Focus/Context
This is the second lesson in the introduction of literature circles.
Upon completion of this lesson, students should be very familiar with all
of the discussion roles that they will be expected to assume as participants in
literature circles. In addition,
students will have detailed experience in at least one discussion role, which
will serve as a basis for experiencing the other roles in the coming weeks.
The time frame for this lesson will be about two or three classes.
Specific Curriculum
Outcomes
Students
will be expected to use writing and other forms of representation to
explore, clarify, and reflect on their thoughts, feelings, experiences, and
learnings; and to use their imaginations.
Students
will be expected to examine others’ ideas and synthesize what is helpful
to clarify and extend their own understanding.
Students
will be expected to respond critically to a range of texts, applying their
understanding of language, form and genre.
Students
will be expected to respond personally to a range of texts.
Activities
Class
will begin with the taking of attendance and the addressing of any questions
or concerns the students may have about previous classes and/or other
relevant topics. The discussion of Secretly that began last class
will resume until the teacher and students are satisfied that it may be
left.
Students
will be given instructions about how the class will progress from here:
i.
Students will listen and read along as the short story A Mountain
Legend by Jordan Wheeler is read aloud.
ii.
Students will be divided up into literature circles consisting of six
people.
iii.
Students will decide which members will assume which discussion role for
this session (each group will get a copy of the role sheets, but they will make
notes, write, draw, etc. on separate sheets of paper to limit the amount of
photocopying required).
iv.
Students will interrogate the text as a group.
v.
Each group will elect a spokesperson to present a short oral report to
the class after the analysis is complete.
*Note:
No specific time limit may be attributed to this activity, as literature
circles can be unpredictable. However,
the teacher will constantly circulate and listen (and interject only
if necessary) to make sure that time is not being wasted.
Assessment
Students’
effort to participate in the groups will be gauged using a check-sheet that
has been adapted from a “Daily Literature Study Record” offered by the
government of Saskatchewan @ http://www.sasked.gov.sk.ca/docs/mla/circle/dailygu.html
(Reproducible Master #7). No marks will be given for this exercise, as it is
designed to introduce students to the roles of discussion, however, the
check-sheet will be placed on record (as will others in the future) to
assess student involvement in different roles and groups over the term.
Resources
The
poem Secretly by Ruth Roston (What a Story!: Anthology)
Overheads/handouts
provided by teacher (taken from Literature Circles:
Voice and choice in the student-centered classroom by Harvey
Daniels. Stenhouse Publishers:
York, Maine (1994).
What
a Story!:
Anthology and Magazine
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