Do not over-estimate the ability of the teachers. And they are probably worse than students in doing out of school work. So do not assign 'homework' they are busy people, dealing with their own kids, and whatever else life brings them.

I don't know where you teach, so this teaching 'literature' to middle school student seems like some unrealistic idea concocted by some clueless principal, or education bureaucrat. There are maybe 5 middle school students, in like 8 years, that I've encountered that can actually read more than a few sentences without much problems, and 3 of them actually grew up in the US.

There is no way you'll get all of the teachers to actually read a full English book in one week. So perhaps you can aim from something more reasonable, like short news articles.

I will be teaching a similar course and the teachers are proficient in English, and in fact this is an advanced course. My coteacher last year did the program and they read multiple books I believe.

Just looking to see if anyone else has taught similar courses and if so, what supplementary materials did you include that you thought the teachers found useful?

Last year in Chungnam we had a directive to teach reading to the middle school students.  It was a good idea to try but in the end getting students to read quietly is essentially really hard.  High level students you could try things out on but in the end the idea is get all students involved. 

At the beginning of last year I was teaching the teachers in my teachers' class and decided to have a class to teach them some different techniques for getting the students to understand the text rather then just reading and not understanding.  It isn't all about just reading. 

I was also teaching the advanced level students in my girls' middle school and tried a lot of stuff out on them and they were really good. 

I looked at the four main ways of getting students to understand reading and dissecting what they'd learnt:

Predictions – 예측
Visualising – 상상하다
Summarise – 요약하다
Inferring – 추론하다

For each of these I wrote stories myself as I found the book literature a little boring and not really the kind of thing I wanted to be able to achieve the understanding I wanted.

With the teachers I went through the four stories and using the different techniques they got through it fine.  Whether they used it is another thing.  But I got a good understanding of it. 

With my high-level students I would pre-teach difficult vocabulary from the story.  Let them read the text quietly.  Then all reading together.  Ask if they had any problems.  Then go through the questions.  I taught them a lot of times and tried different things.  But generally I wrote my own stories, which I really enjoyed.  The students were really good.

When I taught my normal middle school students I found to keep all the students interested I would give them a white board of one between two.  But before that I would do a brief introduction which was about fast food.  Then give them the story.  Pre-teach difficult vocab.  Read quietly.  Then aloud.  Give them the white baords.  Then I would ask questions about the text and get them to write the answer, grammar point, sometimes drawing their answer and then hold up their answers to keep them interested.  This was really good as it kept the students active and they had to dissect the text to find the answers.  Just a straight forward reading and answer questions on the paper would have killed all but a few.  This involves planning as you need to plan all your questions prior to the class and know the text inside out. 

I will attach the visualising text I wrote and the paper.  In the introduction I asked them about the five senses.

시각 - Sight
후각 - Smell
촉각 - Touch
미각 – Taste
청각 - Hear

And asked for examples before giving the text out to the students.