Name:
Group Number:
Literature Circles: Romeo and Juliet Young Adult Novels
Son of the Mob Saving JulietCountess Below Stairs Scribbler of DreamsThe Smile
Once Upon a Marigold Twelfth Night Caleb and KateBeastly
Tasks to Complete
- Complete assigned Sharing Tool and Young Adult Novel reading each week
- Turn in all completed Sharing Tools andEvaluations; Ready for Pop Quizzes
- Complete an Individual Project or take a Test over Young Adult Novel
- Must read all of the assigned Act and Prepare to Teach the Actwith a Class Handout
- (Part of your unit test will be questions and an essay over your assigned Act)
- Must perform the Act – may summarize and ad lib, but must include required quotes exactly
- All must have part, even if inanimate object; May have notecards, but should know information
- Must creatively teach required elements of act to class (however you choose), including: required quotes, literary techniques found, important themes, plot development, character development
Meeting Overviews
Lit Circle Introduction: Wednesday, February 1 and Thursday, February 2-
Teacher - Literature Circle Introduction
Class – Practice Sharing Tools/Roles using Children’s Books
Groups - Assign Roles/Tools and YA Reading for 1st Meeting; Master Schedule to Miss L
Lit Circle Meeting #1: Tuesday, February 7 –
Discussion based on Completed Roles/Tools and Reading
Assign Roles/Tools and YA Reading for next Meeting
Turn in Role Sheets/Sharing Tools
Lit Circle Meeting #2: Tuesday, February 14 –
Discussion based on Completed Roles/Tools and Reading
Assign Roles/Tools and YA Reading for next Meeting
Turn in Role Sheets/Sharing Tools
Lit Circle Meeting #3: Tuesday, February 21–
Discussion based on Completed Roles/Tools and Reading
Turn in Role Sheets/Sharing Tools
Novel Complete; Individual Project Due or Test – Monday, March 5
Museum Project Work Days: February 8-10 (Computer Lab)
Museum Project Due: Wednesday, February 15
Museum Presentation/Evaluation: Thursday, February 16
Romeo and Juliet Extra Credit Movie Showing: Friday, February 17
Read Assigned Act: February 24-27Honors - Read All Acts: February 23-28
Romeo and Juliet Background Exam: Monday, February 27
Act Quiz: Tuesday, February 28
Translate Act/Prep Act Presentation: February 28-29, March 2, March 6
Act Presentations: March 7, 8, 9, 12, 13
Romeo and Juliet Final Exam: Friday, March 16th
Romeo and Juliet Act Presentations – Prep Sheet
Circle Act:12345
Group Members:
Task:
You will be responsible for reading, writing a new script, performing, and teaching one assigned act to the class. You must have a handout over teaching material for your peers.
See the unit calendar for your presentation day – it is CRUCIAL that you be present for your presentation or work something out in advance – we cannot postpone performances.
Steps:
Read your act and make sure you understand it.
As a group, decide upon the main plot elements of the scene.
Look over and mark the required quotes to incorporate.
Create a new script for your act – this should:
- Cut out scenes unnecessary to the plot (ex: musicians joking)
- Modernize the language EXCEPT for required quotes
- Incorporate ad lib to get across points
- Include required quotes in correct places and by correct speakers
- Include stage directions.
- Easiest way to do this is for each group member to take a scene!
- Double check that you included all required quotes!
Assign character parts in performance – ALL group members must participate, even if need to be a significant inanimate object.
May “recruit” classmates as actors for minor parts if have too many.
Someone in YOUR group MUST play Romeo and Juliet, even if only boys or girls in your group.
Performance:
Practice as a group in advance, so know when to speak/move/enter/exit/etc
Make sure your lines (Required or Ad Lib) are marked on your script
Incorporate Action/Stage Movement – should NOT stand in line and read script!!!
Choose Props/Costumes – Extra Credit
Teaching Portion:
You must spend time teaching your class the act, after the performance; timing is crucial.
You should come up with a way to teach this in a creative manner, rather than simply lecture/notes.
This should sound organized and practiced.
All group members should help teach.
How to will you teach the following?
Literary techniques found (5 minimum):
Important Themes (2 minimum):
Plot development (plot points):
Character development (2 minimum):
Other Important Information:
Romeo and Juliet Literature Circles
Literature Circle Responsibilities:
- Read assigned group young adult novel
- Complete your assigned Sharing Tool each week and Turn In To Group Folder with Weekly Evaluation
- Complete an Individual Final Project over your Novel or Take Test
- Read and Translate Assigned Act with Group
- Prep a Script, Presentation, and Teaching Material over Your Assigned Act with Group
Tasks for Meeting:
- Prior: Read the section of the novel for that day
- Prior: Complete the tasks assigned to your role for the discussion (Either a Drama, Visual, or Discussion Tool)
- Turn in Sharing Tool to your Group Folder with Evaluation
Tips on how to Behave in Lit Circles:
- Keep your eyes on the person who is speaking.
- Keep your hands still and empty.
- Keep your mind focused on what the other person is saying.
- Ask questions.
- Politely disagree and explain why you disagree.
- Make sure only one voice is speaking during a discussion.
- Use what others have said as a “spring board” for something you want to say.
- Always have your book with you in discussion and refer to it often.
- Encourage others when they speak.
What NOT to do:
- Work on your lit circle task during discussion.
- Talk to others in a different lit circle.
- Make fun of others or their work. Ever.
- Come to your discussion unprepared or without reading.
- Fill out your evaluation sheet until the discussion is officially over.
Investigator
Name: ______
Group Members: ______
______
Book/Story: ______
Investigator: Your job is to dig up some background information on topics related to your book. This information might include the following:
- The geography, culture, or history of the book’s setting
- Information about the author, his/her life, and other works
- Information about the time period portrayed in the book
- Music that reflects the book or the time
- The history and derivation of words or names used in the book
This is not a formal research report. The idea is to find one bit of information or material that helps your group understand the book 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
The information you find must be handwritten on the back side of this sheet. It must be in your own words, but can be written in either complete sentences or bullet points.
Artistic Interpreter
Name: ______
Group Members: ______
______
Book/Story: ______
Artistic Interpreter: Your job is to respond to the reading in an artistic format of events ONLY in the reading assignment for this meeting. You may do this on the back of this sheet or on an attached piece or paper. You can choose from the following:
- A sketch of an event that changed or complicated the plot
- A colorful picture or a design that conveys the mood or feeling you get from the reading
- A word web of all the personality traits of a designated character
- A cartoon strip, at least four squares in depth, depicting the most significant event
When it is your turn to share, show your picture to the other group members, but do not say anything at first. One at a time, they will speculate what your picture means and will try to interpret it. After everyone else has talked, you have the last word: tell them what your picture means and what it represents to you.
Word Wizard
Name: ______
Group Members: ______
______
Book/Story: ______
Word Wizard: Your job is to respond to help your group members tackle the vocabulary in the reading. For each meeting, you should find at least six words for which you are not certain of the meanings. (You’re a genius? Choose interesting words or ones you think your group members may not know.) When you meet with your group, share each new word, read the sentence in which it appears in the text, read the word’s dictionary definition you wrote down, and read the new sentence your wrote using the word correctly.
Word List: (use the back of this sheet for words 4-6)
Word 1:
Page Number:
Definition:
New Sentence:
Word 2:
Page Number:
Definition:
New Sentence:
Word 3:
Page Number:
Definition:
New Sentence:
Discussion Evaluation
Literature Circles: To be evaluated by the Discussion Director or Alternate Facilitator
Meeting # 2
Pages Covered:
Group Book:
Attendance / Was Student prepared for day’s discussion?Discussion Director/Facilitator: / Yes No Comments:
Literary Luminary/Alternate Facilitator: / Yes No Comments:
Connector: / Yes No Comments:
Word Wizard: / Yes No Comments:
Artful Artist: / Yes No Comments:
Investigator: / Yes No Comments:
Two topics which generated the most discussion today were:
As a group, we agreed one of the most important or intriguing passages in this section was about: (this may or may not be one that the Literary Luminary Selected)
Literature Circle Meetings
Instructions for the Discussion Director
It is your responsibility to lead the Literature Circle on Meeting Days.
Be sure that everyone participates!
Follow these steps carefully:
1. Discussion Director – You begin the discussion
Read your first question. Encourage everyone to give an answer.
If you asked a good question, you should get some good discussion.
Read and discuss each of your questions.
2. Artistic Interpreter
Ask the artistic interpreter to show his/her sketch/picture/web/cartoon.
Ask the group what they think it means to the story.
Ask the interpreter to explain the importance of their piece.
3. Literary Luminary
The literary luminary gives the group the page number for the first passage chosen.
Give the members time to find the passage in their own books.
Have the literary luminary share the two of the passages and explain why they were chosen.
(If time, can go back and ask group members if they had a different favorite passage.)
4. Connector
The connector should share each of the connections he/she makes to the story.
Let the other group members ask questions about the connections to get more details.
(If time, can go back and ask group members to share some of their own connections.)
5. Word Wizard
The word wizard should read one word at a time and have the group guess what the word means.
The word wizard then reads the dictionary definition and makes sure each member understands.
(If time, can go back and share created sentences and ask for other unknown words.)
6. Investigator
The investigator should share the background information they found and why it interests them.
The investigators should share the connection between their information and the reading.
7. Fill out the discussion evaluation sheet, with input from your group members. Be honest!
8. Assign reading and roles for your next reading and make sure everyone gets a new role sheet, including absent members.
9. Place completed role sheets and evaluation sheet in your group folder.