1. Outline Literature Circle: The Twits by Roald Dahl
The Literature circle will take place 3 times a week, Tuesday to Thursday each session being 30 minutes.
The day/days before each session, reading homework would be given to the students in preparation for
the following day. Each week there will be an overarching task with three smaller tasks that lead up to
it. The students will be differentiated by being placed into mixed ability groups so as to encourage each
other to do better, in accordance with the ZPD (Bates, 2015) Before each session, each group
summarises what they learnt from the chapter they read the night before.
The book has 20 chapters, but the class will only read up until chapter 16, as the final task would be to
come up with their own endings to the story.
Week, Session,
Chapter
Weekly Task Work per session Differentiation
Week 1, Session 1
(Chapter 1 and 2)
Text based drawings
(collage)
LO: Start creating a drawing
based on what you’ve read,
back up your drawing with
evidence from the text.
The students will work
together with the text to create
a drawing, in this session they
-decide what to draw
-decide why they want to
draw it, using evidence from
the text to back this up
-start their drawing
Students are grouped
by the teacher in
mixed-abilities groups
and are given a list of
potential things they
can draw:
A quote
An item
A Setting
Etc.
Week 1, Session2
(Chapter 3)
Text based drawings
(collage)
LO: To Continue your
drawing, add colour and add
more elements to the drawing
from chapter 3
The groups will discuss what
new things they’ve learnt after
reading chapter three as well
as how to now incorporate
what they’ve learnt into their
drawing.
The groups will be
given an already
finished drawing,
labelled with evidence
(quotes) from the text
as an example of what
they can aim towards.
Week 1, Session 3
(Chapter 4)
Text based drawings
(collage)
LO: Finish up drawing and
add labels to each part with
reference to the text
The groups will finish up their
drawings for the other
students to see the next day,
add whatever they feel needs
to be added to accurately
depict what has been said in
the text and add labels with
quotes from the book as
evidence to justify what has
been drawn.
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2. If there is enough time and all
drawing have been finished,
The teacher would allow
students to share and explain
their drawings to one another.
Week 2, Session 1
(Chapter 6, 7, and 8)
Character silhouettes LO: As a group, choose one
character from the chapters
you’ve read so far and make a
life-sized model of them using
a big piece of paper. With all
the features the book
describes them to have.
The groups need to come to a
decision on which character
they would like to use
(connected to, inspired by
etc.), discuss all their features
using evidence from the text,
and start drawing.
Students can refer to
each other in their
given group, as well as
look back at chapters
they have already read
to refresh their
memory.
Week 2, Session 2
(Chapter 9)
Character Silhouettes LO: Add finishing touches
and start making a list of
features they can use to
describe the character
including adjectives,literary
devices(simile,metaphore,etc.)
and even phrases.
Groups will need to finish up
with colouring and finalise
their character feature list
using everything they’ve
learnt about said character up
to chapter 9 as in the next
session, they will be talking
about their chosen character
like they are an old friend in
front of the class.
Students will be given
an example of a
character from a well-
known book with a list
of features that can be
used to describe said
character as a form of
modelling.
Week 2, Session 3
(Chapter 10)
Character Silhouettes LO: Each group will practice
their character silhouette
presentations for 15 mins tops
and will then be given 5 mins
tops each to present their
character to the rest of the
class group by group.
Each student will be given a
chance to speak at least once
during the presentation.
On Friday (the next day)
Students will be given a
chance by the teacher to hang
The students will aid
each other during the
presentation as it is a
group effort and they
must all talk at least
once, this way the
students who are
possibly more
confident at presenting
in front of the whole
class will be able to be
there for and back up
those who are a bit
shyer.
3. their respective character
silhouettes around the
classroom as a way of
commending their good work.
Week 3, Session 1
(Chapter 12, 13, and
14)
Create an ending to
the book
LO: Think about how the
book might end given what
you have read so far.
Each group will brainstorm
ideas to make a prediction on
how the book might end
within the given context.
They can make a mind map, a
voice recording, a web of
ideas or come up with any
other ways that work for their
respective group to jot ideas
down together.
A list will be handed
out to each group with
a list of things each
group can think about
if they need some extra
direction:
-Characters (who)
-Plot (what)
-Timespan (when)
-Location (where)
-Reasoning(why)
-Conclusion (How will
it end)
Week 3, Session 2
(Chapter 15)
Create an ending to
the book
LO: In the roles assigned by
the teacher, use your ideas to
start writing your piece as a
group. Make sure that not
only one person is doing all
the work and that everybody
is contributing.
The roles will help
guide students who are
unsure of what to do.
-The pencil person –
This person who will
do the writing
-The tech geek- This
person will look at
previous chapters for
reference
-The book worm – This
person will have a
dictionary and
thesaurus to help come
up with creative words
to use
Week 3, Session 3
(Chapter 16)
Create an ending to
the book
LO: To finish up the book
ending, using the assigned
roles from yesterday.
This session would be used to
brush up and make any
finishing touches to their book
endings.
Groups that finish their
chapters may have a
discussion about what they
have taken from the book,
what it teaches us about
ourselves etc.
The teacher will be the
resource for today and
will be able to go
around, answer
questions and offer
advice.
