Book Clubs For Secondary Classrooms

An English teacher’s life is packed, and for the most part on top of that, we are doing more than just teaching English. For me, I’m the yearbook adviser, the graduation coordinator, senior class sponsor, member of the leadership committee, etc. I’m sure your situation is similar. So, when I can cut down on what I might be doing in my English class that causes me more work (and doesn’t really benefit the students more than another choice I could make) I look at revising it. Therefore, one year the cut came to literature circles. In fact, I had done them several times, several ways and hated (I know that is a strong word, but really) so much that instead of revising it, I cut it completely for several years – until another idea hit me. So before I launch into what I do instead of literature circles, let me make my case against them. Primarily, my number one reason for not using literature circles is not the work load for me of all the copying, begging, keeping multiple stories straight, and grading through different work stacks, but rather the disservice I think it does to the students. Every single time I tried the literature circle strategy with different students reading different books doing different roles, never once did a student actually read the material in its entirety or go above and beyond to explore other aspects of the novel. They would cheat the system every single time no matter what I offered, promised, or threatened. In theory, I think they are great. Once I was brave enough to try again, I looked at ways to revise the concept and now my students read at least one novel out of class and not only do I look forward to the time, but so do they. So, what do I do? I still wanted it to have a read-for-fun concept, so we have Friday Book Clubs. Below is my method of implementation. This is my strategy for managing and maintaining out of class readings for students.

1. Each student reads the SAME book


I know- where’s the fun in not letting them pick? The picking strategy doesn’t work for me (or my students) because honestly, if they are all so good to be in the stack that it doesn’t matter what they pick, then why aren’t they reading them all? In my opinion, there’s no way each book can offer the same type of skills. For me, time is so precious, so I’m even using my out of class readings as a vehicle for skills I need to cover. Also, how can you make connections across other texts and concepts and reference them in class when only a certain number of students are privy to the info? I even seen with literature circles eventually the students read all the books anyway. I am not one to just fly through the pages of a book to check it off the list. I would rather my students take an entire semester on one book, if need be, to really dig into its layers instead of flying through a stack, just so everyone feels like he/she gets a choice. If they are reading them all, then it was never a choice anyway – just a choice in what order they read them, and it’s more frustration and work for the teacher.


2. Each student has the same role and goal – to get the most out of the book as possible so we are all on the same page


With literature circles, students get into groups to discuss the work they did for their specific role. Then they switch roles at different points and so on. I found that if a student was the word master for the group, that’s all she did. If a student was assigned to be the symbol sleuth, he just looked for symbols and completely missed any new words or any key developments with the characterization. I prefer my students to read with an open lens, so they come to class with all the information of the text bubbling around in their head. Then, I give them a focus for their discussions, and they drill down. To me, reading for just bits and pieces takes the fun out of reading. It makes it like shopping with a list – you miss other things you might’ve loved because you are too focused on just the list. See my accountable talk discussion pack and my emoji puppet stems for productive and fun discussions!



3. We do meet in small groups weekly


Students are still assigned (or choose) a small group of other students – their book club – for the duration of the study. They’ve all read the material and are ready to complete whatever activity for skills building and discussion that I have ready. Since my students read their books out of class, I dedicate every Friday to book clubs. While they are reading out of class, I just want them reading – no busy work to do, etc. Just reading and comprehending. Plus, I really do try to limit the amount of homework they are required to do because, let’s be real, most have jobs, play sports, take extra classes, etc. So, with my reading assignment, I just want them reading. Typically, my students do only one out of class novel per semester. That amounts to about 15-25 pages a week depending on the novel length. They have all read a certain number of pages over the course of the week, and on Friday they come to class ready for a short closed-book quiz. Yes, I give a quiz. (Maybe that could be a topic for another post.) After the quiz, we discuss openly the plot development from this week’s reading, I answer questions, and they discuss and debate, make predictions, and so forth. Next, they move into their small groups, and I have some sort of activity waiting for them to complete that is skills-based. Sometimes they close read a section and discuss. Other times, they are working on symbolism or characterization. During this time, I can visit each group and listen to their conversation because I know they’ve read the text and are now enjoying working together to complete the task. I can enjoy hearing what they say instead of worrying that some people haven’t even done the reading.  See more about the specific anatomy of a book club meeting in this new post! Click here!



4. Students do have choices


Throughout the course of the unit, I do provide students with choices in the projects they do, essays they write, and even in the research they conduct. The book I pick is the constant and offers the stability, and from that students’ curiosity is piqued and choices are generated.  I love using menu boards, giving lists of topics, or having students submit their own ideas. What I don’t have is copies and copies of various pages and packets that students must keep up with and manage. Task cards also help with streamlining work and provide differentiation.



5. Grading is more streamlined, and I get a better picture of what students understand on an individual level


I take grades from the quizzes, short writing prompts, research project presentations, essays, paired texts questions, and other related worksheets. All these things measure what the students can do on their own in response to the text rather than what they copy down on a sheet from the surface of the text. Each of my literature units that I develop and sell have all these no prep pieces included.


Basically, this method blends the modern idea of literature circles in the sense that students are reading out of class and coming together with a group to discuss and dig into the text with the old-fashioned methods of traditional out of class reading strategies that offer the structure and accountability that I think students also need to get the most from a text. I’ve had students tell me that was the first book they’ve ever read all of from beginning to end. I’ve had students say, “I really liked that book – what other stuff did he/she write or what would be another book like that?” and they go searching on their own. Now if that isn’t building true readers and opportunities for authentic choice, then I don’t know what is.


Some novel units I’ve completed with great success include Dave Cullen’s Columbine, Fahrenheit 451, and Lord of the Flies.


Love this content?

Sign up for my email newsletter with more tips, ideas, success stories, and freebies!


Plant-Themed, Growth Mindset High School Classroom Design Makeover

Plant-Themed, Growth Mindset High School Classroom Design Makeover

By Julie Faulkner • June 30, 2025
If you're searching for classroom makeover ideas, growth mindset decor, or creative ways to organize your room for maximum impact, this plant-themed high school English classroom transformation is packed with inspiration.
Effective Strategies for Teaching Poetry in Secondary ELA

No More 'IDK': Effective Strategies for Teaching Poetry in Secondary ELA

By Julie Faulkner • April 6, 2025
Tired of hearing “I don’t get it” every time you teach a poem? This blog post shares 5 teacher-tested strategies that build student confidence before the confusion kicks in. From guided annotations to smart poem pairings, these moves help students approach poetry with curiosity instead of panic. Think: less frustration, more “aha!” moments.
Old-Fashioned Test Prep That Works: A Proven Approach for Middle and High School English

Old-Fashioned Test Prep That Works: A Proven Approach for Middle and High School English

By Julie Faulkner • February 20, 2025
Let me let you in on a little secret: I actually like test prep season! I don't love that students have to take the tests (we can discuss that another day), but what I love is that this time is when we can slow down and reflect. There's no more pressure to teach new material, and it's also a signal that the end of the year is near! However, I know that means students are also super close to done and prepping for tests can really start to wear them thin. That’s why I stick to test prep strategies that work—no fluff, no gimmicks, just solid, old-fashioned review. While flashy new methods come and go, the classic approach still delivers results. By focusing on structured review, targeted practice, and immediate feedback, we can keep students engaged without burning them out. Here’s how to make test prep both effective and manageable.
Mastering Academic Feedback on Writing

Mastering Academic Feedback on Writing: Strategies for Teachers and Students

By Julie Faulkner • January 2, 2025
Providing effective academic feedback on writing is one of the most impactful ways educators can support student growth. Research and experience consistently show that timely, meaningful feedback clarifies expectations and helps students develop critical skills for success in writing and beyond. Whether you’re following evaluation rubrics like TEAM or preparing students for AP Language standards or EOC writing tests, creating a system for giving and receiving feedback is essential. In this post, I’ll summarize five key strategies to make academic feedback a game-changer in your classroom.
Student-Centered Teaching Strategies: Engage Your Class Without the Stress

Student-Centered Teaching Strategies: Engage Your Class Without the Stress

By Julie Faulkner • November 27, 2024
There are those times when "teachering" just isn’t optimal. What do I mean by that? "Teachering," as defined by me, involves delivering new material, expecting students to produce immediate results, or spending the entire class in direct instruction when students are already overloaded or overstimulated. These times include—but are not limited to—the days before a break, the holiday season, the week of a full moon, half days, or even the day after Halloween. During these moments, the best approach is to shift the focus away from you and onto your students. Let them lead, apply what they’ve already learned, reflect on their progress, and take ownership of their work. This hands-off teaching strategy creates a structured yet low-stress classroom environment where students stay calm, focused, and productive.
Insights from a Student Teacher of High School English

Insights from a Student Teacher of High School English

July 25, 2024
It’s a unique situation for both parties of a student-teaching experience: on the one hand from the point of view of the student teacher, you are entering someone else’s classroom and you may be teaching solo for the first time, and on the other hand, you may be the classroom teacher who is welcoming someone else into your classroom to take the lead. To say the least, this is a tricky space to navigate. That’s why I thought it would be interesting to speak directly to a student teacher – to hear her thoughts and experiences. Whether you are a cooperating/mentoring teacher of a student teacher or you are a student teacher heading into the classroom, this interview with a student teacher of high school English (Miss M), who just completed her placement, is very enlightening.
Everything You Need to Know About How to Sell the Yearbook

Everything You Need to Know About How to Sell the Yearbook

July 25, 2024
You’ve worked hard for half a year or longer to create this beautiful time capsule — the yearbook. You’ve sold advertisements, taken pictures, written headlines and captions, and included as many students as possible. BUT — what if no one sees what you and your staffers have created? That may be a little hyperbolic, but it is super important to have a strategy in place not just for creating the yearbook but for selling it as well. Here’s everything you need to know about how to sell the yearbook!
Make Your Yearbook More Diverse & Inlcusive with These Easy Tips

Make Your Yearbook More Diverse & Inlcusive with These Easy Tips

July 25, 2024
Our yearbook staff’s motto is “Everybody’s Story. Everybody’s Book.” That means everyone! Not just the seniors, the athletes, the staffers and their friends, certain cliques – everybody. Why does that matter? For one, if we are creating a book for people to purchase, they need to be reflected in it; or they won’t purchase it. But the bigger, more important reason is simply that we are telling the story of a year, and without every person represented, considered, and included in the yearbook design, we haven’t done our job: We haven’t told the true story of the year at all if we let bias or favoritism creep in or if we get lazy with coverage and choices. The yearbook must be an accurate time capsule with reflections of each person’s interests, styles, talents, abilities, and backgrounds. Therefore, you can make your yearbook more diverse and inclusive with these easy steps! Tips for your yearbook pages and beyond.
Planning the First Week of Yearbook Class

Planning the First Week of Yearbook Class

July 25, 2024
You’ve just been assigned the yearbook, or last year didn’t go so well, and you want your first days plans to be solid, effective, and fun! Does this sound like you? I’ve been there. The first week of school is a whirlwind, but in yearbook class, the first week back to school is even more topsy turvy, to say the least. You might have looked through my Tips for New Advisers post or How to Have a Picture-Perfect Start to the Year posts for adviser-facing suggestions, and you feel good-to-go from that side of things. However, now it’s time to decide what to do when students are walking through the door — AKA planning the first week of yearbook class! When I think about what to do the first week of school in my yearbook class, I try to think of it like one my English classes in some ways, and in other ways, it is completely different! In this blog post, I’ll share my student-facing plans for the first week of yearbook class.
What the COVID-19 Pandemic Did Not Change About My Classroom

What the COVID-19 Pandemic Did Not Change About My Classroom

July 25, 2024
The 2020-2021 school year was the year of the unexpected, the year of changes, the year of disappointments, the year of frustrations, and certainly the year of loss. It goes down in my book as the hardest year of my teaching career — that includes the first year I taught in middle school, the first year I was a lead in an inclusion classroom, the year I taught while building a house, the first year I was the new yearbook adviser, and the year I taught while having multiple surgeries for some serious medical issues. And let’s not forget that I actually contracted COVID-19 THE. FIRST. DAY. BACK of teacher in-service. However, I didn’t quit. I did survive, and I’m going back. That said, I am choosing to look at the positive — shall we say, “COVID Positive” — Bad pun. Anyway, despite all change that occurred this year — schedules, classrooms, assignments, students, and more, there were a few things that I’m thankful that the COVID-19 pandemic did not change about my classroom.
More Posts