CHS English 11: Literature Circles

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CHS English 11:Literature Circles“Empowering ALL students tobe college and career ready.”StudentCenteredLearning

Literature Circles A literature circle is the studentequivalent of a book club, butdesigned with greater structure,expectation and rigor. The purpose is to encouragethoughtful discussion and a love ofreading in young people. The objective of literature circles is"to allow students to practice anddevelop the skills and strategies ofgood readers" (DaLie, 2001).

Literature Circles1. Literature Circles are student-centeredreading groups guided primarily by studentinsights and questions.2. Students form small, temporary groups fordiscussion and other activities intended todemonstrate student independence,responsibility, and ownership.3. Students and groups choose what theywant to read.4. Groups meet on a regular, predictableschedule to discuss their reading.5. Students use written or drawn notes toguide both their reading and discussion.

Literature Circles6. Group meetings should be open, naturalconversations about the reading, sopersonal connections and open-endedquestions are welcome.7. Students will perform a variety of roles,experiencing various perspectives on areading.8. The teacher serves as a facilitator, NOTinstructor.9. Literature Circles ARE NOT unstructured,uncontrolled "talk time" withoutaccountability.10. Evaluation is by teacher observation,student self/peer evaluation, anddemonstration of knowledge onpersonalized exams/assessments.

Literature Circles:Reading Logs Students will complete a reading log for eachunit of readings. These journal entries are simple, one-paragraphresponses to each selection. Students may write about anything they wish asit relates to the reading selection. Students will be provided with an extensive listof questions and discussion topics to helpprovide inspiration for their journal entries. Students may choose to approach this activitywith their specific role in mind (i.e. “Summaryand Setting Specialists” may reflect on thethings on which they need to focus for their rolein the discussion. Reading logs account for 100 total points withinthe Literature Circle Unit grade (5 x 20 100).

Literature Circles:Accountability & articipation /Teacher Observations20%Peer Review10%Self-Reflection10%Assignments include, but are not limited to: Logs (100 pts)Literature Circle Role Sheets (100 pts)Any discussion/meeting notes, etc.Unit reviews, work, exams. (Exam: 100 pts)Enrichment Activities (TBD)Self/Peer Reflections & Evaluations (10 pts each)

Literature Circles:Initial Group MeetingFor the first Unit meeting, determine the five selections your group will read. Assign theroles for each reading. Remember, choose at least one POETRY SELECTION. Studentsmay not perform the same role within the same Unit. Once the readings have beenchosen, and the roles assigned, submit to Mr. Summary geryIlluminator

Literature Circles:Initial Group MeetingAfter your group has determined the reading selections and assigned the roles for each,set a schedule for completion of all readings and responsibilities. You should allow atleast 2-3 meetings for each reading (one for reading the material, one for work, one fordiscussion. The pace with which you complete the readings is up to your group.ReadingSelection1. #1Meeting #2Meeting #3Meeting #4

Literature Circles: Self-ReflectionStudent:Unit:Group Members:Reflection StatementRank (0-2)Rank yourself on the following scale: No 0; Somewhat 1; Yes 2.I completed my assigned reading before the meeting.I brought all required materials to the Literature Circle meeting(book, journal, etc.)I shared parts of the reading that were important to me andexplained why they were important.I asked questions to clarify my understanding of the reading and/orto help me better understand other group members’ ideas.was a careful and caring listener by giving my completeattention to other group members when they were speaking. I respondedto other group member’s ideas.Total Score / 10Student Comments:Teacher Comments:

Literature Circles: Peer EvaluationStudent:Unit:Group Members:CategoryQuality of Work:Provides work of the highestquality.Contributions:Routinely provides useful ideas whenparticipating in the group and inclassroom discussion. A definite leaderwho contributes a lot of effort.Attitude:Never is publicly critical of the project orthe work of others. Always has apositive attitude about the task(s).Working with OthersAlmost always listens to, shares with,and supports the efforts of others. Triesto keep people working well together.Time-management:Routinely uses time well throughout theproject to ensure things get done on time.Group does not have to adjust deadlines orwork responsibilities because of this person'sprocrastination.Total Score:Student Comments:Teacher Comments:Rank:Write thestudentname at thetop of thecolumn nextto thenumber.Rank eachmember onthe followingscale:2 stronglyagree;1 agree;0 disagreeAdd up thetotal score foreachstudent.

LiteratureCircles:Roles1. Discussion Director(Group Leader)2. Summary & Setting Specialist3. Detector & Diction Detective4. Bridge Builder5. Imagery Illuminator

Discussion DirectorLiteratureCircles:Roles This role involves developing alist of questions that the groupmight discuss about thesection of the novel to bediscussed for that meeting. Questions should be designedto promote lively conversationand insights about the book.They should be open-endedand should not be "yes/no"questions. A student with this task asksthese questions to the group toprompt discussion; overall, thejob is to keep the group talkingand on-task.

Name:Reading:Discussion DirectorSample Questions:1. What kinds of conflicts are the characters facing?2. What do you think about the way the author ?3. What if had happened instead?4. What would you have done had you been in this character’s shoes?5. What did you think about this event? What do you think will happen next?Questions for discussion:Student Responses:Questions for the next meeting:

Name:Reading:Discussion Director: ReflectionReflect on the meeting(s) for your chosen reading. What worked? What didn’t? What shouldyou work for in the future? Etc.Interesting Point Made by aMember of My Group:Support Providedby the Member:My Thoughts:Meeting nding the Text:

Summary & Setting SpecialistLiteratureCircles:Roles The role of summarizer involvespreparing a brief summary of thereading that was assigned forthat day's meeting. The summary should include themain ideas or events toremember, major characters,symbols or other significanthighlights of the passage. The set designer keeps track ofmajor shifts in place, time(setting), in addition tocharacters, and helps studentskeep track of important eventsand progressions in the reading.

Name:Reading:Summary SpecialistPLOT:Provide a5-sentencesummaryof thereadingselection:

Name:Setting SpecialistSETTING:Determine thesetting of theselection.Consider shifts intime/place/mood:CHARACTERS: List& describe themajor charactersor real people fromthe reading.Reading:

Diction DetectiveLiterature Circles: Roles The detector searches for a fewsignificant passages of text thatare thought-provoking, funny,interesting, disturbing, orpowerful. The quotations are copied downwith properly cited page numbers. This role also records importantwords for the reading. Thestudent chooses words that areunusual, unknown, or that standout in some way, while notingtheir page number and definition(and any significance to thereading).

Name:Reading:Diction DetectiveChoose at least three words or phrases with which you were unfamiliar. List the pagenumber and location of each, define them, and provide their significance to the passage.Word/Phrase #1:Define:Location:Word/Phrase #2:Define:Location:Word/Phrase ficance:

Name:Reading:Diction DetectiveLocate your three favorite passages from the reading. Provide the location of each, whyselected each, and their significance to the reading.Passage #1:Why did you choose this passage?Location:Passage #2:Why did you choose this passage?Location:Passage #3:Significance:Significance:Why did you choose this passage?Location:Significance:

Bridge BuilderLiteratureCircles:Roles This investigative role researches andprovides historical, geographical,cultural, musical or other informationthat would help readers connect to thereading. This role also involves locating severalsignificant passages in the novel andconnecting these passages to real life. The connections might relate toschool, friends or family, home, thecommunity, or they might relate tomovies, celebrities, the media etc. Students should also feel free toconnect incidents or characters withother books that they have read

Name:Reading:Bridge BuilderComplete the following chart in order to provide context for your reading selection. Feel freeto provide whatever facts you choose, but be sure to inform your group members on theauthor and reading selection.CategoryInformation:TitleAuthorDate of PublicationHistorical Context:Events, etc. occurring atthe time of productionGeographical Context:Where does the readingoccur? Where was itwritten? What issignificant about theseplace? Etc.Cultural Context:What is the readingselection’s relationshipwithin the culture itdepicts (or the ones thatwould read it)?Author:List 3-5 facts about theauthor to help relate thereading to his/her life.Context

Name:Reading:Bridge BuilderFrom the reading selection, choose at least three events that relate to reader and the worldin some way. What is the significance of these events on the world and the reader?Example: To Kill A Mockingbird had a profound effect on the Civil Rights Movement.Event from book:Connect to world:Connect to self:Event from book:Connect to world:Connect to self:Event from book:Connect to world:Connect to self:

Imagery Illuminator:Figurative Language & IllustratorLiteratureCircles:Roles This role locates various types offigurative language, including but notlimited to simile, metaphor,personification, hyperbole, and idiom. This may lead to discussion about theauthor's craft - why the author chose touse those particular words or phrases,and whether or not they were effective. The illustrator provides drawings,sketchings, or paintings of a scenerelating to reading. Collages frommagazines, images from the internet,and other media can also be used. The student with this role then sharesthe artwork with the group, explainingthe passage(s) that relate to the art.

Name:Reading:Imagery Illuminator:Figurative Language FinderLocate and explain at least three examples of figurative language in the selection (simile,metaphor, hyperbole, etc.). Explain why you selected the passage and its importance to thereading, in addition to the page number and specific location of the example.Example #1:Why did you choose this passage?Location:Example #2:Why did you choose this passage?Location:Example #3:Significance:Significance:Why did you choose this passage?Location:Significance:

Name:Reading:Imagery Illuminator: IllustrationChoose a scene or setting from the reading and create a visual representation of it. Draw,paint, sketch, collage, photography. You choose.

ResourcesFiles, etc: Literature Circle Packet Literature Circle Self-ReflectionStudent Resources CHS English 11 Planbook CHS English 11 LiveBinder: Unit 3: “A Growing Nation” CHS English 11 Online ClassroomFacilitator Resources: Wikipedia. “Literature Circles.” Circles. “What are literature e1.htm. ABCTeach: Literature -language-artsreading-literature-circles-971-2-1. Resources: Laura Candler, Literature circles.php. Candler, Literature Circle Printable tcircleblacklines.php.

CHS English 11: Literature Circles “Empowering ALL students to be college and career ready.” Literature Circles A literature circle is the student equivalent of a book club, but designed with greater structure, expectation and rigor.