Literature Circles

Name:_____________________________________

Class:______________

Novel:

Author:

Group Members:

Literature Circle Process

The sections we will be reading AND the group meeting dates/periods with Mrs. Connell:

Chapters/Page Number

Date My group task to be completed

Your booklet is divided into three different categories:

1) Group Tasks (must complete 4)2) Individual Tasks (must complete 4)3) Journal Entries (must complete 3)

You are responsible for completing all of these tasks by the end of the novel, dates are decided by groups.

** You must annotate while you read… see journal section for more information**

Assessment:

-access, use build, and refine schema -use a variety of reading strategies

-interpret and integrate information and ideas from multiple texts and sources-recognize and analyze bias in texts and ideas

-share ways in which they you engaging with the text-clearly articulate your thoughts and opinions (group sharing)

-manage information and ideas-spelling and grammar

At each group meeting, I must be completed:

The reading My group task My individual task

**Bring the novel & booklet with you to the meeting!**

Be prepared to share and discuss at each meeting.

The group tasks of focus for each section of the novel:

Researcher Empathizer Illustrator Summarizer Messenger Deep Thinker

Group Tasks-complete FOUR tasks out of the six provided-

-one of your options must INCLUDE empathizer or researcher-each group member does something different for every meeting

Meeting _________ (Section ______)

Summarizer

Your job is to prepare a brief summary of today’s reading. Your group discussion will start with your 1-2 minute statement that covers the key points, main highlights, and general idea of today's reading assignment. Use the questions below to help you decide what to include. Consider making a numbered list or a timeline of events to help organize your thoughts.

Write your summary here:

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Sample questions to ask yourself or others in the group:

Who/What are the most important people/events/ideas from the text? What makes them so important? What effect do these people/events/ideas have on the rest of the text or the world in general? Were there any big changes or surprises in the text in this section? What would be important to know or remember if you were tested on this reading? What is the theme that is being portrayed throughout?

Meeting _________ (Section ______)

Messenger

Your job is to chose 3 paragraphs or sentences from the book to discuss with your group. Your purpose is to help other students by spotlighting something interesting, powerful, funny, puzzling, or important from the text. You can read parts aloud yourself, or ask another group member to read them. Include your reasons for picking the paragraphs sections you did. Please record the page number and paragraph.  Page Number & Paragraph

Reason for Picking Plan for Discussion

Meeting _________ (Section ______)

Deep Thinker

1. While you are reading, “pay attention to your thinking”; each time you wonder something about the story, write a 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 section of reading, complete the following tasks:

Put your sticky notes of the deep questions you had while reading under the yes column if they were answered, or the no column if they were not:

Answered in this section of the text?

Yes No

If the question has been answered, please write the answer. If the question has not been answered, please tell me what you think the answer could be and why? Infer using

clues from the text!Record these in your chart legibly.

Meeting _________ (Section ______)

Illustrator

Visualization is a process that occurs when mental images are created. When authors write, they use words to describe information. You can change the information from words into a picture. A picture is easier for your brain to understand

and remember.

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 sketches on this page of the sticky notes of images/words/thoughts that pop into your mind as you read.

2. Examine all of your images and write about what you visualized below. You can use colour, or shade in black and white. The sketch should be drawn in the space below with lots of detail.

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Meeting _________ (Section ______)

Researcher

Your job is to dig up some background information on any relevant topic related to your book. This might include

Pertinent information about the author and how they gathered information for their novel Information about the mental illness portrayed in the book Information on any topics or events represented in the book Information on any topics or events that may have influenced the author Pictures, objects, or materials that illustrate elements of the book

This is not a formal research report. The idea is to find some information or material that helps your group understand the novel better. Investigate something that really interests you – something that struck you as puzzling or curious while you were reading.

Ways of gathering information:

The introduction, preface, or “about the author” section of the book Library books and magazines On-line computer search or encyclopedia

Interviews with people who know the topic Other novels, nonfiction, or textbooks you’ve read

Summary of research:

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Notes:

Meeting _________ (Section ______)

Empathizer

Empathy is, at its simplest, awareness of the feelings and emotions of other people. It is a key element of Emotional Intelligence, the link between self and others, because it is how we as individuals understand what others are experiencing as if we were feeling it ourselves.

Empathy goes far beyond sympathy, which might be considered ‘feeling for’ someone. Empathy, instead, is ‘feeling with’ that person, through the use of imagination.

With this definition in mind complete the following map and questions.

Describe a hard time in your characters life - perhaps a sad or traumatic event, or a period of general difficulty, either physically, emotionally, socially, or economically. How do you think this struggle affects the characters everyday life?

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Describe the types of emotions you think your character feels during this hard time.

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List some ways in which you can help people in your community who might be going through similar struggles.

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Individual Tasks

You must complete 4 individual tasks An individual task must be done by every meeting on separate paper

Must be handed in to Mrs. Connell at the end of the meeting

Must: o be connected to the novel

o be checked for spelling and grammaro have any and all sources must be included

o clearly articulate your thoughts and opinions

Choose from the following options:

1) Create a concrete found poem or a blackout poem using text from the novel. This should focus on the

character’s emotional state/journey. Mrs. Connell will photocopy pages of the novel as needed for you.

2) Write a poem/song or draw detailed pictures representing the character’s emotional state.

3) Write a letter to one of the characters in your novel.

4) If your character was a friend of yours, discuss how you could be a support for them (research required).

5) Media – Find an article from mainstream media that talks about your topic (either positively or negatively).

Identify bias, opinions, facts, and share your thoughts on the article.

6) Create a word game or puzzle using vocabulary words, characters, and elements from the novel.

7) Create a collage using various mediums, that comments on a particular theme or issue in the book. Explain

why you chose each image.

8) Your choice… come up with an idea and proposal and get approval from Mrs. Connell prior to completion

2.

Journal Entries

You must have three journal entries completed throughout the literature circle(beginning/middle/end)

Annotation stickies are to be posted onto the blank pages DO NOT summarize the novel

Answer a question and expand entry through your thoughts, ideas and opinions You must supply evidence (examples and quotes) to support your thinking

Questions:

1. What is the problem your main character is facing? Can you connect to this problem? How or why? 2. Do you agree with the choices your character is making? Explain.  3. What or who frustrates you in this book? If you were in the novel what would you say or do differently? 4. Do you like this author’s style of writing? Are you finding it hard or easy to read? Explain why. 5. Predict what you think is going to happen next. Explain why you think that would happen.  6. Tell your thoughts or feelings about the theme of the story.7. Do you agree with the point the author is making?  Why?8. How does the main character(s) change in the story. Use specific details from

the story to support your response.9. What word best describes the main character(s)? What does the character do

or say that makes you choose that word?10. What point is the author trying to make in this selection? What evidence does

the author provide to support the point? 11. How did your understanding of the text or your feelings about it change over the course of your reading?

What might have been the cause of this change? 12. Choose a passage that you find particularly beautiful or powerful. What devices (imagery, figurative

language, etc.) did the author use to make an impact on the reader?

Annotation Sticky Notes

Journal Entry 1

Question:

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Annotation Sticky Notes

Journal Entry 2

Question:

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Annotation Sticky Notes

Journal Entry 3

Question:

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Group Task Rubric

You are using proper, respectful, and powerful language (W) /5

5Excellent – Above

and beyond

4 3Usually

2 1Rarely

You are selecting, reflecting, and assessing information from your novel for your chosen task (R) /10

5Excellent

-vast amounts of evidence from the

novel

4Very Good

3Good

-some evidence from the novel

2Basic

1Limited

-no evidence linked to the

novel

You are thinking creatively, interpretively, and critically about ideas, information, and arguments to make sense of and respond to various texts and ideas beyond texts (CT) /10

5Excellent-detailed

explanations-goes beyond the

text

4Very Good

3Good

2Basic

1Limited

-details are attempted

Individual Task Rubric

You are reconstructing, manipulating, and remixing existing texts or sets of text to create new ideas, forms, purposes, and messages (Rep) /10

5Excellent

-Full effortAbove and

beyond-new knowledge is demonstrated

4Very Good

3Good

2Basic

1Limited

-attempted to complete task

Learners are using proper, respectful, and powerful language/images (Rep) /5

5Excellent – Above

and beyond

4 3Usually

2 1Rarely

Journal & Annotations Rubric

You are monitoring, reflecting, and discussing to make sense of text (R) /5

5Excellent

4Very Good

3Good

2Basic

1Limited

You are selecting and applying the annotation strategy to help make sense of the text. (R) /5

5Excellent

-text has been thoroughly annotated

-comments are beyond the

surface level of text

4Very Good

3Good

-text has been somewhat annotated

-some thinking evident

2Basic

1Limited

-little annotation-brief and simply

restates text

You are able to articulate, represent, and explain viewpoints clearly. You are able to structure your ideas in meaningful ways. (W) /10

5Excellent

4Very Good

3Good

2Basic

1Limited

Learners are using proper, respectful, and powerful language. (W) /5

5Excellent – Above

and beyond

4 3Usually

2 1Rarely