Literature Circles

Days 2,3,4 each week

Goals:

1. The students will gain a better understanding of the book they read while becoming part of the cooperative learning experience through literature circles.

2. There will be a shift of locus of control in the classroom with the teacher being more of a facilitator and the students being directly involved in their learning process.

Time:

One hour every Tuesday, Wednesday, and Thursday

Resources/Materials:

Adolescent books; examples are the following:

The Cay by Theodore Taylor

Timothy of the Cay: A Prequel-Sequel by Theodore Taylor

Laetitia by Merle Hodge

Hue Boy by Rita PhillipsMitchell

Ship by David Macaulay

Galapagos Islands of Change by Lynn Born Myers and Christopher A. Myers

A City Under the Sea: Life in a Coral Reef by Norbert Wu

Outside and Inside Sharks by Sandra Markle

The Adventures of Robinson Crusoe by Daniel Defoe

Greyling by Jane Yolen

The Selkie Girl by Susan Cooper

A Sea Dreams Primer of Coral Reef Fish by William Alevizon

A Walk on the Great Barrier Reef by Caroline Arnold

Corals: The Sea's Great Builders by Cousteau Society

Coral by Francine Jacobs

Curious Clownfish by Eric Maddern

Treasure in the Sea by Robert McClung

At Home in the Coral Reef by Katy Muzik

Secrets of the Deep by Ingrid Selberg

What is a Fish? by Barbara Stratton

Nature Hide and Seek by John Norris Wood

paper, pens, chalk, chalkboard literature circle book Literature Circles:  Voice and Choice in the Student-Centered Classroom.  by Harvey Daniels

Procedure:

1. Various adolescent books dealing with stories on the Caribbean will be displayed in the room for the students to look at for literature circles.

2. Groups and books will be assigned in a fair, democratic way.

3. Teacher will discuss the literature circle process. There are four main roles that students take turns weekly with during literature circles including discussion leader, person who formulates questions, illustrator, and vocabulary specialist.

4. We will be engaging in literature circles for the entire four weeks with different adolescent books dealing with the Caribbean each week. This process will take place three times a week - Tuesdays, Wednesdays, and Thursdays with a half hour set aside for the literature circle process and a half hour set aside for silent sustained reading. This time period may be subject to change if need be. (Teacher should keep in mind that the nature of literature circles will vary depending on the type and ability of book the students select.)

Assessment:

Assess the students through their participation in their literature circles.

4 Student seeks out role in group and continues with the task until completion, or until significant understanding has been attained.

3 Student accepts assigned role in group and continues with the task until completion, or until significant understanding has been attained.

2 Student accepts role and makes initial attempts at completion, but disengages in the task before significant understanding has been attained.

1 Student accepts role and makes little attempt at completion.

0 Student does not accept a role in the group.

Curricular Strands:

English - literature circles - adolescent literature, reading, writing, interpretation, cooperation

Art - illustrator

Social Studies, Science, Math - depends on content of book

Possible Extensions:

Students will bring in a selection of books that pertain to this topic and they will vote on the next book they read.

Students can present what they read in different manners, for example through Book Talks or Jackdaws.

Peer and self assessment

Names of group members:

My role:

What did I do to contribute to the success of my group?

Do all members of the group agree that I performed the tasks listed above?

Questions:
 
4 Student asks intriguing questions that involve critical thinking during discussion.

3 Student asks intriguing questions during discussion.

2 Student asks questions during discussion.

1 Student asks questions which do not require critical thinking during discussion.

Task:


4 Student performs and completes required tasks presented to them and seeks out other needed tasks in classroom.

3 Student performs and completes required tasks presented to them.

2 Student passively performs and completes tasks presented to them.

1 Student passively performs but does not complete required tasks presented to them.
 

Responses:
 
4 Student always responds to peers' comments and suggestions in a clear and sensitive manner.

3 Student always responds to peers' comments and suggestions in a respectful manner.

2 Student often responds to peers' comments and suggestions in a positive manner.

1 Student seldom responds to peers' comments and suggestions.

This page submitted by St. Norbert College Ocean Voyagers Program