THE GREAT AMERICAN NOVEL BOOK CLUB



 

Book clubs are very popular, and many Americans are reading and discussing the same books.  For this project, our class will become a "book club."  In groups of three, you'll select an American novel, read and respond to it according to guidelines, and present a 15-20 minute "book talk."

 

First, select a novel from the Recommended Reading List which can be found in two places:

Literature Log

[pic]  Using the guidelines on “Reading Literature” (see below), record the pages you read every day, unanswerable questions and notes that deal with the requirements in the "respond and react" section.  Use a small spiral notebook so you can keep a daily record of these important findings as you read; you will be graded on the quality of your responses and how well you address the items listed under "respond and react."

 

THE BOOK TALK

 

Final product is a PowerPoint Presentation to the class. 

 

Analyst One = biographical research, theme, and overview

(1) Research the author's background: 

o What significant events or important people influenced the author’s life or writing?

o Speculate:  how did these influences affect the author and his/her writing?

o Investigate the author’s other writings and describe.   How has the writer evolved?

When you are doing biography research, you collect many short articles with different perspectives to get a sense of the person and his/her achievements and motivation.  To find high quality articles, use:

(a) Specialized reference books provide articles with detailed biographical background.  Browse the specialized reference books with the call number REF 920.  Use a different research log for each title.

(b) Electronic databases, such as EBSCOhost, Wilson on the Web, etc.

(2)  Cite all your sources.  Use the Structured Research Log. Remember, you will find examples of citation format on the Library Lesson board and a link to Style Guides and then Son of Citation Machine (an online citation generator) on the style sheet  Any questions or concerns on citations?  Always ask the Teacher.

(3)  Analyze theme.  Select a theme from each of your groupmate's Literature Logs and one of your own.  Read the passage and explain the theme or message.

(4)  Provide an overview—why has this novel become an American classic?  What makes this a significant piece of American literature? 

Analyst Two = time period, significant influences, powerful passages

(1) Research the time period during which this novel was written and significant influences.  Present 5-10 major events and set the novel in "context" of what was happening in the United States at that time.  

 

You'll find a wealth of resources in

o REF 973 and 973, the Dewey section on American history

        recommended are: 

___  Time Lines on File on the index table

___  Encyclopedia of American History

___  Dictionary of American History

___  American Decades

o  Online Subscription Databases on the GCIT website, Media Center resource links

o  Scholarly Web Pages:

___ U.S. History links,

___ U.S. History Resources,

___ American Literature links.

 

(2) Cite all your sources. 

(3)  Analyze two powerful passages (you may review your groupmates's Literature Logs and compare their choices to yours).  Share them with the class and explain why they are striking.  Is it the language?  Is it the situation?  Analyze and offer original commentary.

(4)  Demonstrate vocabulary development.  Select ten words which you feel a reader learns in the reading of this novel.  You may review your choices with your groupmates’ choices and compare the choices you made in "read and react."  Although this is not part of the PowerPoint presentation, provide a handout and distribute to the class, providing

     (a) the sentence from the novel using the word (and page number)

     (b) the definition of the word

     (c) an original descriptive sentence of your own using the word

Analyst Three = art / music / literature of the time, character analysis

(1)  Research the art, music, and literature of the time period during which the novel was written.  Present 5-10 major pieces of art, music and/or literature that reflect similar values.  Demonstrate and explain how they are alike. 

 

Browse the REFERENCE book collection and start with REF 973, American history:

o  Online Subscription Databases on the GCIT Media Center Links

 

o  Scholarly school web pages:   

American Literature links, or The Arts links.

 

o  Speculate:  how does the art, music or literature reflect that time period?

o  Tie the art, music, or literature to the ideas of the literary time period (ie: romanticism, etc.)

(2)  Cite all your sources. 

(3)  Analyze two main characters.   Select two characters and then gather +/- notes from your groupmates's Literature Logs as well as your own notes.  Analyze the two characters strengths and weaknesses, changes, and how these relate to the conflict (do not give away the ending); focus on the complexities and growth of these characters.  Explain the circumstances and significance.

 

READING LITERATURE—GUIDELINES FOR YOUR LITERATURE NOTES

 

READ EVERY DAY. Keep in mind that your preparation should not begin the night before an exam or the night before the book report is due, but the day you start reading. If you have a month to read the novel, divide the number of pages by 30 and discipline yourself to read every day. Preparing as you read will focus you and give you the confidence that will not come from cramming the night before an assignment is due. Record a wide variety of responses, keeping in mind the information each analyst will need.

 

Due date: ___________________   Number of pages: _________________ 

How many days a week will you read? ____                           

How many pages do I have to read each day?______

 

MARGINALIA. Taking notes every day at the end of your reading time is a good way to get and stay involved with your novel.  Do the following:

 

1. Create unanswerable questions. Go on the attack! Each time you read, write down questions you have about characters, how they interact, events, a problem, or the theme. Make the questions open-ended; they may or may not get answered as your read. The goal is to be inquisitive and curious. Here are some models:

When will X _________?

Why does X _____________?

How will X change after _______?

How does Y effect X?

Does a change in Y bring about a change in X?

Why does X behave this way? or treat Y this way?

How does X deal with a particular problem?

At the end of the chapter, predict what will happen next.

 

2. Respond and react

 

Copy and draw a star next to phrases or sentences that point to ideas you suspect are important to THEME. Be on the lookout for the central or dominating idea, the message, the universal lesson. Add a sentence of commentary so you remember why the passage struck you at the time:  “This might be important because…”

 

Copy down words you don’t understand and can’t decipher even with context clues. Focus on how the author is “raising the bar” and helping you acquire new words. Copy the sentence the word is used in and record what you think it means. You can always check the dictionary later. Identify a minimum of 10-15 new words from the novel.

 

Jot a ? when a character does something out of character or something that will have consequences.  Create a why question to help you remember puzzling behaviors. Do not hesitate to make judgments as you do when you watch real people:  “Blaming Albondiga for his light blue tuxedo choice might reveal that Jesus was not willing to be responsible for fashion and other parts of his life.”

 

If you start to notice the repetition of a certain word, image, or idea, record it. You can figure out later why this word, image or idea is being repeated. Is it symbolic?  Why is it important?  Ex:  “This is the third time Albondiga has gotten blamed by Jesus for his bad decisions concerning clothing.”

 

Print the names of characters and describe them as if you are “people watching.” Use a negative sign (-) when conflicts or problems start and a plus sign (+) when there are positive behaviors. Explain these circumstances so you remember the good moments and low moments.

 

Listen to characters speak and notice how they act. Copy passages on the left and respond on the right side with comments on what you hear or see: "arrogant" "meek" "shameful". Use adjectives to describe them.

 

Copy powerful passages that grab your attention. These lines may capture personality, reveal something, clue you in or foreshadow future events, etc. The may use strong imagery or writing techniques that impress you. Add a sentence of commentary so you remember why the passage struck you at the time:  “This might be important because…”

 

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