boy on the Wooden Box by Leon Leyson (Non-fiction)

From Goodreads:

Even in the darkest of times—especially in the darkest of times—there is room for strength and bravery. A remarkable memoir from Leon Leyson, one of the youngest children to survive the Holocaust on Oskar Schindler’s list.Leon Leyson (born Leib Lezjon) was only ten years old when the Nazis invaded Poland and his family was forced to relocate to the Krakow ghetto. With incredible luck, perseverance, and grit, Leyson was able to survive the sadism of the Nazis, including that of the demonic Amon Goeth, commandant of Plaszow, the concentration camp outside Krakow. Ultimately, it was the generosity and cunning of one man, a man named Oskar Schindler, who saved Leon Leyson’s life, and the lives of his mother, his father, and two of his four siblings, by adding their names to his list of workers in his factory—a list that became world renowned: Schindler’s List.

Those are just some of my favorites to help anyone get started with book clubs.  I would love more suggestions in the comments section!

I am a passionate  teacher in Wisconsin, USA,  who has taught 4, 5th, and 7th grade.  Proud techy geek, and mass consumer of incredible books. Creator of the Global Read Aloud Project, Co-founder of EdCamp MadWI, and believer in all children. I have no awards or accolades except for the lightbulbs that go off in my students’ heads every day.  First book “Passionate Learners – Giving Our Classrooms Back to Our Students” can be purchased now from Powerful Learning Press.   Second book“Empowered Schools, Empowered Students – Creating Connected and Invested Learners” can be pre-ordered from Corwin Press now.  Follow me on Twitter @PernilleRipp.

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