Literature Circles—Billy Budd, Sailor: Liberty or Security?
BI: The American Dream
EQ: How do liberty and security influence the American Dream?
Literature circles are small, student – led group discussions in which each group member has a specific role and has prepared for the discussion according to that role.
I can prepare for a small group discussion based on key elements in literature and Seminal US Documents. (Standards aligned to roles below)
What do I have to do to prepare for Literature Circles?
- Read the assigned text
- Complete the preparation for your assigned role
- CHALLENGE: Create a multiple choice quiz question for your group based on your analysis of the text
Discussion Preparation Checklist (10 points each)
(10 points each)
____Aligned preparation based on role (3 pts.)
____In-depth text-dependent analysis (4 pts.)
_____ Appropriate length, grammar, mechanics (2 pts.)
____ CHALLENGE (1 pt.)
Literature Circle Roles
Discussion Director (SL1 Collaborative Discussion)- Your job is to create at least one question for discussion. These questions should be open-ended (not "yes/no” questions) and designed to spark interesting discussion. Questions that are controversial or require students to think about what they would do in a situation that relates to the story are good conversation starters.
You also must type an 8-10 sentence response to your question to share with your circle after they have had a chance to answer. During the discussion, your job is to encourage all group members to participate by involving them in the discussion, to ask follow-up questions when conversation lags, and to be sure that every participant has a chance to present his or her preparation.
Literary Luminary (RL1 Cite Text Evidence)- Your job is to compile at least two quotations from the reading that you think are significant or include interesting/poetic language. Be sure to use proper MLA format for your citations. For each quote, type a4-5 sentence paragraph discussing what the quote means and what role it plays in the story. (2 paragraphs total) During the Literature Circle, you will read each quotation to your group, then ask your group what they notice about the quotation, what they think it means, and what role the quotation plays in the story. Checklist:
___ 2 Significant quotes
___ 4-5 sentence analysis for each quote
Connector (RL6 Grasp Point of View) (W7 Research) - Your job is to find one connection between the story and the author’s intended point of view or purpose on the reader and society. These connections might relate to historical events or the author’s personal experiences. Cite one outside source to support your analysis. Write a paragraph explanation of your connection (1 paragraph total). Checklist:
___ Research on author’s perspective or personal experience
___ Connection to reading selection
Themecatcher (RL2 Determine Two or More Related Themes)—Your job is to determine two or more interacting themes in your reading and their impact on the reading selection. Then, “catch” each theme and its connection by creating a visual “theme collage” that includes 10 total visuals with explanatory captions. Be sure to include text evidence for each theme you catch.
___ 10 Visuals showing two or more interacting themes
___ Captions using text evidence
STEALer (RL3 Analyze Impact of Literary Elements)– Your job is to analyze the role and perspective of the main characters from your reading and present that character visually, verbally, or in another clear fashion to your group. Your STEALing of the character (speech, thoughts, effect on other characters, actions, looks/facial expressions) should represent speech, thoughts, effect on other characters, action, and looks. Write a short paragraph showing the impact of the character on the assigned text selection.
Checklist:
___ STEAL graphic organizer with text evidence
___ Short paragraph synopsis of impact
SIFT Expert (RL 4 Meanings of Words and Phrases)- Your job is to find at least one example of symbolism, imagery, or figurative language (metaphors, similes, etc.), or tone. Be sure to use MLA format for your citation. For your example, write an 8-10 sentence paragraph discussing the example's meaning and what role it plays in the story. During the Literature Circles, share the example with your group and ask them to discuss the meaning before you offer your answers.
DATE / ASSIGNED READING / ROLE / SCORE11/16 / Billy Budd Background Article
Billy Budd pp.1-15
11/17 / DISCUSSION / XXXXXXXXXXXXXXXXXXXXX
11/18 / Billy Budd pp. 16-30
11/19 / DISCUSSION / XXXXXXXXXXXXXXXXXXXXX
11/20 / Frederick Douglass: What to the Slave is the Fourth of July?
Lincoln: Repeal to the Missouri Compromise / All: Connector
11/23 / DISCUSSION / XXXXXXXXXXXXXXXXXXXXX
11/24 / Billy Budd pp. 31-44
11/25 / DISCUSSION / XXXXXXXXXXXXXXXXXXXXX
11/30 / Billy Budd pp. 45-60
12/1 / DISCUSSION / XXXXXXXXXXXXXXXXXXXXX
12/2 / Billy Budd 61-74
Article--Revoking Civil Liberties: Lincoln’s Constitutional Dilemma
12/3 / DISCUSSION / XXXXXXXXXXXXXXXXXXXXX
12/4 / Billy Budd pp. 75-89
Lincolns 2nd Inaugural Address
12/7 / DISCUSSION / XXXXXXXXXXXXXXXXXXXXX
ASSIGNMENT SCHEDULE
Discussion Evaluation Checklist
Before your discussion, set a goal for yourself and your group based on the PVLegs Rubric.
During discussion, note the ways that one of your peers meets the goal that has been set, as well how you are meeting the goal.
After the discussion, discuss one strength and one suggestion for improvement for yourself and your peer.
When you don’t know what to say… Sentence Starters for Discussions
Relate to Personal Experience:
1.If I were______, I would ______because______.
2.I am a lot like ______because______.
3.This scene in the novel reminds me of ______.
4.I would like to be like ______because he/she______.
5.My experience is similar/different because _____.
6.I understand how you feel because _____.
Go to the Text
1.What evidence do you have from the book that leads you to believe that_____?
2.How do you know that_____?
3.Can you show me where it says ______?
4.Remember the part when ______?
5.The author creates conflict when ______.
Ask a Question:
1. What do you mean when you say ______?
2. Why do you think that ______?
3. Can you give an example?
4. Why does ______do ______?
5. I think ______is confusing because ______.
6. If I could ask ______one question, this would be my question:
7. Why does the author ______?
Express an Opinion:
1.I agree that _____ because _____.
2.I think that _____ because _____.
3.I disagree with ______'s actions because______.
4.I like the way the author uses ______because______.
5.If ______had not done ______, I think______.
6.I like ______, because______.
7.I would be embarrassed to introduce _____ to my family because______.
8.I want to tell the author of the story that ______.
9.I just hate that ______because ______.
Speculate:
1. If I could change anything in the story I would change ______because______.
2. I wonder if ______.
3. I wish that ______.
4. I would like to give the following advice to______:
5. If only ______had ______I think he/she would have ______
Literature Circle Discussion Rubric
Objective: I can present findings from my literature circle role effectively to a small group.
SL4. Present information, findings, and supporting evidence clearly, concisely, andlogically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.(9‐10.SL.4) / 10 Exceeds Expectations / 9 Meets Expectations / 7-8 Approaches Expectations / 1-6 Falls Far Below Expectations
Poise / You were calm and confident. No distracting behaviors took away from the presentation. Expertly masters the objective. / You were calm and confident. Only one or two minor behaviors were noted, but they did not distract from the presentation. Masters the objective. / You were mostly calm and confident. Three or four distracting behaviors were noticed that at times took away from the presentation. Adequately masters the objective. / You were fidgety and lacked poise. Behaviors were mostly distracting and deterred from presentation content. Limited mastery.
Voice / Your voice was perfect for this type of presentation – not too loud or too soft. All words were spoken clearly and easily discernible to all audience members. No strange vocal patterns emerged. / Your voice was appropriate for this type of presentation – neither too loud nor too soft. Most words were spoken clearly and most audience members could hear you most of the time. No strange vocal patterns surfaced. / You spoke a bit too loudly or too softly for this type of presentation. On several occasions, your words were mumbled or unclear. Some strange vocal patterns emerged throughout the presentation. / The listeners/viewers had a difficult time hearing you. Most of your presentation was not understandable due to mumbling. You had a distracting vocal pattern throughout the presentation.
Life / You evoked a lot of feeling through your presentation. We heard emotion, passion, excitement, sadness, etc. You were engaging to watch/listen to. / You had some feeling throughout your presentation. There were several parts that really came alive for your audience/viewers. / You had one or two places that came to life throughout your presentation. Some feeling was evoked, but it was not consistent. / There was little life in the presentation. You spoke in a monotone voice with little emotion or emphasis on any part of the speech.
Eye Contact / You constantly looked at the audience/camera lens. You treated the audience/camera as if it were a person. You barely glanced at the script. / You mostly looked at the audience/camera. You used the script appropriately throughout your presentation. / You only occasionally looked at the audience/camera. You read from the script over half of the time. / You never looked at the audience or camera. You read the script to your audience.
Gestures / You demonstrated effective hand, face, and body gestures. Your motions added to your speaking. / Your gestures contributed to your speaking. / Gestures were used sparingly throughout the presentation. / No gestures were used during the presentation.
Speed / You were not too fast or too slow. You varied your speed – faster for exciting parts, slower to add emphasis. You used pauses to let the main points sink in. / You were not too fast or too slow. Your speech had one speed. Pauses were used sparingly. / You spoke a little too fast or too slow. / You spoke way too fast or way to slow. There was no change of pace throughout the presentation.