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Learning
Centered
Student
CHS English 11:
Literature Circles
“Empowering ALL students to
be college and career ready.”
Literature Circles
A literature circle is the student
equivalent of a book club, but
designed with greater structure,
expectation and rigor.
The purpose is to encourage
thoughtful discussion and a love of
reading in young people.
The objective of literature circles is
"to allow students to practice and
develop the skills and strategies of
good readers" (DaLie, 2001).
Literature Circles
1. Literature Circles are student-centered
reading groups guided primarily by student
insights and questions.
2. Students form small, temporary groups for
discussion and other activities intended to
demonstrate student independence,
responsibility, and ownership.
3. Students and groups choose what they
want to read.
4. Groups meet on a regular, predictable
schedule to discuss their reading.
5. Students use written or drawn notes to
guide both their reading and discussion.
Literature Circles
6. Group meetings should be open, natural
conversations about the reading, so
personal connections and open-ended
questions are welcome.
7. Students will perform a variety of roles,
experiencing various perspectives on a
reading.
8. The teacher serves as a facilitator, NOT
instructor.
9. Literature Circles ARE NOT unstructured,
uncontrolled "talk time" without
accountability.
10. Evaluation is by teacher observation,
student self/peer evaluation, and
demonstration of knowledge on
personalized exams/assessments.
Literature Circles:
Reading Logs
Students will complete a reading log for each
unit of readings.
These journal entries are simple, one-paragraph
responses to each selection.
Students may write about anything they wish as
it relates to the reading selection.
Students will be provided with an extensive list
of questions and discussion topics to help
provide inspiration for their journal entries.
Students may choose to approach this activity
with their specific role in mind (i.e. “Summary
and Setting Specialists” may reflect on the
things on which they need to focus for their role
in the discussion.
Reading logs account for 100 total points within
the Literature Circle Unit grade (5 x 20 = 100).
Literature Circles:
Accountability & Assessment
Category Value
Assignments/Assessments 60%
Participation /
Teacher Observations 20%
Peer Review 10%
Self-Reflection 10%
Assignments include, but are not limited to:
1. Reading Logs (100 pts)
2. Literature Circle Role Sheets (100 pts)
3. Any discussion/meeting notes, etc.
4. Unit reviews, work, exams. (Exam: 100 pts)
5. Enrichment Activities (TBD)
6. Self/Peer Reflections & Evaluations (10 pts each)
Literature Circles:
Initial Group Meeting
Reading
Selection
Discussion
Director
Summary &
Setting
Specialist
Diction
Detective
Bridge
Builder
Imagery
Illuminator
1.
2.
3.
4.
5.
For the first Unit meeting, determine the five selections your group will read. Assign the
roles for each reading. Remember, choose at least one POETRY SELECTION. Students
may not perform the same role within the same Unit. Once the readings have been
chosen, and the roles assigned, submit to Mr. Davis.
Literature Circles:
Initial Group Meeting
Reading
Selection Meeting #1 Meeting #2 Meeting #3 Meeting #4
1.
2.
3.
4.
5.
After your group has determined the reading selections and assigned the roles for each,
set a schedule for completion of all readings and responsibilities. You should allow at
least 2-3 meetings for each reading (one for reading the material, one for work, one for
discussion. The pace with which you complete the readings is up to your group.
Literature Circles: Self-Reflection
Student: Unit:
Group Members:
Reflection Statement Rank (0-2)
Rank yourself on the following scale: No = 0; Somewhat= 1; Yes = 2.
I completed my assigned reading before the meeting.
I brought all required materials to the Literature Circle meeting
(book, journal, etc.)
I shared parts of the reading that were important to me and
explained why they were important.
I asked questions to clarify my understanding of the reading and/or
to help me better understand other group members’ ideas.
was a careful and caring listener by giving my complete
attention to other group members when they were speaking. I responded
to other group member’s ideas.
Total Score / 10
Student Comments:
Teacher Comments:
Literature Circles: Peer Evaluation
Student: Unit:
Group Members:
Student Comments:
Teacher Comments:
Category Rank: 1. 2. 3. 4. 5.
Quality of Work:
Provides work of the highest
quality.
Write the
student
name at the
top of the
column next
to the
number.
Rank each
member on
the following
scale:
2 = strongly
agree;
1 = agree;
0 = disagree
Add up the
total score for
each
student.
Contributions:
Routinely provides useful ideas when
participating in the group and in
classroom discussion. A definite leader
who contributes a lot of effort.
Attitude:
Never is publicly critical of the project or
the work of others. Always has a
positive attitude about the task(s).
Working with Others
Almost always listens to, shares with,
and supports the efforts of others. Tries
to keep people working well together.
Time-management:
Routinely uses time well throughout the
project to ensure things get done on time.
Group does not have to adjust deadlines or
work responsibilities because of this person's
procrastination.
Total Score:
Literature
Circles:
Roles
1. Discussion Director
(Group Leader)
2. Summary & Setting Specialist
3. Detector & Diction Detective
4. Bridge Builder
5. Imagery Illuminator
Dis
cu
ss
ion
Dir
ec
tor
This role involves developing a list of questions that the group might discuss about the section of the novel to be discussed for that meeting.
Questions should be designed to promote lively conversation and insights about the book. They should be open-ended and should not be "yes/no" questions.
A student with this task asks these questions to the group to prompt discussion; overall, the job is to keep the group talking and on-task.
Literature
Circles:
Roles
Discussion Director Sample Questions:
1. What kinds of conflicts are the characters facing?
2. What do you think about the way the author __________________________________?
3. What if ______________________________________ had happened instead?
4. What would you have done had you been in this character’s shoes?
5. What did you think about this event? What do you think will happen next?
Name: ___________________________ Reading: __________________________
Questions for the next meeting:
Student Responses:
Questions for discussion:
Discussion Director: Reflection
Name: ___________________________ Reading: __________________________
Interesting Point Made by a
Member of My Group:
Support Provided
by the Member: My Thoughts:
Meeting Reflection Challenges Goals
Speaking
Listening
Understanding the Text:
Reflect on the meeting(s) for your chosen reading. What worked? What didn’t? What should
you work for in the future? Etc.
Su
mm
ary
& S
ett
ing
Sp
ec
iali
st
The role of summarizer involves
preparing a brief summary of the
reading that was assigned for
that day's meeting.
The summary should include the
main ideas or events to
remember, major characters,
symbols or other significant
highlights of the passage.
The set designer keeps track of
major shifts in place, time
(setting), in addition to
characters, and helps students
keep track of important events
and progressions in the reading.
Literature
Circles:
Roles
Summary Specialist
Name: ___________________________ Reading: __________________________
PLOT: Provide a
5-sentence summary
of the reading
selection:
Setting Specialist
Name: ___________________________ Reading: __________________________
SETTING: Determine the setting of the selection. Consider shifts in time/place/mood:
CHARACTERS: List & describe the major characters or real people from the reading.
Dic
tio
n D
ete
cti
ve
The detector searches for a few
significant passages of text that
are thought-provoking, funny,
interesting, disturbing, or
powerful.
The quotations are copied down
with properly cited page numbers.
This role also records important
words for the reading. The
student chooses words that are
unusual, unknown, or that stand
out in some way, while noting
their page number and definition
(and any significance to the
reading).
Literature Circles: Roles
Diction Detective
Name: ___________________________ Reading: __________________________
Define:
Significance: Location:
Define:
Significance: Location:
Define:
Significance: Location:
Word/Phrase #1:
Word/Phrase #2:
Word/Phrase #3:
Choose at least three words or phrases with which you were unfamiliar. List the page
number and location of each, define them, and provide their significance to the passage.
Diction Detective
Name: ___________________________ Reading: __________________________
Why did you choose this passage?
Significance: Location:
Why did you choose this passage?
Significance: Location:
Why did you choose this passage?
Significance: Location:
Passage #1:
Passage #2:
Passage #3:
Locate your three favorite passages from the reading. Provide the location of each, why
selected each, and their significance to the reading.
Bri
dg
e B
uil
de
r
This investigative role researches and
provides historical, geographical,
cultural, musical or other information
that would help readers connect to the
reading.
This role also involves locating several
significant passages in the novel and
connecting these passages to real life.
The connections might relate to
school, friends or family, home, the
community, or they might relate to
movies, celebrities, the media etc.
Students should also feel free to
connect incidents or characters with
other books that they have read
Literature
Circles:
Roles
Bridge Builder
Name: ___________________________ Reading: __________________________
Category Context
Information:
Title
Author
Date of Publication
Historical Context:
Events, etc. occurring at
the time of production
Geographical Context:
Where does the reading
occur? Where was it
written? What is
significant about these
place? Etc.
Cultural Context:
What is the reading
selection’s relationship
within the culture it
depicts (or the ones that
would read it)?
Author:
List 3-5 facts about the
author to help relate the
reading to his/her life.
Complete the following chart in order to provide context for your reading selection. Feel free
to provide whatever facts you choose, but be sure to inform your group members on the
author and reading selection.
Bridge Builder
Name: ___________________________ Reading: __________________________
Event from book:
Connect to world: Connect to self:
Event from book:
Connect to world: Connect to self:
Event from book:
Connect to world: Connect to self:
From the reading selection, choose at least three events that relate to reader and the world
in some way. What is the significance of these events on the world and the reader?
Example: To Kill A Mockingbird had a profound effect on the Civil Rights Movement.
Ima
ge
ry I
llu
min
ato
r:
Fig
ura
tive
La
ng
ua
ge
& I
llu
str
ato
r
This role locates various types of
figurative language, including but not
limited to simile, metaphor,
personification, hyperbole, and idiom.
This may lead to discussion about the
author's craft - why the author chose to
use those particular words or phrases,
and whether or not they were effective.
The illustrator provides drawings,
sketchings, or paintings of a scene
relating to reading. Collages from
magazines, images from the internet,
and other media can also be used.
The student with this role then shares
the artwork with the group, explaining
the passage(s) that relate to the art.
Literature
Circles:
Roles
Imagery Illuminator:
Figurative Language Finder
Name: ___________________________ Reading: __________________________
Why did you choose this passage?
Significance: Location:
Why did you choose this passage?
Significance: Location:
Why did you choose this passage?
Significance: Location:
Example #1:
Example #2:
Example #3:
Locate and explain at least three examples of figurative language in the selection (simile,
metaphor, hyperbole, etc.). Explain why you selected the passage and its importance to the
reading, in addition to the page number and specific location of the example.
Imagery Illuminator: Illustration
Name: ___________________________ Reading: __________________________
Choose a scene or setting from the reading and create a visual representation of it. Draw,
paint, sketch, collage, photography. You choose.
Resources
Files, etc:
Literature Circle Packet
Literature Circle Self-Reflection
Student Resources
CHS English 11 Planbook
CHS English 11 LiveBinder: Unit 3: “A Growing Nation”
CHS English 11 Online Classroom
Facilitator Resources:
Wikipedia. “Literature Circles.” http://en.wikipedia.org/wiki/Lit_Circles.
“What are literature circles?” http://www.literaturecircles.com/article1.htm.
ABCTeach: Literature Circles. http://www.abcteach.com/directory/subjects-language-arts-reading-literature-circles-971-2-1.
Resources: http://www.webenglishteacher.com/litcircles.html.
Laura Candler, Literature Circles. http://www.lauracandler.com/strategies/litcircles.php.
Candler, Literature Circle Printable Handouts. http://www.lauracandler.com/strategies/litcircleblacklines.php.