For the reading and discussion of:
MacLachlan, Patricia. Sarah, Plain and Tall. New York: Harper Collins Children's Books, 1985. (1986 Newbery Medal)
Avi. Blue Heron. New York: Avon, 1992.
Reviews and synopses of these books are available at Barnes and Noble and at other locations on the Internet.
The goals of discussion and activities vary with the structure of the adult group, and setting of goals should be recognized as both a group and an individual activity. In the classroom with children, the goals center about learning and acquisition of skills. Among adults, a cohesive and effective group may include individuals with varying goals. Some goals that are appropriate to the reading and discussion of these two books might include:
Many adult groups use this format exclusively, and the questions and concerns that direct classroom discussion are useful with adult groups also. Other questions will arise among adults working with children's literature, but the starting points for discussion are the same.
One topic that is likely to surface for some groups or individuals is the topic of censorship, and it is useful to collect some ideas on this topic for use in the group.
While adult groups may be resistive to writing unless they are bound by a classroom structure, it is useful to encourage each participant to maintain a reading journal in which impressions and ideas are recorded. Participants will keep such journals if they are referenced and included in the discussions. Group leaders may include journals by asking participants to read from them or by asking them to look through their journals for specific types of information.
An effective question might be, "Has anyone included any comments in the reading journal about Maggie's relationship to her stepmother?" This is a complex relationship in the book, and readers referring to journals may develop and share more significant responses. Journaling asks for a more considered individual response to the text.
Formal assessment is not appropriate to informal groups, but assessment is always critical to good practice. A short discussion or an invitation to share comments about the group with the leader by phone or e-mail or in a social setting is the best way that I know to acquire useful (constructive) criticism.