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Lit Circles Rebooted - CATE Version
The document discusses the implementation of literature circles as an active learning process, emphasizing collaborative work among students and the importance of engaging tasks that enhance comprehension skills. It highlights specific practices to avoid common pitfalls in literature circles, such as overly simplistic job assignments and the necessity of continual training and adaptation within the classroom. Additionally, it outlines methods for summarizing literature and character analysis, encouraging students to connect personally with texts and develop their reasoning skills.
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Lit Circles Rebooted - CATE Version
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- 2. Learning is anactive process. We learn by doing. Only knowledge that is used sticks in your mind. Dale Carnegie
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- 4. QUICK: Write an exampleof Anadiplosis
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- 9. QUICK: Write an exampleof Anadiplosis
- 10. Learning is anactive process. We learn by doing. Only knowledge that is used sticks in your mind. Dale Carnegie
- 11. The SEVEN Demandsof Comprehension
- 12. These kinds of activitiesare not rich enough to provide the 7 skills
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- 21. The RICHNESS ofLit Circles
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- 23. HOW TO NOTBREAK LIT CIRCLES Do: Make all the kids do all the jobs, collaboratively Do: Give work that is academic and skill based Don’t split up the jobs Don’t give unfocused, artsy jobs Do: Refresh the form every 4-6 weeks Don’t keep the same form all year Don’t make kids read the entire book before beginning any work Do: Have kids discuss where they are “so far”
- 24. LIT CIRCLE PITFALLS Isit academic? Is it creative? Is it interesting? Does it make kids better readers? Do they enjoy the process? Put your parent hat on, if your own child brought this lit circle home…..
- 25. Heed Musashi’s words: “TheWay is in the Training”
- 26. Or heed Gladwell: Studentswill cheat if they don’t know how to do the given task - Paraphrased
- 27. Or heed Marzano: Greattasks in Lit Circles
- 28. Take Notes TakeNotes Take Notes Take Notes Worksheet Worksheet Worksheet Worksheet Bookwork Bookwork Bookwork Bookwork TEST The Common Calendar Flow
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- 33. The Training. Kids donot have to read an entire book to begin Keep the training fun - use pop culture items Practice lit circles in class BEFORE letting them go home Lots of 5 and 10 minute segments WHY Statements rule:They have to explainWHY Multiple defensible answers are required
- 34. Fast Reps. Picture Storybooks. Commercialson 32 Pages 30 Seconds
- 35. The Training. Use thisform daily. Watch the video or read the picture book whole class (Full size form on the next slide) Students work in groups of four to do ONE quadrant at a time All the students provided detailed, written answers The group then shares to the class DIVERGENT answers are highly regarded
- 37. Characterize. Characters DRIVEthe story. Description - MULTIPLE and UNIQUE qualities. (“brown hair and a smile” will not get it done) Actions - MULTIPLE and UNIQUE actions (“he’s nice”, “she helps people” = too generic) Dialogue - KEY things the character says + catchphrases (“Good morning”, “hello” = not rich enough0 Interior Monologue - What the character thinks about the problem OR other characters and their actions. (The character should think about the conflicts) How Society sees them - The key= NOT what you THINK (Number one error? What YOU think of the character) Comprehension suffers without knowing characters
- 38. Summarize Characterize Conflict Wishes Somebody Wanted But So Then Charvs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 40. Summarize Characterize Conflict Wishes Somebody Wanted But So Then Charvs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 42. Summarize Characterize Conflict Wishes Somebody Wanted But So Then Charvs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 43. The Training. Play30 second commercials
- 44. The Training. Play30 second commercials
- 45. The Training. Play30 second commercials
- 46. The Training. Play30 second commercials
- 47. Download off YouTube.Optional
- 48. BUY-IN. YOUR STUDENTS WILLASK TO WATCH AND ANALYZE VIDEOS OVER AND OVER Note: This is “close watching” as opposed to “close reading” - but the skills gained are the same
- 49. The Quadrants. Summarizing. Summarizingmade easy. 1. Somebody: Who is the main character (protagonist) 2. Wanted: What does the main character want or need? 3. But: What gets in the way of the main character? 4. So: What does the main character do about it? 5. Then: What was the resolution of the story?
- 50. Summarizing made easy. TheQuadrants. Summarizing.
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- 52. Char vs Char- Buzz LightYear vs Emperor Zurg Char vs Self - Is Buzz a toy? Or not? Char vs Nature - Buzz and Woody vs Scud (Sid’s Dog) Char vs Machine - Buzz in the garbage machine Char vs Society - The toys blame Woody for Buzz leaving The Quadrants. Conflict. Have students identify types of conflict as many as possible. Pushing the definitions and trying is more important than being exactly correct.
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- 54. TV Commercials. Conflict in30 Sec.
- 55. The Quadrants. Conflict. GroupActivity: - Make a collaborative slide deck - One slide per team member - Four movie posters per slide - One type of conflict per person - Give a why on each
- 56. Characterize. Student MadeExamples
- 57. Characterize. Student MadeExamples
- 58. Characterize. Student MadeExamples NEEDS MORE DETAILS
- 59. Characterize. Student MadeExamples
- 60. those were good,but they lacked WHY statements….
- 61. The bonus:Wishes What 3wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why? The wishes need to be relevant! Divergence is encouraged Full Bore Creativity
- 62. The bonus:Wishes What 3wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why? THE WHY STATEMENTS ARE THE KINGS OF THISWORK - KIDS SHOULD PROVIDE REASONING IN A SENTENCE Full Bore Creativity
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- 65. The Training. Play30 second commercials Find commercials on
- 66. Workflow. Getting kidsworking The power of Lit Circles is kids talking about literature, in small groups and sharing their observations by recording them.
- 67. Workflow. Getting kidsworking One Two Three Four Five Groups can all work on the same aspect and then share out to the whole group
- 68. Workflow. Getting kidsworking One Two Three Four Or, one person in each group can work on the same aspect and then share out to the whole group
- 69. Workflow. Getting kidsworking Have strict timeframes. Two to Five minutes.
- 70. Workflow. Getting kidsworking Timeframes create intensity.
- 71. Text.Translating the skills Havestudents read short passages and do the Lit Circles in class, in a controlled setting.
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- 74. Text.Translating the skills Akey thing to teach for independent reading TEXT TO SELF CONNECTIONS We need to get kids connecting to books, not just reading what we tell them to read. Give 6-8 students books to skim at their desks. Have them open a random page and find something, anything they can relate to in the passage. Connections can be Text to Self, Text to Text or Text to World. Then, they can write down their one thing and share it with their table group. Repeat a couple times. This activity helps build text-to-self connections. Activity:
- 75. Monday Tuesday Wednesday The schedule. Thursday Friday 10 Minutesof group time - work on Characters SO FAR 10 Minutes of group time - work on Summary SO FAR 10 Minutes of group time - work on CONFLICT SO FAR 40 Minutes of group time - Share/Compare all categories 20 Minutes of whole class share and discussion
- 76. How do Iknow if they are reading the book? Bad news: They aren’t But you can fix that with “Why” questions and Lit Circles
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- 87. Lit Log Name___________________ Number________ Book Name__________________________________ Author________________________ Other Books by this author (series)______________________________________________ Publisher __________________________________ City___________ Copyright _________ Year ___________Number of Pages_____ Library of Congress Number_____________ Bibliography Literary Devices - find a quote, passage or paragraph which illustrates 1 of each of the following: Characterization- List 1 Example of each for the Protagonist(///Actions) 1Monologue___________________________________________________________________ 2Description__________________________________________________________________ 3Dialogue ____________________________________________________________________ 4 Actions_____________________________________________________________________ Analogy - A resemblance between similar things - Kitchen=Galley, car key is like a light switch , Babe Ruth was the Michael Jordan of baseball (metaphor does not use like or as) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Theme - The simplified message of the story: Star Wars- the Jedi battle the Sith, Sandlot- Boys growing up loving baseball. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Stereotype - Judging things by their looks - sometimes it is true and sometimes it is wrong. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Foreshadowing - the author gives you hint that something good or bad is going to happen - not just repeating something, but a hint about the action to come.... ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ • Total Pages Read This Week _________________ Parent Signature _______________________ Genre of the book: Fiction Nonfiction Hist Fiction Humor Science Fiction Other ______________ Characterization- List 1 Example of each for the Antagonist 1Monologue___________________________________________________________________ 2Description__________________________________________________________________ 3Dialogue ____________________________________________________________________ 4 Actions_____________________________________________________________________ in use since 1999
- 88. GOOGLE FORM LITCIRCLE tinyurl.com/CATELitCircle
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- 90. Big Mac SameDouble Double
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- 100. Lit Circle: YouBuild
- 101. Focus on completion,with immediate feedback (grades) Don’t send things home. Don’t take things home. Clear rubrics. Focus on skills, not facts.
- 102. Don’t teach books TeachSKILLS
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- 104. Book levels DO NOTMATTER
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- 106. THIS WILL HAPPEN Kidswill see Irony, Paradox, Poetic Justice, Foreshadowing and more in REAL LIFE NOT just books.
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- 108. Learning is anactive process. We learn by doing. Only knowledge that is used sticks in your mind. Dale Carnegie
- 109. LIT CIRCLES Rebooted For The 4CâsAnd jcorippo@cue.org