Because the idea of using good books for most subjects is so simple, it is easy to combine with any booklist I please. For ideas on good books, my go-to sites are: Mater Amabilis, Ambleside, Elizabeth Foss's Suggestions Towards a Curriculum, Classical Christian Education's 1000 Good Books, MacBeth's Opinion (includes a living science booklist for the high school years that I've used again and again), and Paula's Sonlight Books Arranged by the Well Trained Mind Chronological Cycle. Oh, and Laura Berquist's booklists in Designing Your Own Classical Curriculum (you can see some of her book suggestions for various grades at Mother of Divine Grace). Then there's Kolbe Academy's course lists, which are mostly living books for religion, history and literature in the high school years.
I also like to browse through Baldwin Online Childrens' Literature. If you can bear to wade through a mass of choices you can take a look at the huge Rainbow Resource Center which has screened all kinds of books and resources by topic. You can do what my friend Chari does and borrow books you are interested in from your library system. And if you like seasonally-themed literature, there is a sweet site that has an online monthly anthology of literature pieces taken from good old books -- Sparrow Tree Square. It is edited by a formerly homeschooled girl who is now 19 and in college!
As for how we approach the bookish curriculum: I like the way Ambleside and Mater Amabilis make a division between Free Reading and subject reading, and I like the way Sonlight intersperses easier books with interesting themes alongside with more challenging choices. When I give my kids things to read I usually try to have them reading a couple of steeper works and some that are easier to read. And the Free Reading books don't necessarily have to relate to what we're studying -- they can be whatever is appropriate to that age group and that child.
I don't have to stop with literature booklists, either. Almost anything that I want my kids to know about can be covered by means of a good book. The 4Real Forums have many, many threads on almost any subject you can imagine. Unfortunately the search engine is clunky but if you type in something like 20th century history you are almost sure to find something you can use.
The problem then becomes one of getting paralyzed with so many choices, doesn't it? That is where I tend to stick with my tried-and-true booklists and then hunt around more if I need to. Still, that is one of my ever-present weaknesses -- making decisions on what books to actually use.
One way to approach this is by "book clusters" or unit studies. I can't say I have ever had much luck with formal unit studies. Even when I design them myself, they get too complex and I end up not following through. On the other hand, I often have a sequence of books on a given topic (say, economics) adding up to a mini-course, or a triad of related books -- say, Greek drama, or CS Lewis books, or on St Thomas More. This allows natural reinforcement across the books in an interesting way. My grown kids still do this naturally.
The other challenge that many people, including myself, face with a literature-based curriculum is that they feel like it is not really enough. ... just handing the books to the kids and having them read them.
Discussions and narrations can help with this, and I think RC's comprehension quizzes and vocabulary program are designed to provide some reinforcement and evaluation of understanding in the act of reading.
I've gotten by in the past with the simple "hand the book to the child and let him/her read" and in fact, my grown children seem to be doing pretty well in college and beyond after growing up mostly on this method. However, perhaps they would have done even better if we had done more than just read the books and sometimes talk them over or write about them. I am not sure about this. Recently I was rereading a book called Effective Study and the author said that studies showed that people who did some sort of a quiz after reading a passage remembered the material better than those who didn't. He put a sample reading and test in the book and I did it, and indeed, I did remember it better. In fact, I still remember some of it almost a month later. Charlotte Mason thought that narration served this same purpose more effectively, since the child does the work of pulling out what's important.
But I personally find assigning oral or written narration, or writing quizzes, extremely draining to me as a teacher. I am not using this as an excuse, but this year I want to be particularly realistic about my strengths and weaknesses. If something drains me, it's simply going to take energy, and I don't have an infinite amount of that. Molly speaks for me in that regard. I think this is one reason I had one of my best years ever, last year when we used K12. It was literature-based in many ways, and also had the back-up of narration, comprehension questions and background information that I often feel we are missing when we do things free-form.