Once per week a student presents a book to the class immediately before the weekly book exchange time in the library.  This activity is carried out collaboratively with the librarian Robin Becker and the classroom teacher Jeannie Kerr.  The librarian thought up the activity and we started the year with Robin presenting various books and Jeannie asking questions about the book along with the students.  The point being that the students were being exposed and starting to participate in a model of discourse around literature.  Robin identified certain literary elements such as plot line and conflict which had provided enjoyment for her, or made personal connections to the book, and Jeannie asked questions about other elements such character, setting and mood to expand the discourse.  Students joined in and the same language was used in the classroom to reinforce the vocabulary and ways of engaging in literary discourse.  After a few weeks the students began presenting their own books and initiating the discourse and the students were able to jump in.  Each student tends to present the book with a brief summary, and identifies the elements that they believe recommend the book, or share a personal connection they believe others might also make.  The student then selects an excerpt from the book that he or she believe highlights the enjoyable elements.  After the reading, the students in the class ask questions and compliment certain features of the presentation.

There are many benefits to this activity.  First, the students are engaging in literary discourse and the structure allows them to take a greater role as they internalize varied vocabulary and structures in literature.  Second, the students become more critical readers as they consider differing elements that perhaps they had not considered previously.  Third, the students are gaining experience presenting and building confidence in talking to a group in a supported atmosphere.  Fourth, the students are hearing about literature that they had not perhaps encountered and they are starting to share books and talk to each other about books in informal times.  Fifth, the teachers' place is shifting to the background as the students actively engage with each other in literary discourse.

You can view images of the students presenting to the group in the Images of Rah Rah Books.