Lauren Wiener

Snot Stew: Literature Circle

11/26/18, to be observed 11/30/18 11:50-12:30

Snot Stew: Literature Circle

3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and
summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.

3.5 The student will read and demonstrate comprehension of fictional text and poetry.
b) Make connections between previous experiences and reading selections.
c) Make, confirm, or revise predictions.
d) Compare and contrast settings, characters, and events.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.

Materials:
● Literature circle papers
● Snot Stew
● Pencils
● Badges
● Reflection Papers

Procedure:
● Review what has been read previously
● Discuss the comparison of the characters so far
● Make predictions of what will happen in the story
● Begin reading independently, a few pages at a time, sense student pace and stamina as
we read
● Stop periodically to allow students to complete their literature circle roles
○ Discussion Director: Lead discussion with prompting questions from the story
○ Connector: Share personal and academic connections made while reading
○ Visualizer: Share visual representation of what we are reading to help us have a
better understanding
○ Story Mapper: Explain characters that are present, share problem/solution, etc.
○ Word Wizard: Share and teach about words that may be unfamiliar to the group
○ Summarizer: Wrap up what we have read in concise segments that are easy to
comprehend
● We will hopefully be able to read through 1-2 chapters of the story, it is dependent on
what we finish throughout the week.

Closure:
Lauren Wiener
Snot Stew: Literature Circle
11/26/18, to be observed 11/30/18 11:50-12:30

● The students will be completing a self-reflection exit ticket. They will reflect on how they
participated during the session and what they can do to improve during the next session.
Students will be able to show what they believe are their strengths and weaknesses

Differentiation:
● While there will be minimum differentiation happening during the lesson that you will be
observing, my reading block is quite differentiated. The group you are observing are 5th-
7th grade readers. This book is not challenging for them in terms of fluency or word
recognition, but we are working on digging deeper into the story and searching for clues
that are not always explicitly stated. My other two groups are completing various forms
of literature circles that are tailored to the group level.

Assessment:
● At the completion of the story, students will be taking a test to demonstrate their
comprehensive knowledge of the story. I will also be collecting their literature circle role
papers as a grade throughout the completion of the story. I hope to have the students
also take part in a creative assessment. I have not decided if it will be to rewrite the
ending, add an additional character that would change the story in some way, or
something entirely different. I am going to present the group with the options and allow
them to choose their creative assessment, time permitting.