Summer Reading: Connection and Discovery

Despite the fact that it is spring on the calendar, English teachers are already planning for the 2024-2025 school year. During April and May, each teacher is making selections for the summer reading assignments that we use to maintain and grow literacy when we are not in school. Some of our teachers encourage choice reading, and others want students to come prepared to engage in a single story or theme.  No matter our chosen books, we all consider the summer reading assignment as a way to engage our students in the study, as Hamlet so eloquently phrased it, of “Words, words, words” (Hamlet 2.2.210).  

Through my conversations with various students and teachers, an idea emerged that I wanted to use for my own class: a faculty/student book club. My mind has unfortunately lost the name of the school who uses this method, but the idea has stayed with me. The time has come to give it a try.

In my four classes of English III Honors, English IV, and English IV Honors, the students will have the opportunity to choose a nonfiction book selected by a Trinity administrator. Sign ups will occur on a first come first serve basis and will be limited so that everyone can have a meaningful, book-centered conversation during the first weeks of school in August. Administrators like Mr. Jones and Mrs. Hammer are looking for a “favorite” title to share with the knowledge that they will lead the students in a discussion of the book. 

One of my goals is for the students to connect with the adults at school in a meaningful way through discourse focused on summer reading. We learn so much about ourselves and others through such conversations and in the way that others perceive a topic or writing style. Our critical analysis of the subject matter can tell us so much about our own values and emotions and develop our self-awareness.

Hopefully, preparing their nonfiction book choice and anticipating the discussion to follow will reinvigorate our students as they enjoy the lazier days of summer.