Literary Circles

1. Literary Circles Ms. Chapman’s English Class

2. Possible Jobs for Your Groups Super Summarizer Discussion Director Literary Luminary Word Wizard Idea Investigator Cool Connector Artsy Artist Each person in your group will be responsible for a different job!

3. What do I have to do? • For each group meeting, you will need to: • Read the selected chapters. • Complete your job requirements. • Bring something “tangible” to help you present to your group. • Actively participate in your group.

4. Why read in a group? Explore the book from different perspectives Learn to work with others Practice speaking to others Practice listening

5. The Super Summarizer Your job is to prepare a brief summary of the assigned reading. Your group’s discussion will start with your 1-2 minute statement that covers the main events and ideas of the assignment.

6. The Discussion Director Your job is to develop three or four dynamic questions based on Bloom’s Taxonomy (what if…why…how) and lead your group in a discussion. Bloom’s levels are Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Don’t worry about the small details. Your task is to clarify the big ideas in the reading and to facilitate the sharing of reactions. Usually the best discussion questions come from your own ponderings, reactions, and concerns as you read.

7. The Literary Luminary Your job is to locate at least three passages for your group to discuss. Your purpose is to help members of your group probe more deeply into some interesting, humorous, puzzling, or powerful passages. Use post-it notes to mark the passages in the book or write them out. Not why you chose the passage and be prepared to read the passage out loud. When it is your turn you will be leading the discussion.

8. The Word Wizard The words that an author chooses are deliberate. Your job is to be on the lookout for a few especially important words in the assigned reading. If you find words that are puzzling or unfamiliar, mark them while you are reading and then later jot down their definition. You may also run across familiar words that stand out somehow in the reading—words that are repeated a lot, are used in an unusual way, or provide a key to the meaning of the text. Be ready to point them out and to help members of the group discuss their importance.

9. Idea Investigator Your job is to dig up some background information on any topic related to your book. This is not a formal research report. The idea is to find bits of information or material that helps your group better understand the characters, setting, plot, and themes of the novel. Investigate things that struck you as puzzling or curious while you were reading. This might include information about the author, time period, other works, etc. Cite your links and teach group members what you have learned.

10. Cool Connector Your job is to find connections between the book your group is reading and the world outside. This means connecting the reading to your own life, happenings at school or in the community, similar events at other times and places, or other people or problems this book brings to mind. There are no wrong answers here. Whatever the reading connects you with is worth sharing.

11. Artsy Artist Your job is to draw some kind of picture related to the reading. It can be a sketch of a character or setting, a political cartoon, comic strip of plot, a map of the setting, or some type of graphic display of the characters. You can draw a picture of something that is discussed specifically in your book, something the reading reminded you of, or a picture that conveys an idea or feeling you got from the reading. Be prepared to discuss what your illustration represents and why it is important.

12. Frequently Asked Questions • What do I do if I am absent? • Two pages of notes on the section you missed. • Make up your “job” next time your group meets. • Is it possible to get extra credit? • YES! Go above and beyond the call of duty. • How will the groups be graded? • Group and individual evaluation • Teacher evaluation • How often will we meet? • Usually one time per week for about 6-8 weeks • What do I have to have ready? • THAT DEPENDS ON YOUR JOB! BRING SOMETHING TANGIBLE!

13. How to QUESTION! • Level Two Questions are application and analysis questions. • Examples of how to ask application questions: • §        How is __________an example of ____________? • §        How is __________ related to _______________? • §        Why is _________________________ significant? • §        Other words to use => demonstrate, interview, illustrate, compute, use. • Examples of how to ask analysis questions: • §        What are the parts (or features) of _____________? • §        Outline (diagram, web) _____________________? • §        How does ________ compare/contrast with ______? • §        What evidence can you list for ________________? • §        Other words to use => interpret, distinguish, test, survey, investigate.

14. Higher Level Questions! • Level Three Question are synthesis and evaluation questions. • Examples of how to ask synthesis questions: • §        What would you predict/infer from ____________? • §        How would you create_______________________? • §        What solutions would you suggest for___________? • §        Other words to use => plan, invent, imagine, develop, devise, pretend. • Examples of how to ask evaluation level questions: • §        Do you agree with_________________________? • §        What criteria would you use to assess___________? • §        Prioritize__________________________________. • §        Other words to use => judge, decide, criticize, suggest, conclude, rate.