LITERATURE CIRCLESGrade 11 EnglishAdapted from Allen

RESPONSIBILITIESOver the next four weeks you will be:

1. Reading a novel of your choice2. Writing in a journal3. Meeting with a small group who is also

reading your novel4. Writing in your journal (again) explaining

how discussion has helped you understand the novel better, or reinforced your original thoughts

FIRST STEP….1. Choose your novel: Jane Eyre, by Charlotte Bronte Lord of the Flies, by William Golding Handmaid’s Tale, by Margaret Atwood Brave New World, by Aldus Huxley

NOVEL CHOICE1. Read through your novel choices on the

pink hand out2. Indicate your top three choices, by putting

a number 1 beside your first choice, a 2 beside your second, and a 3 beside your third

3. Make sure your name is on the top right corner of your paper before handing in

NOTE: you may not get your first pick, but you will be assigned one of your top 3 choices.

PREPARING FOR GROUP MEETINGS The next three weeks of classes will follow

this schedule: Before every meeting you will have 2 classes to

read your assigned section, write a 1 page journal response, and complete an ‘assigned role’

Every 3rd class you will be meeting and discussing your novel and your journal writing with your literature circle

After each meeting you will write a ‘final response’ explaining what your group discussed and how your understanding of the novel changed or was reinforced through hearing others’ perspectives

SETTING UP YOUR LITERATURE MEETINGS1. With your literature groups you will need to

set your reading goals and each group members’ responsibilities for the next 3 weeks of class

2. You will be participating in 4 meetings, so you must decide on the following:

a. How many pages or chapters must be read for each meeting

b. Who will be designated each role (Discussion Director, Literary Luminary, Illustrator, Connector, Vocabulary Wizard) for each meeting---You may NOT repeat any of these roles.

DISCUSSION DIRECTOR As the discussion director you are required to develop 3

questions about the section of the book you are assigned

Questions should be based on ‘big ideas’---theme, character, plot, language, style, symbolism, etc. NOT insignificant facts or questions that require only one answer

Why do you think a character acted the way they did? How has a specific character influenced another? Has the setting affected the mood, character(s), storyline) Symbolism? Theme? If anything was surprising, shocking, interesting, revealing, etc---you may want to question

how that particular event or moment affected the rest of the story, characters, or the reader themselves.

If you make specific connections between the text to the world you live in, you may ask a question that requires your group to discuss that connection further.

NOTE: you are REQUIRED to provide responses to your own questions. This will help you lead your group in discussion and their responses will help assist you in your final journal response.

LITERARY LUMINARY The literary luminary identifies 3 passages or quotations

that they feel are significant to the development of character, setting, plot or theme

Reasons for selecting a passage include: it contains important, information, it is surprising, controversial, funny, well written, confusing, thought provoking, etc.

Literary luminary is expected to provide a rationale for their passage selection---why did you include it? How is it significant, confusing, thought provoking, etc. ?

By providing your own rationale, you will be able to lead group discussion, and have an easier time writing your final journal response

NOTE: you will need to write down the page number of your passage or quotations, read the passage out loud to your group, encourage them to provide their own comments, and share your rationale

ILLUSTRATOR The illustrator is required to create a visual representation relating

to a ‘big idea’ in your assigned section of reading.

The visual can be a metaphor or a symbol for a main idea, theme, character personality, setting, plot development, etc.

Your representation could be a comic strip, drawing, collage (cut outs from magazines), diorama, etc.

With your drawing you will have your group speculate on the meaning of your representation

Then you will provide your own rationale for your choice

NOTE: You MUST also provide a written rationale explaining the connection of your visual to the big idea identified from the novel ---it needs to be a solid paragraph (at least ½ a page)

THE CONNECTOR As the connector you must find 3 connections between your

reading and the outside world

Connections can be made to: Your own life (or others experiences that you have witnessed first hand) The school The community you live in Other people you know Problems people face Other books, films, articles you have read Events occurring around the world (events you have read about in

newspapers, seen on the news, learned about in other classes)

NOTE: You are required to provide 3 written paragraphs explaining how the ideas from the text connect to the world/society you live in

***Encourage your group to elaborate on your connections in order to write your final paragraph effectively.

VOCABULARY WIZARD As the vocabulary wizard you will be reading to increase your

own vocabulary and will be working towards using your new language in everyday situations

You must select 5 words from your assigned reading section to bring to the group

You will record the 5 words and the page number you found them on

You must include the dictionary definition of the new vocabulary

And…. You must create 5 sentences (not from the novel) using the new words to demonstrate you understand their meaning

MEETING RESPONSIBILITIES1. You must come prepared to participate!!!2. Prepared means: you have read your

assigned section, completed your journal, and your assigned role for the week.

3. If you are not prepared, you will be working on your own and unable to meet the expectations of group discussion

DURING THE MEETINGS Bring your novel, journal entry, and assigned

role Each student takes turns reading and

discussing their journal and assigned role Each student participates in discussion Each student needs to take notes on what is

discussed during each meeting (these notes will assist you in writing your final journal response)

TO BE HANDED IN….1. Your Journal; each section (4 in total) must

contain:a. 1 page journal responseb. Assigned rolec. Notes from your meetingd. Final journal response

Follow your notes handed out in class, and refer back to other student exemplars for assistance.

0Out of Range

1 2Below Level

3 4At Level

5Above Level

Oral Communication During Group Meetings

Student did not communicate their roles, answer questions, and/or contribute their ideas

Student rarely communicated their roles, answered questions and contributed ideas

Students usually communicated their roles, answered questions, and contributed ideas

Student always communicated their roles, answered questions, and contributed ideas

Required Elements

Many required elements were not included, or many assignments were incomplete

Journal included some required elements

Journal included most required elements: 4 indv. roles, 4 complete journal entries, and 4 final journal entries

Journal included all required elements:4 individual roles 4 complete journal entries, and 4 final journal entries

Journal Entries

Journal entries are incomplete

Journal entries were vague, general and undeveloped. Support was general/ vague/ superficial/or illogical

Journal entries were clear, concise and thoroughly developed. Support was logical, specific and relevant

Journal entries were creative, insightful, and thoroughly developed

Individual Roles

Individual entries are incomplete

Individual roles were vague, general and undeveloped

Individual roles were clear, concise and thoroughly developed

Individual Roles were creative and insightful. They were thoroughly developed and included own discussion to bring to the meetings

Final Journal Entries

There was no explanation of how the new knowledge, ideas, and perspectives reshaped their thinking.Student did not understand the task

Explanation of how the new knowledge, ideas, and perspectives reshaped own knowledge, ideas, and beliefs was vague/ generalized/ undeveloped, and support was irrelevant or illogical

Explanation of how the new knowledge, ideas, and perspectives reshaped own knowledge, ideas, and beliefs was clear, adequately developed, and support was logical and relevant

Explanation of how the new knowledge, ideas, and perspectives reshaped own knowledge, ideas, and beliefs was creative/insightful/ or thorough