1011+Book+Clubs

=Book Clubs= Students were given the choice of which book they would like to read. The requirements were that they could not have read the book, nor seen a movie based on the book previously. Please click on each book below to access student work.

1. Discussion Director/Facilitator
This student is responsible for writing down 5 thought-provoking questions for the purpose of group discussion based on that day’s reading assignment. These questions should be posted on the group's wiki page before the scheduled meeting. As the group Facilitator, it is also this student's job to direct the group discussion.

2. Connector
This student is responsible for finding connections between the text his/her group is reading and the outside world. This means connecting the reading to the following: his/her own life, happenings at school or in the community, similar events at other times and places, other books or stories, other writings on the same topic, or other writings by the same author.

3. Artful Adventurer
This student is responsible for sharing an artistic representation of the material read. Avenues for expression may include: artwork in any medium, music, poetry, collage, music, mobile or anything else which represents an aspect of the material read.

4. Vocabulary Enricher
This student is responsible for finding especially important vocabulary in the story. Vocabulary selected should focus on words that are unfamiliar, interesting, important, repetitive, funny, puzzling, descriptive, vivid or those used in an unusual way.

When your group members meet, help them find and discuss the words you have chosen. You might discuss the following:
 * ====Word selected and page # where found:==== || ====Definition based on context -- use of dictionary is encouraged!==== || ====Reason word was selected:==== ||
 * How does the word fit in the story?
 * How does this word make you feel?
 * What is the //etymology//, or origin, of this word?
 * What images does this word evoke, or make you think of?
 * Does this word carry any specific connotations, or meanings that are positive or negative?

5. Character Captain
This student is responsible for revealing specific personality traits of the character(s) within the novel. This means he/she will find examples in the assigned reading of behaviors/actions that help group members to know the character(s).

**Common Character Traits: A List of Adjectives**

 * adventurous || awesome || artistic || athletic || active ||
 * beautiful || brave || bold || bossy || cheerful ||
 * curious || creative || courageous || considerate || daring ||
 * impulsive || dainty || dangerous || exciting || entertaining ||
 * energetic || funny || a fighter || friendly || fun-loving ||
 * gentle || generous || happy || humble || hostile ||
 * honest || intelligent || independent || inventive || a leader ||
 * lazy || messy || mischievous || mean || neat ||
 * nasty || nice || nosy || open || poor ||
 * proud || pretty || quiet || rich || respectful ||
 * rad || sad || sloppy || serious || successful ||
 * shy || short || smart || studious || selfish ||
 * simple || tall || trustworthy || thoughtful || unselfish ||
 * warm || witty || wild || wonderful || silly ||
 * melancholy || mellow || aimless || loud || prudent ||
 * iconoclastic || penurious || belligerent || loyal || visionary ||

6. Figurative Language Finder
This student will identify any literary devices that are used in the assigned material such as similes, metaphors, idioms, etc. and explain to the group why the author choose to use figurative language in this way.

7. Spanish Interpreter (//Esperanza Rising// only)
This student will translate any Spanish words and/or phrases that were used in the assigned chapters to English for the group.