Literature Circles that address the standards, engage students, and make each circle member more accountable.
Revised classics and new jobs that help teachers address some of the trickier objectives in the CCSS.
Each circle member has more specific goals to accomplish during the circle meeting, making these Literature Circles more engaging and more student centered.
These packets rotate and are used throughout the study of the novel. At the conclusion of the novel, groups can use their completed packets to help them write TEXT BASED DISCUSSION QUESTIONS.
**Includes classroom posters with student friendly objectives.
**Want a closer look? Try out The Common Core Discussion Director
An INTRODUCTION TO LITERATURE CIRCLES week one packet- Model, Model, Model - Use this introduction packet to work through this Literature Circle format and the job requirements with your students before sending them off with a group and on their own. This introduction also includes tools and questions that guide students through an examination of how the author sets up the context (setting, genre and characters) of the novel.
The DISCUSSION DIRECTOR uses question stems to generate effective discussions, then he/she evaluates the effectiveness of the questions themselves. Included is a discussion “placemat” that will help groups keep the discussion going. (CCSS-ELA-R.1-Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.)
The SUMMARIZER writes short 3 sentence objective summaries of each chapter then guides his/her group to work together to summarize the entire section read that week. (CCSS-ELA-R.2-Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.)
The PLOT POINTER keeps track conflicts (internal and external) that drive the story and influence the characters then leads the group in determining how the character’s response to conflicts in the novel influence the decisions he/she makes. A PLOT POINTER chart is included which will help the group determine major turning points in the novel and the climax. (CCSS-ELA-R.3-Analyze how and why individuals, events, or ideas develop and interact over the course of a text.)
The WORDSMITH is encouraged to find words that can be figured out through context then leads the group to work together to figure out the meaning of each word. (CCSS-ELA-R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings.)
The POINT OF VIEWER considers the events in the novel from other characters’ points of view and keeps track of information that the reader knows but the characters don’t (dramatic irony). During the circle meeting the group considers the effectiveness of the point of the view the author used. (CCSS-ELA-R.6-Assess how point of view or purpose shapes the content and style of a text).
The SIGNPOST SEARCHER is an alternate job that is applicable if you’ve introduced the Signposts from Kylene Beers and Robert Probst’s book “Notice and Note: Strategies for Close Reading.” (CCSS-ELA-R.3-Analyze how and why individuals, events, or ideas develop and interact over the course of a text.)
Students fill out the SELF EVALUATOR each week where they reflect on hard they worked, how well they understand the book, and what they want to improve.
** Using interactive notebooks in your classroom? Try out these flip books for fiction and non fiction close reading.
**Prepare students for extended response questions that require evidence. Help students write about their own interpretations of texts in the classroom: BRACES-A Blueprint for On Demand and Essay Writing
**CITING EVIDENCE GOT YOU AND YOUR STUDENTS DOWN? Take a break from the CORE with:
*120 Writing Prompts NOT Common Core Aligned
*Start with the Freebie
version of my students' favorite 24 prompts here.