Book Club: "Future Worlds" Grade 7

Running Head: BOOK CLUB 1

Rationale

The theme of our book club is “Fantasy Worlds” for grade seven readers. We chose this

theme since each book is either based on the future or some other world. The books are suitable

for grade seven readers because the writing style and subject material appeal to their level of

reading and interests. The books range from an above grade reading level, grade level reading,

and approaching grade level. The books use vocabulary most students will be able to

comprehend, although, some words may prompt them to look up a definition. The stories also

appeal to boys and girls as they can both relate to the idea of a future or some other world, as

they have vivid imaginations at this age. Technology is quite advanced in our world today, and

students can relate robots, computer simulation and other electronics in the stories to video

games, computers, iPads and so on. The main characters in the story are close in age to the grade

seven students as well, so they will be able to relate to the characters. The theme of relationships

is weaved throughout all the novels, as the characters must support each other and stick together

in order to accomplish their goals. This sends readers a positive message which they can

implement in their own lives. Some of the books are also the first book in a series, so this may

encourage students to continue reading after the first book.

Our plan connects to the Alberta Program of Studies in grade seven social studies, as the

goal of this subject is to “foster the development of values and attitudes that enable students to

participate actively and responsibly as citizens in a changing and pluralistic society.” This

directly relates to the theme of our book club, since all of the main characters attempt to survive

and participate in a drastically changed society. The specific outcomes include, “Values &

Attitudes.” 7.1.2-“Appreciate the challenges of coexistence among peoples,”and “Social

Participation as a Democratic Practice.” 7.S.5- “Demonstrate skills of cooperation, conflict

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resolution & consensus building: assume various roles within groups, including roles of

leadership where appropriate.”

Our book club incorporates all six areas of reading, writing, speaking listening, viewing

and representing into an English Language Arts class. These skills are important because they

will help students grow up and become active and participating members of society. Howard

Gardner's Multiple Intelligences also fits into our book club, as it accommodates many different

learning styles, including, visual, linguistic, intrapersonal, interpersonal and bodily-kinesthetic.

Students experience a variety of interactional and oral language as well as the multiple functions

of language as they interact and collaborate in small groups.

Cambourne is a theorist who emphasizes the importance of the role of teacher and

student, in order to facilitate a purposeful learning environment. His theory states that students

should be engaged in their own learning and that mixed ability groupings are essential. This

directly relates to group work, since being a group member helps students become engaged in

their learning. Cambourne also supports learners being surrounded by visual and aural texts,

which relates to our book club as well. Vygotsky is a theorist who encourages a social

constructivist model of learning. He believes that people’s thinking patterns are primarily

acquired through their social interactions. This would then imply that group work and

collaboration would be very important for Cambourne and Vygotsky. Piaget is another theorist

whose stage of formal operational thinking, along with appropriate teacher guided scaffolding, is

able to analyze, connect and extend abstract concepts, such as cultural identity, socially

constructed norms and the concept of wealth as determined by limited resources. This concept

connects to the novel’s main characters and their growing relationship with each other, as they

attempt to survive in a changing world.

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Novel Summaries

Blum, V. (2011). Take Over. Ontario, Canada: Scholastics Canada Ltd.

Rationale:

Take Over is a great novel for students in grade 7 who are below the grade level reading

group. We chose to include this book in our book club because it is very fitting with our theme of

“future worlds;” it provides students with an opportunity to escape into the book while reading it.

This futuristic novel allows students of this age to have a connection to it because of the setting

for parts of the book, which is Calgary and Banff Alberta. Students will notice this and the many

other Canadian symbols expressed throughout and will be able to identify. Most middle school

students are usually going through different struggles whether it is with self-identity or morals

around this time in their lives. Take over displays these types of issues in the main character’s

life, which will again give the students something to relate with and can even help students

discover different approaches to overcoming their own personal struggles. We thought that it was

crucial to include a book in our book club for those students who are not quite at reading level

but can still be engaged in a book and complete it with a feeling of accomplishment.

Summary:

Quantum, a fourteen-year-old Ironian boy, is sent to Earth to fulfill his duty as a newly

appointed Guardian, which he is not thrilled about. Quantum is use to taking orders from his

bosses, Mr. and Mrs. Jones, and would rather stay on Ironia to help them in the little ways that he

does. Things are changing and Quantum does not like where they are going so he decides to

leave it all and run away from home. During his expedition on Earth, Quantum is faced with

many obstacles that make him question who he is and where he really belongs. Where will

Quantum end up: with his fellow Ironians or the humans of planet Earth?

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Text Features/Literary Qualities:

Take Over is 101 pages long, including the epilogue, and has a total of seventeen

chapters. The chapters in this novel are all relatively short giving the students an opportunity to

complete a full chapter or two in one sitting. The short chapters make it more manageable for

readers who are a little below grade reading level. Although this text is targeted towards these

types of students, there are some challenges throughout as the diction is one that might require

multiple attempts and possibly a dictionary. I like this aspect of the book because we want

readers at this level to be successful and continue to be engaged readers, while still pushing them

to grow at the same time. Take Over is overall an appropriate book for our book club that will

thrill an immense amount of students with its suspenseful and realistic qualities.

Collins, S. (2008). The Hunger Games. New York, NY: Scholastic Press.

Rationale:

The Hunger Games was chosen for our book club because it is set in future North

America which connects to our ‘Future Worlds’ theme. Students will draw the connection

between our nation today and how it could look in the future. The Hunger Games is above grade

seven reading level so it is suitable for more advanced readers. This book contains complex

issues that will challenge readers to extend their thinking beyond what is being said in the book

and begin to make connections to the current North America.

Summary:

Katniss Everdeen was born into the last of 12 outlying districts surrounding the golden

Capitol of Panem, which was once known as North America. The Capitol controls every aspect

of the people’s lives and especially keeps them in line by hosting annual Hunger Games. One

boy and one girl are chosen from each district to fight to the death- and this year her sister Prim

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has been chosen. In a selfless act the save her sister, Katniss volunteers as tribute. But if there is

one thing Katniss has learnt from living in the poorest district, it is a sense of survival. As

Katniss battles through the games she realizes that although lives are being lost, this is just a

game to the Capitol. As the games go on Katniss begins to put her energy to fight against the

Capitol, not her competitors.

Text Features/Literacy Qualities:

The Hunger Games is 374 pages long and is split up into three sections with a total of 27

chapters. The first section is called “The Tributes”, on page 1, which is all about the reaping of

two teenagers from each district. The second section is called “The Games”, on page 131, which

entails the horrors that occur in the name of survival within the arena. Finally the third section is

called “The Victor”, on page 245, which regails of the final hours in the games and the surprising

turn of events for the victors. The Hunger games is written in first person from the view of the

protagonist, Katniss, and it is a very suspenseful and engaging read.

Falls, K. (2011). Dark life. New York, NY: Scholastic Inc.

Rationale:

Dark Life is a highly proficient selection for the theme of “Future Worlds” and student in

grade 7. Not only are there engaging characteristics to the protagonist, Ty, developmentally for

students, but the content can easily be linked to the unit theme and concerns in our world today.

Ty relatably struggles throughout the novel with his identity, refusing to acknowledge his unique

characteristics, because he just wants to be “normal.” The book may be an at grade level read,

but the contents were compelling and thought provoking even from a more advanced reading

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position. The fast paced, but immersive visual literary style of the book make a good match for

challenged readers. At the same time the often subtle implications and parallels between our

world and this future world make a fascinating puzzle for the advanced reader.The cost of greed,

the blindness of prejudice, the subtlety of political injustice, the price of ignorance, and the

nagging question of what is truly right or wrong, are all powerful themes that challenge readers

to connect to their own world.

Summary:

Human-kind has been forced to adapt to the radical impact climate change has had on the

planet. Fifteen-year-old Ty, the first person to have been born subsea on the new frontier, farms

the ocean floor with his family. After befriending a “Topsider” named Gemma, Ty finds himself

in the midst of a crisis when government support of the subsea settlements is retracted under the

condition that the Seablite gang be captured by the underwater inhabitants. Will Ty lose his

beloved home and be forced to live on the overcrowded remnants of land left or will he uncover

the truth behind the outlaws and what is really going on?


Dark Life is at grade 7 reading level and, despite it’s 297 page length, is an incredibly fast

paced read. Readers are fed bits and pieces to develop the setting, overarching theme, and plot,

as they catch their breath between intense action and compelling twists. Between the larger font

size, bite sized chapter length, and high interest content, Dark Life will be a rewarding challenge

for struggling readers and an enthralling page turner for stronger readers. Intriguing use of

futuristic slang (“Glacial!” for cool, “Hot tar!” for oh no, etc.) parallel well with the post-Global

Warming disaster setting.

Goodman, A. (2008). The Other Side of The Island. New York, NY: Penguin Group.

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Rationale:

The Other Side of the Island is a wonderful fantasy novel for Grade 7 students who are an

above grade level reader. We selected this book as it has a very interesting storyline, and even

though it is based in a ‘future world,’ many of the concepts displayed in the novel also relate to

life and the struggles that students in middle school may be going through. This novel is also a

great choice as it has not been made into a film so students will not be familiar with the story or

basing their opinions off the movie instead of the book. The journey of the main character is

relatable to what many middle school students experience when they move to a new school;

whether they feel like an outcast, think their family is weird and embarrassing, or want to

conform to society’s norms. The fantasy component of this text, while abstract, is fairly simple

as everything takes place on the same island. However, we would not recommend this book to a

lower level reading student as some of the thinking involved with reading this text is a bit more

abstract, as students must predict what is happening based off the knowledge given within the

text.

Summary:

Honor and her family move to Island 365: a place where everything is calm and peaceful

- everyone is happy and gets along, weather is regulated, the sky turns the exact same color at the

same time every evening and even the stars cease to move. Everything about the Island is

predictable and life revolves around Earth Mother and the Corporation; whatever Earth Mother

believes is what the citizens believe - except for Honor’s family. Her parents are constantly

breaking curfew and saying things that are against Earth Mother’s beliefs. Honor slowly begins

to forget her old life and conform to the opinions of her teacher and classmates: eventually

beginning to resent her family and their unfitting ways. However, once Honor meets Helix, a

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boy whose parents seem to be the only family that’s similar to Honor’s, he unveils a horrible

truth about the Island: those who do not conform to Earth Mother’s rules disappear...forever.


The Other Side of the Island is 288 pages long and is broken into four sections that each

contain six to eight chapters. Each of these parts are characterized through Honor’s journey: part

one is focussed on Honor’s past life, part two contains elements of Honor’s new life, part three is

about the disappearance and part four’s focus is the discovery. Since each section of the book is

based off different aspects of the character’s journey, students will be able to finish one section

of the book fairly quickly and feel as if the initial problems from that section have been resolved,

while also being introduced to what may occur in the next chapter. This creates a sense of

suspense and excitement for the reader as they need to keep reading to see what will happen

next. While this book is quite mysterious and suspenseful, students with various experiences

will be able to relate to it as there are both experiences as an outcast and as someone who fits

into society.

Hughes, M. (2010). Invitation To The Game. Toronto, ON: HarperTrophyCanada.

Rationale:

“Invitation To The Game” by Monica Hughes, is a good novel for grade seven students

who are approaching grade level reading. The plot fits well into our theme “future worlds” as the

novel is set in the future, and is an interesting story for boys and girls. It is very suspenseful and

always has the reader wondering what will happen next. It also involves the idea of computer

simulation that students can relate to playing video or computer games. This story involves

friends bonding and working together to help each other out, which sends a positive message to

grade seven students to support one another and be a team player.

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Summary:

“Invitation To The Game” is set in the future during the time period 2154-2157.

Pollution had previously killed many people, and robots were created to take the place of human

labour. After graduation, Lisse and a group of her friends are deemed unemployable by the

government and are given an abandoned warehouse in a run-down neighborhood to live in. In a

desperate attempt to escape the bleak reality of their lives, they accept an invitation to “The

Game”, which transports them to their own paradise. The question is whether they are truly

being taken to another world or if their new “reality” is only a computer simulation run by

robots.

Text Features/Literacy Qualities:

“Invitation To The Game” contains 179 pages and is made up of ten chapters. Each

chapter is a decent length, which makes it an easier read for students who are approaching grade

level reading. The words are at a good reading level, in that they are not too difficult for the

average reader to comprehend. The beginning chapters focus on the student’s lives before they

become unemployed and while they still live relatively normal lives. The middle chapters delve

into their lives as unemployed people and their adventures in “The Game”, and the ending

chapters focus on their future in the new world they are placed in and their explanation of it. The

chapters also leave readers wanting to know what happens next and each one leads nicely into

the next.

Introductory Activity

Upon entering the classroom, students will be thrown back into the world of the 1950s.

To introduce students to the theme of “Future Worlds,” they will explore and compare the world

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of our past with the world of today based on five key elements: culture, lifestyle, government

systems, laws/norms, and societal concerns. This will require students to recall relevant prior

knowledge from personal experience and explore a variety of resources to relate to the overall

theme. To do so, students will need to engage effectively in the six areas of language arts skills

(reading, writing, listening, speaking, viewing, and representing).

To begin, the class will start with a discussion on the five key elements above and their

meaning. Next, students will be divided into groups that move to each of the five stations, during

which they will write down examples and evidence of the five key elements discussed above

using a supplied worksheet. Stations will offer a variety of resources and activities such as a wall

of QR codes to various clothing and hairstyles of the 50s, public service announcements on

surviving a nuclear bomb, jazz or old rock & roll music, newspaper articles on the shocking

results of the 1957 Canadian Federal Election, etc. Students will need to engage a variety of the

six areas of language arts skills, at the different stations, to gather relevant information. After

each group has had a chance to explore each station, the teacher will create an anchor chart based

on the different evidence students gathered. Finally, there will be a class discussion on how the

world has changed in the last 60 years (specifically in relation to the five key elements explored

previously). The lesson will conclude with an open ended question for students to consider how

the world may look 60s from today.

Connection to Program of Studies:

General Outcome 1: Students will listen, speak, read, write, view and represent to explore

thoughts, ideas, feelings and experiences.

Specific Outcome 1.1: Discover and Explore - Express ideas and develop understanding

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- extend understanding of ideas and information by finding and exploring oral, print and

other media texts on related topics and themes

As students are filling out their charts at each station, they will be exploring the 50s using a

variety of media including videos, audio clips, old newspaper articles, etc. Through the

classroom discussion, the teacher will create anchor charts on the board for each of the five

elements mentioned above so students have the opportunity to share their findings, add to their

own, and extend it to our current world and the theme of “Future Worlds.”

General Outcome 2: Students will listen, speak, read, write, view and represent to

comprehend and respond personally and critically to oral, print and other media texts.

Specific Outcome 2.1: Use Strategies and Cues - Use prior knowledge

- select and focus relevant ideas from personal experiences and prior knowledge to

understand new ideas and information

Students will need to collect and focus relevant information from the various stations to fit the

five key elements. Through the classroom discussion near the end, the teacher will create anchor

charts on the board so students have the opportunity to share their evidence and extend it to our

world today (the later of which will require the use of personal experience and prior knowledge).

Reader Response Activities

Oral: Role Play

For the oral component of this book club unit we will have the students role play and will

be assigned after the first half of the student's books have been completed. They will be arranged

into groups of about 4 people depending on the book each student chose to read and will then

construct a role-play to be presented to the class.The students must establish the turning point for

their main character, or the point at which they discover their world isn’t what they thought it

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was and predict what they think might happen next. This prediction that they come up with is

what they will design a creative role play for. Each group will need to agree on a specific section

of the book that portrays this turning point the best and come up with what they think the

character will do next. Students must discuss their character and what they know about them

from the first half of the book that might help them come up with a prediction. Students will be

encouraged to discuss what they themselves might do as an individual if they were put in a

similar situation. Each group will be asked to provide a written script of their role-play and

include each team member's part to ensure equal participation. The following day, the students

will have one class to create and rehearse their presentation. Groups can bring props, costumes

and anything else they would like that will help to enhance the learning experience.

The role-play portion will enable the students to actively participate in their learning by putting

themselves in the characters shoes, which in turn will help them to better understand the

situation. It will create engagement in the classroom and also requires students to use their prior

knowledge of the character to decide what might happen next. Students will benefit from hearing

others opinions and will have to use teamwork skills to agree on a prediction.


General Outcome 1: Students will listen, speak, read, write, view and represent to explore

thoughts, ideas, feelings and experiences.

Specific Outcome 1.1: Discover and Explore - Express ideas and develop understanding

- express personal understandings of ideas and information based on prior knowledge,

experiences with others and a variety of oral, print and other media texts

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The students will address this outcome as they must use what they already know from the book

and the characters struggles to predict what will come next in the story. They will most likely

draw from past experiences in their own personal life that will influence their opinion.



Specific Outcome 2.2: Respond to Texts - Experience various texts

- predict and discuss the consequences of events or characters’ actions, based on

information in oral, print and other media texts

This outcome will be implemented by the students discussing in groups and coming up with

predictions of possible outcomes for their main characters. They will make these predictions by

using what they already know from reading the book about their character and its past influences.

General Outcome 3: Students will listen, speak, read, write, view and represent to manage

ideas and information

Specific Outcome 3.3: Organize, Record and Evaluate - Organize information

- produce oral, print and other media texts with well-developed and well-linked ideas and

sections

This outcome will be expressed once the students have presented their role-play in front of the

class to demonstrate their prediction.

General Outcome 4: Students will listen, speak, read, write, view and represent to enhance

the clarity and artistry of communication.

Specific Outcome 4.3: Present and Share - Use effective oral and visual communication

- identify and use explicit techniques to arouse and maintain interest and to convince the

audience

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This outcome will be met when the students present their role-plays to the class and express their

personal viewpoints and predictions. It is the student’s job to make their performance believable

and interesting for their fellow classmates.

General Outcome 5: Students will listen, speak, read, write, view and represent to respect,

support and collaborate with others.

Specific Outcome 5.2: Work Within a Group - Cooperate with others

- take responsibility for assuming a variety of roles in a group, depending on changing

contexts and needs

Students are demonstrating this particular outcome by deciding who is going to play what part in

the actual role play activity. This will also be implemented as the students go about this they will

need to discover who will bring props, who will write down the script and ideas etc. There are a

variety of roles needing to be fulfilled and it will be up to the group to distinguish and follow

through with them.

Assessment:

Criteria 3 - Excellent 2 - Good 1 - Needs Improvement

Viewpoints and understanding

Viewpoints expressed are clear and fit the role being played

Viewpoints expressed are developing to show a clear understanding

Viewpoints expressed were unclear and confusing

Imagination and creativity

Role play is well thought out and demonstrates an understanding of the book

Role play is somewhat creative but can be more thought out

Role play is unimaginative and lacking creative aspects

Well prepared and organized

Well rehearsed and extremely familiar

Rehearsed and somewhat familiar

Not well rehearsed and unfamiliar with

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with role with role role

Performance Spoke loud/clear and engaged the audience

Spoke somewhat loud/clear and engaged most of the audience

Spoke quietly and did not engage the audience

Written: Character map

Students will create a character map of the main character in the book and present it in

their prefered way. This will extend the students understanding by having them scan the text for

character clues and begin to get a holistic view of the character. This will also help students

understand the character more in depth and why the character acted in certain ways or has certain

characteristics. This activity can be done a quarter way throughout the book and students can

then continue to build upon their map as the storyline unfolds until three quarters where they will

then present their findings.

This activity will support a diverse range of learners because students will have the

opportunity to present the activity in whatever way they like. Some students may choose to

display their learning through a picture collage. This could be done using magazine clippings and

displaying them on a poster. Students may also choose to display this assignment through

Gloggster online. Students may choose their final product but their initial written character map

must be handed in with their final product to show how they organized their thoughts and ideas.

The material for this activity is a character map handout provided by the instructor. This handout

will outline specific questions that help students deepen their understanding of the character. As

the students fill in the questions around the character they will begin to understand their

character more holistically. The representation of their learning can take any form. They may

need computers, magazines, or poster board. Students will be evaluated on a rubric that will

assess their understanding of the character as well as the quality and effort put into the project.

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comprehend and respond personally and critically to oral, print and other media texts

Specific Outcome 2.1: Use Strategies and Cues - Use comprehension strategies

-use concept mapping and mental rehearsal to remember main ideas and relevant details

This specific outcome relates the activity because students are creating a character map in order

to remember specific details of what their character did or said. This will help the students

understand the character at a deeper level.


ideas and information.

Specific Outcome 3.1: Plan and Focus - Plan to gather information

-plan and organize data collection based on instructions, explanations and pre-established

parameters

This specific outcome relates to the activity because students organize their understanding of the

character onto a map. This will help to display all the information and details of the character in

a visual way which is easy to understand. Using the character map also helps students organize

their thoughts and ideas in a clear and concise way.

Assessment:Score 5- Excellent 4- Good Start 3- Getting There 2- Needs

ImprovementDesign Design

represents the character

Design shows elements of the character

Vague representation

Not clear

Artistry Beautiful and unique

unique presentable not visually appealing

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Materials Materials used are challenging for students’ level

Students have worked with these materials before, but design implementation is good

Materials are basic and presented no challenge or new skill development

no variety of material

Neatness Design is visually appealing

Most work is done neatly

Obviously rushed and messy

Sloppy

Content Information clearly relates to the theme and the character

Information relates to theme and character

Information can be connected to the theme or character but is not strong

Information does not connect to theme or character

Final Activity: Future World

As a class we will come up with a future world. We will split into various group that will

be in charge of designing and implementing sections of our new world for our “Future Friday”

celebration. The class will be split into five groups that will be responsible for specific topics of

our future world:

1. What is our society's biggest concern?

2. What do citizens daily lives consist of? How do people live? (think: housing, jobs,

money, what happens in a daily routine?)

3. What is the culture of our future world (think: language, clothing, food)

4. What are the government systems?

5. What norms/laws are needed to maintain a functioning society?

This activity will enable students to utilize both their prior knowledge and the knowledge

they attained through reading their novels. Students can decide and discuss which aspects of

their novels were adequate in maintaining a functioning society within the future world, and

which aspects caused harm and disarray. After brainstorming as a class what the most important

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elements of our future world will be, the students will then break into groups to complete the rest

of the planning process. During this activity, students must be open minded to other’s ideas and

be willing to create a society that will encompass the group’s ideas as a whole. Students must

learn to work together to achieve a common goal, while still being respectful of all ideas. The

specialized groups will be responsible for deciding what they will implement in the new world, a

rationale for why they believe it is a good choice and how it will be effective in our world, as

well as an artifact such as a pamphlet, brochure, public service announcement, newspaper article,

or another approved form of media including this information as a visual representation for the

other students in the class.

On our “Future Friday” celebration students must present their items to the class,

explaining their rationale and allowing students to engage and explore each group’s station. For

example: the norms and laws group may have posters displaying the laws and the consequences

of not following them, while the clothing group may have food and clothing samples or sketches

to share with the class. A variety of materials will be needed for this activity depending on what

form of visual representation the groups have decided on.




Specific Outcome 2.4: Create Original Text - Generate Ideas

- Choose appropriate strategies for generating ideas and focusing topics for oral, print and

other media texts

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Students will meet this outcome through creating an artifact that showcases their topic. In

groups they will be required to generate ideas and focus on specific elements that amalgamate

their ideas to be displayed in their chosen form of media text.


ideas and information.

Specific Outcome 3.4: Share and Review - Share Ideas and Information

- Communicate ideas and information in a variety of oral, print and other media texts, such

as reports, autobiographies, brochures and video presentations

- Use appropriate visual, print and/or other media effectively to inform and engage the

audience

These outcome will be met through the presentation of each group’s topic and artifact. Students

can choose to use a variety of media texts to exhibit the elements of their topic in an interesting

and engaging way.

Assessment:

Category 4 3 2 1

Section of Future World

The section of the future world that the group is representing is clearly defined, easy to understand and relevant to the overall theme.

The section of the future world that the group is representing is defined, but a bit difficult to relate to the overall theme.

The section of the future world that the group is representing is somewhat defined but not relevant to the overall theme.

The section of the future world that the group is representing is not defined.

Rationale

The rationale to why they believe it is a good choice and how it will be effective in our world are clearly stated and are

The rationale to why they believe it is a good choice and how it will be effective in our world are stated but are not effectively

The rationale to why they believe it is a good choice and how it will be effective in our world are somewhat stated

The rationale to why they believe it is a good choice and how it will be effective in our world are

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effectively connected to the overall theme.

connected to the overall theme.

but are not connected to the overall theme.

not stated.

Artifact

The artifact clearly represents the group topic and is presented in an organized, creative and captivating manner that engages the audience and sparks interest for the topic.

The artifact represents the group topic and is presented in an organized and creative manner.

The artifact somewhat represents the group topic but is not presented in an effective manner.

There artifact is incomplete or does not represent the group topic.

References

Blum, V. (2011). Take Over. Ontario, Canada: Scholastic Canada Ltd.

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Collins, S. (2008). The Hunger Games. New York, NY: Scholastic Press.

Falls, K. (2011). Dark life. New York, NY: Scholastic Inc.

Goodman, A. (2008). The Other Side of The Island. New York, NY: Penguin Group.

Hughes, M. (2010). Invitation To The Game. Toronto, ON: HarperTrophyCanada.

Documents

Book Club: "Future Worlds" Grade 7