chs english literature circles: student work packet · simile, metaphor, personification,...

CHS English Literature Circles: Student Work Packet

Unit 3: “A Growing Nation”: 19th Century Literature (1800-1870)

Unit Reading Selections: Please check the five selections you have chosen for your literature circles. Then complete the role assignment sheet attached to this packet. Treat each checkpoint as ONE reading. You may complete your role sheets for each selection(s) as you wish.

Fiction: Irving: “The Devil and Tom

Walker Poe: “The Fall of the House

of Usher” and “The Raven” Hawthorne: “The Minister’s

Black Veil” Melville: from Moby Dick

Poetry Selections: Selection 1: Longfellow,

Bryant, Holmes, Whittier Selection 2: Dickinson Selection 3: Whitman

Information Materials: Jefferson: “Commission of

Meriwether Lewis”

Nonfiction: Lewis: “Crossing the Great

Divide” / Powell: “The Most Sublime Spectacle on Earth”

Emerson: from Nature; from Self-Reliance; “Concord Hymn,” & “The Snowstorm”

Thoreau: from Walden & from Civil Disobedience

Group: ________________________ Due: __________

CHS English Literature Circle Student Work Packet

Name: ________________________ Due: __________

Submit the following packet once you have completed your group discussions for all readings. The work may be completed at your own pace, but be sure to be ready for all scheduled meetings and submit your work before the deadline. Make use of your Literature Circle Student Handbook for detailed description of each role and loads of information to help you fulfill your responsibilities.

My Role My Reading Score

Discussion Director / 20

Summary & Setting / 20

Diction Detective / 20

Bridge Builder / 20

Imagery Illuminator / 20

Self-Reflection /50

Peer Evaluation /50

Reading Log /100

Total Score /300

Unit 3: “A Growing Nation”: 19th Century Literature (1800-1870)

Literature Circle Groups

Group Members

1 Taylor McCarthy

Cassie Squires

Masi Wilson

Kati Vanorder

Casey Sallee

2 Jared Hollins

Abby Hieneman

Dalton Atkins

Austin Reynolds

Haley Ferguson

3 Lauren Rinehart

Claudia Rogers

Maddy Dobson

TaKishia Clayton

Brittany Jones

Christan Hodges

4 Taylor Burress

Owen Weeks

Tony Barrera Dom Allen Dalton

Hughes Savannah Nolley

5 Gabby Sanders

Cathy Michaels

Hannah Ferguson

Iyonia Jackson Norina P.

6 Josh Welch Eric Lamer Grant

Adams JT Holmes Austin Ward

Literature Circles: Roles

The role of summarizer involves preparing a brief summary of the reading that was assigned for that day's meeting.

The summary should include the main ideas or events to remember, major characters, symbols or other significant highlights of the passage.

The set designer keeps track of major shifts in place, time (setting), in addition to characters, and helps students keep track of important events and progressions in the reading.

Summary & Setting

Specialist

This role involves developing a list of questions that the group might discuss about the section of the novel to be discussed for that meeting.

Questions should be designed to promote lively conversation and insights about the book. They should be open-ended and should not be "yes/no" questions.

A student with this task asks these questions to the group to prompt discussion; overall, the job is to keep the group talking and on-task.

Discussion Leader

The diction detective searches for a few significant passages of text that are thought-provoking, funny, interesting, disturbing, or powerful.

The quotations are copied down with properly cited page numbers.

This role also records important words for the reading. The student chooses words that are unusual, unknown, or that stand out in some way, while noting their page number and definition (and any significance to the reading).

Diction Detective

This role locates various types of figurative language, including but not limited to simile, metaphor, personification, hyperbole, and idiom.

This may lead to discussion about the author's craft - why the author chose to use those particular words or phrases, and whether or not they were effective.

The illustrator provides drawings, sketchings, or paintings of a scene relating to reading. Collages from magazines, images from the internet, and other media can also be used.

The student with this role then shares the artwork with the group, explaining the passage(s) that relate to the art.

Imagery Illuminator

This investigative role researches and provides historical, geographical, cultural, musical or other information that would help readers connect to the reading.

This role also involves locating several significant passages in the reading and connecting these passages to real life.

The connections might relate to school, friends or family, home, the community, or they might relate to movies, celebrities, the media etc.

Students should also feel free to connect incidents or characters with other books that they have read.

Bridge Builder

Discussion Director Develop a list of questions to ask your fellow group members during your discussions over your selected reading. These questions shouldn’t be “yes or no” questions, but should be open-ended, thought provoking questions that generate conversations about the text(s). Be sure to use your available materials in order to help you with your responsibilities.

Name: ___________________________ Reading: __________________________

Questions for Discussion: Student Responses:

List questions for group discussion below: List a few responses to your questions:

Questions to consider/answer/respond to for next meeting:

Discussion Director: Reflection Name: ___________________________ Reading: __________________________

Interesting Point Made by a Member of My Group:

Support Provided by the Member: My Thoughts:

Meeting Reflection Challenges Goals

Speaking Consider the ability of your group to efficiently conduct your meetings, convey ideas, and keep discussion relative to topic.

Listening Consider the ability of your group to respect the thoughts and feelings of others while giving their full attention to the speaker(s).

Understanding the Text: Consider your group’s understanding of the material. What were confusing/troubling spots? What should you focus your efforts on next?

Complete this activity after your discussion for your selection has finished. Reflect on the meeting sessions for your chosen reading. Consider the level of questioning, student responses, and your group’s overall performance during the discussions. What worked? What didn’t?

Summary Specialist Name: ___________________________ Reading: __________________________

Use the following page to summarize your selected reading(s). Write a FIVE-SENTENCE summary for your chosen reading. If you have selected a group of readings instead of one single reading, then you may write a paragraph for each, if it is necessary—if you have chosen the poetry selection, then a 1-2 sentence summary of each poem is sufficient. Provide the main ideas/events from your selection(s).

Reading(s):

Setting Specialist Name: ___________________________ Reading: __________________________

Use the following page to analyze the characters and setting of your selected readings. Some fictional readings may consist of one or more settings and multiple characters. Nonfictional settings may consist of real places, times, and events—in addition to REAL people. List and describe the important aspects of each.

Sett

ing

Time: WHEN do the events from your reading take place? Be specific as possible.

Provide a description of the setting here. List as many details as possible.

Place: WHERE does your story take place? List the important locations here:

Char

acte

r Ana

lysi

s

In the space provided below, list and describe AT LEAST three major characters/people from your reading(s). Consider their appearance, emotions/feelings, actions, and words when analyzing them.

Diction Detective Name: ___________________________ Reading: __________________________

Define:

Significance: Location:

Define:


Define:


Word/Phrase #1:

Word/Phrase #2:

Word/Phrase #3:

Choose at least three words or phrases with which you were unfamiliar. List the page number and location of each, define them, and provide their significance to the passage.

Diction Detective Name: ___________________________ Reading: __________________________

Why did you choose this passage?






Passage #1:

Passage #2:

Passage #3:

Locate your three favorite passages from the reading. Provide the location of each, why you selected each, and their significance to the reading.

Bridge Builder

Name: ___________________________ Reading: __________________________

Category Context

Information: Title Author Date of Publication

Historical Context: Events, etc. occurring at the time of production

Geographical Context: Where does the reading occur? Where was it written? What is significant about these place? Etc.

Cultural Context: What is the reading selection’s relationship within the culture it depicts (or the ones that would read it)?

Author: List 3-5 facts about the author to help relate the reading to his/her life.

Complete the following chart in order to provide context for your reading selection. Feel free to provide whatever facts you choose, but be sure to inform your group members on the author and reading selection.

Bridge Builder Name: ___________________________ Reading: __________________________

Event from book:

Connect to world: Connect to self:

Event from book:


Event from book:


From the reading selection, choose at least three events that relate to reader and the world in some way. What is the significance of these events on the world and the reader? Example: To Kill A Mockingbird had a profound effect on the Civil Rights Movement.

Imagery Illuminator: Figurative Language Finder

Name: ___________________________ Reading: __________________________







Example #1:

Example #2:

Example #3:

Locate and explain at least three examples of figurative language in the selection (simile, metaphor, hyperbole, etc.). Explain why you selected the passage and its importance to the reading, in addition to the page number and specific location of the example.

Imagery Illuminator: Illustration Name: ___________________________ Reading: __________________________

Choose a scene or setting from the reading and create a visual representation of it. Draw, paint, sketch, collage, photography. You choose.

Literature Circles: Peer Evaluation Student: Unit:

Group Members:

Student Comments:

Teacher Comments:

Category Rank: 1. 2. 3. 4. 5.

Quality of Work: Provides work of the highest quality.

Rank your group members on the following scale: Strongly Disagree = 0; Somewhat Disagree = 2; Disagree = 4; Somewhat Agree = 6; Agree = 8; Strongly Agree = 10. Add up the total score for each student.

Contributions: Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Attitude: Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Time-management: Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Total Score:

Literature Circles: Self-Reflection Student: Unit:

Group Members:

Reflection Statement Rank (0-10)

Rank yourself on the following scale: Strongly Disagree = 0; Somewhat Disagree = 2; Disagree = 4; Somewhat Agree = 6; Agree = 8; Strongly Agree = 10.

I completed my assigned reading before the meeting.

I brought all required materials to the Literature Circle meeting (book, journal, etc.)

I shared parts of the reading that were important to me and explained why they were important.

I asked questions to clarify my understanding of the reading and/or to help me better understand other group members’ ideas.

I was a careful and caring listener by giving my complete attention to other group members when they were speaking. I responded to other group member’s ideas.

Total Score / 50

Student Comments:

Teacher Comments:

Literature Circles: Initial Group Meeting

Reading Selection

Discussion Director

Summary & Setting

Specialist

Diction Detective

Bridge Builder

Imagery Illuminator

1.

2.

3.

4.

5.

For the first Unit meeting, determine the five selections your group will read. Assign the roles for each reading. Remember, choose at least one POETRY SELECTION. Students may not perform the same role within the same Unit. Once the readings have been chosen, and the roles assigned, submit to Mr. Davis.

Group:

___________________________

___________________________

Literature Circles: Initial Group Meeting

Reading Selection Meeting #1 Meeting #2 Meeting #3 Meeting #4

1.

2.

3.

4.

5.

After your group has determined the reading selections and assigned the roles for each, set a schedule for completion of all readings and responsibilities. Establish a date and an activity to be completed or an objective to be met for each of the readings. You should allow at least 2-3 meetings for each reading (one for reading the material, one for work, one for discussion. The pace with which you complete the readings is up to your group.

Group:

___________________________

___________________________

chs english literature circles: student work packet · simile, metaphor, personification,...

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