SB Activity: SB 2.

12- Stepping into the Literature Circle

Teacher:
Collaborating Teachers: ELA 6 Teachers
Subject(s): ELA
Essential Questions:
1. How can talking and working with others help
one analyze a novel?
2. How do internal and external forces help people
grow?

Date: Friday 12/12/2014

NVACS Standard(s):
RL.6.1 Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
RL.6.2, RL.6.3, SL.6.1a-d, SL.6.2, SL.6.6
Objective:
I will analyze elements of the structure and content of a
text with a Literature Circles strategy; I will evaluate
Literature Circles as a strategy to facilitate close reading
and discussion of meaning in a text.

Warm-Up/Introduction:
What is a Literature Circle? What are the roles in a Literature Circle that we discussed yesterday? Ensure that students
understand what a literature circle is and what the roles were?
Daily Review (identify instructional standard/indicator):
Essential questions, novel, prediction, commentary, double-entry journal
Concept/Skill Development (including 3+ high level questions) & (identify instructional standard/indicator):
TE #1: Class will be divided into literature circles of about 4 to 5 students, depending on class size. Groups and
roles will be assigned. (Activity 1) Roles will be: discussion leader, word expert, reporter, artist
TE#4: Whole class will read chapters 37-39. Shared reading and silent reading. (Activities 2-6)
NEPF- Standard 3, Indicator 4: Teacher structures the classroom environment to enable collaboration, participation,
and a positive affective experience for all students
Practice & Application (Guided/Independent/Group Practice) (identify instructional standard/indicator):
1. TE #2: Have students prepare for the reading by reviewing their role description and the activity in which they
learned the skills necessary for their role. (5 min)
2. Students will write a double-entry journal in preparation for their discussion. (5 min)
3. TE #5: Students will work silently preparing for their task of the discussion. Students will use a half sheet to
write notes where they will prepare and use sticky notes to mark important passages they wish to discuss.
Artists will draw on blank piece of paper. (10 min)
4. Groups will have 15 minutes to discuss with the members.
5. Groups will fill out the discussion note-taking graphic organizer. (10 min)
6. Students will fill out the Group Meeting Reflection Chart on page (10 min)
*Rigorous Curriculum (identify instructional standard/indicator):
Identify specific activities that the students will complete and the Depth of Knowledge level they will be exhibiting.
When Mrs. Winterbottom returns, she looks completely different. Why do you think she physically changed so much?
How does her new look reflect her personality? Use evidence from the text to support your answer. (DOK 3)
How does Phoebe react after seeing her mother? Why do you think she acts this way? (DOK 2)
Class discussion will ask students to collaborate and use textual evidence. (DOK 3)
NEPF IS 3.1: Teacher provides opportunities for extended and productive discourse.
Assessment (Formative - include Homework - & Summative) (identify instructional standard/indicator):
Make sure you have read through chapter 39, go back and read any chapters you skipped.
Long-Term Review & Closure (identify instructional standard/indicator):
Refer back to the objective and use the stoplight board to ask the students how comfortable they feel with each skill.
Move that skill to the appropriate light.
Supplementary Materials:
Potential Modifications to Lesson:
Novel Walk Two Moons
To support students literary analysis, use a
Springboard, interactive notebooks
familiar and accessible story. To extend for
students who have the reading comprehension
skills, use an original fairy tale by the brothers
Grimm or Hans Christian Anderson.