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Lois Lowry/Literature Circle

Group presentation about Literature Circles using Lois Lowry's "The Giver"
by

Kimberly Helms

on 7 December 2012

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Transcript of Lois Lowry/Literature Circle

by: Christina Brantley, Kimberly Helms, Holly McIntyre & Sarah Moss Literature Circles with
Lois Lowry's "The Giver" What is a Literature Circle? Students choose their own reading materials and form groups based on book choice, with different groups reading different books.
Groups meet regularly to discuss their books.
Students create notes, questions, or drawings to guide their discussions.
Group discussions are open and natural where: personal connections, digressions, fun, imagination, curiosity and even disagreements are welcome.
While learning to interact in literature circles, students assume designated roles with specified tasks.
Teacher acts as a facilitator only, not as a participant.
Evaluation is by teacher observation and student self-evaluation.
When students are finished reading and discussing a book, they form new groups around new reading choices. Discussion Director Job Description: Develop a list of at least 5 thought-provoking questions that your group will want to discuss about the reading.

* Qualifications: Must have good leadership abilities, have a good understanding of the book, good attendance, and be willing to allow everyone in the group the opportunity to speak. Literature Circle Roles Discussion Director-role is required.

Other jobs given according to # in group: Summarizer Travel tracker
Illustrator Investigator
Literary Luminary Connector
Vocabulary Enricher
Scene Setter Daniels, 1994, p.18; LiteratureCircles.com, 2000. Summarizer The Summarizer is usually a strong reader with good critical thinking skills. They help their peers see the overall picture, extract important details and can often pick up on foreshadowing, as well as the undercurrent of impending tragedy. Investigator The investigator has the assignment of digging up background information on any topic related to the reading. This is an especially good role for students who have trouble staying on topic, or who enjoy researching information on the internet. Information taken from the National Council of Teachers of English (NCTE): https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/51868chap07.pdf Illustrator The illustrator's job is to represent key scenes from the reading. The illustrator is a perfect role for the student who rarely completes a written assignment but will draw on a piece of scratch paper all day long. Jobs & Responsibilities Literary Luminary Jobs & Responsibilities The Literary Luminary brings attention to key lines, quotes and details from the text. The selections can focus on that which is interesting, powerful, funny or important. These students must be able to read closely and recognize humor, irony, and important ideas. Vocabulary Enricher The Vocabulary Enricher looks up definitions for important, unfamiliar words. Although not intellectually stimulating, it is perfect for the student with lower competence. Sometimes this role is saved for a student with inconsistent attendance. Connector Jobs & Responsibilities Travel Tracker/Scene Setter The Connector sees relationships between the reading and the real world: student's personal lives, people their age, event at school or events in history or current news. The Travel tracker illustrates scenes and settings from the assigned readings. Information taken from the NCTE at http://securencte.org/libraryNCTEFiles/Resources/Books/Sample/51868chap07.pdf Information taken from NCTE at: http://securencte.org/libraryNCTEFiles/Resources/Books/Sample/51868chap07.pdf About "The Giver" by Lois Lowry Censorship & Banned Books Why choose "The Giver" for a Middle Grades Literature Circle? Mid-range lexile level
high interest
popular children's author
book is part of a 4-part series AR Book level: 5.7
Interest level:
Middle Grades 4-8
Lexile: 875 Con't... Continued Interview
by:
Lois Lowry Advantages and Disadvantages The primary advantage of a literature based approach is that: Books can be chosen to meet students' needs and interests - including various reading levels. The major disadvantage of a literature-based program is: Fine literature may be misused, by being made simply a means for developing reading skills rather than a basis for fostering personal response and an aesthetic (pleasing appearance) sense.

Books chosen may not be equally appealing to all students and may in some cases be too difficult for struggling readers. Gunning, Thomas. "Creating Literacy Instruction for All Students." 7 Ed. Pearson Education. 2010. 486. Print. There are no specific rules to forming and implementing a Literature Circle. Below is a basic guideline: Teacher can be a part of the group or not. Selecting Literature: * one book read by the whole class.

* multiple books chosen by students

* Individual self-selection

* or, if several students are reading the same selection as part of their independent reading, these students may form a literature discussion group of their own. Cooper, J. David & Kiger, Nancy D. "Literacy: Helping Students Construct Meaning. 7th Ed. New York: Houghton Mifflin. 2009: 324. Print. What process should teachers use to assess and evaluate comprehension during a group discussion? Nine behaviors related to constructing meaning as students discuss what they have read: 1. making predictions
2. participating in discussions
3. answering questions on a variety of levels
4. determining word meaning through context
5. reading smoothly and fluently
6. retelling selections in own words
7. comprehending after silent reading
8. reading between the lines
9. having a broad background knowledge A grid could be used by the teacher to observe/evaluate student responses in the literature group. Cooper, J. David & Kiger, Nancy D. "Literacy: Helping Students Construct Meaning". New York: Houghton Mifflin. 7th Ed. 480-481. Print. Students can have multiple jobs if needed and work in pairs, especially students with less ability. Let's see how much we know... At the end of the novel, The Giver
a. transmits his memories to the town
b. leaves with Jonas
c. stays behind to punish those that commit crimes
d. prepares himself to help the community with their new memories What was going to happen to Gabriel if Jonas did not take him?

Gabriel would have been
a. taken to another town
b. assigned a new family in Jonas' community
c. been killed
d. kept at the Nurturing Center for another year How did Jonas keep Gabe warm during the journey to Elsewhere? How did Jonas and Gabe escape?
a. the Giver picked him up in his getaway car
b. Jonas took his father's bicycle
c. Asher brought Jonas a bicycle
d. Jonas and Gabe left on foot What does Jonas hear at the end of the novel? Works Cited Censorship and banned Books/random House for High School Teachers. "Censorship and Banned Books/Random House for High school teacher. Random House, n.d. Web Oct.2012. Cooper, J. David & Kiger, Nancy D. "Literacy: Helping Students Construct Meaning." New York: Houghton Mifflin. 7 ED. 480-481. 2010, Print. Daniels, 1997, "LiteratureCircles.com. p. 18; LiteratureCircles.com, Web. Oct. 2000. Gunning, Thomas. Creating Literacy Instruction for All Students. New York: Pearson Education 7 Ed. 486. 2010. Print. National Council of Teachers of English (NCTE). Source found at: http://securencte.org.libraryNCTEFiles/Resources/Books/Sample/51868chap07.pdf.
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