Whole Novels for the Whole Class

About the Author vii
Acknowledgments ix
Introduction 1
PART 1 ESSENTIAL PRACTICES 11
1 A Case for Whole Novels for the Whole Class 13
Parts of the Whole: My Annual Curriculum Map 30
2 Selecting the Right Books--Five Dimensions of GoodChemistry 35
3 Authentic Note Taking--Three Levels of Thinking, ThreeLevels of Response 68
Parts of the Whole: A View of Whole Novel Study from Start toFinish 102
4 Whole Novel Discussions--Everyone Has a Voice 107
Parts of the Whole: Lessons from Beginning Teachers on WholeNovels 136
5 Making the Writing Connection--Harnessing Students'Drive to Say Something 141
PART 2 MAKING WHOLE NOVELS WORK IN REAL-WORLD CONTEXTS177
6 Setting Expectations, Building Accountability--The Launchand Beyond 179
Parts of the Whole: My Classroom Setup 207
7 Developing Students' Critical Reading andComprehension--Activities We Do along the Way 214
Parts of the Whole: Integrating Technology 249
8 Differentiating for Diversity--Whole Novels for AllStudents 253
9 Analyzing the Results--What We Know and Where We Can Go296
Appendices 313
Appendix A: Transcription of Whole Novel Discussion Notes315
Appendix B: Spanish Translation of the Parent Letter 325
Appendix C: Notes Worksheet for Picture Book Study 327
Appendix D: Directions for Plot Charting Activity 329
Appendix E: Seeker Opportunity Assignment Choices 330
Appendix F: Student-Designed "Book Report" 332
Appendix G: Variations on a Theme Assignment 339
Appendix H: Hero's Journey Cycle Activity 341
References 343
Index 345