Book Clubs

Book Club Choices

(All synopsizes taken from Amazon.com)

A Star Called Henry: RFrank McCourt (Angela's Ashes) said that "Worse than the ordinary miserable childhood is the miserable Irish childhood." The sentiment might just as easily have come from the fictional lips of Henry Smart, the hero of Roddy Doyle's remarkable novel of Dublin in the early twentieth century. The son of a one-legged hit man, young Henry is the third child born but the first to live through infancy. He is also the second Henry--the first having died, and become a star in the mind of his mother. Soon, his father has all but abandoned the growing family, and at 9 Henry is on his own, running wild in the streets, thieving to stay alive. By the time he is 14, Henry has become a soldier in the new Irish Republican Army and in one long and harrowing chapter, readers view the events of the Easter Rising of 1916 from his position in the thick of it. When the shooting starts, Henry aims not at the British but at the store windows across the street. "I shot and killed all that I had been denied, all the commerce and snobbery that had been mocking me and other hundreds of thousands behind glass and locks, all the injustice, unfairness and shoes--while the lads took chunks out of the military." Though the uprising is eventually crushed and the leaders executed, Henry escapes to live--and fight--another day. Hardly any other writer alive can create families and neighborhoods full of mutually involved people with such easy authority. And nobody alive uses filthy language with such exuberant expressive virtuosity.

Jane Eyre: Charlotte Bronte's heroine Jane Eyre, may not have been graced with beauty or money, but she had a spirit of fire and was filled with integrity and a sense of independence - character traits that never waned in spite of all the oppression she encountered in life. Jane, who is the tale's narrator, was born into a poor family. Her parents died when she was a child and was sent to live with her Uncle and Aunt Reed at Gateshead. Jane's Uncle truly cared for her but Mrs. Reed neglected her while she pampered and spoiled her own children. Upon the death of Jane's Uncle, Mrs. Reed sends Jane to the Lowood School, a poor institution run by Mr. Brocklehurst, who believed that suffering made grand people. At Lowood, Jane met Helen Burns, a young woman a little older than Jane, who guided her with vision, light and love. Helen later dies from fever, in Jane's arms. Jane stayed at Lowood for ten years, two as a teacher. Jane applies for the position of governess and found employment at Thornfield, owned by a Mr. Rochester. All is not as it seems at Thornfield. There is a strange servant who lives and works in an attic. Ms. Bronte brings to the fore such issues as gender relations the mid-19 century, women's equality, the treatment of children and of women, religious faith and hypocrisy (and the difference between the two), the realization of self, and the nature of love and passion. It is at once startlingly fresh and a portrait of the times.

Pride and Prejudice: The first sentence of Jane Austen's Pride and Prejudice must be among the most quoted in literature. As usual, Austen trains her sights on a country village and a few families--in this case, the Bennets, the Philips, and the Lucases. Into their midst comes Mr. Bingley, a single man of good fortune, and his friend, Mr. Darcy, who is even richer. Mrs. Bennet, who married above her station, sees their arrival as an opportunity to marry off at least one of her five daughters. Bingley is complaisant and easily charmed by the eldest Bennet girl, Jane; Darcy, however, is harder to please. Put off by Mrs. Bennet's vulgarity and the untoward behavior of the three younger daughters, he is unable to see the true worth of the older girls, Jane and Elizabeth. His excessive pride offends Lizzy, who is more than willing to believe the worst that other people have to say of him; when George Wickham, a soldier stationed in the village, does indeed have a discreditable tale to tell, his words fall on fertile ground. Having set up the central misunderstanding of the novel, Austen then brings in her cast of fascinating secondary characters: Mr. Collins, the sycophantic clergyman who aspires to Lizzy's hand but settles for her best friend, Charlotte; Lady Catherine de Bourgh, Mr. Darcy's insufferably snobbish aunt; and the Gardiners, Jane and Elizabeth's low-born but noble-hearted aunt and uncle. Some of Austen's best comedy comes from mixing and matching these representatives of different classes and economic strata, demonstrating the hypocrisy at the heart of so many social interactions. And though the novel is rife with romantic misunderstandings, rejected proposals, disastrous elopements, and a requisite happy ending for those who deserve one, Austen never gets so carried away with the romance that she loses sight of the hard economic realities of 19th-century matrimonial maneuvering. Good marriages for penniless girls such as the Bennets are hard to come by, and even Lizzy, who comes to sincerely value Mr. Darcy, remarks when asked when she first began to love him: "It has been coming on so gradually, that I hardly know when it began. But I believe I must date it from my first seeing his beautiful grounds at Pemberley." She may be joking, but there's more than a little truth to her sentiment, as well.

Burmese Days: In 1930, Kyauktada, Upper Burma, is one of the least auspicious postings in the ailing British Empire--and then the order comes that the European Club, previously for whites only, must elect one token native member. This edict brings out the worst in this woefully enclosed society, not to mention among the natives who would become the One. Protagonist James Flory is a timber merchant, whose facial birthmark serves as an outward expression of the ironic and left-leaning habits of mind that make him inwardly different from his coevals. Flory appreciates the local culture, has native allegiances, and detests the racist machinations of his fellow Club members. Alas, he doesn't always possess the moral courage, or the energy, to stand against them. His almost embarrassingly Anglophile friend, Dr. Veraswami, the highest-ranking native official, seems a shoo-in for Club membership, until Machiavellian magistrate U Po Kyin launches a campaign to discredit him that results, ultimately, in the loss not just of reputations but of lives. Whether to endorse Veraswami or to betray him becomes a kind of litmus test of Flory's character. Against this backdrop, Orwell throws the shadow of romance. The arrival of the bobbed blonde, marriageable, and resolutely anti-intellectual Elizabeth Lackersteen not only casts Flory as hapless suitor but gives Orwell the chance to show that he's as astute a reporter of nuanced social interactions as he is of political intrigues.

Book Club Task and Expectations

Now that we have book clubs put together, it's time to get working on them. The ultimate goals are many, but to name a few, your book club will be responsible for a final presentation. In this presentation, you will be pitching your text to the executive board of the Arts and Entertainment Company (that's your teacher and the rest of the class) in the hope that your novel will be selected for a new TV series.
  • At the end of the book club project, you will present your book to the rest of the class. We will be talking about this more in-depth, but for now you should know that you will be expected to make use of the full class period on your assigned day. You should plan on a multimedia (which can mean a lot of things, but definitely no lectures!) presentation. Your goal with your presentation: make your audience see why this book is worth reading.
  • At the end of the project, you will be asked to grade yourself as well as your fellow team members. Only I will see these grades; be honest. In grading, you will want to consider all of the elements of book club: attendance, participation, preparation, willingness to work as a team member, insight, etc.

Getting Started

One of the first things it is important to do is to decide upon a reading schedule and set up some discussions, either online (you can use the chat box(for real time/synchronous) or a forum (for asynchronous) in the blog or just share email address or whatever you want, such as the blog itself). I suggest getting the book read as soon as you can so the research and development of the final project can get going and isn't rushed.

Things to Cover

The below is what your project is expected to address at a minimum. 
  • Primary goal is to get others interested in the text. This goal might take something of a backseat with the mid-term presentation as you won't have much time to make your points;
  • What the story is about; provide a faithful representation of the major elements of the action, perhaps as a plot summary;
  • Who  the characters are and whether or not they are compelling characters; who are the essential/central and secondary characters and why are they of concern?
  • What are the story's conflicts and/or themes and why might that matter then or now?; avoid teh cliche of man-v-man, man-v-nature and the like.
  • What is your assessment of the writer's style?
  • What interesting information might compel somewhat to read the book?
  • Discover what you believe to be “true” about the text and back that up with evidence.
  • The mid-term presentation should provide some predictions about what might happen as the narrative progresses and the tale concludes. Build this on concrete elements within the text and not mere speculation;
  • A "Works Cited" is required, and a page of links to other resources is also a good thing to include.

Midterm Presentation

The mid-term report will be about the first half of the novel: what is the story about, who are the characters, are they compelling characters, what are the story's conflicts and/or themes, what is your assessment of the writer's style, what predictions do you make for the rest of the book, what themes seem to be emerging, and anything else you find of interest or importance in the text and your group discussions.

As a group, you are responsible for creating or editing an already created wiki in the class space covering the above listed topics. Be sure that everyone’s name is on it and that everyone contributes. In addition, each group will give a 12-minute oral report covering the same points. Each member of the group must deliver a roughly equal portion of the oral report. I suggest that the person who delivers the oral material on a particular portion of the topic also be the person responsible for writing up that material. Some group member can then take all the written material and put it into a single document.

The Final Project

DO NOT PUT ALL YOUR EGGS IN ONE BASKET! USE A VARIETY OF "DELIVERABLES" TO GET YOUR POINT ACROSS

Your final project is to take the form of a "pitch" to turn your novel into a movie, television series or mini-series. You can make use of your audience in anyway reasonable, and take the class anywhere on campus you need in order to make your pitch. You may use podcasts, videos, very brief explanations or what have you, but you must vary the mode of presentation over the course of the class. Do not expect your audience to simply sit and listen to a lecture from a Power(less)Point(less)TM or to listen to a 50 minute podcast or video. That won't work.

A few things you might do:

  • Create or substantially revise, for the better, an entry on Wikepedia;
  • Create a website regarding your work and share it with the classroom. This must be a solid repository of information, most of it original with documented sources;
  • Reader's Theater: Put on a dramatic production of some element of the text, one that highlights the major themes and conflicts of the text. Reader's theater does not require that you memorize your lines, but you should be able to read them with a minimum of prompting from the text. Costumes and some sort of set are also needed. This can happen in the class, or in some other locale that works for the class period;
  • Video Project: Produce a video somewhat along the lines of a reader's theater.
  • Develop some interactive presentation that has the rest of the class engage in some activity that leaves them better understanding the novel you worked with;
  • PowerPoint presentation to class, just be sure it has both power and a point!;
  • Dramatized interview with one or more of the characters;
  • Puppet show with same/similar expectations of reader's theater;
  • Game show that is staged to engage folks who have not read the text while giving them an understanding of the text;
  • Got another idea? Run it by me and we'll see.

What you must do:

create a wiki entry for this class blog containing the basic information presented in the midterm, but through the whole novel. After that, how you use the 50 minutes is up to you.

Grading

Along with my making a determination of the project’s quality and effectiveness, you will also be grading the participation of each group member. Specific criteria can be found within the attached rubric.

A Note about Images and Sound

Both images and sounds are great things to have on websites, but  they need to be done properly, especially from a copyright and intellectual property perspective. In short, you are not allowed to just snag sounds and images from the web  unless they are in the Public  Domain, which is not always easy to determine.  If you are uncertain,  I suggest you  email the person who has the images you want to use and  seek their permission.  When that sound or image is then used, it is expected that attribution be provided so readers of the site know where the information came from.  Sometimes, if you can't  secure permission, the image or sound can be included  by providing a link rather than placing the image itself within the site. We can talk about this as needed.

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