Docstoc

Literature Circle Student Handouts - Dystopian Literature Unit

Document Sample
Literature Circle Student Handouts - Dystopian Literature Unit Powered By Docstoc
					ELA – Reading: Dystopian Literature Circles

Literature Circles – Setting Ground Rules

In the next few weeks you will have the opportunity to read, discuss and share your thoughts on a novel. The
purpose of literature circles is that of a book club. You will be expected to not only talk about the book, but
respond to a variety of questions that get you thinking and participate in a variety of roles as you read and reflect.
As part of journaling, you will post your reactions to their reading on our class blogging site (kidblog.org).


Ground rules questions:

What kind of behaviours help groups succeed?

What kind of behaviours make meetings a chore or unproductive?

As a group decide on 3-5 common expectations for the Ground Rules. Review, Revise and Reset any rules if needed.

Write down these expectations on this sheet – then one member (the first Discussion Director) will record them
on kidblog.org (volunteer please type on your account)…

Reflect on the Ground Rules…

       What rule will be the easiest for you to follow?
       Which rule is gin got give you the most difficulty?
       What plans can you make that will decrease the likelihood of you letting your group down?

*** If needed, review these rules again at the beginning or end of each Literature Circles Meeting.

** As groups review the Dystopian Literature Schedule of Assignments. Review your role for each week, and the
deadlines for Journal Blog Responses and Literature Circles Role Assignments.

* Review the Rubrics included with this package/or your teacher will lead you through a rubric making exercise.




Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles

Dystopian Literature Schedule of Assignments….

The novels will be divided into 5 sections by groups. Groups will figure out the lengths of each section. You
will have Reader’s Responses for each section assigned by Ms. SM and a role assignment or task for each
week.

Lit Circle       Monday               Tuesday          Wednesday          Thursday               Friday
Schedule

Week of          Feb.21 – No          Group Meeting    Read/Work          Read/Work Reader’s Skiing…
Feb.21-25-       School               Read Section 1                      Response #1 –
                                                                          posted on kidblog



Week of Feb.     Role Assign #1       Group Meeting Read/Work             Read/Work Reader’s No School
28 to Mar.4      due                  – Read Section 2
                                                                                                 Response #2
                 Group Share                                                                     due – posted
                 and assign                                                                      on kidblog
                 Section 2 roles.

Week of Mar.     Role Assign #2       Group Meeting Read/Work             Reader’s Response      Skiing…
7 to Mar.11      due                  – Read Section 3                    #3 due – posted on
                                                                          kidblog
                 Group Share
                 and assign
                 Section 3 roles.

Week of Mar.     Role Assign # 3      Read/Work        Read/Work          No School              No School
14 to Mar.18     due

                 Group Share
                 and assign
                 Section 4 roles.

Week of Mar.     Role Assign #4 due   Read/Work        Read/Work          Read/Work              Reader’s
21 to Mar.25     Reader’s Response
                                                                                                 Response #5
                 #4 due – posted on                                                              due – posted
                 kidblog due                                                                     on kidblog
                 Group Share and
                 assign Section 5
                 roles.


Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles



Journal Blog              Name:______________________ Date:_______________


Literature Circle – Book Club Journal Blog Assignments…

Meeting #1 / Section #1- “Making Predictions…”
    1.   Put your novel away. You are going to predict the ending of your novel and include this prediction in your
         blog. What page are you on? What’s the total number of pages in the book?
    2.   Based on what you’ve read, which character do you think will experience the biggest change by the end of
         the book? These changes may include physical circumstances, lifestyle, relationships or thinking/values.
         Explain what you think is going to happen to this character by the time the story is over. Briefly describe
         the clues in the story that make you think this.
    3.   Next, based on what you’ve read so far, how do you think the book will end? What problems will be
         resolved? What will happen to the main characters other than the one you discussed in Part 1? Briefly
         explain the clues in the story that make you think this.
    4.   After you jot note your reactions, share your ideas with your group.
    5.   Finally, refer to the “Dystopia: Definition and Characteristics” – What aspects of this section of reading,
         show the “Characteristics of a Dystopian Society”, “Types of Dystopian Controls” or the characteristics of
         a “Dystopian Protagonist”? Refer to the handout and describe what is shown so far. Discuss this with your
         group, and include your observations on your copy of this handout.



    Meeting #2 / Section #2 – “Deep Thinking Questions…”
    1.   While you are reading, “pay attention to your thinking”; each time you wonder something about the story,
         write the question on one of the sticky notes and stick it on the page in the text (include the page # on the
         sticky note). After you finish this selection of reading, complete the following tasks.
         Deep Thinking Questions I had while I read                 Answered in this section of reading
                                                                    Yes                           No
         Remove one of the sticky notes from the novel selection
         and paste it on the right (you could also rewrite it)…



         Answer the question from the sticky note in a sentence     Answer
         (if the question was not answered in the story write
         what you think… begin with, “I think……”)
    2. Choose one of the questions from the “Four Ways to Respond to Literature”. Write your response
       to the question giving concrete evidence and explanations from your novel.
    Meeting #3 / Section #3 – “Visualizing As You Read”
    1. When you visualize you are using the words you hear or read in a text to create visual images or “movies in
       your head”. As you read, make quick sketches on sticky notes of images that pop into your mind as you read.
       Examine your image, and explore the characteristics from the “Dystopia: Definition and Characteristics”
       handout that connect to your image. Share these observations with your group and add to your handout.
       Write about what you visualized in a blog and explain how visualizing can help you connect with what you
       read.



Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles

        2. Choose one of the questions from the “Four Ways to Respond to Literature” (see section below). Write your
           response to the question giving concrete evidence and explanations from your novel.


        Meeting #4 / Section #4 – “Exploring Characters”
        1. On loose leaf, you are going to record jot notes for a double entry journal. On one side, jot note a summary
           of what you know so far from reading the book, on the other side write your own thoughts and
           observations.
        2. As you read, you are going to infer how the characters have changed throughout the book and why they
           have changed. Decide on the most likely reason for the change and support it with evidence from the story
           or your own personal experiences.
        3. In groups, explore the following chart, “How and Why Characters Change”. Examine how the character
           changed and what caused the transformation. Discuss the possibilities and support your ideas with evidence
           from the story or your own experiences.


             Novel:                                               Author:
             Section of Reading – pages:                          Character’s Name:
               1. At the Beginning the character…                    2. At the End the character…




                  3. How the character changed…




                  4. Why the character changed…




        4. Compose a journal response that includes information from the chart above. Be sure to include information
           from the chart above.


        Meeting #5 / Section #5 – “Point of View and Elements of Literature”
             1.   Read the information below… on point of view…

Before beginning a story a writer must determine the point of view, or perspective, in which the story
will be written.


first                In the first person point of view one character tells the story. This character reveals only
Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles

person          personal thoughts and feelings of what s/he sees. The writer uses pronouns such as "I" or
                "me" or "my."

                Example:
                I woke up this morning feeling terrific. I hopped out of bed excited to start the new day. I
                knew that today was the day my big surprise would come.

     ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

                With the second person point of view the narrator tells the story using the pronoun "you".
                The character is someone similar to you.
second person
                Example:
                You jump out of bed feeling really terrific. Then you hop out of bed excited to start the new
                day. You know that today is the day that your big surprise will come.

     ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

                The third person point of view is the most commonly used in fiction. When writing in the
                third person you will use pronouns such as "he", "she", or "it".
third
person          Example:
                Brian woke up feeling terrific. He hopped out of bed excited to start the new day. He knew
                that today was the day that his big surprise would come.
         2. What point of view is your novel written in? How do you know?

         3. Refer back to the handout, “Dystopia: Definition and Characteristics”. Note the overall theme of a
            dystopian piece of literature. Obviously in every dystopian novel there is a message to our society and
            something that we can learn. Think about your novel, what is the author’s message? What lesson can we
            learn from this novel? What statement does the author make about our society? What warning
            messages are evident in this dystopian novel?

         4. Finally, as part of your Journal response, go to readwritethink.org and plot the key events of the
            novel on the Interactive Plot Diagram. You will have to print out your image as the site does not save,
            and you will have to hand in this part of your assignment.


Four Ways of Responding to Literature

The following questions will guide you for some of your Literature Circle Journal Blog Assignments….
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?
Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles


Literature Circles Log for Dystopian Literature

Group Members:                                Novel Sections:

1)__________________                          1)__________________    Due date: __________________
2)__________________                          2)__________________    Due date: __________________
3)__________________                          3)__________________    Due date: __________________
4)__________________                          4)__________________    Due date: __________________
5)__________________                          5)__________________    Due date: __________________
6)__________________




Group Roles Rotation:

Section 1: Pages ___________                                Section 4: Pages ___________

Discussion Director _______________                         Discussion Director _______________
Vocabulary and Literary Luminary_______________             Vocabulary and Literary Luminary _______________
Connector_______________                                    Connector _______________
Character Captain_______________                            Character Captain _______________
Artful Artist_______________                                Artful Artist _______________
Intrigue Investigator _______________                       Intrigue Investigator _______________



Section 2: Pages ___________                                Section 5: Pages ___________

Discussion Director _______________                         Discussion Director _______________
Vocabulary and Literary Luminary _______________            Vocabulary and Literary Luminary _______________
Connector _______________                                   Connector _______________
Character Captain _______________                           Character Captain _______________
Artful Artist _______________                               Artful Artist _______________
Intrigue Investigator _______________                       Intrigue Investigator _______________



Section 3: Pages ___________

Discussion Director _______________
Vocabulary and Literary Luminary _______________
Connector _______________
Character Captain _______________
Artful Artist _______________
Intrigue Investigator _______________




Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles

Role Descriptions          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. The main point of a “Lit Circle” is to talk about
books, sort of like a “Book Talk”. This means exploring key events, the characters, the tone, imagery, connections
to real life and of course the author’s message. Each role is explained below; note that with each role, there is a
“Technological Task” that you must all complete. Each assignment must be handed in or posted by the due date on
the “Literature Circles” calendar. Be sure to state your name, role and date. As your postings are sent to
kidblog.org, Ms. S-M will quickly check them over and approve the posts if they free of errors.

Discussion Director/Facilitator: This student is responsible for writing down
4-5 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.
        Technological Task: Post your groups questions on kidblog.org and
share your questions with your group in the Lit Circle meeting. Everyone will
incorporate their responses to these questions in their Journal Blog Response
(in addition to other comments or observations). In addition to coming up
with questions, you must also include your own responses to the questions in
your reader’s response.


Vocabulary and 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. Key passages and words are to be marked with a sticky note. Plus, this
student is also 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. *Additionally, if
the Discussion Director is absent, this student will serve as the Facilitator.
                Technological Task: Remember that the key passages and words are to
be marked with a sticky note. Then later, typed in Word and copy/pasted into
wordle.net and used to create “word or passage cloud bursts”. Remember the wordle
image will have to be printed right away, as they cannot be saved on this site.


        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, history or current
              events, other books or stories, other writings on the same topic, or other writings by the same
              author.                Technological Task: Post your connections in a post on kidblog.org. Be sure
              to EXPLAIN the connections FULLY, and include any photos or video/internet links that help to
              show the connections to your learning. Try to include some visual aspect that will capture your
              audience’s attention. Be sure to cite your sources (where you got the information) with your
              entry.


Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles

        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).                   Technological Task:
                    Create a voki avatar that speaks on behalf of the character in a mini 60 second podcast.
                    The avatar must explain as a key character (protagonist, antagonist or secondary charac
                    ter) your thoughts, issues that you have with the events or other characters, conflicting
                    feelings, values and beliefs, personal experiences of the character or how the society
                    impacts the character.                          *Link your voki avatar to a comment page on
                    your blog. Be sure to include your responses to the role sheet on the page as well. In
                    order to create an avatar, you will need to set up an account at voki.com which means
                    you need an e-mail address.


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.
        Technological Task: You are not required to do a technological task if you
are creating a piece that can only be made by hand. You can create a collage of
images, video and music that connect to the material on glogster.com or on
kidblog.org. If you create a piece on glogster, include a link on kidblog.org, so that
we can view your creation! Remember that all of you have individual accounts on
glogster. In addition to creating a visual, you must provide a written description of
what you created and explain how it represents a facet of the assigned reading.


                              Intrigue Investigator: This student is responsible for finding
                       background information related to the chapters you read. As you are reading the section of
                       chapters, decide what would be something to look up that relates to those chapters read.
                       Using the internet or books, find out information and about the topic, and in your own words,
                       type what you have discovered about the topic. When you meet with your group, explain why
                       you chose th at topic and what you discovered when you researched the topic. This
                       assignment needs to be typed.         Technological Task: Post your research in your own
                       words in a post on kidblog.org. Be sure to write in your own words, and include any
                       photos or video/internet links that will connect to your learning. Try to include some
        visual aspect that will capture your audience’s attention. Be sure to cite your sources (where you got
        the information) with your entry.


Other Technological Tasks You Can Add in Your Journal Blog…

Plot Diagram at Read write think – Interactive tool allows students to plot the elements of a short story or
novel. Plot – beginning, middle or end; or exposition, climax, resolution

http://www.readwritethink.org/files/resources/interactives/plot-diagram/



Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles

Graphic Mapping at Read Write Think… The Graphic Map assists teachers and students in reading and writing
activities by charting the high and low points related to a particular item or group of items, such as events during a
day or chapters in a book. Students will chart high and low points for a group of items or events within a chapter.
Items are graphed, but also organized and explained. Graph will have to be printed right away, as it cannot be
saved.

http://www.readwritethink.org/files/resources/interactives/graphicmap/

Doodle Splash: This online tool combines the process of drawing with analytical thinking by pairing online drawing
with writing prompts that encourage students to make connections between their visual designs and the text.
Students can visualize what they are reading and create graphic symbols helps them develop as readers.

Literary Doodle As students read a chapter; they “doodle,” either in a journal or using an online tool, responding to
the text through images, symbols, shapes, and colors. They must be sure to represent all of the elements of the
short story (setting, plot, character, point of view, and theme) in their doodles. Students then work in small groups,
to construct a graphic of their story on a sheet of newsprint with crayons or markers. When all groups have
completed their graphics, they will present them to the class, explaining why they chose the elements they used.
Finished graphics can be displayed on a class bulletin board, on walls, or scanned in to a Web page.
http://www.readwritethink.org/files/resources/interactives/doodle/index.html

Book cover Creator: Ask students to create new book covers for the books that they explore, using the Book
Cover Creator. The tool gives students options to add both text and images to their covers. The tool does not
include an option to save the work, so be sure that students do enough planning that they will be able to complete
their covers in one session. http://www.readwritethink.org/files/resources/interactives/bookcover/


Assessment and Evaluation…

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:


Vocab and Literary Luminary/Alternate
                                                   Yes        No       Comments:
Facilitator:


Character Captain:                                 Yes        No       Comments:



Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles


Connector:                                           Yes       No          Comments:


Artful Artist:                                       Yes       No          Comments:


Intrigue Investigator                                Yes       No          Comments:



Group Standards

     1. 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 In Progress or "IP" category, explain what didn’t work, and make a plan for what
         you’ll do differently at your next meeting.
     2. 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.


Description
                  Exceeds Standards           Meets Standards                In Progress

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



     Self                 Teacher
                                                                             Comments:
 Assessment              Assessment

 Role Sheet:             Role Sheet:
    E M IP                 E M IP
   Journal:               Journal:
    E M IP                 E M IP


E – Exceeds Standards; M – Meets Standards; IP – In Progress




Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles



Name:                           Literature Circles Scoring Guide

Individual Grades
                                Exceeds                       Meets                                In Progress

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

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

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



Ms. Stewart-Mitchell
ELA – Reading: Dystopian Literature Circles




Ms. Stewart-Mitchell

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:1163
posted:2/22/2011
language:English
pages:12
Description: The handouts are the same handouts given in class
Jennifer Stewart-Mitchell Jennifer Stewart-Mitchell Grade 7/8 http://
About