Literature Circles- Roles/Expectations/Documents

What Are Literature Circles?

In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by your response to what they have read. You may talk about events and characters in the book, the author's craft, or personal experiences related to the story. Literature circles provide a way for you to engage in critical thinking and reflection as you read, discuss, and respond to books. Collaboration and cooperation with others is a very important of literature circles as they lead you to deeper understanding of what you read through structured discussions and written 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 include two 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 QuestionsClose-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 QuestionsOpen-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 GuideAs 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)?

What does the (o bj ec t ) symbolize to ( c h a r ac t e r )?

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 Circle Planning Sheet

Book Title

Names of Group Members

The group decided to meet on the following dates and have read the indicated pages.

Date Read from page toDate Read from page toDate Read from page toDate Read from page toDate Read from page to

The roles will rotate as follows:Date Date

Student Role Student Role

Date DateStudent 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

Literature Circle Group Evaluation

Name: Date:

Literature Circle Group:

Book:

What things did your group do very well today?Check appropriate box. Provide evidence where possible.

Yes No Sometimes EvidenceEveryone participates and shares in the discussion process. Communication is interactive.The group is supportive of its individual members. Group climate promotes friendliness.Group members often ask questions for clarification or elaboration.The group discussion stays on topic, or on directly related issues.The group is energetic and enthusiastic

What things are going really well in your discussions? listening to others everyone is sharing predicting what will happen next asking questions supporting ideas relating to other books or characters relating to own lives

What was the best thing about the way this group worked together?

What was one problem the group had?

How did you solve that problem?

What else might you have done?

What specific plans do you have for improvement?

Literature Circle Personal Evaluation

Name: Date:

Title: Author:

How much did you participate in the discussion about this book?

about the right amount too much not at all too little

What was an important contribution you made to the discussion?

What was an important idea or explanation expressed by someone else in the group during the discussions? (Identify the person and tell what he/she said.)

What group strategies did your group use well? (participating, staying on topic, contributing appropriate information, encouraging others to contribute, listening carefully, making good eye contact, being considerate of others' opinions, asking for clarification, summarizing, using appropriate voice levels)

What strategies did you use well? Which did you struggle with?

Suggestions/comments/personal goals for next literature circle discussion?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Individual RubricLevel Level Level Level Four

DiscussionDoes not participate in group discussions. Offers few opinions and makes no personal connections to the text. Doesn't

Participates reluctantly in group discussions. Offers few opinions and makes limited

Participates competently in group discussions. Offers some insightful opinions and makes connection to the text. Will occasionally ask

Participates enthusiastically ingroup discussions. Offers insightful and thoughtful opinions amd makes pertinent connection to the text. Asks pertinent, thoughtful questions that

Role Fulfillment

Rarely completes role tasks properly and not always on time. Tasks are done with little or no genuine effort.

Sometimes completes role tasks properly but not always on time. Tasks are done with minimal effort.

Completes role tasks independently and on time. Tasks are thoughtfully done with genuine effort.

Completes role tasksindependently and on time. Tasks are thoughtfully done demonstrating extension of the activity.

Reading Rarely completes assigned reading on schedule.

Sometimes has assigned reading completed on

Almost always has assigned reading completed on

Has assigned reading completed on schedule.

Followingdirections Off task the majority

of the time and disruptive to the

Sometimes follows the director's steps but is off task some of the time.

Follows direction and is only off task occasionally

Follows the discussion director's steps consistently.

Listening Has difficulty paying attention to the speaker.

Listens occasionally but doesn't interact with the information

Listens carefully for information and comments

Listens to other people's ideas."Piggy-backs" or builds off others' ideas.Persuading Will rarely exchange,

defend, orrethink ideas.

Will, on occasion, exchange,defend and rethink

Will usually exchange, defendand rethink ideas

Is always prepared to exchange,defend and rethink ideas.

Respecting Usually chooses to argue or ignore the group in an uncooperative

Interrupts when others are contributing in an attempt to share his/her ideas.

Usually respects the opinions ofothers and demonstrates a willingness to

Respects the opinions of others.Encourages and supports the ideas and efforts of others in a cooperative manner.

Sharing Usually refuses to contribute to the group.

Will share only occasionally oronly with selected group members.

Will offer ideas when asked.

Offers ideas and reports findings enthusiastically.

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

Journal RubricMostly Correct About Halfway Home Not Under Control Yet

IDE

AS A

ND

CO

NT

EN

T

OF M

Y JO

UR

NA

L

My writing has purpose, makes a point, or tells a story.

It is easy to see where I’m headed, but there are gaps.

Yikes! What’s my topic?

My paper is clear and rich in details.

My ideas are clear, but I need to get specific.

The information is limited or unclear.

Every piece adds something to the whole.

I don’t go far enough to make my point.

I repeat myself! Totally random!

ED

ITIN

G A

ND

PRO

OFR

EA

DIN

G M

Y JO

UR

NA

L

I have used capitals correctly.

Most sentences and proper nouns begin with capitals.

I’ve got caPital lEttErs scattered All Over the plaCe or NOT aT all.

My spelling is accurate. Spelling of simple words is correct, but may not always be right on the harder words.

Speling errerz our commun, evin on simpl werdz.

Periods, commas, exclamation marks, and quotation marks are in the right places.

I know where to place periods, commas, exclamation marks and quotation marks but I left some out.

My paper have errors in punctuation? and grammar that send the reader back two the beginning from a sentence to sort thing out

Every paragraph is indented to show where a new idea begins.

Paragraphs are present but not all begin in the right spots.

I haven’t got the hang of paragraphs yet.

My paper is well edited with most or all errors corrected.

My paper reads like a first draft; I was more concerned with getting my ideas down than making sure all the editing was done.

The truth is that I haven’t spent much time editing this paper.

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!