Book Pass: Day One
Student arrive in the classroom the first day of school eager to make a good impression. We teachers want to bring our A-grade, too. Earlier this August, I had my tenth first day of school as a teacher. I had arranged my 31 desks into pods of 3 and 4 and piled books in the center of each pod for a book pass.
On the very first day of school, my students would sample books, finding titles to read in the coming months. This activity would set the tone and environment for the year. In this classroom, we read. We share books with one another. We are a community of readers.
I wondered how many books my students would be able to check out in a 50-minute class period. I aimed for 10. Each pod had around 6 books in its stack, and there were 8 pods of desks total. After quickly taking roll, I told my students that would be doing a book pass. I’ve heard this activity called speed dating with books. One of my colleagues on Twitter suggested I turn down the lights and play some romantic music, but I couldn’t do that on the first day of school. It would seem too silly to my sophomores. At least most of them, I think. This sampling of books could easily be called a book buffet as well. I had done this activity with librarians in the past, and I used to do it when I taught the reading for fun elective at our high school.
In her guide “Tools for Teaching Content Literacy,” Janet Allen calls this activity a Book Pass. She recommends that students use a chart with these three columns: Title, Author, & Comment. For my purposes, I tweaked the columns and used Title, Notes, & Rating. I told students not to worry about taking a lot of notes on the book–just enough to remember something important about it. They would not be graded on how detailed their notes were. These notes were for them, not me. For rating, students used a scale from 1-5, with 1 meaning the students had no interest at all in the book and the 5 meaning they couldn’t wait to read it. Instead of running copies to create these charts, I had students fold notebook paper twice vertically to create three columns. Even on the first day of school, almost all of my students had notebook paper and writing utensils for this activity. I was pleasantly surprised!
Students gravitated to their friends when they originally sat in their pods. I gave 2 or 3 minutes with their first book, and then had students grab a second book from the pile. Now that they had sampled 2 books, it was time for my students to get up and move to a new pod. So that they could meet other people in class, I asked them to sit at a new table group with at least one person of the opposite gender. We sampled two more books in the same manner, and then moved to a new pod with people who had similar eye color. Students scanned two more books, and then we established which months fell in each season. Spring birthday students would sit together next at a new table, summer together, and fall and winter. That rotation was a little complicated, but it didn’t take as long as I thought it would. Books 7 & 8, and then students rotated to their final pod where they could sit with anyone from a common elective–a sport, band, choir, drama, media production, foreign language, etc. We finished up books 9 & 10 with only a few minutes to spare. I had my students put a star by the best book they found and smiley faces next to any books they would consider reading.
I had students turn in their charts, so I could see what sort of ratings they gave to the books I selected. I gave them back a day or two later, suggesting that they hold onto their charts, to remind them of good books they could read this school year. I have already had a few students browsing my classroom library while holding their charts. It occurs to me now that I should have had students label which tub their favorite books were from, so they could easily find the books later. I was very pleased wit how this first-day activity went, and I plan on doing it again at the start of next semester, if not before.