Tracking Color Symbolism in The Great Gatsby

GatsbyThe Great Gatsby is widely-regarded as one of the great American novels and many of us teach it every year to secondary students who seem to instantly get the feeling of lost dreams, the feeling of being “within and without” and the feeling that the American Dream is too good to be true.  If you are looking for thoughtful, creative, standards-based (NCTE/IRA National ELA and Common Core) lessons and assessments that will engage your students and save you a ton of time, I recommend you head over to buy it in print or pdf from Secondary Solutions!

Today, I want to share a strategy that can help students track the color symbolism as it develops in The Great Gatsby. Students will “analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.” (CCS 11-12.2)

I do this activity once students are finished with the novel, but it can be adapted to do half way through and then again at the end so that there is a more manageable amount of data to work with.  To go through this thoroughly, this usually takes me a couple of days in class.

Step 1: Assign students to 9 jigsaw groups. Give each group a chapter and ask them to make a list of ALL of the times anything is described by color. For example in chapter 2:

  • Valley of Ashes (men, cars, landscape)- grey
  • TJ Eckleburg’s eyes – blue
  • TJ Eckleburg’s glasses- yellow

Step 2: Create large posters for each major color. I use poster sized sticky notes so that I can easily put them around the room during the analysis phase, but any large paper would work. I make the following 9 posters (since there are 9 chapters and 9 groups):

  • Gold
  • Yellow
  • Blue
  • Green
  • White
  • Pink and Red (Separately, but the lists are short so I put both on the same poster)
  • Grey/Black (I combine them)
  • Silver and Multi-colored (separate)
  • Other (This will include brown, lavender, and everything else they find)

Step 3: Have students add their evidence, passing the papers from group to group until all evidence is added. I give a couple of minutes per color and let students know that they may not have found every color in every chapter.


Step 4: Go through the colors, one by one analyzing the significance of the colors. I usually lead this as a whole group discussion, but it could also be done at a small group level for more advanced students.  Although there are many interpretations, I usually go with some version of the following:

  • Gold: Old Money, Class, The Unattainable
  • Yellow: New Money, Social Climbing, Fakeness
  • Blue: Illusion, Unreality
  • Green: Hope, Future, American Dream (Not purely positive connotations)
  • White: Rigidity, Lack of Substance
  • Pink: Fresh, New, Beginnings and Red: Passion, Anger, Lust, Tension
  • Grey/Black: Hopelessness, Poverty, Corruption of the American Dream, Consequences
  • Silver: Money and Multi-colored: Opportunity
  • Other: This one depends on which colors students discuss.  I only discuss these if time permits.


Step 5: Look at the big picture. After all of the pain-staking close analysis of color symbolism, I do a think-pair-share about author’s purpose and the overall effect on the novel.

Extension/Assessment: Have students write about the meaning behind one or more of the colors discussed in class.

What do you think of this strategy?  We’d love to hear your comments, questions, or insights below!

Don’t forget to go over to Secondary Solutions for the Gatsby Reading Guide and much more!

5 Ways to Use Magazines in the Classroom


With a push in the common core to incorporate more informational texts and a teenage audience that is becoming more globally aware than any previous generation, I have found that using high quality magazines in the classroom can help capture young minds in relevant reading and writing.  I especially like The New Yorker, but the same strategies below can be used for Time Magazine, National Geographic, your local newspaper, or many other options.  (Be sure to vet articles carefully and get approval where appropriate.)  Many newspapers and some magazines also have an educator’s discount! Below are some ways that I’m using magazines in my classroom.  I’d love to hear your questions, comments, or suggestions below!

1. Engage students in high interest pieces. Instead of reading the same stale opinion pieces from the anthology, I find that students respond well to pieces like “The Case for Banning Laptops in the Classroom” or “Trigger Warnings and the Novelist’s Mind“.  In every week’s edition, I find something that I’m excited to share with my juniors.

2. Use pieces as a model for a student assignment. This week, I read “The Secret Fantasies of Adults” as a model for my AP juniors, to write “The Secret Fantasies of AP juniors”.  It was a great lesson in creative writing and the importance of understanding the speaker, audience, and subject relationship.

3. Use pieces for close reading and prose analysis. Last week there was a story entitled “Voting by the Numbers,” which started with a beautifully written analogy and continued with an argument full of logical appeals and other rhetorical devices.  It was great for teaching argumentation and close reading.  If we want our students to be sophisticated writers, we must expose them to sophisticating writing.

4. Connect to other classes and disciplines.  There was a piece this week about life behind the Berlin wall that I bookmarked to teach later in the year when students are studying the topic in their history class.

5. Use pieces to teach the art of writing other than essays.   In every issue there are artfully written reviews of restaurants, books, movies, and other entertainment. These can serve as excellent models for students to write real life applications.

I can’t fit magazine articles into every week of my curriculum, but when I can, students love it.  An added benefit is the enjoyment I get from curling up with my magazine and a hot cup of coffee for some “planning” and “professional development” time!  What do you think?  We’d love to hear your thoughts below!

5 Tips for Spicing Up Summer School


There can be so much variation in summer school programs, but in my experience, the class sessions tend to be longer, class sizes tend to be a little smaller, and most students tend to be a little less motivated, especially if they are retaking a class that they failed.  With budget cuts, I’ve also experienced a tendency toward combo classes like English 9 and 10.   While these factors can be barriers to engagement, I think there are a few things we can do to spice things up in the summer (and during the school year too!). I’m sharing my 5 tips for spicing up summer school and I’d love to hear your questions. comments, and suggestions in the comment section below!

summer school1. Quiz-Quiz-Trade: I learned this strategy at a Kagan workshop during my first year teaching in junior high.  Although Kagan structures are geared toward younger students, many of them still work like a charm in secondary English.  You can check out the Kagan website here.  To use quiz-quiz-trade, you have students create flashcards with vocabulary, literary devices, or other terms.  Then students mingle around the room creating temporary pairs.  When they pair up, they quiz each other on one card each, trade and then mingle to new partners.  It doesn’t take very long, but it gets students up, moving, and studying.  I’ve had so many students tell me that it helped them remember vocab.  If you have a combo class, you can create mingling areas for students with like words.

2. Showdown: Showdown is another Kagan structure in which students work independently on an exercise. When “Showdown!” is called, students show teammates their work, and they begin the process of checking, coaching, and celebrating.  You can read more about it here.

3. Literature Circles: Literature circles are ideal for motivation, especially if you can incorporate student choice in books and roles.  It is also easy to manage with multiple grade levels.  Here is a link to my post all about literature circles.  

4. Socratic Seminar: Socratic Seminar is my favorite way to get all students involved in a discussion, even when some are more reluctant.  If your summer school class is made up of students repeating a class, chances are they did not get to show off their literary analysis skills during the regular school year for whatever reason.  Socratic Seminar can offer a nonthreatening way to feel personal and peer success.  Here is a link to my post with more information about the logistics.

5. Engaging Informational Texts: We need to incorporate more informational texts in our classrooms, but it is hard to find the time to go through all of the options.  If you have more freedom in summer school curriculum, it is a great time to try out a few new reads. A few summers ago, my class did Nickel and Dimed one session and The Tipping Point another session. Students were interested in the reading and I was able to pull out excerpts to use during the regular school year.  Depending on the level, I’d also recommend Blink, Freakonomics, and Fast Food Nation.

What do you do to spice up your summer school sessions?  We’d love to hear your questions. comments, and suggestions below!

A Teacher’s Thoughts on Summer Reading:

Summer Reading

It is the time of year again when we meet in departments to plan out summer reading programs. For me, the words “summer reading” can be a delight and a drain. I work at a school that requires summer reading for college prep and honors English classes at every grade level, which can present some challenges.  Even with the struggles, I think that summer reading is a battle worth fighting.  If you are interested in some of the scientific benefits of summer reading, click around this site for a bit.  Here are my thoughts on putting together a summer reading program that will enhance the curriculum without burning out teachers or students.

1. Offer high interest materials. Summer is a great time to give students a book that will keep the pages turning and not keep the eye lids drooping. Pick something that will appeal to the teenagers at your particular age and level.  This strategy combats my biggest struggle, which is the lack of motivation for some students.  Some suggestions:

  • The John Green books, like Looking for Alaska, The Fault in Our Stars, or An Abundance of Katherines-  It is fun for teenagers to read about other quirky teenagers.
  • Science fiction and fantasy- the kind of books that often get left out of the traditional canon in the school year.  I like books like Dune, The Time Machine, or Hitchhikers Guide too the Galaxy, but there are tons out there to choose from.
  • Other YA faves like Catcher in the Rye, 1984, Perks of Being a Wallflower, etc.

2. Offer reasonable choices. It is nice to offer choices in case some students have read some of the books on the list and also to honor the interest factor for a wide range of students. Each book should be of reasonable length for students and the book list should be of reasonable length for teachers.  In my humble opinion, the teacher should have read all of the books on the list in order to engage in discussion and assessment.

3. Keep assignments simple. If you are doing handouts, questions, essays or anything else with the book, keep it simple.  Summer reading should be about enjoying some quality literature and not getting bogged down in minutia.

4. Make it count. Students learn very quickly and then word gets out if the summer reading assignment does not “count for anything.”  If you can, make the assessment or discussion worth a substantial point value.  In case students don’t complete the assignment well, I like for the summer reading to be worth enough to hurt the first quarter grade, but not so much that the semester grade cannot recover.

5. Bring the conversation online. If you are working with a manageable sized group, using a platform like Collaborize Classroom could be a great way to check in with students throughout the summer. Click here for a Collaborize Classroom tutorial.

6. Be flexible and have a back up plan.  I’ve never had a year with no transfer students or other I-didn’t-get-the-summer-reading situation.  When this happens, I usually excuse the assignment or give students until the end of the first quarter to get it done. The first few years, I let this eat me alive because I was in pursuit of that perfect summer reading program.  It is not out there. Make it work.


What are your thoughts on summer reading? Leave a comment below!


How Should We Pick Required Reading?

required reading

A co-worker recently re-posted this article criticizing changes that my alma mater UCLA made in 2011 to the English department required courses.  Gone are the days of required single author courses in Milton, Chaucer, and Shakespeare, which have been replaced with thematic courses and syllabi full of a combination of the traditional canon and new voices.  Of course, I poked around and saw other articles like this one, in support of the changes and found this clear explanation of the changes from the Daily Bruin.  This all got me thinking about the books that our high schools require.  I currently teach American lit and British lit to juniors and seniors in high school and so my required reading relies heavily on our anthology with the supplement of a couple of novels.  Even though I LOVE my curriculum, I think it is important to think about how we select required reading. Below I’ve listed some of the major considerations out there with a brief opinion of my own. I’d love to hear your two cents!  How much control do you have over your required reading?  Are you happy with your current list?

  • Students should read the foundations like mythology, the bible, and philosophy.  The argument here is that students cannot fully appreciate any works inside or outside of the traditional canon if they do not understand the allusions and underpinnings.
    • I can relate to the difficulties of teaching Romeo and Juliet to students without a working understanding of mythology or Bless Me Ultima without the biblical allusions.  I also relate to the struggle of engaging high school students in the philosophies of the metaphysical poets or the transcendentalist thinkers.
  • Student should be able to read texts that connect with their identity. The required reading should be tailored to the school’s population to reflect authors, characters, and themes that connect with the race, gender, sexuality, and socioeconomic status of students.
    • I have witnessed students come alive as readers when reading works from authors that they personally connect with, like Cisneros, Cullen, and Hong Kingston to name a few. There is a definite power in the approach and I think it is most evident in the long-term inspiration for students to be life long readers and writers.
  • Students should read the masters like Chaucer, Milton, Shakespeare, Thoreau, and Pound.  In Emerson’s “Education”, he writes about the paradox of genius and drill.  Students must closely read the masters in order to create new, relevant works.
    • This is a tough one for me because I sometimes feel that I sacrifice depth in order to cover the breadth of the “masters” which leaves even less time to explore other works.  On the other hand, I want my students going into college with a working knowledge of the major literary players.
  • Students should read around a universal theme. This approach can incorporate the traditional canon and maringalized voices around a common thread.
    • I personally love this approach because it marries the two sides of the argument allowing the educator to juxtapose the traditional canon with additional perspectives. I think this can also lead to a deeper understanding of genres and style through direct comparison.
  • Students should be able to choose their literature. There is also the argument that education in the information age must completely revolutionize to include choice as a center piece.
    • In theory I like this, in practice I loathe it.  As a teacher I take pride in my ability to guide a curriculum toward objectives.  Allowing 100% choice muddies the water of rigor and assessment for me.

What do you think?  How should we be picking the required reading for high school students?

9 Tips to Inspire Students to Actually Read

Get Students to Read

We’ve all had those class periods that seem to drag on with a flat discussion because half the class didn’t really read the last night’s homework.  With all of the shortcuts out there on the internet and sometimes a general apathy that hits teenagers, how do we get them to actually read?  Here are some of my ideas and I’d love to hear yours in the comment section below:

1. Introduce with enthusiasm. It doesn’t always work, but I know that sharing the reasons why I fell in love with the book or author goes a long way with some students to get them excited to start reading.  It sounds cliché, but attitude really is 90% of teaching sometimes right?

2. Daily reading quizzes. Most of my homework is reading.  Read a chapter, read a story, read a speech.  I don’t usually assign questions with the reading because I want them to read fluidly and possibly even enjoy what they are reading without the hassle of stopping every paragraph to answer a question (Plus, grading daily homework and reading quizzes on top of regular essays would probably put me over the edge!).  Every day after the reading, I give a quick comprehension quiz that is not based on the sparks note version, but the actual reading.  During the first quarter, grades suffer, but after that most students figure out that actually reading is the easiest way to pass the quizzes.

3. Talk about the long-term. I teach mostly college prep and honors classes and I find that sometimes high school students need a little perspective.  In my most non-condescending voice we have candid talks about the kind of reading skills and self-discipline students will need to compete in college.

4. Put students in charge. Create projects, assignments, and assessments in which students teach the reading.  Check out this post for a specific game plan on this one.

5. Leverage technology. Check out these posts on how to enhance curriculum by using resources like collaborize classroom, twitter, prezi, google presentations, google forms, explain everything, iPads, and infographics.  Kids love technology, let’s use it to our advantage.

6. Create a social experience. Students are more likely to read when there will be some social aspect with their peers in class. I personally love using socratic seminar and literature circles.

7. Give students options. When possible, allow students to pick a book from a thematic list.  For times when the whole class is reading the same book, give choices on the accompanying assignment.  For example, for a chapter of The Great Gatsby, choose a character and outline his or her actions and motivations.  This allows students to connect more meaningfully with a character that they choose.

8. Use the power of the audio book. My students told me about the librivox app and at first I was a little leery, but now I’ve heard so many success stories that I am sold.  I have students who need to read the chapter with the audiobook and others who read first and then listen as a review on their way to school.  If they are going to have the headphones in anyway, it might as well be in the name of the classic authors.

9. Teach annotation strategies. Actively teach students how to highlight and write brief notes in the margins.  If they become more successful at reading assessments through close reading strategies, they are more likely to feel motivated to actually read and not give up before they start.

What would you add to this list?  I think it needs an even 10…

Arch Method to Help Students Analyze Informational Texts

As we continue to grow in our common core competencies and take on new informational texts, we need tools to help students read closely and analyze texts that may be outside of their fiction plot structure comfort zone (and ours!).  At a conference many years ago, I picked up a valuable strategy called the arch method, which I believe can do just that.  I learned it from Valerie Stevenson who is a high school English teacher from San Diego, accomplished conference speaker, and incredible fount of knowledge.  Originally, I used it as a way to help AP students answer prose analysis prompts, but with the common core emphasis on informational texts at all levels, I want to show you how it is an appropriate and valuable tool for all of our classes.

The strength of the method is that it can work for junior high and high school students at a variety of skill levels.  For grade level modifications, the teacher simply needs to ensure that the informational text and guiding question are grade level appropriate.  For emerging readers and writers in all grades, the teacher can walk students through the process with several texts over a long period of time before asking students to work independently on this type of task.  For more advanced students, one model or explanation may be enough. Even with my AP class, I like to scaffold this process a few times to make sure that I am getting my desired result by the time they work independently.

In the hope that you won’t see this tool as something too easy or too difficult for your students, I decided to include an example from a junior high curriculum and a 12th grade college prep curriculum.  If you teach AP language and composition, leave me a comment or question about using this strategy in conjunction with prose analysis questions!

Teachers from every level- please feel free to leave questions or comments!  I’d love to hear from you.

 The Strategy (See picture below):

  • For any given informational text, the teacher asks a guided question.  The question must focus on BOTH the main idea and persuasive techniques.  This type of analysis focuses heavily on author’s purpose and style. The questions can vary in complexity for different levels.
  • Students draw an arch in their notes and write the question on that arch.
  • As they read (directed or independently) students look for the SOAPS (speaker, occasion, audience, purpose, and situation), as well as persuasive language.  The use of rhetoric (or persuasive language) is recorded under the arch.
  • Then, based on the language, students write the answer to the big picture question above the arch.
  • Once this is complete, teachers can assign a variety of extension assignments like writing an analysis essay, writing a persuasive essay or speech using similar techniques, or participating in a class discussion about the themes or persuasiveness of the piece.
  • After students have gone through this method a few times, they begin to understand close reading and can apply it across the curriculum.  I’ve found that it is very helpful for students who struggle with finding textual evidence to support their gut feelings.

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Analyze Informational Texts 2

Junior High Example:

  •  Junior High students could read and analyze Martin Luther King Jr’s “I Have a Dream” speech as part of a nonfiction unit or as a companion to novels like Roll of Thunder Hear My Cry or The Watsons Go to Birmingham 1963.  This could also be part of a history unit about The Civil Rights Movement or a look at how leaders across time have dealt with discrimination.
  • Here is a link to download an excerpt of the “I Have a Dream” speech.
  • Here is a sample annotation that students could do with teacher scaffolding.
  • Extension activities may include writing a speech about a subject students feel passionate about, writing a speech from the perspective of a character in a novel, or writing a paragraph explaining why the “I Have a Dream” speech was such a powerful moment in American history.
  • In addition to other common core standards, this activity supports the following CCS for grade 6 informational texts: CCSS.ELA-Literacy.RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

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Analyze Informational Texts 3

High School Example:

  • Senior students could read and analyze an excerpt from Mary Wollstonecraft’s “A Vindication of the Rights of Women” to go along with their study of Frankenstein, or as a comparison piece across time to the poem “Eve’s Apology in Defense of Women” by Lanyer.   
  • Here is a link to download the excerpt of “A Vindication of the Rights of Women”.
  • Here is a sample annotation that students could do individually or with teacher direction.
  • Extension activities may include writing a vindication of the rights of teenagers, writing a prose analysis essay, or conducting a class debate about the current state of gender equality.
  • In addition to other common core standards, this activity supports the following CCS for grades 11-12 informational texts: CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

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Analyze Informational Texts 1

What do you think about the arch method? Would you use it? Do you have other go-to strategies for teaching informational texts?

A Look at Common Core Aligned Performance Assessment

Performance Assessment

Both formative and summative assessments play important roles in the learning outcomes of our students.  In any given unit of study, as teachers we check our Common Core standards, map out our benchmarks and embark on the journey. However, if you are like me and you’ve been doing this for a while, sometimes our favorite assessments deserve a second look to make sure that they are lining up with the Common Core.  If you are in the market for Common Core aligned resources, check out this article to be sure you are getting what you pay for!

Today, I want to focus on summative assessment, which comes at the end of each literature unit. As part of my philosophy of education, I believe in multiple means of assessment.  For example, at the end of Romeo and Juliet, I love to give an objective test, a process essay, and some type of performance assessment or alternative assessment.  It takes a little extra planning to be sure that staggered deadlines are achievable and appropriate without prolonging the unit more than necessary.  For me, the return on investment makes any extra effort on my part completely worth it. Luckily, the process is simplified when I use a secondary solutions literature guide to inform my instruction as they all come with quizzes, tests, essay prompts, tons of creative assessment ideas and more! I love the Romeo and Juliet guide, which I use with my freshmen. Although my examples on this post all come from Romeo and Juliet, they can easily be adapted to any other literature unit.

Recently, I went through some of my performance assessments to specifically align them with the common core standards and create fresh rubrics based on those standards. The annotated Common Core standards for grades 9-10 and grades 11-12 were incredibly helpful in this process. Here are a few of my favorites:

1. Write an song that retells the narrative of Romeo and Juliet. Songs may be in any genre including rap, country, pop, blues, etc. The narratives must be an accurate retelling of the drama. Include 5 verses (one for each act and a refrain)

  • Common Core Standard: W.9-10.3. Write narratives using effective technique, well-chosen details, and well-structured event sequences.
  • Student sample from my class: Click here!
  • Why I like this assessment: This project allows students to incorporate their own musical talents and aesthetics, while summarizing and retelling a narrative in a fresh way.  I tell students that Shakespeare did not come up with the original story for Romeo and Juliet, but he certainly used his wordsmith talents to bring it to life in a whole new way!  This is their chance to do the same.  The student sample that I provided here was from a very unmotivated student who loved his computer and music software.  Knowing this project was coming kept him engaged for the whole unit so that he could come up with this modern flow!

2. Create an infographic that takes a look at Elizabethan culture. Research topics like gender roles, class stratification, marriage, family dynamics, mortality rates, health care, music, popular culture, etc. Be sure to create a work cited page in proper MLA format to cite your sources. 

  • Common Core Standard: W.9-10.7. Conduct short  research projects to answer a question; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Student sample from my class: Click here!
  • Why I like this assessment: Infographics are beautiful pieces of visual rhetoric and are becoming prevalent in the online world that students live in.  They are also an easy, fun way to present research.  Of course, you still have to teach about reliable sources and flow of ideas, but I’ve found that if you just point students toward an infographic generation site, they can handle the tech with ease.  The student sample that I provided is not the best example because it lacks a logical flow of data and is limited in information, but it gives a basic idea of what students can create  with free online tools like picktochart.

3. Film a video that presents research about your given topic from the Elizabethan era.  Be sure to create a work cited page in proper MLA format to cite your sources.  (For this project, I jigsaw topics for different groups like health care, fashion, family, class structure, etc)

  • Common Core Standard: SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • Student sample from my class: Click here!
  • Why I like this assessment: Students never cease to amaze me with their video skills!  This is a great option for the computer savvy student. The student sample here is about the plague, which started well before the Elizabethan era, but impacted the plot of Romeo and Juliet when Friar John is quarantined and unable to deliver the letter to Romeo sparking some hasty decision making! (This video is actually from a different project, but it represents a potential topic related to Romeo and Juliet.) There are an endless number of research possibilities around any given piece of literature.

I find that showing student samples to my class usually inspires them to create even more amazing projects.  Feel free to use my samples if that would help you.  When I assign these projects, I try to stretch students to create something meaningful and beautiful without taking the easy way out.  However, I do usually include a non-computer related option like creating a hand-drawn graphic novel, costumes, or a replica Globe theater.  Those option allow students who do not have access to computers to still be successful and creative.

What are your favorite performance assessments?  I’d love to hear your ideas and answer any questions you may have!

Emily Guthrie has taught junior high and high school English in Southern California for 8 years. She currently teaches grades 9-12, including AP English Language and Composition.  She specializes in working with technology to enhance curriculum for English learners and enrichment students.  She also blogs about fitness and motherhood at

Literature-Map – Helping Students Find Similar Authors #engchat

Have you heard of Literature-Map?  Touted as “The Tourist Map for Literature,” this site allows readers to type in a favorite author, then hit enter to find a map of similar authors. For example, when I typed in Katherine Paterson (author of Bridge to Terabithia) and hit enter, I got a map that included the names Chris Crutcher, Brian Jaques, Wendelin Van Draanen, Jerry Spinelli, and Louis Sachar.  The closer the writer’s names are to the center of the map (with the searched author’s name), the closer the similarities between authors.

What does this mean?  For students who know they like a particular author, they can type in the author’s name and get the names of similar authors, then search the authors for titles they have written.  The parameters of the search and findings are not given, so I am not sure how accurate these names are, but it can at the very least give students a “jumping off” point.

This is part of a larger site called Gnooks, which also has a search engine that allows students to type in the names of three favorite authors and get a name in return.  When I typed in Margaret Peterson Haddix (the Among the Hidden series), Katherine Paterson (Bridge to Terabithia), and Louis Sachar (Holes), I got back the name Nancy Farmer, who wrote The Ear, The Eye, and The Arm, A Girl Named Disaster, and The House of the Scorpion, to name a few.

Have fun!