Literature Circle for the twits by Roald Dahl

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 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
Week 1, Session2
(Chapter 3)
Text based drawings 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 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
“

2. depict what has been
said in the text and add
labels with quotes from
the book as evidence to
justify what has been
drawn.
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. 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,
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 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
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

3. 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 their respective
character silhouettes
around the classroom as
a way of commending
their good work.
able to be there for and
back up those who are a
bit shyer.
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 on how
the book might end
within the given context.
They can make a mind
map, a simple list, 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
The teacher will be the
resource for today and
will be able to go
around, answer
questions and offer
advice.

4. touches to their book
endings.