Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
OCC GATE WORKSHOP - LIT CIRCLE FRAMES 2010
1. L ITERATURE C IRCLES +F RAMES =
HANDS-ON
SCHOLARSHIP
THE DEPTH,
COMPLEXITY, &
CONTENT IMPERATIVES
OF LITERATURE
CIRCLES:
THE NEW HORIZON OF
INVESTIGATION,
SCHOLARSHIP, &
SOPHISTICATION
“If reading is about mind journeys, teaching reading is about
OUTFITTING the travelers, MODELING how to use the map,
DEMONSTRATING how to use the key and legend…until,
ultimately, it’s the child and the map together and they are
off ON THEIR OWN.”
“MIND JOURNEYS,” MOSAIC OF THOUGHT,
SUSAN ZIMMERMANN AND ELLIN OLIVER KEENE, P. 28” [EMPHASES MINE]
DAVID N. CHUNG
LANGUAGE ARTS
PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT
Email: dnchung@pylusd.org
Website: http://litcirclesmatrix.blogspot.com/
KEY QUESTIONS / GOALS for this WORKSHOP:
1. How can LIT. CIRCLES WITH FRAMES enhance the literary
experiences of the Gifted/Talented student?
2. In what ways can the Dimensions of Depth and Complexity, &
Content Imperatives help enrich the experience of Lit. Circles?
3. Experience [plan and design, if time permits] the opportunities for students to actively engage in
the literacy skills needed for reading comprehension, analysis, and scholarly/creative expressions
2. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
O VERVIEW OF L ITERATURE C IRCLES : P ATHWAYS TO E XPERTISE
C ONTINUUM D ETAILS E XAMPLES A PPLICATION
Facilitated by
Literature Extensions: issues,
• Frames
I NDEPENDENT setting, character/s, author studies;
• Task Cards [Tiered]
R ESEARCH Your
S TUDY Unanswered Questions Self-running/sustaining literature
• Book Talks with
Librarian [novelty]
or circles BY students • Acceleration
C OMPACTED L EARNING • Bloom’s Taxonomy
Historical, socio-economic, moral,
scientific, artistic, or technological
influences, contributions, &
TLAD-Designed Frames
T HINK L IKE A [Depth, complexity, content
applications of literature;
D ISCIPLINARIAN NON-FICTION LITERATURE CIRCLE
imperatives applied
Analyze Your Study according to discipline]
through the EYES of a APPLICATIONS;
Specialist Cross-curricular (Across the Disciplines)
See the Bigger Picture,
Ideas, themes, principles that are
Applied through
U NIVERSAL found and can be proven within, Group Investigation
or…
C ONCEPTS between, and across subject areas
Frayer Model for
and disciplines…
Concept Attainment
see the connection
Accessed via
Frames
C ONTENT Re-Examine Your C.I. used to guide investigation/ Socratic Seminars
Learning analysis for roles, discussion, Mini-Project
I MPERATIVES collaboration, and/or presentation Conversational
Roundtable
Lit. circle Posters
Dig DEEPER into the layers of
Your study
D EPTH Lit. Circle Roles with Elements of Elements applied via
& Depth & Complexity added for
C OMPLEXITY
Stretch Your Ideas through
Analysis Frames
Complex Thinking
D ETERMINE
& A PPLY
Thinking Skill(s) of the
H IGHER Higher Levels of Thinking per literary literary tasks in lit.
I NTELLECTUAL L EVEL task; Bloom’s Taxonomy-Question & Circle roles
D EMAND T HINKING Task Design Wheel (Rutherford); differentiated
Costa’s Levels of Questioning
S KILLS
Task Cards [Tiered]
C ALIFORNIA S TATE
Facilitated by
F OUNDATION Traditional Literature Circle Role
Literature Circle Roles Sheets (Daniels,
Noe/Schlick/Johnson, Burke)
C ONTENT S TANDARDS
ADAPTED FROM LBUSD GATE OFFICE & DR. S. KAPLAN, USC GATE SUMMER INSTITUTE
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 2
3. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
READING CONTINUUM
KEY QUESTION: AS YOU CONSIDER YOUR GATE STUDENTS , WHERE ARE THEY ON THIS SPECTRUM ?
A STRUGGLING READER HAS A PROFICIENT READER CAN... AN ADVANCED READER...
DIFFICULTY WITH...
•Developing a clear focus or purpose •Access prior knowledge •Understands the nuances of
for reading especially before they language
•Set purpose for reading
start to read
•Monitor their comprehension
•Create mental images to visualize
•Forming a good hypothesis about
vague descriptions •Uses multiple strategies to create
the text’s meaning before they read
meaning
•Asks questions about the text
•Finding and/or applying a
(before, during, and after reading) •Use “fix‐up” strategies when
comprehension strategy
meaning breaks down
•Define words in context
•Making mental images of what they
•May focus on a single strategy
read •Look back/reread confusing parts
•Reads beyond their chronological
•Monitoring their comprehension to •Predict/change predictions
age
see that everything makes sense
•Think aloud to make sure of
•Enjoys reading a wide variety of
•Using their prior knowledge of understanding
material
similar information
•Make analogies, connections
•Is voracious
•Summarizing as they read
•Fit new material into personal
•Looks at books to solve problems
•relating their reading to the experience
immediate situation •Wants to choose books
•Think about opinions, attitudes,
•Relating their reading to previous reactions •Has a wonderful vocabulary
experience
•Summarize •Reads quickly
•Take notes/use mapping •Relates literature to their own lives
•Draw inferences from the text •May be an insightful reader
•Reflect on how, what was read •Determine what is important
•Elaborate on “core skills” of reading •Synthesize information to create
new thinking/understanding
•Create sensory images
Reading Strategies taken from Chris Tovani (2000), I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers.
Advanced Reader Characteristics taken from Sally Reis & Susannah Richards (2001), Gifted Readers: What Do We Know and What Should We Be Doing.
HOW CAN LIT. CIRCLES WITH FRAMES ENHANCE LITERARY EXPERIENCES OF THE
GIFTED/TALENTED [IN ANY STAGE OF THIS READING CONTINUUM]?
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 3
4. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
L ITERATURE C IRCLES
DEFINITION ESSENTIAL CHARACTERISTICS/ATTRIBUTES
or
1. Small, temporary groups formed by choice of book or
LITERATURE CIRCLES… story.
o are Book Clubs 2. Part of a balanced literacy program
o focus on literature (text), responses (roles), and 3. Structured for student independence, responsibility,
discussion (presentation, reflection) and ownership
o “are structured reading activities that allow high‐ 4. Flexible & fluid
ordered thinking, reflection, and discussion” [SDCOE, 5. Reader‐Response Centered
Language Arts 2000 Cadre]
6. Guided primarily by student insights and questions
o have four basic roles that provide cognitive pathways
to a text: discussion director, literary luminary, 7. Intended as a context in which to apply reading and
connector, illustrator writing skills
o allow “natural,” in‐depth dialogue about books 8. Groups meet on a regular, predictable schedule to
discuss their reading
o meetings aim to be open, natural conversations
about books, so personal connections, digressions, 9. In newly‐forming groups, students may play a rotating
and open‐ended questions are welcome assortment of task roles
o have a spirit of playfulness and fun that pervades the 10. The teacher serves as a facilitator, not a group member
room. or instructor
11. Evaluation is by teacher observation and student self‐
evaluation
EXAMPLES NonEXAMPLES or VARIATIONS
or
o Basic Lit. Circle Model for Fiction (Harvey Daniels) LITERATURE CIRCLES ARE NOT…
About sheets/handouts
o
o Modified Lit. Circles (Shlick, Noe, Johnson)
Teacher & Text Centered
o
o Structured Lit. Circles (Packets, Generic) The entire reading curriculum
o
o Nonfiction Lit. Circles Teacher‐assigned groups formed solely by ability
o
Unstructured, uncontrolled “talk time” without
o
o Book Clubs (Oprah Winfrey)
accountability
o LIT. CIRCLES WITH FRAMES o Guided primarily by teacher‐ or curriculum‐based
questions
o Intended as a place to do skill work
o TIED TO A PRESCRIPTIVE “RECIPE”
SUMMARY/CONNECTION/APPLICATION
LITERATURE CIRCLES + FRAMES WORK BECAUSE…
− Students choose and talk about books based on their needs and interests
− Conversations about books “deepens our understanding about them” [SDCOE]
− It meets the needs of a diverse student population
− Interests, comprehension, and interpretation are deepened and are meaningful via elements of depth and
complexity
− Literature Circle Frames provide a practical yet rigorous structure for students to actively engage in literature.
Frames provide a mental map for utilizing the elements of depth or complexity, content imperatives, and thinking
skills.
What do you have for further study?
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 4
5. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
G ROUP N ORMS
G ROUP E XPECTATIONS
[Adapted from Long Beach USD GATE Office]
How it looks with the
Expectations How it looks with the Role
Discussion/Presentation
Take the initiative Courteous to one another
INTELLECTUAL COURAGE Focus and Re‐focus (when off‐topic)
Go above and beyond what the
Takes risks on the common text
Literature Circle Role requires [be
Respectfully Challenge Can add analysis and/or provide a
thorough and insightful] connection to another student’s
Others
interpretation
Actively Participate
Think “outside the box” Students keep each other
accountable
Students should read the selected Prepare to agree, disagree, and/or
INTELLECTUAL LEADERSHIP affirm with evidence not just
literature before the discussion meeting
Lead by being a role model opinion.
[following through with responsibility]
for others Learn together as a group
Positive Interdependence: encourage
Take the initiative Seek to respect all other participants
each other to accomplish the tasks Seek to include not alienate or offend
Be prepared
Use Social Skills/Etiquette Tactful in challenging others to be
Help others with learning
Group Evaluation: keep each other thorough and insightful in their
accountable with constructive criticism. response
INTELLECTUAL HUMILITY Positive Interdependence Listen actively to the speaker
Practice Scholarly Individual Accountability No Interruptions or sidebars
Open‐minded attitude
Behavior Consider advice from peers
Respect the right to speak
Do not steal others’ Make and take the time to complete the Everyone works together towards
opportunities to learn and role [no last minute, lunch‐time understanding multiple perspectives
think copying!] and a shared understanding
Group Evaluation Share point of view/opinion
Refer to the literature/text for Refer to the text
INTELLECTUAL AGGRESSIVENESS Share your best thinking
evidence/support
Use evidence to support Everyone works together towards
Be voracious about reading, tenacious
your ideas understanding multiple perspectives
about interpretation and analysis and a shared understanding
Defend your thoughts
Expect other people’s reflections will
Use multiple resources
improve your
thinking/understanding
G ROUP R ULES
Based on our Intellectual Expectations, our Four Rules for Effective Literature Circles are…
ISSUE RULE LOOKS/SOUNDS LIKE…
What’s rude…
What’s respect…
RESPECT SHOW COURTESY AND RESPECT AT ALL TIMES No Put‐downs
Help everyone understand
Daydreamers
PARTICIPATION EVERYONE SHARES AND EVERYONE “ACTIVELY” LISTENS Individualists vs. Interdependence
Sidebars…
TIME USE OUR TIME WISELY: “STAY ON TASK”
What to do if/when “off‐task”
Read the selected text
SET, MAINTAIN (ACCOUNTABILITY) AND ACCOMPLISH OUR
PREPARATION Complete responses/roles
GOAL/S
Set goal: “By the end of 20 minutes, we will…”
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 5
6. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
ASSIGNMENT SHEET Your Name:
[by SHORT STORY, POETRY, ARTICLE, SELECTED Class: Start Date: ____________ Final Due Date: ____________
PASSAGES/CHAPTERS] Score:
After selecting what literature you will be reading…
Decide as a group the number of pages to be read and who will complete what role for that reading. The reading of the
TASK: literature and Literature Circle Role must be completed BEFORE each discussion.
For every literature circle meeting, you must have a different role.
Meeting #3 on
Meeting #1 on Meeting #2 on
_________________(Date)
_________________(Date) _________________(Date)
& Lit. Circle PRESENTATION
TITLE of
Literature/
AUTHOR ____________________ ____________________ __________________________
CHAP/PAGE #
Name of Member &
Role/Task Name of Group Member Name of Group Member PRESENTATION Responsibilities
Profiler
Connector
Illustrator
Word Finder
Literary Luminary
Discussion Director
OTHER:
Group Presentation of
We will discuss We will discuss
_________________________________
What’s Next pg ____ to pg ____ for the next pg ____ to pg ____ for the next [Product]
meeting. meeting.
Due: Due: on _____________________
[Due Date]
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 6
7. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
NAME:
LITERATURE CIRCLE ASSESSMENT RUBRIC FOR ROLES
Lit. Circle Objective: Increase our Understanding of Literature Through CLASS: DATE:
Meaningful, Interpretive, and Evaluative Analysis, Discussion, and Presentation
ASSIGNMENT:
LITERATURE CIRCLE ROLE [circle one]:
Discussion Director Literary Luminary Word Finder Illustrator Connector Profiler Combination
of Roles
TASK: In your own words, summarize what your task is with this role.
HIGHLIGHT/CIRCLE FOR EACH COMPONENT BASED ON YOUR PERFORMANCE IN YOUR OWN ROLE, READING, AND COLLABORATION.
COMPONENT/
RUBRIC SCORE 1 2 3 4
Completes role tasks
independently and on
Rarely completes role Sometimes completes Completes role tasks
time
tasks properly and not role tasks properly but independently and on
Tasks are thoroughly
always on time not always on time time
& thoughtfully done
Tasks are done with Tasks are done with Tasks are thoughtfully
demonstrating an
little or no genuine minimal effort done with genuine
extension of the role
effort Little development of effort
Demonstrates new,
No developed response response to show Attempts to
ROLE to show understanding understanding or demonstrate
scholarly insight,
developed
FULFILLMENT or interpretation of a
passage
interpretation of a
passage
understanding and/or
interpretation of a
understanding
and/or interpretation
Does not address the Incompletely passage
of a passage
parts of the role addresses parts of the Clearly addresses most
Clearly addresses all
No textual evidence role parts of the role
parts of the role
provide and/or does Little textual evidence Provides textual
Provides relevant and
not support the provided to support evidence relevant to
insightful textual
response the response the response
evidence to all
responses
Sometimes has assigned Has assigned reading
Assigned reading rarely Has assigned reading
READING completed on schedule
reading completed on
completed on schedule
completed on schedule with
schedule completed “notes”
Participates
enthusiastically in
Participates Participates
Does not participate in group discussions
reluctantly in group competently in group
group discussions Offers insightful,
discussions discussions
DISCUSSION Offers few opinions and
Offers few opinions Offers some insightful
scholarly and
makes no personal thoughtful opinions
and makes limited opinions and makes
connections to the text and makes pertinent
connections to the text connections to the text
connections to the
text
COMMENTS/REFLECTION:
WHAT WENT WELL AND WHY…
ONE AREA TO IMPROVE…
WHAT STEPS WILL I TAKE TO ENSURE SUCCESS FOR MY NEXT LITERATURE CIRCLE?
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 7
8. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
F RAMES , LITERATURE CIRCLE ROLE: NAME:
Subject: Date:
DISCUSSION DIRECTOR Assignment: Pages:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE &
ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS
Prepares Questions for the Circle. The D.D. opens, facilitates, and closes the Discussion.
TASK
WHAT QUESTIONS WILL I ASK TO HELP MY FELLOW CLASSMATES UNDERSTAND THE IMPORTANT ELEMENTS OF THE ?
PATHWAY Unanswered Questions from the text; details or characteristics; big idea or theme; connections;
perspectives, responses of fellow members of the group; the past, present, future of the characters or events;
What do you have regarding the of this story?
My Question:
Responses from Discussion:
Compare/Contrast the key Consider what events
occur in the story.
of this story to your
life or world.
What is the ? What do you
have regarding the
What do you What are the key of this story (events, character,
conflict, setting, plot development, etc.) to discuss?
NOTE 5-10 DETAILS FROM THE READING ASSIGNMENT. in this story
have regarding the of
this story? [plot, character, conflict]?
My Question: My Question:
Responses from Discussion:
Responses from
Discussion:
My Question:
Responses from Discussion:
Other …
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 8
9. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
F RAME S , LITERATURE CIRCLE ROLE: NAME:
ILLUSTRATOR Subject: Date:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY Assignment: Pages:
RESPONSE & ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS
Your task is to create a “picture” related to the reading and/or to your experience with the reading.
TASK
What “Big Picture” is the author creating?
PATHWAY
author’s style; details of important events; plot structure; theme; connection to the world or
self
5 Key of this story’s (character, conflict, setting, plot, etc.) to ILLUSTRATE
Some images that come to My FINAL Illustration Some images that come to
mind when I think about the mind when I think about a
character, the conflict, the
… setting, or the language
Text/Quote with page #:
used in the story…
Text/Quote with page #:
Description of Image:
Description of Image:
Explore and note two or three other illustrations, pictures, or
dramatizations from other media (internet, magazines, newspaper)
that help visualize this story. Be sure to connect the image with a
character or scene from the story.
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 9
10. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
F RAMES , LITERATURE CIRCLE ROLE: NAME:
LITERARY LUMINARY Subject: Date:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE & Assignment: Pages:
ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS
Select & present passages, based on what you find interesting, helpful, and/or an appropriate example of the author’s use of a
literary device.
TASK
WHAT WORDS OR PHRASES BEST DESCRIBE THIS STORY, MAIN CONFLICT, OR CHARACTER?
PATHWAY Literary device; details of important events; plot structure; theme
What is the ?
What are the key of this story’s (character, conflict, setting, plot, etc.) to highlight?
Quote Revealing Quote Revealing
“Telling” Quote or Passage:
of Important [Present one quote/passage that best exemplifies the of the SETTING
CHARACTERS or CONFLICT of the selected reading]
My Reason for selecting this
My Reason for selecting this text:
text:
Quote Revealing an example or of
the author’s use of a LITERARY DEVICE
Literary Device:
Quote with page #:
How is this literary device effective?
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 10
11. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
F RAMES , LITERATURE CIRCLE ROLE: NAME:
Subject: Date:
CONNECTOR Assignment: Pages:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY
RESPONSE & ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS
Connect with any of the characters, events, conflict, setting, etc. Relate with anything from the story to world events, moments in
history, personal experiences, or other stories/characters/events.
TASK
YOUR OVERALL GOAL AS A CONNECTOR IS TO HELP OTHERS SEE THE RELEVANCE OF THE LITERATURE. [WHY IS THIS STORY WORTH READING?]
PATHWAY details; summarize the reading from beginning to end; social, political, cultural, economic issues or trends; values;
consider implications an element in the story in other academic areas; connection, relevance; origins
COMPARE/CONTRAST a character, conflict, or event with another story, world event, personal experience
_____________________________________ & ______________________________________
from the text from…
of a
Determine the relevance Determine what possible
of the theme, setting, historical events, people, or
character, conflict, &/or plot with places influenced the author to
create this story.
today’s or
Discuss/Summarize what is happening in the selected reading. Note 2-3 events/people/places
[How is this story realistic or unrealistic for you?]
[Summarize in a short paragraph or 5 bullet points]
Make the CONNECTION!
What does this story REMIND you of in your L IFE or W ORLD ?
How is this SIMILAR /DIFFERENT to your life or world?
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 11
12. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
F RAMES , LITERATURE CIRCLE ROLE: NAME:
Subject: Date:
PROFILER Assignment: Pages:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY
RESPONSE & ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS
Your task is to keep track of a character in the story. The profiler gets into the mind of the character, noting his/her thoughts,
feelings, plans, strengths, and weaknesses.
TASK
WHAT CONTRIBUTES TO THE CHANGES IN THE CHARCTER?
details; sequence of events; values; changes; influence, contribution;
PATHWAY
factors that come together
Essential details of this character.
STRENGTHS WEAKNESSES
Note how CONFLICT to the
Note how the SETTING to the Why does the character change/not
change? in the character
in the character [Complete a short paragraph considering the factors contributing to the
character changing or staying static]
Conflict
Setting
Identify the change or changes in this character
[WHAT ABOUT THE CHARACTER CHANGED? WHY?
WHAT STAYS THE SAME? WHY?]
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 12
13. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
F RAMES , LITERATURE CIRCLE ROLE: NAME:
WORD FINDER Subject: Date:
Assignment: Pages:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE &
ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS
As you read, Identify 4 words [nouns, verbs, adjectives, adverbs, metaphors, similes, etc.] and complete the Frame below.
TASK
HOW DOES THE AUTHOR’S STYLE AND/OR USE OF LANGUAGE CONTRIBUTE TO THE EFFECTIVENESS/INEFFECTIVENESS OF THE STORY?
word, phrase, or literary device; definition; generalization; significance to the author
PATHWAY
connection quote the word or device in the context from the reading
Key that reveals the [theme/generalization]____________________________________
Definition/Explanation:
Context [Quote it w/ pg. #]:
Why I think the author used this :
Key that reveals the Key that reveals the
of the SETTING: HOW DO THESE WORDS CONTRIBUTE TO THE EFFECTIVENESS OF THE of a CHARACTER:
STORY [relevance of the character/s, conflict, etc]?
_________________________ _________________________
Write a short paragraph explaining the [contributions]
of the four words you noted.
Definition/Explanation: Definition/Explanation:
Context: Context:
Why I think the Why I think the
author used this : author used this :
Key that reveals the , CHARACTER, CONFLICT, or SETTING
Definition/Explanation:
Context:
Why I think the author used this word:/literary device:
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 13
14. C ONVERSATIONAL R OUNDTABLE LITERATURE CIRCLES +DATE: =HANDS-ON SCHOLARSHIP
FRAMES
NAME:
Topic:
Directions: Consider 4 Approaches to the main topic or key question in the center of the chart below. For each approach, fill in the necessary details from your group discussion.
KEY QUESTION…
FINAL CONCLUSIONS:
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 14
15. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
LITERATURE CIRCLES ONE-WEEK LESSON PLAN WORKSHEET
[SAMPLE FOR WEEK 2 SHORT STORIES, 6TH GRADE, THE LANGUAGE OF LITERATURE]
OBJECTIVE [CONTENT STANDARDS] THE CONCEPT[S] [or Fact, Principle, Procedure, Skill, Idea] to TEACH:
3.6 Identify and analyze features of THEMES conveyed through characters, actions, and Universal Concept: Change
images. Generalization
3.2 Analyze the EFFECT OF THE QUALITIES OF THE CHARACTER (e.g., courage or Proving with Evidence (textual evidence)
cowardice, ambition or laziness) on the plot and the resolution of the conflict. Characterization
3.5 Identify the SPEAKER and recognize the difference between first- and third-person Plot, Conflict, Resolution
NARRATION . Literary Analysis
Conversational Roundtable
KEY ELEMENTS OF DEPTH, COMPLEXITY; CONTENT IMPERATIVES KEY THINKING SKILLS
Terms
INTELLECTUAL DEMAND:
Universal Concept-Change EVALUATIVE
o Determine relevance or significance of qualities of character on plot
Details about Characters, Socratic Seminars
INTERPRETIVE
examples of Change
o Prove with evidence
o Compare/Contrast short story #1 with #2
o Compare/Contrast speaker-narration in story #1 and #2
Structure, Procedure o Analyze generalization of Change
o Analyze qualities of characters and effect on plot
LITERAL
Group Norms, Rubric, o Summarize main events of the plot
Qualities of the Character o Identify theme of Change in story
Speaker, Narration Conversational Roundtable
RESOURCE [What will students use to learn? Will they be organizing and/or PRODUCT [What will students produce to show their understanding/mastery of
gathering information from Literature, a Textbook, Mini-lesson, Internet Research, content? Will it be a writing piece, graphic organizer, performance art, fine art, or
other…] combination?]
Anthology: Selected Short Stories from The Language of LC Frames [Graphic Organizer, Writing, Discussion Notes]
Literature Rubric & Reflection [Writing]
Mini-lessons: Conversational Roundtable [Discussion]
o Character & Plot Presentation [Group, Informal Speech]
o Close Reading
o Group Investigation VARIATIONS [Other possibilities for products]
o Socratic Seminar Tableau [Performance]
o 1st Person, 3rd Person Narration
DETAILS [Mini-Lesson Notes, Facts, Definitions, Key Parts] MODELING/EXAMPLES TO GIVE TO STUDENTS
Close Reading (strategies)
Guided Practice
Group Investigation
o Close Reading
Characterization Map for Lesson?
o Group Investigation
Procedure on Socratic Seminars
o Socratic Seminars
o Developing questions
Conversational Roundtable Walk-through
o Dialogue vs. discussion
o Good & Poor Responses
o Active Participation Strategies
Active Participation Handout (sample prompts)
Procedure on Jigsaws
Conversational Roundtable
OTHER CONCERNS
REVIEW Conversational Roundtable open-ended or fixed according to
Universal Concept of Change & Generalizations Intellectual Demand?
Group Expectations & Rules Cornell Notes or Frayer Model for Mini-lessons?
APPLICATION: TIME FRAME:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
D IRECT I NSTRUCTION : C ONTENT GALLERY WALK #2: Lit Circles D IRECT I NSTRUCTION : DUE: LC FRAME C LOSURE
ELA 3.6 Theme Review & formed from first Gallery Walk P ROCEDURE Review
Group Investigation choose a new story together Work on Roles L IT . C IRCLE M EETING #2
Week 2 ELA 3.2 Character & Plot Assign Roles Jigsaw Conversational
ELA 3.5 Narration Read Story #2 Socratic Seminars Roundtable
Story #2 as Homework Rubric & Reflections
HW: Finish Story #2
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 15
16. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
ONE-WEEK LESSON PLAN WORKSHEET
[FOR WEEK ___________________________________________________________________________________]
OBJECTIVE [CONTENT STANDARDS] THE CONCEPT[S] [or Fact, Principle, Procedure, Skill, Idea] to TEACH:
KEY ELEMENTS OF DEPTH, COMPLEXITY; CONTENT IMPERATIVES KEY THINKING SKILLS
INTELLECTUAL DEMAND:
EVALUATIVE
INTERPRETIVE
LITERAL
RESOURCE [What will students use to learn? Will they be organizing PRODUCT [What will students produce to show their
and/or gathering information from Literature, a Textbook, Mini- understanding/mastery of content? Will it be a writing piece,
lesson, Internet Research, other…] graphic organizer, performance art, fine art, or combination?]
VARIATIONS [Other possibilities for products]
DETAILS [Mini-Lesson Notes, Facts, Definitions, Key Parts] MODELING/EXAMPLES TO GIVE TO STUDENTS
OTHER CONCERNS
REVIEW
APPLICATION: TIME FRAME:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 16
17. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
MANAGEMENT TIPS
ISSUE SUGGESTIONS MY THOUGHTS
• Plan weekly in order to allow students to develop the habits,
procedures, and other skills necessary.
• Open up the rules, procedures, and expectations to students
(i.e., student-input).
• Use Tiered Assignments for groups later.
PLANNING: • Consider grouping students by certain abilities & dispositions
first to ensure a successful (collaborative) start.
• Get your Library Media Specialist to give BOOKTALKS!!!
• Later on in the school year, go beyond the fixed-frames:
combine some of the tasks and/or let students design their
own pathways to interacting with the literature.
• Have students SUMMARIZE the assigned reading (either as a
warm-up or closure activity; summarizing helps facilitate
completion of the literature circle roles).
• Try using only one literature circle frame for the entire class
(one Lit. Circle role per day for the introductory week),
encouraging discussion and understanding about the literary
tasks involved.
• Secondary Schools: Try literature circles for only one class.
• Elementary Schools: Try lit. circles across the disciplines and
use Think Like a Disciplinarian (e.g., a story that ties into a
particular part of history).
• In the first few runs at lit. circles, limit the selection of
literature.
FACILITATION: • Try short stories from your anthology/textbook.
• Model, model, model the “scholarly” behaviors expected in
literature circles, from discussion, to completing the roles, to
read to respond.
• Develop a Group Contract of Expectations and Norms for Lit.
Circles.
• “Work the Room” (i.e., teacher immediacy—circulate around
the room to check for understanding and encourage
students to stay on task).
• Take your circles outside the classroom.
o Library Available?
o Quad or Lunch Area?
• How will you keep track of student work, involvement,
discussion, and reading?
• Expect the “1st generation” of discussion and work to be a
“rough” (may be even a very rough) draft.
EXPECTATIONS: • Initially expect things to run slow and possibly a bit chaotic.
But in time, with appropriate scaffolding, things will settle
and run smoothly.
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 17
18. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
FACILITATING LITERATURE CIRCLES
RULES [INTELLECTUAL EXPECTATIONS]
− Social
o Take responsibility as readers, scholars, and group members
− Academic
o Selection and Reading of literature
o Analysis, Interpretation, & Evaluation
o Connections [make meaning]
o Raise questions, explore possibilities
o Shared Inquiry Discussion
PROCEDURES
STUDENTS TEACHER
− Selecting literature
− Forming groups
Multiple copies of Literature
− Group rules & expectations
− Assignment of roles
Variety of Literature
− Assignment of reading and deadlines
− Select meeting dates
Thematic Unit
− Read
Tiered Assignments/Task Cards
LITERATURE/
READING − Reader‐response (summary, dialectical
Activate Prior Knowledge
journal) and/or Role Completion of
FRAMES
Observation/Diagnostic/Evaluation
− Complete Role/Reflections
Scaffold
− Pre‐Discussion Preparation
Mini‐lessons
o Summarize the highlights of lit.
circle role work
− Pre‐discussion Preparation
o Group Expectations & Rules Active Participation Strategies
o Conversational Roundtable
Shared Inquiry/
− During Socratic Dialogue [Key Questions]
o Maintenance of Group Expectations
DISCUSSION & Rules Conversational Roundtable [Key Question]
o Completion of Conversational
Roundtable Anticipation Guides
− Post Bloom’s Taxonomy
o Reflections
− FRAMES
o Product/s as an Individual
Rubric
Presentation
PRESENTATION − And/or…
Art Supplies/Resources
− Conversational Roundtable [or Poster]
o Product/s as a Group Presentation
Conference, Checkpoints
− Self or Group Evaluations using Rubric
EVALUATION − Reflections, Goal Setting
Rubric
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 18
19. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
THINKING SKILLS [AS IT RELATES TO LITERATURE CIRCLES]
INTENSIFY THE INTELLECTUAL DEMAND
TAXONOMY SKILL DEFINITION APPLICATION TO LIT. CIRCLES
SYNTHESIS PARTS OF INFO TO
Develop/Interpret/Determine
PARTS OF INFO TO CREATE ORIGINAL, Lit. Circle Role PRODUCT, Individual Members
CREATE ORIGINAL the big idea or theme based on
INDUCTIVE and/or as a Group
WHOLE details
REASONING
Author’s Style, Influence
DETERMINE THE Decide what is important or
Impact of an event or a character on the main
RELEVANCE given priority
EVALUATION character
JUDGMENT BASED
ON CRITERIA
Make a decision and support it Rubric,
JUDGE WITH
with reasons why the decision Character’s Choices, Author’s Choices
CRITERIA
was made Student Reflections
Justify a stated idea or concept
PROVE WITH
with details, facts, Universal Theme, Deductive Reasoning
EVIDENCE
characteristics
Define the reasons why
DEFINE CAUSE & something happens and the CI: Origins of, Contributions of conflict, setting,
ANALYSIS EFFECT consequences of that action or character’s actions, author’s style
ABILITY TO SEE event
PARTS &
RELATIONSHIPS
NOTE THE Describe what is missing,
Irony, Suspense, Foreshadowing; ort
AMBIGUITY unclear, or incongruous
Characters from different stories, different
COMPARE/ Describe similarities and
authors
CONTRAST differences
Different stories‐same author
APPLICATION Associate or link information
Connections with the text to self, other text, or
USING LEARNING IN RELATE and state the rationale for the
NEW SITUATIONS world event; Archetypes
connection
Character development,
Determine the order of
SEQUENCE Plot Development, Suspense, Timeline,
presentation of information
COMPREHENSION Summary, Synopsis,
UNDERSTANDING
MEANING Connector: Text to Text, Text to Self, Text to
Define the placement or group
CATEGORIZE World
to which something belongs
Discussion Director: Type of Questions
Restate information in its most
SUMMARIZE Summary/Synopsis, Discussion
succinct form
KNOWLEDGE
RECALLING INFO Provide specific statements or
Profiler: Character Details
DEFINE facts to describe an idea,
Word Finder: Vocabulary
concept, statement
Adapted from Flip Book, Too, Sandra Kaplan and Bette Gould
DAVID N. CHUNG, PYLUSD. EMAIL: dnchung@pylusd.org ; WEB: : http://litcirclesmatrix.blogspot.com/
MINI-WORKSHOP: PAGE 19