MODULE PRACTICUM FOR B ED 2014-15

1. LITERARY CLUBS

2. Thesis
Literary clubs are important tools to
enhance the creativity of the students.
Through this assignment is attempt to
study the function and significance of
literary clubs

3. Si
no
Content Page
no
1 INTODUCTION
2 LITERARY CLUB
3 CONCLUSION
INDEX

4. INTODUCTION

5. OBJECTIVES
-To give preliminary
understanding about clubs
-To know why it is
important

6. INTRODUCTION
Literary clubs are important tools to enhance the
creativity of the students. School is about practicing to wrap
one’s mind around real and complex ideas, those of
fundamental consequence for oneself and for the culture.
what happens in a literary club is, each week children meet
with trained parents and teachers in small groups to tussle
with a piece of literature. They learn to think about an
author’s purpose, to develop questions which can be
approached from multiple perspectives, and to value the
richness of the group’s thinking.

7. Q. Literary clubs are important tools
to enhance the ...........of the students
?
A. creativity
B. effectiveness
C. Reading comprehension

8. LITERARY CLUBS

9. OBJECTIVES
-To understand the concept of literary clubs
-To know how it is effective among students

10. LITERARY CLUB
The idea evolved when the teacher of a class of
combined third- and fourth-graders shared with me
her frustration about challenging a small group of
highly-gifted readers within her classroom.
Remembering how much I enjoyed my English
seminars in graduate school, I offered to take the
group.

11. Large differences in reading abilities
are common in a school for gifted
students;
musical aptitude or mathematical
prowess does not necessarily correlate
with linguistic skill.
In this particular class, for example,
there were non- readers alongside
students with a remarkable ability to
read sophisticated material with ease
and sensitivity.

12. The need to meet a range of abilities was
the initial seed for this program, which
combines elements of a Socratic
seminar and literature circles with a
structure that flexibly groups students
by ability and interests, involves parents and
the community, fosters engagement and
develops student-ownership of the process
and a school-wide community of readers.

13. From its beginnings in that one
classroom (1978) Literary Club grew to
almost 200 students in grades 2-8 working
with all content-area teachers and trained
volunteers every year. Each week pairs of
adults met with mixed-age groups of 6-10
students for an hour. Research strongly
suggests that small groups can have a
significant impact on quality of student
thinking and achievement.
Strictly speaking, “literary” means only “of
or having to do with literature.” The
question then becomes, what constitutes
“literature?”

14. Anybody of written work can be called
“literature” — you can reasonably refer to the
“literature” on just about any subject.
However, we tend to use the word to
refer to elevated, serious, written material, most
often fiction, produced for an educated, informed
audience by professional authors dedicated to the
craft of writing well.
(That’s a very narrow definition, but I think it
addresses the question you’re asking.)

15. This means that the word “literary” is most likely to
be applied to a written work that meets that
definition.
So, for example, a book by Joyce Carol
Oates will be called “literary,” but a book by
Danielle Steele will not be.
They are both professional writers and
both are naturally concerned with selling books,
but Steele’s books are directed to a popular mass
market and Oates’ are not; the quality and type of
writing in their books is quite different.

16. Literary Club training enables the adults to
facilitate the discussion of a story or book.
Their goal is to provide a setting in which
students can engage with a text in a community of
readers who value complex, rich thinking.
Homework assignments are short,
requiring about an hour to complete. A
reading assignment of a short story, poem,
essay or several chapters from a novel is
coupled with directions to develop interesting
questions for the group to discuss or a
“wondering” you have.

17. These student-generated questions act as
“windows” to the child’s thinking,
perspectives, and feelings.
Unlike the artificiality of Daniels’
roles, students are positioned to ask
authentic questions.
In contrast to the Great Books
approach, which places special importance
on “interpretive” questions, we believe that
meaningful questions are often initially
grounded in the individual’s life experiences,
what is called “text-to-self”connections

18. “Why do we care about literature?
Good literature shows
patterns against which we can measure
ourselves, gaining self-knowledge. It can
reveal our individual differences as
people while pointing up our common
bonds.”

19. Q. Their goal is to provide a setting in
which students can engage?
A. with a text in a community of readers
B. In discussion
C. In activities

20. CONCLUSION

21. OBJECTIVES
-To understand the
concept of literary
clubs
-To know how it is
effective among
students

23. A properly functioning literary club is
an asset to the school. It contributes
a lot to the study of?
A.language and literature.
B.Social science
C.Chemistry