LITERATURE CIRCLES Dystopian Literature by jstewiestewie

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									LITERATURE CIRCLES TEACHER NOTES:

Reference: This lesson has been adapted from the following site: Lit Site Alaska, by Janet
Lopez http://www.litsite.org/index.cfm?section=Teaching-and-Learning&page=Reading-
Workbooks&cat=Middle-School&viewpost=2&ContentId=1015

A Literature Circle is a structure for getting students to talk about a novel with their peers as
they read it together. Students are in charge of the discussion and the decision of how many
pages will be read before the next discussion. There are between four to six students in each
literature circle, and each member rotates one of the following jobs throughout the project:
Discussion Director, Literary Luminary, Character Captain, Connector, Artistic Adventurer, and
Vocabulary Enricher.

   1. Students are assigned roles within their group for each discussion date. Each role is
      explained and the following handouts are provided: the Director's Log and one packet of
      Group Role Sheets for each circle. Each student will have the chance to take on every
      role; then the students fill out the Director's Log. Scoring Guidelines rubrics are also
      provided, so students know how they will be evaluated.
   2. The date for completing the novel is set by the teacher, and then each circle must assign
      specific sections to read before their discussion sessions.
   3. Students must meet in their Literature Circles for discussion twice a week. Each student,
      depending on his or her role in the group, has a different task to complete beforehand, in
      order to prepare for the circle discussion. Each assignment is explained on the Group Role
      Sheets, and also overviewed on the Role Description handout.
   4. Adaptations: Adapted/ modified students are also included within each grouping. Adapted
      students may listen to an audio tape of the book. There is a copy of response sheets for
      Low Auditory Learners for them to complete, after they listen to a segment of story.




PROCESS

I. First, have students fill out their Journals, quickly summarizing what they read in preparation
for their discussion group, reacting to the reading, and making a prediction of what they think
will happen next in the novel.

2. Once in their Literature Circles, students present the material they have prepared for class,
following the assignments in the Group Role Sheets. At the end of the discussion time, students
evaluate their discussion for that day, noting their evaluation on the Group On-Task Evaluation
Form. If the discussion did not go as planned, students will discuss why, and offer solutions for
ensuring their next discussion goes more smoothly. Students then assign roles to each member
for the next discussion group, and also decide how much of the novel they will read before their
next discussion.

3. After their discussion, they come back to their journals to reflect on how the discussion
changed their way of looking at the novel as well as to evaluate their performance in the circle
that day. At the end of class, each student hands in their journal and completed role assignment
from the Group Role Sheets. These contribute to each student's final grade.

Literature Circles Handouts:

Director's Log
Group Role Sheets
Scoring Guidelines
Role Description

Group On-Task Evaluation
Adapted Learners Packet

Attendance Evaluation Form
Journal
Literature Circles Log for Dystopian Literature
Group Members:

__________________
__________________
__________________
__________________
__________________
__________________


Group Roles

Section 1: Pages ___________

Discussion Director _______________
Literary Luminary_______________
Connector_______________
Character Captain_______________
Artful Artist_______________
Vocabulary Enricher _______________

Section 2: Pages ___________

Discussion Director _______________
Literary Luminary _______________
Connector _______________
Character Captain _______________
Artful Artist _______________
Vocabulary Enricher _______________

Section 3: Pages ___________

Discussion Director _______________
Literary Luminary _______________
Connector _______________
Character Captain _______________
Artful Artist _______________
Vocabulary Enricher _______________

Section 4: Pages ___________

Discussion Director _______________
Literary Luminary _______________
Connector _______________
Character Captain _______________
Artful Artist _______________
Vocabulary Enricher _______________

Section 5: Pages ___________

Discussion Director _______________
Literary Luminary _______________
Connector _______________
Character Captain _______________
Artful Artist _______________
Vocabulary Enricher _______________



Role Description

Overview: A "Literature Circle" is a structure for talking about a book with your peers as you
read it together. Students are in charge of the discussion and for setting reading assignments
together (how many pages read before next discussion). There are between 4 -6 members in
each literature circle, and each member rotates one of the following jobs throughout the
project.

Discussion Director/Facilitator: This student is responsible for writing down 5 thought-
provoking questions for the purpose of group discussion based on that day’s reading assignment.
As the group Facilitator, it is also this student’s job to direct the group discussion, keep track
of student work, and rate the group’s "Habits of Work" each day the group meets.

Literary Luminary/Alternate Facilitator: This student is responsible for choosing parts of the
story that he/she wants to read out loud to the group. The idea is to help students remember
some interesting, powerful, puzzling, or important sections of the text being read. The Literary
Luminary must decide which passages or paragraphs are worth reading aloud, and justify the
reason for selecting them. Additionally, if the Discussion Director is absent, this student will
serve as the Facilitator.

Connector: This student is responsible for finding connections between the text his/her group
is reading and the outside world. This means connecting the reading to the following: his/her
own life, happenings at school or in the community, similar events at other times and places,
other books or stories, other writings on the same topic, or other writings by the same author.

Character Captain: This student is responsible for revealing specific personality traits of the
character(s) within the novel. This means he/she will find examples in the assigned reading of
behaviors/actions that help group members to know the character(s).

Artful Adventurer: This student is responsible for sharing an artistic representation of the
material read. Avenues for expression may include: artwork in any medium, music, poetry,
collage, music, mobile or anything else which represents an aspect of the material read.

Vocabulary Enricher: This student is responsible for finding especially important vocabulary in
the story. Vocabulary selected should focus on words that are unfamiliar, interesting,
important, repetitive, funny, puzzling, descriptive, vivid or those used in an unusual way.
Discussion Director
Date:_____
Novel you’re reading:________________________
Pages read to prepare for this discussion:_______

As the Discussion Director, it is your job to write down some good questions that
you think your group would want to talk about. In addition to writing the questions,
be sure to write the answer as well. List a minimum of five thought provoking
questions below. (Think of these starters: Why..., If..., What..., Who..., and How...)
Try to create questions that allow for “fat responses” or critical thought.

1.)



2.)



3.)



4.)



5.)
Literary Luminary
Date: _____
Novel you’re reading: ________________________
Pages read to prepare for this discussion: _______

As the Literary Luminary, it is your job to read aloud parts of the story to your group in order
to help your group members remember some interesting, powerful, puzzling, or important
sections of the text. You decide which passages or paragraphs are worth reading aloud, and
justify your reasons for selecting them. Write the page numbers and paragraph numbers on this
form along with the reason you chose each passage. You must choose a minimum of 3 passages.

Some reasons for choosing passages to share might include:

               * Pivotal events * Informative * Descriptive * Surprising * Scary

        * Thought-provoking * Funny * Controversial * Confusing * Personally meaningful


Location    Reason for choosing the passage

Page
_____

Paragraph
___

Location    Reason for choosing the passage

Page
_____

Paragraph
___

Location    Reason for choosing the passage

Page
_____

Paragraph
___
Connector
Date: _____
Novel you’re reading: ________________________
Pages read to prepare for this discussion: _______

As the Connector, it is your job to find connections between the novel your group is reading and
the outside world. This means connection the reading to:

                 * Your own life* Happenings at school or in the neighborhood

              * Similar events at other times and places* Other books or stories

              * Other writings on same topic* Other writings by the same author

Think about a minimum of three connections today’s reading reminded you of. List the
connection and explain how the events are similar.

1.) _____________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________




2.) _____________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________




3.) _____________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Character Captain

Date: _____
Novel you’re reading: ________________________
Pages read to prepare for this discussion: _______

As the Character Captain, it is your job to share observations you have about the main
character(s). Select three adjectives that describe one or more of the characters in your novel,
and support your selection with an example taken from your reading assignment.


Character                    Specific Example of behavior/action:

Character:                   Page: _____ Paragraph: _____

Adjective:


Character:                   Page: _____ Paragraph: _____

Adjective:


Character:                   Page: _____ Paragraph: _____

Adjective:



Common Character Traits: A List of Adjectives




                 adventurous     awesome      artistic      athletic      active


                 beautiful       brave        bold          bossy         cheerful


                 curious         creative     courageous    considerate   daring


                 impulsive       dainty       dangerous     exciting      entertaining
energetic      funny         a fighter     friendly     fun-loving


gentle         generous      happy         humble       hostile


honest         intelligent   independent   inventive    a leader


lazy           messy         mischievous   mean         neat


nasty          nice          nosy          open         poor


proud          pretty        quiet         rich         respectful


rad            sad           sloppy        serious      successful


shy            short         smart         studious     selfish


simple         tall          trustworthy   thoughtful   unselfish


warm           witty         wild          wonderful    silly


melancholy     mellow        aimless       loud         prudent


iconoclastic   penurious     belligerent   loyal        visionary
Artistic Adventurer
Date: _____
Novel you’re reading: ________________________
Pages read to prepare for this discussion: _______

As the Artistic Adventurer it is your responsibility for sharing an artistic representation of the
material you read for today’s Literature Circle. Some ideas for sharing may include: a character,
the setting, a problem, an exciting part, a surprise, a prediction, or anything else. Examples of
genres for expression may include:

       * Painting * Artwork * Music * Poetry * Collage * Mobile *

                             * Glog Interactive Poster *

Brainstorm or Plan…




Remember – All examples above can be included electronically on kidblog.org

What I shared:__________________________

In the space below please provide a written description of what you shared and explain how it
represents a facet of the assigned reading.




_______________________________________________________________________
Vocabulary Enricher
Date: _____
Novel you’re reading: ________________________
Pages read to prepare for this discussion: _______

As the Vocabulary Enricher, it is your job to look for especially important vocabulary words
within the book your group is reading. Words chosen should be:

                           * Important* Unfamiliar* Different* Puzzling

                           * Funny* Used in an unusual way* Interesting

List a minimum of 5 words you feel would be worth discussing with your group.


Word selected and       Definition based on context -- use of            Reason word was
  page # where                 dictionary is encouraged!                     selected:
       found:




When your group members meet, help them find and discuss the words you have chosen. You
might discuss the following:

      How does the word fit in the story?
      How does this word make you feel?
      What is the etymology of this word?
      What images does this word evoke?
      Does this word carry any specific connotations? (Implied meaning associated with the word)
                        Literature Circles Scoring Guide
Name:
______________
 Individual Grades
                        Exceeds                   Meets                         In Progress

                        Pre-group journal         Pre-group journal indicates   Pre-group journal
Response Journal –
                        indicates student:        student:                      indicates student:
Kidblog.org
    Pre-group          * Has achieved genuine                                  * Student has not
                                                  * Has read text carefully
       journal          insights as evidenced                                   read text carefully --
       response is      by insightful             * Has grasped the main        unable to identify
       the response     interpretations and       ideas                         main ideas or
       you write        evaluations of text                                     interpret text
       about what                                 * Can offer reasonable if
       you have read    * Post-group journal      sometimes incomplete or       * One or more of the
       before you       indicates student:        questionable                  required prompts
       meet with                                  interpretations               have not been
       your group       * Has gained richer                                     addressed
       members.         understanding of the      * Has addressed all
                        text through group        required prompts              Post-group journal
      Post-group       discussion as                                           indicates student:
       journal          evidenced by the          Post-group journal
       response is      depth and clarity of      indicates student:            * Is unable to cite
       the response     the response                                            specific examples of
       you write                                  * Can cite two specific       growth in
       after you        * Can evaluate the        examples that                 understanding the
       meet with        effectiveness of his      demonstrate a richer          text
       fellow group     /her own contribution     understanding of the
       members and      to the group discussion   text after group              * Is unable to clearly
       listen to the                              discussion                    state the
       discussion                                                               contribution he/she
                                                  * Can clearly state           made to the group
       and insights
                                                  his/her contribution to       discussion
       into the novel
                                                  the group within his/her
       selection.
                                                  role

                        * All of "Meets"          * Role Sheet is complete      * Student is
Role Sheet
                                                                                unprepared for
                        * Responses to            * Responses to assigned       "Literature Circle
                        assigned tasks indicate   tasks indicate that           Discussion" --
                        that student has          student has an adequate       material was not read
                     achieved a superior      understanding of the          or Role Sheets were
                     and /or unique           material                      unprepared
                     understanding of the
                     material read

                     * Student never needs    * Texts, journals and Role    * Deadlines are not
Habits of
                     reminders from the       Sheets are always in hand     met
Mind & Work
                     teacher                  at the start of class
                                                                            * Texts, Journals and
                     * Acted as a model to    * All deadlines are met,      Role Sheets are
                     other students           Role Sheets and Journals      often missing
                                              are complete
                     * Encouraged those                                     * Student needs
                     around him/her to        * Student is usually on-      many reminders to
                     focus on the task at     task, and requires little,    stay on task --
                     hand                     if any, direction from the    student distracts
                                              teacher                       others
                     * Highly focused and
                     productive -- took       * Worked well in group --     * Often not actively
                     team work seriously      productive and                involved in group
                                              cooperative
                                                                            * Lack of
                                                                            productivity resulted
                                                                            in independent study


Group Standards

              Exceeds Standards              Meets Standards         In Progress

              Group members:                 Group Members:          Group Members:
Group
Skills:       * Worked extremely well        * Worked well           * Did not function well
Habits of
Work          * Provided a model for other   * Were productive       * Failed to meet objectives
              students
                                             * Met all objectives    * Were unable or unwilling to
              * Were supportive of one                               collaborate
              another’s’ views               * Planned for next
                                             meeting                 * Were off-task
Adapted Learners Packet
Artful Artist

Directions: In the space below, draw and color a scene from today’s lesson. Write a brief
description that explains your drawing on the back of this sheet.




                                                                       Today’s Date: _______

Summarizer

Directions: In the space below, please write a summary (tell what happened in the story today)
of what you listened to today.
                                                                       Today’s Date: _______

Prediction

Directions: : In the space below, please make a prediction of what you think will happen next in
the story. Explain why you think something is going to happen.




                                                                        Today’s Date:_______

Advice

Directions: If you could give the main character a piece of advice, what would you suggest? In
the space below, please write a letter to the character.




Sincerely yours,




                                                                        Today’s Date:_______

What If?

Directions: If you could be any of one of the animals portrayed in the novel, which would you be
and why? Explain your answer in the space below.
                                                                        Today’s Date:_______

Compare and Contrast

Directions: In the space below describe how you are like the main character of this novel.




Directions: In the space below describe how you are different than the main character of this
novel.




                                                                        Today’s Date:_______

Setting?

Directions: In the space below describe the setting of the story. What is the island like? What
characteristics does the island have?
Journal        Name:______________________ Date:_______________


Four Ways of Responding to Literature
Write a journal response using the following questions to guide you.

1) Literal sense: What is going on? Describe the events or story. Answer who,
what, when, where, why, and how as appropriate. Be specific and descriptive.

2) Emotional triggers: What personal associations do you make? What did the
reading make you think of? How did it make you feel? What reaction does it elicit
inside you?

3) Intellectual curiosity: What ideas or questions does this section raise for
you? What do you think the author is trying to “do” or show in this story? Why do
you think he or she wrote this piece?

4) Writer’s craft: What did you notice about the way the piece was written?
What style, craft, or use of scene/details/character/plot/humor does the author
use that you could consider for your own writing? What did you enjoy about this
piece? What didn’t work so well? How might you revise or change it?

* When asked for a “4 way response,” write one to two paragraphs for each of the four ways, responding to all the
prompts.

* When asked for a “1 way response,” pick any of the four ways and write one to two paragraphs responding to the
prompts.

Pre-group journal entry:

In the space below, please write a response in 150 words or less, of the material you have read.
Explore some of the questions from the “Four Ways to Respond to Literature”
In the space below, please write a response to the material you have read.




In the space below, please write a prediction about what you think will happen next.
Post-group entry:

In the space below, please describe how your understanding of the text was enriched by your
group discussion.




In the space below, please describe your contribution to the group in the role to which you were
assigned today.
Using the descriptors provided in your scoring guide, award yourself a grade for your role sheet
and your journal entries. Circle the letter that best describes you in each area.


      Self             Teacher
                                                            Comments:
  Assessment         Assessment

  Role Sheet:         Role Sheet:


     E M IP             E M IP


    Journal:           Journal:


     E M IP             E M IP




Group On-Task Evaluation
Literature Circles: To be evaluated by the Discussion Director/or Alternate Facilitator:

Daily Participation Scoring Guide for: ___________________________

Date: _________


Attendance                          Was student prepared for day’s discussion?

Discussion Director/Facilitator:    Yes No Comments


Literary Luminary/Alternate
                                    Yes No Comments
Facilitator:


Character Captain:                  Yes No Comments


Connector:                          Yes No Comments
Artful Artist:                        Yes No Comments


Vocabulary Enricher:                  Yes No Comments



Group Standards


                 Meets Standards             Exceeds Standards In Progress

                 Group Members:              Group Members:       Group Members:
                 * Worked well               * Worked             * Did not function well
                 * Were productive           extremely well       * Failed to meet objectives
Group Skills:    * Met all objectives        * Provided a model   * Were unable or unwilling to
Habits of        * Planned for next          for other students   collaborate
Work             meeting                     * Were supportive    * Were off-task
                                             of one another’s
                                             views




As a group, assess your work habits for today. Discuss and circle the standard your group met
for today. If your group fell into the "IP" category, explain what didn’t work, and make a plan
for what you’ll do differently at your next meeting.

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