Literature Circles- Roles/Expectations/Documents

WhatAreLiteratureCircles?

Inliteraturecircles,smallgroupsofstudentsgathertogethertodiscussapieceofliteratureindepth. Thediscussionisguidedbyyourresponsetowhattheyhaveread.You may talkabouteventsandcharactersinthebook,theauthor'scraft,orpersonalexperiencesrelatedtothestory.Literaturecirclesprovideawayforyoutoengageincriticalthinkingandreflectionasyouread,discuss,andrespondtobooks.Collaboration and cooperation with others is a very important of literature circles as they lead you todeeperunderstandingofwhat youreadthroughstructureddiscussionsandwritten responses.

Your group will meet three or four times to discuss your chosen book. Prior to each meeting, your group will decide who will be responsible for one of four specific roles. In addition to your specific roles, each of you will be required to fill out a “bookmark” as you read, which will allow you to record your ideas as you read and to be a more effective participant in the discussions

ROTATING ROLES AND ROLE RESPONSIBILITIES: Each group will determine who will fulfill which role for the upcoming meeting. Role assignments will rotate, meaning each group member will have a turn to complete each role.

Discussion Leader: The discussion leader’s job is to create a list of 10 questions for your group to discuss at your meeting. Your discussion questions should not be simply answered with a “yes” or “no” response. These questions should spark ideas and should give your group mates opportunities to share different perspectives. These are what we call “open-ended questions.” There really is no right or wrong answer to this type of question. Everyone can simply share what they think and why they think it, and everyone is free to debate the responses that are shared.

NOTE: The discussion leader must email me their list of questions by 10:00 pm the night before the scheduled meeting so that I can print and copy the questions for the rest of the group. Failure to meet this requirement will result in a failing grade for your entire group for that discussion day.

Quiz Maker/Grader: The quiz maker’s job is to create a quiz based on the section of reading you have just completed. The quiz should be multiple choice and you should create an answer key, as well. Your quiz questions should be designed so that only someone who has fully completed the assigned reading for that day can successfully pass it. After the quiz, the quiz grader will be responsible for grading their group mate’s quizzes. Any group with an average score below 60% will not be able to participate in a group discussion for that day, because such a low score indicates that the group, as a whole, is not adequately prepared to do so. This will impact the entire group’s grade for the day. CHEATING WARNING: As the quiz maker/grader, you are on your honor not to share the quiz questions ahead of time with your group members. You are also on your honor to grade the quizzes truthfully. If it is discovered that you have not done the honorable thing, you will earn a zero for the entire literature circle process. Earning a zero for the literature circles could result in your failing the entire marking period.

NOTE: The quiz maker must email me their quiz and answer key by 10:00 pm the night before the scheduled meeting so that I can print and copy the quiz for the rest of the group. Failure to meet this requirement will result in a failing grade for your entire group for that discussion day.

Discussion Recorder/Monitor: The job of the discussion recorder is to create a written record of all of the topics and ideas that are discussed and shared by your group. Since you are still required to take part in the discussion, as well as record it, it is strongly advised that you use Audacity to record the group’s conversation so that you can review it later as you prepare to type up your report. Your report should be presented in paragraph form and should include the highlights of the discussion. For example, your paragraphs might discuss, “At the start of the meeting we . . .. The first question brought up by__, the discussion leader, was . . .. Some of the comments shared were . . .. The group had a lot of questions about the book. One question was . . .. Some of the ideas people had about the question were . . .. Some new ideas/predictions/connections people made from the book were…. Your report should be detailed enough that I can get the flavor of your discussion just by reading the report. It is also the job of the discussion monitor to keep the discussion on track. If students become distracted or get off topic, you must bring the discussion back to the book and the topic at hand. Any incidents of redirection should be mentioned in your report.

NOTE: The discussion recorder must email me the completed report by 5:00 pm the day after the discussion takes place. So, if you have the meeting on Monday, your report is due by 5 pm on Tuesday. . Failure to meet this requirement will result in a failing grade for your entire group for that discussion day. Reports should be in MLA format and should be checked for spelling, punctuation and grammatical errors.

Summarizer and Word Searcher: Your role is to prepare a written summary of the events that take place in the assigned section of reading. You will also note any challenging vocabulary words and find appropriate definitions for them. ONLY INCLUDE THIS ROLE IN YOUR ROTATION IF YOUR GROUP HAS FOUR MEMBERS INSTEAD OF THREE.

NOTE: The summarizer/word searcher must email the summary by 10:00 pm that day before the scheduled meeting.Failure to meet this requirement will result in a failing grade for your entire group for that discussion day. Documents should be in MLA format and should be checked for spelling, punctuation and grammatical errors.

NOTE: FOR EACH MEETING, EACH STUDENT IS

EXPECTED TO TURN IN HIS OR HER ROLE WORK AND A COMPLETED BOOK MARK.

SEE BELOW FOR BOOK MARK INSTRUCTIONS.

BOOKMARKS- Individual Regular Work

In addition to your rotating role, you must also complete a bookmark prior to each meeting. Your bookmark will be used to record your questions and ideas about the reading. You will bring the bookmark to the meeting and use your notes to help you as you participate in the discussion. Your bookmarks will be collected at the end of each meeting and will count toward your final grade for the lit circle unit. Your bookmark could include:

Your questions about the reading
Notes on parts that confuse you
Things you noticed as you read
Ideas you had about the things you noticed
Your reactions to an event or character
Notes about a section you really want to talk about
Vocab words
Connections to other texts, the world, or your own life

You are free to note anything you like on the bookmark, but there are a few required items that you must include. In additional to the general notes listed above, your bookmark should also includetwo passages from the book that seem significant.

One passage must be selected for writer’s craft. Note the page number and beginning/ending parts of your passage. Comment on what craft techniques the writer is using and discuss what effect the use of this technique might have on the reader. You might notice imagery, figurative language, diction, syntax, symbols, etc.
The second passage should just be something that stands out to you as important, intriguing, sad, funny, deep and meaningful, etc. Just be sure to give a clear explanation on why you selected it

Literature Circles- Creating Discussion Questions

When it is your turn to be the Discussion Leader, you will need to create 10 questions that will lead your group to have a good, lively discussion. It is important that your questions be open-ended, rather than close-ended, so that a discussion can ensue. Take a look at the notes below for information about creating good open-ended discussion questions.

Close-ended Questions

Close-ended questions can be answered in only one word or very short phrase. Because they do not ask for details, close-ended questions have the potential to end the conversation. For this reason, we want to avoid close-ended questions during our discussions. For example, asking a question such as, “What color was the dress that Kelly wore to the dance?” will only get you a one word answer, such as red, or blue. There is no discussion to be had, and no details or follow-up questions are needed.

Open-ended Questions

Open-ended questions require a response with more depth and a lengthier response. Open-ended questions are also helpful in finding out more about a character or a conflict or the author’s purpose, etc. Open-ended questions also require responses that include details from the text as support. Let’s take the close ended question from earlier and revise it be an open-ended question. If you asked, “Why did Kelly choose to wear the red dress to the dance?” several people could have different ideas about Kelly’s motivation. If everyone shares their ideas and explains how they arrived at those ideas, we have a discussion. Additional questions, such as, “What might the color red symbolize in this situation?” may arise about this topic may arise and the discussion will continue. Sometimes, discussion questions might be so good, your group might not get through all ten.

Question Guide

As you begin to create your own thought-provoking questions about the literature you are reading, consider the following:

You will want to create questions that:

• are open-ended or require an extended response or explanation.

• are not necessarily answered "right in the text," but require readers to form their own opinion or interpret what they are reading for themselves to arrive at possible answers.

• do not always have a definite answer. Many times literature leaves readers with more questions than answers.

• you are curious about—you may not have an idea formed yet, but you would like to hear what others have to say about the topic.

As you write your questions, think about these ideas:

• Characters and their actions, choices, and consequences

• Problems/conflicts in the story

• Where and when the story takes place and how it impacts the overall plot

• How you feel about the literature: the characters, how the author wrote, use of language, style of the writing, etc.

• What you understood and what is still confusing to you

• Questions you would ask the character if you were to interview him or her

• The speaker/narrator, shape of the text on the page, use of punctuation

You are encouraged to create questions based on your own thinking about what you have read. However, if you get stuck, here are a few templates for open-ended questions about literature:

How did (experience) make (character) feel?

What is one way (character)is affected by (experience)? Why?

Who do you think has the greatest impact on (main character) or (list of minor characters)?

Whatdoesthe (object)symbolizeto (character)?

What is the major conflict that (character)faces?

What does (character) learn from his or her experience with_____?

Why does (character) (action)?

Who do you think has the greatest impact on (character)? What is this impact?

What did you notice about the author’s style on page___? Why did the author write this part this way?

Why did the author set (event) in (setting)?

Literature CirclePlanningSheet

BookTitle

NamesofGroupMembers

Thegroupdecidedtomeetonthefollowingdatesandhavereadtheindicatedpages.

Date / Readfrompage / to
Date / Readfrompage / to
Date / Readfrompage / to
Date / Readfrompage / to
Date / Readfrompage / to

Theroleswillrotateasfollows:

Date / Date
Student / Role / Student / Role
Date / Date
Student / Role / Student / Role

NAME:

PERIOD:

MY BOOKMARK FOR PAGES______to _____ of the novel______

Remember that in addition to your observations, ideas, questions, comments, etc., you must select and comment on two passages (one for craft and one for a reason of your own choosing)

Novel details and Page # / My observations, comments and questions
Novel details and page # / My observations, comments and questions

LiteratureCircle GroupEvaluation

Name:Date:

LiteratureCircleGroup:

Book:

Whatthingsdidyourgroupdoverywelltoday?

Checkappropriatebox.Provideevidencewherepossible.

Yes / No / Sometimes / Evidence
Everyoneparticipatesandsharesinthediscussionprocess. Communicationisinteractive.
Thegroupissupportiveofitsindividualmembers.Groupclimatepromotesfriendliness.
Groupmembersoftenaskquestionsforclarificationor elaboration.
Thegroupdiscussionstayson topic,orondirectlyrelatedissues.
Thegroupisenergeticandenthusiastic

Whatthingsaregoingreallywellinyourdiscussions?

listeningtoothers

everyoneissharing

predictingwhatwillhappennext

askingquestions

supportingideas

relatingtootherbooksorcharacters

relatingtoownlives

Whatwasthebestthingaboutthewaythisgroupworkedtogether?

Whatwasoneproblemthegrouphad?

Howdidyousolvethatproblem?

Whatelsemightyouhavedone?

Whatspecificplansdoyouhaveforimprovement?

LiteratureCirclePersonal Evaluation

Name:Date:

Title:Author:

Howmuchdidyouparticipateinthediscussionaboutthisbook?

abouttheright amounttoomuchnotatalltoolittle

Whatwasanimportantcontributionyoumadetothediscussion?

Whatwasanimportantideaorexplanationexpressedbysomeoneelseinthegroupduringthediscussions?(Identifythepersonandtellwhathe/shesaid.)

Whatgroupstrategiesdidyourgroupusewell?(participating,stayingontopic,contributingappropriateinformation,encouragingotherstocontribute,listeningcarefully,makinggoodeyecontact,beingconsiderateofothers'opinions,askingforclarification,summarizing,usingappropriatevoicelevels)

Whatstrategiesdidyouuse well? Which did youstrugglewith?

Suggestions/comments/personal goalsfornextliteraturecirclediscussion?

______

Individual Rubric

LevelOne / LevelTwo / LevelThree / LevelFour
Discussion / Doesnotparticipateingroupdiscussions.Offersfewopinionsandmakesnopersonalconnectionstothetext.Doesn'taskquestions. / Participatesreluctantlyingroupdiscussions.Offersfewopinionsandmakeslimitedconnectionstothetext.Asksfewquestions. / Participatescompetentlyingroupdiscussions.Offerssomeinsightfulopinionsandmakesconnectiontothetext.Willoccasionallyaskthoughtfulquestions / Participatesenthusiasticallyin
groupdiscussions.Offersinsightfulandthoughtfulopinionsamdmakespertinentconnectiontothetext.Askspertinent,thoughtfulquestionsthatextendbeyondthetext.
RoleFulfillment / Rarelycompletesroletasksproperlyandnotalwaysontime.Tasksaredonewithlittleornogenuineeffort. / Sometimescompletesroletasksproperlybutnotalwaysontime.Tasksaredonewithminimaleffort. / Completesroletasksindependentlyandontime.Tasksarethoughtfullydonewithgenuineeffort. / Completesroletasks
independentlyandontime.Tasksarethoughtfullydonedemonstratingextensionoftheactivity.
Reading / Rarelycompletesassignedreadingonschedule. / Sometimeshasassignedreadingcompletedonschedule. / Almostalwayshasassignedreadingcompletedonschedule. / Hasassignedreadingcompletedonschedule.
Following
directions / Offtaskthemajorityofthetimeanddisruptivetothegroup / Sometimesfollowsthedirector'sstepsbutisofftasksomeofthetime. / Followsdirectionandisonlyofftaskoccasionally / Followsthediscussiondirector'sstepsconsistently.
Listening / Hasdifficultypayingattentiontothespeaker. / Listensoccasionallybutdoesn'tinteractwiththeinformation / Listenscarefullyforinformationandcommentsoccasionally. / Listenstootherpeople'sideas.
"Piggy-backs"orbuildsoffothers'ideas.
Persuading / Willrarelyexchange,defend,or
rethinkideas. / Will,onoccasion,exchange,
defendandrethinkideas. / Willusuallyexchange,defend
andrethinkideas / Isalwayspreparedtoexchange,
defendandrethinkideas.
Respecting / Usuallychoosestoargueorignorethegroupinanuncooperativemanner. / Interruptswhenothersarecontributinginanattempttosharehis/herideas. / Usuallyrespectstheopinionsof
othersanddemonstratesawillingnesstoparticipatecooperatively / Respectstheopinionsofothers.
Encouragesandsupportstheideasandeffortsofothersinacooperativemanner.
Sharing / Usuallyrefusestocontributetothegroup. / Willshareonlyoccasionallyor
onlywithselectedgroupmembers. / Willofferideaswhenasked. / Offersideasandreportsfindingsenthusiastically.

Group Grade Rubric

_____/10 Group members have technical report tools, (notebooks, pen, and other needed items) out at the beginning of the period….DAILY.

____/10 Group members stay on task throughout the ENTIRE CLASS.

____/10 Group focuses on own group work and does not distract others.

____/10 Group members encourage all members to participate in the project.

____/20 Each group member fulfills his/her assigned role. Each member speaks at certain times during discussion.

____/10 Group exhibits good discussion skills, works as a team instead of at individual tasks.

____/10 Ideas are clearly explained and supported with textual references.

____/20 Evidence of preparation outside of class by members collectively or individually so group may finish in allowed time.

TOTAL ______/100

JournalRubric

MostlyCorrect / AboutHalfwayHome / Not Under Control Yet
IDEASANDCONTENT OFMY JOURNAL / Mywritinghaspurpose, makesapoint,ortellsastory. / ItiseasytoseewhereI’mheaded,buttherearegaps. / Yikes!What’smytopic?
Mypaperisclearandrichindetails. / Myideasareclear,butI needtogetspecific. / Theinformationislimitedorunclear.
Everypieceadds somethingtothewhole. / Idon’tgofarenoughtomakemypoint. / Irepeatmyself!Totallyrandom!
EDITING AND PROOFREADINGMY JOURNAL / Ihaveusedcapitalscorrectly. / Mostsentencesandpropernounsbeginwithcapitals. / I’vegotcaPitallEttErsscatteredAllOvertheplaCeorNOTaTall.
Myspellingisaccurate. / Spellingofsimplewordsiscorrect,butmaynotalwaysberightontheharderwords. / Spelingerrerzour commun,evinonsimplwerdz.
Periods,commas,exclamationmarks,andquotationmarksareintherightplaces. / Iknowwheretoplaceperiods,commas,exclamationmarksandquotationmarksbutIleftsomeout. / Mypaperhaveerrorsinpunctuation?andgrammarthatsendthereaderbacktwothebeginningfromasentencetosortthingout
Everyparagraphisindentedtoshowwhereanewideabegins. / Paragraphsarepresentbutnotallbeginintherightspots. / Ihaven’tgotthehangof paragraphsyet.
Mypaperiswelleditedwithmostorallerrorscorrected. / Mypaperreadslikeafirstdraft;Iwasmoreconcernedwithgettingmyideasdownthanmakingsurealltheeditingwasdone. / ThetruthisthatIhaven’tspentmuchtimeeditingthispaper.

Literature Circle Participation Contract

I understand the purpose, the roles and the expectations for literature circles. I promise to keep to the schedule and read to where I should read (and not beyond) so that I can contribute in a meaningful way to the discussion. I understand that, by doing only the bare minimum of work, I will hinder my group and myself from having the most positive and beneficial experience possible. Furthermore, I will be positive and respect the opinions of all other members in my group, and the class as a whole. I am aware that failure on my part to be prepared could result in a failing grade for my group. If I need clarification of these expectations at any point, I will take it upon myself to discuss mu questions with my teacher. My signature below shows that I understand, agree to and will adhere to the schedule and expectations

Additionally, it will be the policy of our group to handle the situations below as follows:

If someone doesn’t do the reading or forgets their role sheet:

To make sure that everyone has a chance to talk and that no one dominates the group:

We have also decided that our group will adhere to the following discussion rules:

(all members sign and print name below).

Print Name / Signature
1.
2.
3.
4.
5.
6.

Ideas for Discussion Starters

In addition to the discussion questions generated by the Discussion Leader, each of you should have items on your bookmark that you bring up during the discussion.

Some things you might want to [pay attention to as you read, keeping in mind that you may bring them up in during your discussions:

Characters- their traits and motivations and your opinions about them
Setting-where and when things take place, why it is important, what mood it creates
Narrator- what kind of narrator does the author use and how does it affect our understanding of the story
Craft- what does the writer do to paint pictures, foreshadow events, illicit reactions in readers?
Or anything else at all that you would like to talk about (as long as it relates to the book!!!)

Some ways to begin sharing your own ideas:

I wonder . . .
I noticed . . .
This reminds me of . . .
This part made me feel . . . because . . .
This was my favorite part because . . .
I was confused by . . .
What did you think about . . .?
How did you come up with your idea/answer about . . .?
I predict . . . because . . .
I was surprised by … because . .
I could really picture this part in my mind because . . .
I could relate to this part personally because . . .
I loved this line because . . .

*****Remember that the point of the discussion groups is not to merely take turns sharing ideas. If we did this, the meeting would be over in less than 10 minutes and no new insights about the reading would be gained or shared, resulting in a complete waste of time for all involved. The point is to really listen to what others have to say about their ideas and to them respond to their thinking with ideas of your own. Our goal is to have a conversation- and exchange of information and ideas- so that we can get more out of reading experience. We must not only talk, but also listen and respond!