Reading & Viewing: Literature Circles AUSVELS Levels: 5 & 6

Unit of work: Extree !eat"er #oain:Englis"

Year 5 Ongoing Standards:
Reading and viewing
Language
1. Understand "ow texts var$ in %ur%ose& structure and to%ic as well as t"e degree of foralit$ 'ACELA(5)*+
Literature
(, Recognise t"at ideas in literar$ texts can -e conve$ed fro different view%oints& w"ic" can lead to different kinds of inter%retations and
res%onses 'ACEL.(6()+
/, 0dentif$ as%ects of literar$ texts t"at conve$ details or inforation a-out %articular social& cultural and "istorical contexts 'ACEL.(6)1+
2, Use etalanguage to descri-e t"e effects of ideas& text structures and language features on %articular audiences 'ACEL.(345+

Literacy
(, 0dentif$ and ex%lain c"aracteristic text structures and language features used in iaginative& inforative and %ersuasive texts to eet
t"e %ur%ose of t"e text 'ACEL5(3)(+
/, 6avigate and read texts for s%ecific %ur%oses a%%l$ing a%%ro%riate text %rocessing strategies& for exa%le %redicting and confiring&
onitoring eaning& skiing and scanning 'ACEL5(3)/+
2, Use co%re"ension strategies to anal$se inforation& integrating and linking ideas fro a variet$ of %rint and digital sources
'ACEL5(3)2+
Year 6 Ongoing standards:
Reading and viewing
Language
(, Understand "ow aut"ors often innovate on text structures and %la$ wit" language features to ac"ieve %articular aest"etic& "uorous
and %ersuasive %ur%oses and effects 'ACELA(5(1+
Literature
(, Anal$se and evaluate siilarities and differences in texts on siilar to%ics& t"ees or %lots 'ACEL.(6(*+
/, 0dentif$& descri-e& and discuss siilarities and differences -etween texts& including t"ose -$ t"e sae aut"or or illustrator& and evaluate
c"aracteristics t"at define an aut"or7s individual st$le 'ACEL.(6(6+
2, 0dentif$ and ex%lain "ow c"oices in language& for exa%le odalit$& e%"asis& re%etition and eta%"or& influence %ersonal res%onse to
different texts 'ACEL.(6(5+
Literacy
(, Anal$se strategies aut"ors use to influence readers 'ACEL5(1)(+
/, Use co%re"ension strategies to inter%ret and anal$se inforation and ideas& co%aring content fro a variet$ of textual sources including edia
and digital texts 'ACEL5(3(2+
Literature circles are based on one session a week led by the students.
Each sall grou! has a s!eci"ic role "or each grou! eber.
#ork will be assigned to be co!leted by each student on a weekly basis,
Literature Circles Introduction
1. Understand "ow texts var$ in %ur%ose& structure and to%ic as well as t"e degree of foralit$ 'ACELA(5)*+
Goal To gain an overview of the Literature Circles strategy.
APK T & T : What is Literature Circles.
How does it help develop your skills as a reader?
http://www.youtube.com/watch?!y"K#$"%AinA
http://www.youtube.com/watch?!o&'()*+,-./
Can iew the aboe clips i0 you need to 0urther e1plain the Literature Circle strate2y.
3ew
In0ormation
Student roles in Literature Circles,
Eac" student kee%s t"e sae role for t"e entire round of Literature Circles,
$iscussion $irector
#ord #atcher
%onnector
&assage 'aster
%a!tain or %ontessa o" %o!rehension
(ally 'aster
Application Literature Circle : Booklet on teachers !log. "lease read each role carefully and su##ari$e each
role in no #ore than %& words.
To ensure that students see a clear demonstration of each Literature Circles jobs, the teacher could participate in the
fishbowl and model each of the roles.
1. Choose one group of four students to participate in the fishbowl activity. Advise students that they will be modeling
the literature circle roles for the rest of the class to critique. Advise non-fishbowl students to take notes on what the
fishbowl group did well and how they can improve.
2. Begin with the discussion director. Ask him/her to read the first paragraph of the novel. Then, he/she should read
the directions on his/her role sheet and pose one of the discussion questions to the group. Prompt the discussion
director to elicit a response from each of the other three group members so that everyone is included. Write down
each response.
3. Next, ask the connector to read the second paragraph of the novel. Then, he/she should read the job description and
ask the group members to make a connection to the reading and the outside world. Prompt the connector to elicit a
response from each of the other three group members so that everyone is included. Write down each response.
4. Ask the word watcher to prompt all group members to write a 5 new or interesting words that they have read so far.
Then, each group member should share his/her words for clarification. Students should modify their definitions as
new information is presented.
Finally, the Passage Master should read his/her job description. Prompt the passage master to ask each group member for a
suggestion about what to highlight from the text they have read so far. After the passage is highlighted ask the Passage
Master to explain why they chose the passage and how it is significant to the remainder of the novel.
Goal 'raw a diagra# e(plaining the roles involved in Literature circles and how they assist your
understanding of a novel.

(eacher
)n"oration
Students will engage in colla-orative discussions on t"e readings and -e ex%ected to coe to discussions
%re%ared "aving read t"e assigned %ages and "ave written notes89uestions for t"e discussion -ased on "is8"er
role in t"e literature circle, ."e teac"er will o-serve eac" grou% %ro%ting ela-oration w"en needed, 'See
Literature Circle :-servation C"ecklist+ ."e teac"er a$ wis" to %oint out coon isconce%tions eit"er at t"e
-eginning or t"e end of class as a wa$ to clarif$ w"at students are ex%ected to know and -e a-le to do
6aes of ;rou% <e-ers: ==============================
.oda$7s #ate: =====8=====8=======
Literature %ircle Observation %hecklist
#irections: Co%lete t"e following c"eck list for eac" grou%,
;rou%: ==================================================================================
>uestion 5es 6o Coents
(, Are all grou% e-ers %re%ared for toda$7s discussion?
/, #id ever$one listen activel$?
2, #id ever$one take turns wit"out doinating t"e
conversation?
*, #id ever$one sta$ on task?
5, #id ever$one res%ect eac" ot"er7s o%inion?
;rou%: ==================================================================================
>uestion 5es 6o Coents
(, Are all grou% e-ers %re%ared for toda$7s discussion?
/, #id ever$one listen activel$?
2, #id ever$one take turns wit"out doinating t"e
conversation?
*, #id ever$one sta$ on task?
5, #id ever$one res%ect eac" ot"er7s o%inion?
;rou%: ==================================================================================
>uestion 5es 6o Coents
(, Are all grou% e-ers %re%ared for toda$7s discussion?
/, #id ever$one listen activel$?
2, #id ever$one take turns wit"out doinating t"e
conversation?
*, #id ever$one sta$ on task?
5, #id ever$one res%ect eac" ot"er7s o%inion?
;rou%: ==================================================================================
>uestion 5es 6o Coents
(, Are all grou% e-ers %re%ared for toda$7s discussion?
/, #id ever$one listen activel$?
2, #id ever$one take turns wit"out doinating t"e
conversation?
*, #id ever$one sta$ on task?
5, #id ever$one res%ect eac" ot"er7s o%inion?
&ossible
*ssessent )deas
Students' Written Summaries of the Novel:
The teacher will ask students to write a summary about at least one award winning young adult fiction novel of the student's
choice. The student will include the main idea, author's purpose, and character descriptions within his/her summary. The
teacher will look for the following information in student summaries:
1. Did the student record the title, author, and publication date?
2. Did the student correctly identify the main idea and author's purpose?
3. Did the student list each character and give a description of his/her purpose?
4. Did the student include the plot, setting, time, and a brief summary of what the book is about?
5. Did the student identify his/her favorite character and explain why?
6. Did the student make a personal connection?
Student Literature Circle Notes:
The teacher will collect literature circle notes at least twice per week from each group to determine their level of
understanding. Some of the novel will be read in class and some of the novel will be assigned for homework. After
collecting the literature circle notes, the teacher will provide feedback- please see feedback to students section for
details.
Feedback to Students
Students will be assigned literature circle jobs that they will keep for the first round of Literature Circles. Students will
complete a written task for that job and turn it in weekly.
After collecting the literature circle notes, the teacher will look for the following:
1. Discussion Director - Did the student record the title, author, chapter, and page numbers read? Did the student
record five questions and correct answers? Did the student correctly identify the conflict in the book? Did the
student correctly identify the main idea or central theme?
2. Connector - Did the student record the title, author, chapter, and page numbers read? Did the student identify at least
five connections to either his/her own life, similar events past or present, other novels/stories/movies/television
programs, articles on the same topic, or writing by the same author?
3. Word Watcher - Did the student record the title, author, chapter, and page numbers read? Did the words selected
reflect the important words in the novel as well as the interesting and unusual words that were presented in the
novel?
4. Passage Master - Did the student record the title, author, chapter, and page numbers read? Did they select
interesting, funny or puzzling sections of the story? Did they highlight important sections of the novel and did they
explain the reasons why they selected these sections?
After reviewing the written tasks, the teacher will review common concerns at the beginning of each class as well as
celebrate success. The teacher should provide feedback to the whole class pointing out what each group did
correctly and give student examples of handouts that were exemplary so students can learn from each other.
Possible discussion questions that teachers can use as they observe students:
As students engage in literature circle discussions, the teacher will listen to each group and ask students to elaborate when
necessary. The teacher may use the following questions to provide feedback:
1. What were some of your predictions and what really happened in the story?
2. What personal connections have you made so far to the story?
3. Are the events in your summary listed in chronological order?
4. What ideas can you picture in your head to illustrate the story so far?
5. Who are some of the characters in the chapters/page numbers you have read?
Podcast Presentation:
1. Groups will divide the podcast so that each student has a script and speaking part in the radio podcast. Pass out and
review "How to Create a Young Adult Novel Author Podcast" handout and the Podcast Rubric.
2. For homework, allow students to select music that is in the public domain or gain permission to use copyrighted
music.
3. Instruct students to write their scripts to include an introduction, book summary, interview with the author using at
least seven questions, and a conclusion. This can be done during class or for homework.
4. Set up and implement a podcast recording schedule for each group.
5. Advise students that the final podcast will be presented to the class and should be no longer than ten minutes. The
following links are useful tools for students to use:
From apple.com: Making a Podcast Using Apple iTunes
Steps to Making a Podcast