2. SUMMARY
LITERATURE CIRCLES WITH A MODERN TWIST
Lit Circles are a great way to get students
discussing literature. It often involves reading a
novel, pencil & paper tasks, and discussions. We
don’t want to remove the face-to-face aspect
of Lit Circles, but we want to improve student
buy-in and add authenticity by making the final
project technology-based.
3. WHAT MAKES IT AUTHENTIC?
Lit Circles model a business environment by having a small group
discussion about the same topic. Collaboration is a skill that should
be practiced. By giving each member a “job”, they contribute
something specific to the meeting, much like a business
environment.
By giving the students autonomy over the
meeting and some scoring, the teacher is
removed as the authority, which helps
prepare them for adult life.
Online communication and presentations
are utilized in personal and professional
capacities. Using a podcast as a final project
gets students working with technology that
can be used in many ways. Learning to use
new technology and becoming comfortable
with it at a young age is essential in the
digital age.
5. LEARNING GOALS GOAL 1 Students will utilize language arts skills and
concepts to comprehend, analyze, and
synthesize a work of fiction.
GOAL 2 Students will take on roles on the group in
a way that mirrors a work environment.
GOAL 3 Students will work cooperatively in groups.
GOAL 4 Students will use technology
(specifically podcasts) to
communicate their understanding
of the text.
6. Novels (in sets): Job Packets (complete sample attached)
MATERIALS LIST The Princess Academy
Tangerine, Freak the Mighty,
Summarizer, Making Connections, Golden
Lines, Illustrator, Characterization, Leader for the
Maze Runner, Beastly, Day
Drums, Girls, and Dangerous Pie,
The Misfits, Hoot,
Al Capone Does My Shirts, Shug,
Touching Spirit Bear, Rash,
Rules, The Hunger Games,
The Lightning Thief, Uglies
Organizational Materials for
student groups:
Calendars, vocab
bookmarks, post-it notes
Technology Needs:
Computers with video and microphone capabilities
Podcast Design Website
www.podbean.com
www.podomatic.com
7. PACING
READING
Middle Level students will need approximately 4 weeks to read a novel and hold
meetings. Schedule group meetings twice per week. Plan additional time to
complete the final project (depending on availability of computers).
MEETINGS
The teacher should distribute materials and explain each job and the required task
before the meetings commence. At the first group meeting, the students will
develop a timeline for reading and a schedule of jobs (Leader, Illustrator, Golden
Lines, Summarizer, etc.). The meetings should be managed by the students. At
each meeting, students will share their jobs, analyze the text, discuss questions and
vocabulary, make predictions about the novel, and plan the next meeting. The
teacher simply monitors progress and offers suggestions if asked.
FINAL PROJECT
After reading is complete, students should begin work on final projects. The
teacher should guide a discussion about possible formats for the podcasts (news
show, critic’s corner, video diary, etc.). The concept should be developed by
the group and approved by the teacher. This step may take about one week if
computers are available.
8. Online communication is a powerful tool in modern society. A podcast is a
medium that students can use to share their ideas with the world quickly and
easily. By placing the podcast on the web, they are communicating their ideas
with people they may never meet. Most students at this level have not created
their own podcasts, so this project will be a good exploration of the medium.
The group will decide how best to present their novel as a podcast. They will
carefully consider whether to write a review, consider a scene from a different
point of view, debate whether it should receive an award, present the action of
the novel as “news”, record a video diary as one (or more) of the
characters, write poetry or a song based on the novel, etc. While the podcast
can take many forms, it is essential that students demonstrate their
understanding of the novel, including elements such as
characterization, theme, plot, author’s purpose, conflict, point of view, etc.
Students should develop and write a script for their podcast. This should be
approved by the teacher before recording begins.
Students will record podcast using online tool such as podbean.com.
Finished podcasts will be shown to the class and linked through the class
Wikispace for viewing by parents or other interested parties.
10. FORMATIVE ASSESSMENT:
Much of this unit is designed for formative assessment. Completion
scores are enough for Lit Circle jobs if deemed necessary.
Students can score one another for meeting participation. A rubric may
be designed by the teacher or the team. (Often students will choose to
score the same thing as the teacher, but the autonomy of their own
rubric is compelling for them.)
11. SUMMATIVE ASSESSMENT:
The final project will be scored based on a pre-determined rubric. I like to
have the students grade their own project and discuss with them why they
earned that grade. (They are usually very accurate!) The teacher may
elect to score them without student input.
13. COMMON CORE STANDARDS
Speaking and Listening
Comprehension & Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line
of reasoning and the organization, development, and style are appropriate to
task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
Writing
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
6. Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing
sources.
14. Reading Literature
Key Ideas & Details
1. Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze its
development over the course of the text; provide an objective summary
of the text.
3. Analyze how particular elements of a story or drama interact.
Craft & Structure
4. Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings
6. Analyze how an author develops and contrasts the points of view of
different characters or narrators in a text.
15. ISTE-NETS STANDARDS
NETS – for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate digital
tools and resources.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology
concepts, systems, and operations.
16. NETS – For Teachers
2. Design and Develop Digital Age Learning Experiences and
Assessments
Teachers design, develop, and evaluate authentic learning experiences
and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge,
skills, and attitudes identified in the NETS·S
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities
in an evolving digital culture and exhibit legal and ethical behavior in
their professional practices.
