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Literature Circles Book Club

Join the Grand Conversation about Literature.

A PBL+MM for 5th Grade Language Arts

SOL: Language Arts 5.3, 5.4, 5.5, 5.6

[pic]Students will plan oral presentations.

[pic]Students will read fiction and nonfiction with fluency and accuracy.

[pic]Students will read and demonstrate comprehension of fiction.

[pic]Students will listen, draw conclusions, and share responses in

subject area, group learning activities.

Designed by

M. R. Southward

msouthwa@richmond.k12.va.us

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QUESTION

Each fifth grade class leaves a gift to G. H. Reid Elementary School. G. H. Reid does not have a book club. Mrs. H’s class designs and implements a book club model as their gift. The book club evolves from their language arts class, while they fulfill the requirements for four of the language arts SOL. Their teacher and media specialist collaborate to assist these twenty students with their project.

These students are trained in the literature circle strategy and will organize four clubs of five students each, using the literature circle strategy as their organizational format.

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Literature circles are small, cooperative groups of students who gather to read, discuss, and analyze the same book or unit of study. They select books and assign roles to anchor their discussion. They demonstrate comprehension by written, illustrative, oral, and presentation responses. The literature circle strategy is driven by student choice of literature and management style, and characterized by the roles of group participants. The strategy may be modified for any age group and/or reading level.

Research indicates that test scores improve when the literature circle strategy is implemented, following one or a combination of literature circle models. More information is available about literature circles at the links listed in this PBL.

PLAN

What Will They Do? [pic]

Each group meets daily, during the language arts block, for at least one hour, during the second semester. They select fiction titles from the list of multi-book sets in their media center. During the semester, they read, discuss, explore author and book information, keep a journal, video tape and photograph their sessions, maintain a bulletin board to show progress, utilize graphic organizers, research print and online resources, design and take comprehension tests, create weekly in-class presentations, and create a culminating presentation for a May assembly.

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During the May assembly, groups present their literary “gift” to the school. Utilizing their video clips, Power Point creation, and oral presentation talents, they show rising fourth and fifth graders how to use their book club model to master the language arts SOL, and most important, how to become enthusiastic life long readers and members of the “Grand Conversation” about literature.

[pic]Students request a list of fiction book sets and supportive videos from their media specialist.

[pic]Students decide to form their club groups by a blind drawing. Using the mono colored (red, blue, green, yellow)

bookmarks they created in anticipation of their book club project, they draw bookmarks from a container. Like-colored bookmarks determine the four groups of five members each.

[pic]Groups select a meeting area from choices given by their teacher/media specialist. Two groups choose a corner of the media center and two groups choose classroom areas. Groups may switch meeting areas during the semester.

[pic]Each group member receives a three-ring notebook, which contains the following:

[pic]Dividers and section header pages

[pic]Calendar indicating project due dates

[pic]Review of the literature circle process and expectations

[pic]Literature circle roles and responsibilities

[pic]Literature circle self assessment forms

[pic]Cooperative group management suggestions and expectations

[pic]List of resources

[pic]Book and video list

[pic]Elements of fiction

[pic]Graphic organizers to be copied as needed

[pic]Venn Diagram

[pic]Story Map

[pic]Literature Web

[pic]Story Circle

[pic]Fiction Comprehension Timeline

[pic]Vocabulary Web

[pic]Fiction Comprehension Test Format

[pic]Story Board

What Will They Use? [pic]

Fiction Books and Videos

From fiction book sets and videos on reserve in the media center, groups select titles for their project. They may add/delete titles according to interest, reading level, and availability. Groups are expected to read, discuss, analyze, and respond to at least one book per week.

Mississippi Bridge by Mildred Taylor

Goony Bird Green by Lois Lowry

Bridge to Terabithia by Katherine Patterson

Train to Somewhere by Eve Bunting

Winder Room by Gary Paulsen

A Life Remembered, Sarny by Gary Paulsen

Fire at the Triangle Factory by Holly Litchfield

Because of Winn Dixie by Kate Di Camillo

Cousins by Virginia Hamilton

James and the Giant Peach by Roald Dahl

The Wide Window by Lemony Snicket

In the Austere Academy by Lemony Snicket

Best Christmas Pageant Ever by Barbara Robinson

Missing Gator of Gumbo Grove by jean Craighead George

On My Honor by Marian Dane Bauer

A Fine White Dust by Judith Viorst

House of Dies Drear by Virginia Hamilton

Amos Fortune, Free Man by Elizabeth Yates

Hundred Penney Box by Sharon Bell Mathis

Tamika and the Wisdom Rings by Camille Yarbrough

The Friendship and The Gold Cadillac by Mildred Taylor

Sounder by William H. Armstrong

The Door in the Wall by Marguerite De Angeli

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Online Resources



Author Studies Homepage



About the Authors

ThinkQuest

Literature: Award Winners

Literature Themes: Friendship

Literature: Online Stories for Children

Literature: “Ralph S. Mouse” by Beverly Cleary

Literature: “Flat Stanley” by Jeff Brown

Literature: “Koala Lou” by Mem Fox

Literature: Story Elements

Literature: Online Activities

Goals [pic]

Students determine the following goals:

[pic]SOL Mastery (student-teacher designed comprehension tests, and SOL tests in June)

[pic]Project bulletin board

[pic]All written responses for at least one book per week

[pic]Five-minute class presentation (with MM) each week

[pic]Fifteen-minute culminating assembly presentation

(with MM)

Students enjoy positive peer pressure and competition between the literature circle groups.

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SCHEDULE [pic]

How will they show what they learn?

Students monitor each other for homework, and use the self assessment check-list during their reading-discussion sessions. Each student turns in the following:

At Least Once Each Week

Students assist with the design of the comprehension tests, and request the test upon completion of each book.

Every Friday

At least four graphic organizers per book

Journal entry and one typed page relating to the current selection or the author, utilizing at least two print and or online sources, cited correctly

Every Other Friday

One typed page comparing/contrasting authors/books, including online author correspondence

Use two sources cited correctly.

Every Other Friday

One typed page about book/literary clubs (local, state, national, international), utilizing print sources, online sources, and or personal interviews, cited correctly

Reports include information about book clubs for book purchase and or reading-discussion book clubs.

Book Club Resources [pic]









Local telephone book

Personal interviews with students/adults with book club experience

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Weekly

Update project bulletin board. Each group will maintain a full bulletin board advertising their book club for the duration of the project.

Requirements:

[pic]Enhanced graphic organizers

[pic]Original illustrations and book cover copies

[pic]“Site Bite” text summaries

[pic]Selected reports

[pic]Digital camera pictures of group members

[pic]Title list

[pic]Decorations

[pic]Accurate and attractive

Weekly

Each group presents a five-minute advertisement of one or more of the books they have read/are reading. They must incorporate some form of technology to enhance their book promotion. Students complete the peer/self

assessment rubric. The rubric appears below.

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|SKILL |1 |2 |3 |4 |

|EYE CONTACT |Very little |Sometimes |Most of the time |Always |

|WITH AUDIENCE | | | | |

|POSTURE |Slumped, |Standing straight, with |Standing straight, with |Excellent posture |

| |Feet shifting |feet flat on the floor |feet flat on the floor | |

|STANDING STRAIGHT | |sometimes |most of the time | |

| | | | | |

|FEET FLAT ON FLOOR | | | | |

|VOICE |Not clear |Sometimes clear |Clear most of the time |Every word clear and |

|GOOD PRONOUNCIATION | | | |understood |

|GOOD VOLUME FOR THE ROOM | | | | |

|PREPARED WITH INFORMATION |Not prepared with |Somewhat prepared with |Well prepared with |Expert preparation |

| |information |information |information | |

|MULTIMEDIA |Not used |Used, but not prepared |Somewhat prepared |Excellent use of |

| | |well | |multimedia. |

|VIDEO, POWER POINT/TRANSPARENCIES | | | | |

Total Points____________________________________

SCHEDULE DETAIL (based on the 2003-2004 calendar)

Due Dates [pic]

1/12/04

Project begins with first group meeting

Receive materials.

Select first title.

Organize and assign literature circle roles for the first

book.

Read and discuss.

Assign home-work.

Begin bulletin board plan.

1/16/04

Complete book #1.

Turn in response sheets, journal entry, and reports.

Bulletin board

Five-minute class presentation

Select book #2.

1/23/04

Complete book #2.

Turn in response sheets, journal entry, and reports.

Turn in comparative author/book report.

Bulletin Board

Five-minute class presentation

Select book #3.

1/30/04

Complete book #3.

Turn in response sheets, journal entry, and reports.

Turn in book club report.

Bulletin Board

Five-minute class presentation

Select book #4.

2/6/04

Complete book #4.

Turn in response sheets, journal entry, and reports.

Turn in comparative author/book report.

Bulletin board

Five-minute class presentation

Select book #5.

2/13/04

Complete book #5.

Turn in response sheets, journal entry, and reports.

Turn in book club report.

Turn in 1st draft of Power Point plan and presentation,

using story board and timeline organizers.

Bulletin board

Five-minute class presentation

Select book #6.

2/20/04

Complete book #6.

Turn in response sheets, journal entry, and reports.

Turn in comparative author/book report.

Bulletin board

Five-minute class presentation

Select book #7.

2/27/04

Complete book #7.

Turn in response sheets, journal entry, and reports.

Turn in book club report.

Bulletin board

Five-minute class presentation

Select book #8.

3/5/04

Complete book #8.

Turn in response sheets, journal entry, and reports.

Turn in comparative author/book report.

Bulletin board

Five-minute class presentation

Select book #9.

3/12/04

Complete book #9.

Turn in response sheets, journal entry, and reports.

Turn in book club report.

Turn in 2nd draft of Power Point plan and presentation,

using story board and timeline organizers.

Bulletin board

Five-minute class presentation

Select book #10.

3/19/04

Complete book #10.

Turn in response sheets, journal entry, and reports.

Turn in comparative author/book report.

Bulletin board

Five-minute class presentation

Select book #11.

3/26/04

Complete book #11.

Turn in response sheets, journal entry, and reports.

Turn in book club report.

Bulletin board

Five-minute class presentation

Select book #12.

4/2/04

Complete book #12.

Turn in response sheets, journal entry, and reports.

Turn in comparative author/book report.

Bulletin board

Five-minute class presentation

Select book #13

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4/9/04 Easter Week

Read ahead, work on response sheets and reports.

4/16/04

Complete book #13.

Turn in response sheets, journal entry, and reports.

Turn in book club report.

Turn in 3rd draft of Power Point plan and presentation,

using story board and timeline organizers.

Bulletin board

Five-minute class presentation

Select book #14.

4/23/04

Complete book #14.

Turn in response sheets, journal entry, and reports.

Turn in comparative author/book report.

Bulletin board

Five-minute class presentation

Select book #15.

4/30/04

Complete book #15.

Turn in response sheets, journal entry, and reports.

Turn in book club report.

Turn in 4th draft of Power Point plan and presentation,

using story board and timeline organizers.

Turn in details of the May presentation, showing

responsibilities of group members and a timeline of the presentation.

Bulletin board

Five-minute class presentation

Select book #16.

5/7/04

Complete book #16.

Turn in response sheets, journal entry, and reports.

Turn in final comparative author/book report.

Bulletin board

Five-minute class presentation, including some of Power

Point and video for the May assembly

Select book #17.

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5/14/04

Complete final book #17.

Turn in response sheets, journal entry, and reports.

Turn in final book club report.

Bulletin board

Five-minute class presentation, including some of Power

Point and video for final presentation

5/21/04

Turn in final copy of Power Point, with transparencies, and

presentation plan.

Turn in final copy of group member responsibilities and

contingency plan for absences and equipment

malfunction.

Turn in a one-page summary-evaluation-assessment of

the literature circles book club experience.

5/28/04

Each group gives their fifteen-minute presentation during the assembly for 3rd, 4th, and 5th graders.

Book club party follows!

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Power Point and video clips run, while students share snacks, book club evaluations, and lots of book talk with their parents.

PROJECT [pic]

During the first meeting, groups are responsible for the following:

[pic]Select group name.

[pic]Discuss group management and assign literature circle

for their first book.

[pic]Select first book.

[pic]Read, discuss, and write journal notes.

[pic]Assign reading and roles for next session.

[pic]Review the literature circle self-assessment form.

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*Journal Entry Form:

“My Book Club Journal”

Name of Book________________________________________________

Author______________________________________________________

Spine label________ Publication Date_____________________________

Place of Publication____________________________________________

Number of pages______________________________________________

Date of meeting_______________________________________________

Literature circle role assignments

__________________________________________________________________________________________________________________________________________

Book-discussion notes_________________________________________

Self-group assessment

Literature Circle Roles [pic]

Each of the five group members will be responsible for one of the five literature circle discussion roles for each book read by the group. The links below are for educators who may not be familiar with the literature circle process. Students taking part in the project have a modified explanation of the literature circle roles and responsibilities. Groups may rotate roles for each book or more often. They are expected to become experts in all discussion roles. Roles are listed below and linked to explanations:

Summarizer

Vocabulary Director

Literary Director

Connector

Author Director

During each meeting, students read, discuss, take notes, self-peer assess using the form provided, and assign homework and literature roles.

During each meeting, students check calendar for due dates, assign responsibilities, and monitor progress towards the final presentation.

During each meeting, students may video tape and take digital camera pictures for the bulletin board and the class/assembly presentations.

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The following materials and resources are provided by the classroom teacher and the media specialist:

[pic]Twenty-three fiction book sets and supporting videos on

reserve in the media center

[pic]Online and CD ROM resources

[pic]Three ring binders, lined paper, and section dividers for

items referred to in the “Plan” section of this PBL

[pic]Bulletin board materials

[pic]Video and digital cameras, tapes, discs, and TV-VCR

[pic]Computer and printer supplies and sign up sheet

[pic]Copy paper

[pic]Transparencies

ASSESSMENT

Student work is evaluated individually, and as a group. Individual grades are assigned for weekly graphic organizers, book and author reports, book club reports, and teacher–student designed comprehension tests.

Five rubrics are used for teacher/peer/self/group assessments. Rubrics are used to assess the following:

[pic]Literature circles self and peer participation

[pic]In-class weekly group presentation

(shown in “Plan” section of this PBL)

[pic]Four-week group progress

(shown below)

[pic]Culminating group presentation

(shown below)

[pic]Multimedia product

(shown below)

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Four-week Group Progress

The teacher and media specialist use this rubric four times during the semester.

Date__________________________________________

Group members:

|SKILL |5 |10 |15 |20 |

|SOCIAL: |One or more members not |One or more members not |One or more members not |Great group management! |

| |cooperative, |cooperative, collaborative|cooperative, collaborative | |

|COOPERATIVE, COLLABORATIVE GROUP/|collaborative more than 4 times|3 or 4 times |1 or 2 times | |

|SELF MANAGEMENT | | | | |

|HOUSEKEEPING: |Did not leave area clean, neat,|Did not leave area clean, |Did not leave area clean, |Perfect housekeeping! |

| |in place and/or EQ lost or |neat, in place and/or EQ |neat, in place and/or EQ | |

|*SPACE |neglected |lost or neglected 3 or 4 |lost or neglected 2 times | |

|*MATERIALS |more than 4 times |times | | |

|*EQ | | | | |

|EVERYTHING CLEAN, NEAT, IN PLACE | | | | |

|DUE DATES: |Individual/group missed more |Individual/group missed 3 |Individual/group missed 1 |Always on time! |

| |than 4 due dates |or 4 due dates |or 2 due dates | |

|*WRITTEN WORK | | | | |

|*JOURNAL | | | | |

|*BULLETIN | | | | |

|BOARD | | | | |

|*DRAFTS | | | | |

|*PRESENTATIONS | | | | |

|BOOKS COMPLETE: |One book |Two books |Three books |Four books |

| | | | | |

|READ, DISCUSSED, REPORTED, | | | | |

|PRESENTED | | | | |

| | | | | |

| | | | | |

TOTAL POINTS_______________________________________________________________

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Final Presentation Date____________________

Group Participants_____________________________________

____________________________________________________________________________________________

|SKILL |1 |2 |3 |4 |

|SOCIAL: |Poor eye contact, posture, voice |Poor eye contact, posture, |Poor eye contact, posture, |Academy Award! |

|*EYE CONTACT |projection more than 4 times |voice projection 3 or 4 times|voice projection 1 or 2 times| |

|*POSTURE | | | | |

|*VOICE | | | | |

| | | | | |

|CONTENT: |Left out many elements of the |Summary was adequate, but |Good summary and details |Academy Award! |

|*SUMMARY |project |details were weak |included | |

|*DETAILS | | | | |

|CONNECTION: |“Dead air time”/confusion more |“Dead air time”/confusion 2 |“Dead air time”/confusion 1 |Academy Award! |

|*SEAMLESS FLOW BETWEEN SECTIONS |than 3 times |or 3 times |time | |

|AND PARTICIPANTS | | | | |

|MM: |One or both were not included. |Both were included, but one |Both included, and |Academy Award! |

|*VIDEO CLIPS | |or both were weak in |demonstrated good content and| |

|*POWER PT/ | |content/display. |display | |

|TRANSPARENCY | | | | |

|PACKAGE: |One or more participants did not |All dressed appropriately. |All dressed appropriately. |ACADEMY AWARD! |

|*APPROPRIATE ATTIRE |dress appropriately and | | | |

|*STAGING AND PROPS |staging/props were not |Props/staging used, but not |Props/staging used and well | |

| |planned/used. |well planned |planned | |

TOTAL POINTS_________________________________________________________

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Multimedia (VHS video clips and Power Point)

Date_______________________________________________________

Group members______________________________________________

___________________________________________________________

|SKILL |1 |2 |3 |4 |

|CONTENT: |Although present, neither video|Either the video clips or the |Both video clips and |Experts! |

|*ACCURATELY CONVEYS GROUP |clips nor Power Point |Power Point accurately displayed |the Power Point | |

|ACTIVITY AND INFORMATION |accurately displayed the group |the group activity and the |accurately displayed | |

| |activity or the information. |information. |the group activity | |

| | | |and the information. | |

|LANGUAGE: |More than 3 language errors |2 or 3 language errors |1 language error |Experts! |

|(WRITTEN/SPOKEN) | | | | |

|*SPELLING | | | | |

|*GRAMMAR | | | | |

|*PUNCTUATION | | | | |

|DESIGN: |More than 3 segments displayed |2 or 3 segments displayed design |1 segment displayed |Experts! |

|*EASY TO VIEW AND HEAR |design weakness |weakness |design weakness | |

|*BALANCE | | | | |

|*CLARITY | | | | |

|*SPACE | | | | |

|*TEMPO | | | | |

|CREATIVITY: |No use of creativity to enhance|2 examples of creativity to |Many examples of |Experts! |

|*COLOR |content |enhance content |creativity to enhance | |

|*GRAPHICS | | |content | |

|*ANIMATION | | | | |

|*EDITING | | | | |

|*BACKGROUND | | | | |

|*CROPPING | | | | |

|EQUIPMENT: |More than 2 equipment problems |2 equipment problems that could |1 problem that could |Experts! |

|WELL REHEARSED FOR BEST |that could have been solved |have been solved with rehearsal |have been solved with | |

|VISUAL/AURAL EFFECT |with rehearsal | |rehearsal | |

TOTAL POINTS________________________________________________________

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CREDITS and REFERENCES

[pic]Richmond Public Schools Curriculum Framework

[pic]Richmond Public Schools Pacing Charts

[pic]“Project-Based Learning plus Multimedia (PBL+MM) Template, by Jill Baedke, VCU

instructor

[pic]“Literature Circles, In Search of the Grand Conversation”, document

by Michael Kight and Mary Southward, VCU Research Consortium Project, 1996

[pic]Current Literature Circle websites

[pic]G. H. Reid Elementary media center collection

[pic]Richmond Public Schools video catalog (Medianet)

[pic]Websites supporting VCU TEDU500 course, spring 2004

Congratulations to our life-long readers who join in the “Grand Conversation” about Literature!

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In-Class Presentation Book Title__________________________________________

Name of Presenter________________________________________________________

Date of Presentation_______________________________________________________

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