Focus/Context
The focus of this lesson is the implementation of what the students have
learned over the previous three introductory lessons on literature circles.
Students will be formed into random groups and set upon the task of
interrogating an entire novel using literature circles. The current 7-9
Curriculum for English Language Arts demands that students study at least three
novels in-depth in the classroom. It
is useful to use one of these novels for this grouping of literature circles
because all students will have access to the text – the teacher does not have
to worry about finding materials. At
the end of this lesson, students will have internalized the various discussion
roles and be prepared to take part in Virtual
Literature Circles on the internet.
Specific
Curriculum Outcomes
1.
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.
2.
Students will be expected to examine others’ ideas and synthesize what
is helpful to clarify and extend their own understanding.
3.
Students
will be able to communicate information and ideas effectively and clearly, and
to respond personally and critically.
4.
Students
will participate constructively in conversation, small group and whole group
discussion and debate, using a range of strategies which contribute to effective
talk.
5.
Students
will engage in and respond to a variety of oral presentations and other texts.
6.
Students
will demonstrate active listening and respect for the needs, rights and feelings
of others.
7.
Students
will be able to create texts collaboratively and independently, using a variety
of forms for a range of audiences.
Activities
·
The time
allotted for this kind of novel study is generally three weeks.
Students will discuss the novel, taking on each of the various discussion
roles at least once more (in order to become more familiar with them) before
abandoning the prescribed discussion roles and replacing them with reading logs.
·
Students
will switch discussion roles every day
and pass their prepared sheets into the teacher for evaluation at the end of
each period. This evaluation will not be based entirely on content but on the
fact that students have made an effort to prepare for the discussion (i.e. if
they have their sheets done, they get a check mark, if they are unprepared, they
do not get a check mark).
·
When
students switch to reading logs, these will be collected in once every few days
for assessment. The reading logs
will be graded, each one out of ten, then averaged to reach a final mark for
this portion of the project. These
marks will be reached via a holistic grading method based on the teacher’s
knowledge of what is being discussed.
·
Each
group will decide on a method of final presentation and be assessed using
specific scoring rubrics.
Assessment
· Students will be assessed individually using a combination of :
(a) Anecdotal Records (Checklist included – Reproducible Master #11)
(b) Interviews with teacher
(c)
Self-Evaluation Forms and Journal Entry (Reproducible Master # 10)
(d)
Peer Assessment Forms (Reproducible Master #12)
(e)
Reading Log assessments
Resources
·
Make or Break Spring by Janet McNaughton.
Tuckamore Books: St. John’s, NF (1998).
· Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels. Stenhouse Publishers: York, Maine (1994).
·
A
checksheet designed to direct the teacher’s writing of Anecdotal Records about
each student.
· Self Evaluation Forms similar to those outlined in the previous lesson.
Back to Virtual Literature Circles
