1.L ITERATURE C IRCLES +F RAMES =HANDS-ONSCHOLARSHIP THE DEPTH, COMPLEXITY, & CONTENT IMPERATIVES OF LITERATURE CIRCLES: THE NEW HORIZON OFINVESTIGATION,SCHOLARSHIP, &SOPHISTICATION Ifreadingisaboutmindjourneys,teachingreadingisaboutOUTFITTING the travelers, MODELING how to use the map,DEMONSTRATING how to use the key and legenduntil,ultimately, its the child and the map together and they areoffONTHEIROWN.MINDJOURNEYS,MOSAICOFTHOUGHT, SUSANZIMMERMANNANDELLINOLIVERKEENE,P.28[EMPHASESMINE] DAVID N. CHUNG LANGUAGE ARTS PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT Email: dnchung@pylusd.org Website: http://litcirclesmatrix.blogspot.com/ KEYQUESTIONS/GOALSforthisWORKSHOP: 1. How can LIT. CIRCLES WITH FRAMES enhance the literaryexperiencesoftheGifted/Talentedstudent?2. In what ways can the Dimensions of Depth and Complexity, &ContentImperativeshelpenrichtheexperienceofLit.Circles?3. Experience[plananddesign,iftimepermits]theopportunitiesforstudentstoactivelyengageintheliteracyskillsneededforreadingcomprehension,analysis,andscholarly/creativeexpressions

2. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP O VERVIEW OF L ITERATURE C IRCLES : P ATHWAYS TO E XPERTISEC ONTINUUM D ETAILSE XAMPLES A PPLICATION Facilitated byLiterature Extensions: issues,FramesI NDEPENDENT setting, character/s, author studies;Task Cards [Tiered]R ESEARCH YourS TUDYUnanswered Questions Self-running/sustaining literatureBook Talks with Librarian [novelty]orcircles BY students Acceleration C OMPACTED L EARNING Blooms TaxonomyHistorical, socio-economic, moral, scientific, artistic, or technological influences, contributions, &TLAD-Designed FramesT HINK L IKE A[Depth, complexity, contentapplications of literature; D ISCIPLINARIANNON-FICTION LITERATURE CIRCLEimperatives appliedAnalyze Your Studyaccording to discipline] through the EYES of aAPPLICATIONS; Specialist Cross-curricular (Across the Disciplines)See the Bigger Picture, Ideas, themes, principles that areApplied throughU NIVERSALfound and can be proven within, Group InvestigationorC ONCEPTSbetween, and across subject areas Frayer Model forand disciplinesConcept Attainment see the connectionAccessed via FramesC ONTENTRe-Examine YourC.I. used to guide investigation/ Socratic SeminarsLearninganalysis for roles, discussion,Mini-Project I MPERATIVES collaboration, and/or presentation ConversationalRoundtable Lit. circle Posters DigDEEPERintothelayersofYourstudy D EPTHLit. Circle Roles with Elements of Elements applied via&Depth & Complexity added for C OMPLEXITY StretchYourIdeasthrough Analysis Frames ComplexThinkingD ETERMINE& A PPLYThinking Skill(s) of the H IGHERHigher Levels of Thinking per literaryliterary tasks in lit.I NTELLECTUALL EVEL task; Blooms Taxonomy-Question & Circle roles D EMAND T HINKING Task Design Wheel (Rutherford);differentiatedCostas Levels of Questioning S KILLSTask Cards [Tiered] C ALIFORNIA S TATEFacilitated by F OUNDATIONTraditional Literature Circle RoleLiterature Circle RolesSheets (Daniels, Noe/Schlick/Johnson, Burke)C ONTENT S TANDARDSADAPTED FROM LBUSD GATE OFFICE & DR. S. KAPLAN, USC GATE SUMMER INSTITUTE DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE 2 3. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPREADING CONTINUUM KEY QUESTION: AS YOU CONSIDER YOURGATESTUDENTS , WHERE ARE THEY ON THIS SPECTRUM ? ASTRUGGLINGREADERHAS APROFICIENTREADERCAN... ANADVANCEDREADER... DIFFICULTYWITH... DevelopingaclearfocusorpurposeAccesspriorknowledgeUnderstandsthenuancesofforreadingespeciallybeforetheylanguageSetpurposeforreadingstarttoreadMonitortheircomprehensionCreatementalimagestovisualize Formingagoodhypothesisabout vaguedescriptionsUsesmultiplestrategiestocreatethetextsmeaningbeforetheyread meaningAsksquestionsaboutthetext Findingand/orapplyinga (before,during,andafterreading) Usefixupstrategieswhencomprehensionstrategy meaningbreaksdownDefinewordsincontext MakingmentalimagesofwhattheyMayfocusonasinglestrategyreadLookback/rereadconfusingpartsReadsbeyondtheirchronological MonitoringtheircomprehensiontoPredict/changepredictions ageseethateverythingmakessense ThinkaloudtomakesureofEnjoysreadingawidevarietyof Usingtheirpriorknowledgeof understanding materialsimilarinformationMakeanalogies,connectionsIsvoracious SummarizingastheyreadFitnewmaterialintopersonalLooksatbookstosolveproblems relatingtheirreadingtothe experienceimmediatesituation WantstochoosebooksThinkaboutopinions,attitudes, RelatingtheirreadingtopreviousreactionsHasawonderfulvocabularyexperienceSummarize ReadsquicklyTakenotes/usemappingRelatesliteraturetotheirownlivesDrawinferencesfromthetext MaybeaninsightfulreaderReflectonhow,whatwasread DeterminewhatisimportantElaborateoncoreskillsofreading Synthesizeinformationtocreate newthinking/understandingCreatesensoryimages Reading Strategies taken from Chris Tovani (2000), I Read It, But I Dont Get It: Comprehension Strategies for Adolescent Readers. Advanced Reader Characteristics taken from Sally Reis & Susannah Richards (2001), Gifted Readers: What Do We Know and What Should We Be Doing.HOW CAN LIT. CIRCLES WITH FRAMES ENHANCE LITERARY EXPERIENCES OF THEGIFTED/TALENTED [IN ANY STAGE OF THIS READING CONTINUUM]? DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 3 4. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPL ITERATURE C IRCLES DEFINITIONESSENTIALCHARACTERISTICS/ATTRIBUTESor1.Small,temporarygroupsformedbychoiceofbookor LITERATURECIRCLESstory. oareBookClubs2.Partofabalancedliteracyprogram ofocusonliterature(text),responses(roles),and 3.Structuredforstudentindependence,responsibility,discussion(presentation,reflection) andownership oarestructuredreadingactivitiesthatallowhigh4.Flexible&fluidorderedthinking,reflection,anddiscussion[SDCOE, 5.ReaderResponseCenteredLanguageArts2000Cadre] 6.Guidedprimarilybystudentinsightsandquestions ohavefourbasicrolesthatprovidecognitivepathwaystoatext:discussiondirector,literaryluminary, 7.Intendedasacontextinwhichtoapplyreadingandconnector,illustratorwritingskillsoallownatural,indepthdialogueaboutbooks8.Groupsmeetonaregular,predictablescheduleto discusstheirreading omeetingsaimtobeopen,naturalconversationsaboutbooks,sopersonalconnections,digressions,9.Innewlyforminggroups,studentsmayplayarotatingandopenendedquestionsarewelcomeassortmentoftaskrolesohaveaspiritofplayfulnessandfunthatpervadesthe10. Theteacherservesasafacilitator,notagroupmemberroom.orinstructor 11. Evaluationisbyteacherobservationandstudentself evaluationEXAMPLESNonEXAMPLESorVARIATIONSor oBasicLit.CircleModelforFiction(HarveyDaniels)LITERATURECIRCLESARENOT Aboutsheets/handouts o oModifiedLit.Circles(Shlick,Noe,Johnson) Teacher&TextCentered o oStructuredLit.Circles(Packets,Generic)Theentirereadingcurriculum o oNonfictionLit.Circles Teacherassignedgroupsformedsolelybyability o Unstructured,uncontrolledtalktimewithout o oBookClubs(OprahWinfrey) accountability oLIT.CIRCLESWITHFRAMES o Guidedprimarilybyteacherorcurriculumbased questionso Intendedasaplacetodoskillworko TIEDTOAPRESCRIPTIVERECIPE SUMMARY/CONNECTION/APPLICATION LITERATURECIRCLES+FRAMESWORKBECAUSE Studentschooseandtalkaboutbooksbasedontheirneedsandinterests Conversationsaboutbooksdeepensourunderstandingaboutthem[SDCOE] Itmeetstheneedsofadiversestudentpopulation Interests,comprehension,andinterpretationaredeepenedandaremeaningfulviaelementsofdepthandcomplexity LiteratureCircleFramesprovideapracticalyetrigorousstructureforstudentstoactivelyengageinliterature.Framesprovideamentalmapforutilizingtheelementsofdepthorcomplexity,contentimperatives,andthinkingskills. Whatdoyouhaveforfurtherstudy?DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 4 5. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP G ROUP N ORMS G ROUP E XPECTATIONS [Adapted from Long Beach USD GATE Office]How it looks with the Expectations How it looks with the RoleDiscussion/Presentation Taketheinitiative Courteoustooneanother INTELLECTUALCOURAGE FocusandRefocus(whenofftopic) Goaboveandbeyondwhatthe Takesrisks onthecommontextLiteratureCircleRolerequires[be RespectfullyChallenge Canaddanalysisand/orprovideathoroughandinsightful] connectiontoanotherstudents Others interpretation ActivelyParticipate ThinkoutsidetheboxStudentskeepeachotheraccountable Studentsshouldreadtheselected Preparetoagree,disagree,and/or INTELLECTUALLEADERSHIP affirmwithevidencenotjustliteraturebeforethediscussionmeeting Leadbybeingarolemodelopinion.[followingthroughwithresponsibility] forothers Learntogetherasagroup PositiveInterdependence:encourage TaketheinitiativeSeektorespectallotherparticipantseachothertoaccomplishthetasksSeektoincludenotalienateoroffend Beprepared UseSocialSkills/Etiquette Tactfulinchallengingotherstobe Helpotherswithlearning GroupEvaluation:keepeachother thoroughandinsightfulintheiraccountablewithconstructivecriticism. response INTELLECTUALHUMILITY PositiveInterdependenceListenactivelytothespeaker PracticeScholarly IndividualAccountability NoInterruptionsorsidebars Openmindedattitude Behavior Consideradvicefrompeers Respecttherighttospeak Donotstealothers MakeandtakethetimetocompletetheEveryoneworkstogethertowards opportunitiestolearnandrole[nolastminute,lunchtime understandingmultipleperspectives think copying!]andasharedunderstanding GroupEvaluationSharepointofview/opinion Refertotheliterature/textforRefertothetext INTELLECTUALAGGRESSIVENESSShareyourbestthinkingevidence/support UseevidencetosupportEveryoneworkstogethertowards Bevoraciousaboutreading,tenacious yourideasunderstandingmultipleperspectivesaboutinterpretationandanalysisandasharedunderstanding DefendyourthoughtsExpectotherpeoplesreflectionswill Usemultipleresourcesimproveyourthinking/understanding G ROUP R ULES Based on our Intellectual Expectations, our Four Rules for Effective Literature Circles areISSUE RULE LOOKS/SOUNDS LIKEWhatsrude Whatsrespect RESPECT SHOWCOURTESYANDRESPECTATALLTIMESNoPutdowns HelpeveryoneunderstandDaydreamersPARTICIPATIONEVERYONESHARESANDEVERYONEACTIVELYLISTENS Individualistsvs.InterdependenceSidebarsTIME USEOURTIMEWISELY:STAYONTASK Whattodoif/whenofftaskReadtheselectedtextSET,MAINTAIN(ACCOUNTABILITY)ANDACCOMPLISHOUR PREPARATIONCompleteresponses/rolesGOAL/S Setgoal:Bytheendof20minutes,wewill DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 5 6. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPASSIGNMENT SHEETYour Name:[by SHORT STORY, POETRY, ARTICLE, SELECTEDClass:Start Date: ____________ Final Due Date: ____________PASSAGES/CHAPTERS] Score: After selecting what literature you will be reading Decide as a group the number of pages to be read and who will complete what role for that reading. The reading of the TASK: literature and Literature Circle Role must be completed BEFORE each discussion. For every literature circle meeting, you must have a different role.Meeting #3 on Meeting #1 onMeeting #2 on_________________(Date)_________________(Date)_________________(Date) & Lit. Circle PRESENTATIONTITLE ofLiterature/ AUTHOR ____________________ ____________________ __________________________ CHAP/PAGE # Name of Member &Role/Task Name of Group Member Name of Group MemberPRESENTATION Responsibilities ProfilerConnectorIllustrator Word FinderLiterary LuminaryDiscussion Director OTHER: Group Presentation ofWe will discuss We will discuss _________________________________ Whats Nextpg ____ to pg ____ for the next pg ____ to pg ____ for the next[Product]meeting.meeting.Due:Due: on _____________________ [Due Date] DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE6 7. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP NAME: LITERATURECIRCLEASSESSMENTRUBRICFORROLES Lit.CircleObjective:IncreaseourUnderstandingofLiteratureThroughCLASS:DATE: Meaningful,Interpretive,andEvaluativeAnalysis,Discussion,andPresentation ASSIGNMENT: LITERATURECIRCLEROLE[circleone]: DiscussionDirectorLiteraryLuminaryWordFinderIllustratorConnectorProfilerCombination ofRoles TASK:Inyourownwords,summarizewhatyourtaskiswiththisrole. HIGHLIGHT/CIRCLE FOR EACH COMPONENT BASED ON YOUR PERFORMANCE IN YOUR OWN ROLE, READING, AND COLLABORATION. COMPONENT/ RUBRICSCORE 12 34 Completesroletasksindependentlyandon Rarelycompletesrole SometimescompletesCompletesroletaskstimetasksproperlyandnot roletasksproperlybut independentlyandon Tasksarethoroughlyalwaysontime notalwaysontimetime&thoughtfullydone Tasksaredonewith TasksaredonewithTasksarethoughtfullydemonstratinganlittleornogenuine minimaleffortdonewithgenuineextensionoftheroleeffortLittledevelopmentof effort Demonstratesnew, Nodevelopedresponseresponsetoshow Attemptsto ROLEtoshowunderstandingunderstandingordemonstratescholarlyinsight,developedFULFILLMENTorinterpretationofapassageinterpretationofapassage understandingand/or interpretationofaunderstandingand/orinterpretation DoesnotaddresstheIncompletelypassageofapassagepartsoftheroleaddressespartsofthe Clearlyaddressesmost Clearlyaddressesall Notextualevidencerole partsoftherolepartsoftheroleprovideand/ordoes LittletextualevidenceProvidestextual Providesrelevantandnotsupporttheprovidedtosupport evidencerelevanttoinsightfultextualresponse theresponsetheresponseevidencetoallresponsesSometimeshasassignedHasassignedreading AssignedreadingrarelyHasassignedreading READINGcompletedonschedule readingcompletedon completedonschedulecompletedonschedulewith schedulecompletednotesParticipatesenthusiasticallyin Participates Participates Doesnotparticipateingroupdiscussionsreluctantlyingroupcompetentlyingroupgroupdiscussions Offersinsightful,discussions discussions DISCUSSION Offersfewopinionsand OffersfewopinionsOfferssomeinsightfulscholarlyandmakesnopersonalthoughtfulopinionsandmakeslimited opinionsandmakesconnectionstothetextandmakespertinentconnectionstothetext connectionstothetextconnectionstothetext COMMENTS/REFLECTION:WHAT WENT WELL AND WHYONE AREA TO IMPROVEWHAT STEPS WILL I TAKE TO ENSURE SUCCESS FOR MY NEXT LITERATURE CIRCLE? DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE7 8. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPF RAMES , LITERATURE CIRCLE ROLE:NAME: Subject: Date: DISCUSSION DIRECTORAssignment:Pages: CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE & ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONSPrepares Questions for the Circle. The D.D. opens, facilitates, and closes the Discussion.TASK WHAT QUESTIONS WILL I ASK TO HELP MY FELLOW CLASSMATES UNDERSTAND THE IMPORTANT ELEMENTS OF THE? PATHWAY Unanswered Questions from the text; details or characteristics;big idea or theme; connections; perspectives, responses of fellow members of the group;the past, present, future of the characters or events;What do you have regarding the of this story? My Question: Responses from Discussion: Compare/Contrast the key Consider what events occur in the story. of this story to yourlife or world. What is the ? What do youhave regarding the Whatdo you What are the key of this story (events, character, conflict, setting, plot development, etc.) to discuss? NOTE 5-10 DETAILS FROM THE READING ASSIGNMENT. in this storyhave regarding the ofthis story?[plot, character, conflict]?My Question:My Question:Responses from Discussion:Responses from Discussion: My Question: Responses from Discussion: Other DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE8 9. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP F RAME S , LITERATURE CIRCLE ROLE: NAME: ILLUSTRATORSubject:Date:CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY Assignment: Pages: RESPONSE & ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONSYour task is to create a picture related to the reading and/or to your experience with the reading.TASK What Big Picture is the author creating?PATHWAYauthors style;details of important events; plot structure;theme;connection to the world or self5 Key of this storys(character, conflict, setting, plot, etc.) to ILLUSTRATE Some images that come to My FINAL Illustration Some images that come to mind when I think about themind when I think about acharacter, the conflict, the setting, or the languageText/Quote with page #: used in the story Text/Quote with page #: Description of Image: Description of Image: Explore and note two or three other illustrations, pictures, ordramatizations from other media (internet, magazines, newspaper)that help visualize this story. Be sure to connect the image with a character or scene from the story. DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 9 10. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP F RAMES , LITERATURE CIRCLE ROLE: NAME: LITERARY LUMINARY Subject:Date:CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE & Assignment: Pages: ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS Select & present passages, based on what you find interesting, helpful, and/or an appropriate example of the authors use of a literary device.TASK WHAT WORDS OR PHRASES BEST DESCRIBE THIS STORY, MAIN CONFLICT, OR CHARACTER? PATHWAYLiterary device;details of important events; plot structure; theme What is the?What are the keyof this storys (character, conflict, setting, plot, etc.) to highlight? Quote Revealing Quote Revealing Telling Quote or Passage: of Important[Present one quote/passage that best exemplifies the of the SETTING CHARACTERS or CONFLICTof the selected reading]My Reason for selecting this My Reason for selecting this text: text:Quote Revealing an example orof the authors use of a LITERARY DEVICE Literary Device:Quote with page #: How is this literary device effective?DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE 10 11. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPF RAMES , LITERATURE CIRCLE ROLE: NAME: Subject:Date: CONNECTORAssignment: Pages: CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE & ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS Connect with any of the characters, events, conflict, setting, etc. Relate with anything from the story to world events, moments inhistory, personal experiences, or other stories/characters/events. TASKYOUR OVERALL GOAL AS A CONNECTOR IS TO HELP OTHERS SEE THE RELEVANCE OF THE LITERATURE. [WHY IS THIS STORY WORTH READING?]PATHWAYdetails; summarize the reading from beginning to end; social, political, cultural, economic issues or trends;values; consider implications an element in the story in other academic areas;connection, relevance;originsCOMPARE/CONTRAST a character, conflict, or event with another story, world event, personal experience_____________________________________ & ______________________________________from the textfromof a Determine the relevanceDetermine what possible of the theme, setting, historical events, people, or character, conflict, &/or plot with places influenced the author tocreate this story. todays orDiscuss/Summarize what is happening in the selected reading.Note 2-3 events/people/places[How is this story realistic or unrealistic for you?][Summarize in a short paragraph or 5 bullet points] Make the CONNECTION! What does this story REMIND you of in your L IFE or W ORLD ? How is this SIMILAR /DIFFERENT to your life or world? DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE 11 12. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP F RAMES , LITERATURE CIRCLE ROLE:NAME: Subject: Date: PROFILER Assignment:Pages: CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE & ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONSYour task is to keep track of a character in the story. The profiler gets into the mind of the character, noting his/her thoughts, feelings, plans, strengths, and weaknesses.TASK WHAT CONTRIBUTES TO THE CHANGES IN THE CHARCTER? details;sequence of events;values; changes; influence, contribution; PATHWAY factors that come together Essential details of this character.STRENGTHS WEAKNESSESNote how CONFLICT to theNote how the SETTING to theWhy does the character change/not change? in the characterin the character [Complete a short paragraph considering the factors contributing to the character changing or staying static] ConflictSettingIdentify the change or changes in this character[WHAT ABOUT THE CHARACTER CHANGED? WHY? WHAT STAYS THE SAME? WHY?] DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 12 13. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP F RAMES , LITERATURE CIRCLE ROLE:NAME: WORD FINDERSubject:Date: Assignment: Pages: CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE & ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONSAs you read, Identify 4 words [nouns, verbs, adjectives, adverbs, metaphors, similes, etc.] and complete the Frame below.TASK HOW DOES THE AUTHORS STYLE AND/OR USE OF LANGUAGE CONTRIBUTE TO THE EFFECTIVENESS/INEFFECTIVENESS OF THE STORY?word, phrase, or literary device; definition; generalization; significance to the author PATHWAY connection quote the word or device in the context from the reading Keythat reveals the[theme/generalization]____________________________________ Definition/Explanation: Context [Quote it w/ pg. #]: Why I think the author used this :Keythat reveals theKeythat reveals the of the SETTING:HOW DO THESE WORDS CONTRIBUTE TO THE EFFECTIVENESS OF THEof a CHARACTER:STORY [relevance of the character/s, conflict, etc]? __________________________________________________Write a short paragraph explaining the [contributions]of the four words you noted. Definition/Explanation:Definition/Explanation:Context:Context:Why I think theWhy I think the author used this : author used this:Keythat reveals the, CHARACTER, CONFLICT, or SETTINGDefinition/Explanation:Context: Why I think the author used this word:/literary device: DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 13 14. C ONVERSATIONAL R OUNDTABLELITERATURE CIRCLES +DATE: =HANDS-ON SCHOLARSHIPFRAMESNAME: Topic: Directions: Consider 4 Approaches to the main topic or key question in the center of the chart below. For each approach, fill in the necessary details from your group discussion.KEY QUESTION FINAL CONCLUSIONS: DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 14 15. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP LITERATURE CIRCLES ONE-WEEK LESSON PLAN WORKSHEET[SAMPLE FOR WEEK 2 SHORT STORIES, 6TH GRADE, THE LANGUAGE OF LITERATURE] OBJECTIVE [CONTENT STANDARDS] THE CONCEPT[S] [or Fact, Principle, Procedure, Skill, Idea] to TEACH: 3.6 Identify and analyze features of THEMES conveyed through characters, actions, and Universal Concept: Change images. Generalization 3.2 Analyze the EFFECT OF THE QUALITIES OF THE CHARACTER (e.g., courage or Proving with Evidence (textual evidence) cowardice, ambition or laziness) on the plot and the resolution of the conflict. Characterization 3.5 Identify the SPEAKER and recognize the difference between first- and third-person Plot, Conflict, Resolution NARRATION . Literary Analysis Conversational Roundtable KEY ELEMENTS OF DEPTH, COMPLEXITY; CONTENT IMPERATIVESKEY THINKING SKILLS Terms INTELLECTUAL DEMAND: Universal Concept-Change EVALUATIVEo Determine relevance or significance of qualities of character on plotDetails about Characters, Socratic Seminars INTERPRETIVE examples of Change oProve with evidence oCompare/Contrast short story #1 with #2 oCompare/Contrast speaker-narration in story #1 and #2Structure, Procedure oAnalyze generalization of Change oAnalyze qualities of characters and effect on plot LITERAL Group Norms, Rubric,oSummarize main events of the plot Qualities of the CharacteroIdentify theme of Change in story Speaker, Narration Conversational Roundtable RESOURCE [What will students use to learn? Will they be organizing and/or PRODUCT [What will students produce to show their understanding/mastery of gathering information from Literature, a Textbook, Mini-lesson, Internet Research,content? Will it be a writing piece, graphic organizer, performance art, fine art, or other] combination?] Anthology: Selected Short Stories from The Language of LC Frames [Graphic Organizer, Writing, Discussion Notes] Literature Rubric & Reflection [Writing]Mini-lessons: Conversational Roundtable [Discussion] o Character & Plot Presentation [Group, Informal Speech] o Close Reading o Group Investigation VARIATIONS [Other possibilities for products] o Socratic Seminar Tableau [Performance] o 1st Person, 3rd Person NarrationDETAILS [Mini-Lesson Notes, Facts, Definitions, Key Parts]MODELING/EXAMPLES TO GIVE TO STUDENTS Close Reading (strategies) Guided PracticeGroup Investigation o Close ReadingCharacterization Map for Lesson? o Group InvestigationProcedure on Socratic Seminars o Socratic Seminars o Developing questions Conversational Roundtable Walk-through o Dialogue vs. discussion o Good & Poor Responses o Active Participation Strategies Active Participation Handout (sample prompts)Procedure on JigsawsConversational Roundtable OTHER CONCERNS REVIEW Conversational Roundtable open-ended or fixed according to Universal Concept of Change & Generalizations Intellectual Demand? Group Expectations & Rules Cornell Notes or Frayer Model for Mini-lessons? APPLICATION: TIME FRAME:MONDAY TUESDAYWEDNESDAY THURSDAYFRIDAY D IRECT I NSTRUCTION : C ONTENTGALLERY WALK #2: Lit CirclesD IRECT I NSTRUCTION : DUE: LC FRAME C LOSURE ELA 3.6 Theme Review & formed from first Gallery WalkP ROCEDURE Review Group Investigation choose a new story together Work on RolesL IT . C IRCLE M EETING #2Week 2 ELA 3.2 Character & Plot Assign Roles Jigsaw Conversational ELA 3.5 Narration Read Story #2 Socratic Seminars Roundtable Story #2 as Homework Rubric & Reflections HW: Finish Story #2 DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE15 16. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPONE-WEEK LESSON PLAN WORKSHEET[FOR WEEK ___________________________________________________________________________________] OBJECTIVE [CONTENT STANDARDS] THE CONCEPT[S] [orFact,Principle,Procedure,Skill,Idea]toTEACH: KEY ELEMENTS OF DEPTH, COMPLEXITY; CONTENT IMPERATIVESKEY THINKING SKILLSINTELLECTUAL DEMAND: EVALUATIVE INTERPRETIVE LITERAL RESOURCE [What will students use to learn? Will they be organizingPRODUCT [What will students produce to show their and/or gathering information from Literature, a Textbook, Mini- understanding/mastery of content? Will it be a writing piece, lesson, Internet Research, other]graphic organizer, performance art, fine art, or combination?] VARIATIONS [Other possibilities for products]DETAILS [Mini-Lesson Notes, Facts, Definitions, Key Parts]MODELING/EXAMPLES TO GIVE TO STUDENTS OTHER CONCERNSREVIEWAPPLICATION: TIME FRAME: MONDAY TUESDAYWEDNESDAY THURSDAYFRIDAY Week DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE16 17. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP MANAGEMENT TIPSISSUE SUGGESTIONS MY THOUGHTSPlan weekly in order to allow students to develop the habits,procedures, and other skills necessary. Open up the rules, procedures, and expectations to students(i.e., student-input). Use Tiered Assignments for groups later.PLANNING: Consider grouping students by certain abilities & dispositionsfirst to ensure a successful (collaborative) start. Get your Library Media Specialist to give BOOKTALKS!!! Later on in the school year, go beyond the fixed-frames:combine some of the tasks and/or let students design theirown pathways to interacting with the literature.Have students SUMMARIZE the assigned reading (either as awarm-up or closure activity; summarizing helps facilitatecompletion of the literature circle roles). Try using only one literature circle frame for the entire class(one Lit. Circle role per day for the introductory week),encouraging discussion and understanding about the literarytasks involved. Secondary Schools: Try literature circles for only one class. Elementary Schools: Try lit. circles across the disciplines anduse Think Like a Disciplinarian (e.g., a story that ties into aparticular part of history). In the first few runs at lit. circles, limit the selection ofliterature. FACILITATION:Try short stories from your anthology/textbook. Model, model, model the scholarly behaviors expected inliterature circles, from discussion, to completing the roles, toread to respond. Develop a Group Contract of Expectations and Norms for Lit.Circles.Work the Room (i.e., teacher immediacycirculate aroundthe room to check for understanding and encouragestudents to stay on task). Take your circles outside the classroom.oLibrary Available?oQuad or Lunch Area? How will you keep track of student work, involvement,discussion, and reading? Expect the 1st generation of discussion and work to be arough (may be even a very rough) draft.EXPECTATIONS: Initially expect things to run slow and possibly a bit chaotic.But in time, with appropriate scaffolding, things will settleand run smoothly. DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE 17 18. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP FACILITATING LITERATURE CIRCLES RULES[INTELLECTUALEXPECTATIONS] Social oTakeresponsibilityasreaders,scholars,andgroupmembers Academic oSelectionandReadingofliterature oAnalysis,Interpretation,&Evaluation oConnections[makemeaning] oRaisequestions,explorepossibilities oSharedInquiryDiscussion PROCEDURESSTUDENTSTEACHER Selectingliterature ForminggroupsMultiplecopiesofLiterature Grouprules&expectations AssignmentofrolesVarietyofLiterature Assignmentofreadinganddeadlines SelectmeetingdatesThematicUnit ReadTieredAssignments/TaskCards LITERATURE/ READING Readerresponse(summary,dialecticalActivatePriorKnowledgejournal)and/orRoleCompletionofFRAMESObservation/Diagnostic/Evaluation CompleteRole/ReflectionsScaffold PreDiscussionPreparationMinilessonso Summarizethehighlightsoflit. circlerolework PrediscussionPreparationo GroupExpectations&Rules ActiveParticipationStrategieso ConversationalRoundtable SharedInquiry/ During SocraticDialogue[KeyQuestions]o MaintenanceofGroupExpectations DISCUSSION &Rules ConversationalRoundtable[KeyQuestion]o CompletionofConversational RoundtableAnticipationGuides Post BloomsTaxonomyo Reflections FRAMESo Product/sasanIndividualRubric Presentation PRESENTATION And/orArtSupplies/Resources ConversationalRoundtable[orPoster]o Product/sasaGroupPresentationConference,Checkpoints SelforGroupEvaluationsusingRubric EVALUATION Reflections,GoalSettingRubric DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 18 19. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP THINKING SKILLS[AS IT RELATES TO LITERATURE CIRCLES] INTENSIFY THE INTELLECTUAL DEMAND TAXONOMYSKILL DEFINITIONAPPLICATION TO LIT. CIRCLESSYNTHESIS PARTSOFINFOTO Develop/Interpret/DeterminePARTS OF INFO TO CREATEORIGINAL, Lit.CircleRolePRODUCT,IndividualMembersCREATE ORIGINALthebigideaorthemebasedonINDUCTIVE and/orasaGroupWHOLE detailsREASONINGAuthorsStyle,Influence DETERMINETHEDecidewhatisimportantor ImpactofaneventoracharacteronthemainRELEVANCEgivenpriorityEVALUATIONcharacterJUDGMENT BASEDON CRITERIA Makeadecisionandsupportit Rubric, JUDGEWITH withreasonswhythedecisionCharactersChoices,AuthorsChoicesCRITERIA wasmade StudentReflectionsJustifyastatedideaorconcept PROVEWITHwithdetails,facts, UniversalTheme,DeductiveReasoningEVIDENCEcharacteristics Definethereasonswhy DEFINECAUSE&somethinghappensandtheCI:Originsof,Contributionsofconflict,setting, ANALYSISEFFECT consequencesofthatactionor charactersactions,authorsstyle ABILITY TO SEEeventPARTS & RELATIONSHIPSNOTETHEDescribewhatismissing,Irony,Suspense,Foreshadowing;ortAMBIGUITY unclear,orincongruous Charactersfromdifferentstories,differentCOMPARE/Describesimilaritiesand authorsCONTRASTdifferences Differentstoriessameauthor APPLICATIONAssociateorlinkinformation Connectionswiththetexttoself,othertext,or USING LEARNING INRELATE andstatetherationalefortheNEW SITUATIONS worldevent;Archetypes connection Characterdevelopment, DeterminetheorderofSEQUENCE PlotDevelopment,Suspense,Timeline, presentationofinformationCOMPREHENSIONSummary,Synopsis,UNDERSTANDING MEANINGConnector:TexttoText,TexttoSelf,Textto Definetheplacementorgroup CATEGORIZE WorldtowhichsomethingbelongsDiscussionDirector:TypeofQuestionsRestateinformationinitsmost SUMMARIZESummary/Synopsis,DiscussionsuccinctformKNOWLEDGE RECALLING INFO Providespecificstatementsor Profiler:CharacterDetailsDEFINE factstodescribeanidea, WordFinder:Vocabulary concept,statementAdapted from Flip Book, Too, Sandra Kaplan and Bette Gould DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 19 20. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPD IMENSIONS OF D EPTH & C OMPLEXITY BIGIDEA TOOLSOFTHEDISCIPLINE TASK/TOPIC:literarythemesdescriptivewordsimplicitandexplicitcontentinterpretationofvocabularypoetry style Applications of Depth andconflict stylisticdevices(onomatopoeia, criticalanalysis alliteration) Complexity in Literature UniversalConcepts terminologyofdialects Circlesgeneralizations literaryterms:Plot,theme,overallmoral conflict,characterizationarchetypes [Adapted from Depth & Complexity WORDFINDER,DISCUSSIONDIRECTOR Cards Educator to Educator, 2003]DISCUSSIONDIRECTOR,ILLUSTRATORILLUSTRATOR,LITERARYLUMINARYLITERARYLUMINARY,CONNECTORTHINKLIKEADISCIPLINARIAN[ALL] DETAILS RULES PATTERNScharacters genrestructure plotpatternssetting grammar,punctuation conflictdescription wordusage authorsstyleconnotation stylisticrules archetypesinformativewriting poetry poetryelaboration proofreading literarycriticism:aestheticsupportwithtextualevidence WritingtothePurposeapproachconcretedetails[ResponsetoLiterature] literarycriticism:historicalsensorydetails WritingtothePrompt[Response approach toLiterature] PROFILERPROFILER,DISCUSSIONDIRECTOR ALLLCROLESILLUSTRATOR,LITERARYLUMINARYWORDFINDER,DISCUSSIONDIRECTOR THINKLIKEADISCIPLINARIAN[ALL] TLALINGUIST,TLAHISTORIAN,ILLUSTRATOR,LITERARYLUMINARYTLASOCIOLOGISTCONNECTORMULTIPLEPERSPECTIVESTRENDSETHICS pointofviewhistoricalfictionplotdilemmas characterizationnonfictionconflicts,controversies viewsofgoodandbadcharactertypes plagiarismcharactersspellingandpunctuationmedia:editorials,political nonfictionpointsofviewwordusage cartoons,bias persuasivewritingfavoriteauthorsandgenres justification,interpretationof editorialsinfluenceoftime,culture,settingcharacterorauthorsintent evaluation CONNECTOR,PROFILER PROFILER THINKLIKEAHISTORIANDISCUSSIONDIRECTORDISCUSSIONDIRECTOR,ILLUSTRATOR TLASOCIOLOGIST,TLAECONOMIST CONNECTOR,PROFILERLITERARYLUMINARY,CONNECTOR TLAGEOGRAPHER,TLAANTHROPOLOGISTTLAPHILOSOPHER,TLAPOLITICALSCIENTISTTHINKLIKEADISCIPLINARIAN[ALL]TLASOCIOLOGIST,TLAANTHROPOLOGIST RELATEOVERTIMEUNANSWEREDQUESTIONSACROSSDISCIPLINESsetting anonymousauthors biographies,autobiographieshistoricalrelevance pennames journals,diaries,lettershistoricalauthenticity authorsmessagewritingrelatedtoadisciplinesciencefiction authorsmotivation readingwithinadisciplinebiographies personallikes/dislikes ThinkLikeaDisciplinarianhistoricalfiction charactertypes[Sociologist,Geologist,Biologist,timesettingofnonfictionwriting Philosopher,Physicist,Linguist,causeofchangeinacharacter Anthropologist] PROFILER,DISCUSSIONDIRECTOR,CONNECTOR CONNECTOR,PROFILER TLAHISTORIAN DISCUSSIONDIRECTOR,ILLUSTRATORILLUSTRATORTHINKLIKEADISCIPLINARIAN[ALL]THINKLIKEADISCIPLINARIAN[ALL]ADAPTED FROM THE LBUSD GATE OFFICE, 2005.DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE20 21. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPTHE DIMENSIONS OF DEPTH C ONSTRUCT M EANING AND D EVELOP S CHOLARSHIP DIMENSIONS OF DEPTH ICON DEFINITION LIT. CIRCLE APPLICATION Considertheimpactofwordsand/orphrases,TERMS, NOMENCLATURE USED BY THET OOLS OF THE figurativespeech,tropes&figuresusedbythe DISCIPLINARIAN OR EXPERT (OR USED WITHIN A D ISCIPLINE DISCIPLINE) authortoestablishstyle,tone,mood,etc.[WordFinder,LiteraryLuminary]Howis______characterized?FEATURES, ATTRIBUTES, ELEMENTS, SPECIFIC D ETAILSINFORMATION; ELABORATION; EMBELLISHMENTDeterminetheattributesoftheauthorandhis/herstyle[Profiler,WordFinder]Trackacharacterthroughouttheplot;createatimelineofkeyevents;identifyreoccurringmotifs, DESIGNS, MODELS, RECURRING ELEMENTS; CYCLES; predictwhathappensnext,connectthedetailsthatP ATTERNSORDER; COMPOSITE OF CHARACTERISTICS leadtothetheme;Analyzetheuseofarchetypes, symbols,motifsusedintheselectedliterature [Profiler,LiteraryLuminary,Illustrator]Analyzethegenrestructure;whatisthe STANDARDS, ORGANIZATIONAL PATTERNS,organizationofthesociety/settinginthestory; R ULES STRUCTURE, ORDERorganizerelationshipsofcharacters[LiteraryLuminary,Illustrator,Profiler,Connector] Considerthesocial,economical,historical,&/orCHANGES OVER TIME; GENERAL TENDENCY OFpoliticalfactorsofthesettingorconflict(orT RENDSDIRECTION, DRIFT; INFLUENCES OVER TIMEinfluencingtheauthor) CAUSING EFFECTS TO HAPPEN [Connector,Profiler]Considertheambiguitiesandspeculate;whatare U NANSWEREDKNOWLEDGE YET TO BE DISCOVERED, EXPLORED, thediscrepanciesofacharactersactionsorofthePROVEN; UNCLEAR INFORMATION NEEDING Q UESTIONS FURTHER EVIDENCE OR SUPPORTplot/setting [DiscussionDirector]B IG I DEA DrawaconclusiononthethemeofthestorybasedBROAD CONCLUSIONS BASED ON EVIDENCE; RULES [Generalization, onthedetails/infofromallroles;BASED ON TESTED AND ACCEPTED FACTS ORPrinciple, ASSUMPTIONS; BASIC TRUTHS, LAWS, ORDeterminethesignificanceoftheuseofarchetypes,Theory, orASSUMPTIONSsymbols,motifsusedintheselectedliterature Concept][AllRoles]Considerthecauseoftheconflict;identifywhatVALUE-LADEN IDEAS, INFORMATION; IDEAS, changesoccurduetotheconflict;E THICSOPINIONS RELATED TO BIAS, PREJUDICE, whatfactorsconvergetocreatetheconflictboth DISCRIMINATION externalandinternal [AllRoles] Adapted from Flip Book, Too, Sandra Kaplan and Bette Gould DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE 21 22. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPTHE DIMENSIONS OF COMPLEXITY C ONSTRUCT M EANING , D EVELOP S OPHISTICATION , AND R EINFORCE S CHOLARSHIP DIMENSIONS OFCOMPLEXITYICON DEFINITIONLIT. CIRCLE APPLICATIONChangesinthecharacter,setting,authorsstyle; R ELATE O VER PAST, PRESENT, FUTURE; ACROSS, DURING considercauseandeffectofcharactersactionsin T IME VARIOUS TIME PERIODS; CHANGEthepasttothepresent[Profiler,Connector] Considerhowtheothercharactersviewtheactions DIFFERING POINTS OF VIEW; OPINIONS BASED ONofthemaincharacter;determinewhataretheM ULTIPLEVARIED ROLES AND RESPONSIBILITIES; ATTITUDEemotionsofacharacterbasedontheactionsofthe P ERSPECTIVESWHEN CONSIDERING OR VIEWINGmaincharacter[Profiler,Illustrator,LiteraryLuminary]Contemplateeconomical,anthropological,CONNECTIONS, RELATIONSHIPS WITHIN, A CROSS BETWEEN, AND AMONG VARIOUS DISCIPLINES ORsociological,geographical,biological,philosophical, D ISCIPLINES SUBJECT AREASorhistoricalapplicationsfromtheliterature[Connector,TLAD]Adapted from Flip Book, Too, Sandra Kaplan and Bette Gould DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE 22 23. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPCONTENT IMPERATIVES:R E -E XAMINE W HAT Y OU H AVE L EARNED CONTENT IMPERATIVEICONDEFINITIONLIT. CIRCLE APPLICATION Howdidthisbegin? Whatwasthecause?THE BEGINNING, ROOT, OR Whatwasthestimulus?ORIGINSOURCE OF AN IDEA OR Etymology EVENT Causeofconflict Comprehension/ThinkingSkills:noteambiguity;identifymissinginformation;testassumptions;provewithevidence Howlongdidthisbuild/formulate? Whatthingscametogethertocausethis? Whatwasthevalue? THE SIGNIFICANT PART OR Effectofacharactersactions,impactofsetting, CONTRIBUTIONRESULT OF AN IDEA OR contributingfactorsofacceleratingtheconflict/risingEVENT action Effectofliterarydevices Comprehension/ThinkingSkills:differentiatefromrelevantfromirrelevant;judgewithcriteria;prioritize;provewithevidence Howdidthisallcometogether? Howdidthingsmerge? Whatwerethemeetingpoints?THE COMING TOGETHER OR FactorsthatcreatetheclimaxCONVERGENCE MEETING POINT OF EVENTS Realization/KeyMomentforthecharacter OR IDEAS Authorsuseoflanguagetodeveloptone,imagery,style;genre Comprehension/ThinkingSkills:drawingconclusions,predicting,inferring Whatissimilar? Whatiscomparable?IDEAS OR EVENTS THAT Whatseemsthesameas? ARE SIMILAR AND CAN BEPARALLELCOMPARED TO ONE SynonymsANOTHER Connections Comprehension/ThinkingSkills:identifyattributes;compareandcontrast;judgewithcriteria;support/provewithevidence Whataretheopposingideas? Whataretheinconsistencies?THE CONTRADICTORY Whatisthedilemma? PARADOXELEMENTS IN AN EVENT OR Internalconflict IDEA Irony Comprehension/ThinkingSkills:differentiatefactfromfictions;determinerelevantfromirrelevant;judgewithcriteria;judgeauthenticityAdapted from Flip Book, Too, Sandra Kaplan and Bette Gould and Content Imperative Cards, Educator to Educator DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE 23 24. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPO VERVIEW OF L ITERATURE C IRCLE R OLES OBJECTIVE: Increase our Understanding of Literature Through Meaningful, Interpretive, and EvaluativeAnalysis, Discussion, and PresentationROLETASK [A BRIEF OVERVIEW OF EACH ROLE]THINKING SKILLSPATHWAY [SUGGESTED] AFTER CAREFUL ANALYSIS OF THE SELECTED TEXT AND THE CHARACTER, THE PROFILER CAN PRESENT A PROFILE OF THE PLOT, CONFLICT, CHARACTER, AND OR Identify, SETTING IN A FRAMEConsider, Multiple perspectives may be considered regarding the plot or conflictof the selected text. Compare, The Profiler may also consider other academic disciplines to add to the Speculate,PROFILERanalysis of the plot or character development. For example, THINK LIKE A Prove withHISTORIAN to analyze the socio-economic, cultural, or historical factorsEvidenceinfluencing the author. Present the analysis in a FRAME.AS YOU READ, IDENTIFY 5-8 WORDS, PHRASES, OR LITERARY DEVICES [nouns, verbs, adjectives, adverbs, metaphors, similes, or other literary device] Identify, Select the top 4 words, phrases, and/or devices of the selected text toDefine,highlight. ConsiderWORD FINDER She/he will note the definition, location, reason for the selection,and why the words are important to the text. Impact/ Present the four words/phrases/devices with the completed task in a SignificanceFRAME Determine, THE CONNECTOR WILL CONSIDER POSSIBLE SIMILARITIES OR DIFFERENCES OF THERelate, LITERATURE TO THE REAL WORLD. Compare, Make CONNECTOR Connect with any of the characters, events, conflict, setting, etc.Analogies, Relate with anything from the story to world events, moments in history,Differentiate personal experiences, other stories/characters/events. Present connections in a FRAMERelevance/ Irrelevance PREPARES & ASKS 3-4 QUESTIONS FOR THE CIRCLE. THE D.D. OPENS,Interpret, FACILITATES, AND CLOSES THE DISCUSSION. Helps the Lit. Circle consider multiple perspectives, connections, Summarize, DISCUSSIONinterpretation of theme, etc.Re-state,DIRECTOR After leading the discussion, the Director will summarize the highlights ofInfer, the groups discussion. The Director is responsible for stating the bigDetermine idea. Cause/Effect Use a Frame to develop your questions [interpretation & evaluation] THE LITERARY LUMINARY WILL SELECT A QUOTE OR A SHORT PASSAGE THAT BESTIdentify, REPRESENTS THE BIG IDEA, LITERARY DEVICE, KEY EVENT, OR DETAILS OF AConsider CHARACTER IN THE SELECTED TEXT. THE L.L. IS THE RESOURCE FOR TEXTUAL LITERARY LUMINARYInfluence, EVIDENCE TO SUPPORT ANY INTERPRETATION THE GROUP MAY HAVE. Evaluate, Judge Present passages, based on what you find interesting and/or helpful using a FRAME with Criteria PRESENT TO YOUR LIT. CIRCLE YOUR VISUALIZATION OF THE SELECTED READING. Synthesize, ILLUSTRATE BASED ON WHAT INSPIRES YOU.Relate,ILLUSTRATOR Present your Illustration with a quote or expositionGeneralize, Consider the theme, characters, key events, or literary devices Note Ambiguity, Design and plan your final illustration using a FRAMERedesignUsing the DESIGNERS CHALLENGE FRAME you can synthesize/modify some of the elements of any of the roles listed above to create your own literary tasks for OTHER OPTIONS YOU CHOOSEYOU CHOOSE analyzing and appreciating the selected literature. Consider also using THINK LIKE A DISCIPLINARIAN. DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE24 25. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP D ESIGNER S C HALLENGENAME:DATE:SCORE: FRAMESTITLE OF LITERATURE:AUTHOR: ASSIGNMENT: DESIGN YOUR OWN ROLE TO INTERACT WITH & ANALYZE LITERATURE! CONSIDER THE FOLLOWING AND THEN DESIGN YOUR ROLE BELOW:Identify and understand the literary task from the Language Arts Content Standard(s)TASKCombine some of the lit. circle roles and the literary tasks in each roleChange the Thinking Skill [Ascending Intellectual Demand]Other possible applications of the elements of depth or complexity, and/or content imperativesPATHWAY KEY STANDARD/QUESTION/CONCLUSION: Taken from Frames, Kaplan & Gould. Educator to Educator DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 25 26. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP READER RESPONSE NOTESTITLE OF LITERATURE: AUTHOR:STUDENT NAME: CLASS: ASSIGNMENT: DATE: SYNOPSIS:SUMMARY OF THE ASSIGNED READINGCONSIDER 2 OR 3 ELEMENTS OF DEPTH OR COMPLEXITY AS PART OF YOUR ANALYSIS WHAT THIS PASSAGE REVEALS [WRITE COMPLETE SENTENCES]KEYPASSAGE: COMMENTARY [WRITE 2-4 SENTENCESEXPLAIN THE SIGNIFICANCE]EXAMPLE OF -THEME,-AN IMPORTANT MOMENT,-CHARACTERIZATION,OR -REVEALING QUOTE FROM ASSIGNED READING LOCATION:[NOTE PARAGRAPH, LINE, &/OR PAGE NUMBER] WHAT THIS PASSAGE REVEALS [WRITE COMPLETE SENTENCES]KEYPASSAGE: COMMENTARY [WRITE 2-4 SENTENCESEXPLAIN THE SIGNIFICANCE]EXAMPLE OF -THEME,-AN IMPORTANT MOMENT,-CHARACTERIZATION,OR -REVEALING QUOTE FROM ASSIGNED READING LOCATION:[NOTE PARAGRAPH, LINE, &/OR PAGE NUMBER]QUESTIONS AND/OR CONNECTIONS I HAVE FOR DISCUSSION FOR OUR NEXT MEETING DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/ MINI-WORKSHOP: PAGE 26 27. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIPREFERENCES Burke, Jim. The English Teachers Companion. New Hampshire: Heinemann, 1999. Burke, Jim. Tools for Thought. New Hampshire: Heinemann, 2002. Copeland, Matt. Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School. ME: Stenhouse Publishers, 2005. Cornwell, Richard. CSULB South Basin Writing Project. Will Rogers M.S., Long Beach USD. Daniels, Harvey. Literature Circles: Voice and Choice in Book Clubs and Reading Groups. ME: Stenhouse Publishers, 2002. Daniels, Harvey, Steineke, N. Mini-Lessons for Literature Circles. NH: Heinemann, 2004. Day, Jeni, Spiegel, D., McLellan, J., Brown, V. Moving Forward With Literature Circles: How to Plan, Manage, and Evaluate Literature Circles that Deepen Understanding and Foster a Love of Reading. NY: Scholastic Professional Books, 2002. Duke, Nell, Pearson, P. David. Effective Practices for Developing Reading Comprehension. Dunn, Rita, Dunn, Kenneth. Teaching Students to Read Through Their Individual Learning Styles: Practical Approaches for Grades 7-12. MA: Allyn & Bacon, 1992. Educator to Educator. Content Imperative Cards. Calabasas, CA: Educator to Educator, 2005. Educator to Educator. Depth and Complexity Icon Cards. Calabasas, CA: Educator to Educator, 2003. Kaplan, Sandra, Gould, B., Siegel, V. The Flip Book: A Quick and Easy Method for Developing Differentiated Learning Experiences. Calabasas, CA: Educator to Educator, 1995. Kaplan, Sandra, Gould, B. The Flip Book, Too: More Quick and Easy Methods for Developing Differentiated Learning Experiences. Calabasas, CA: Educator to Educator, 2005. Kaplan, Sandra, Gould, B. Frames: Differentiating the Core Curriculum. CA: Educator to Educator, 1998. Kinsella, Kate. Language Strategies for Active Classroom Participation. San Francisco State University, 2001. Owens, Sarah. Treasures in the Attic: Building the Foundation for Literature Circles. In Hill, B., Johnson, N., Schlick Noe, K. (eds.), Literature Circles and Response. Norwood, MA: Christopher-Gordon, 1995. Richards, Susannah, Reis, S., Gubbins, E. J. Gifted Readers: What Do We Know and What Should We Be Doing. CT: National Research Center on the Gifted and Talented, University of Connecticut, 2001 Rutherford, Paula. Blooms Taxonomy, Question and Task Design Wheel. Why Didnt I Learn This In College? Alexandra, VA: Just ASK Publications, 2002. Schlick Noe, Katherine, Johnson, N. Getting Started with Literature Circles.Norwood, MA: Christopher-Gordon Publishers, 1999. Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners. Virginia: ASCD, 1999. Tovani, Chris. I Read It, But I Dont Get It: Comprehension Strategies for Adolescent Readers. ME: Stenhouse Publishers, 2000. Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing, 1992. Wong, Harry, Wong, R. The First Days of School: How to Be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications, Inc., 1998. GATE Office, Long Beach Unified School District. : Harvey Daniels, Literature Circle Website: Instructional Strategies Online: Getting Started with Lit. Circles: Literature Circles Resource Center: Literature Learning Ladders: Themes & Literature Circles. San Diego County Office of Education, Summer Institute 2000: DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE27 28. LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP CONVERSATIONAL ROUNDTABLE TOPIC: WORKSHOP REFLECTIONS [Individually, or in Groups] DIRECTIONS: Consider 4 aspects to the main topic in the center of the chart below. For each aspect, fill in the necessary details from your own reflection or group discussion.#1#2Challenges and difficulties I might face Important facts, [details],[strategies], or[ideas] WORKSHOP OBJECTIVES IN MEETING THE CALIFORNIA STANDARDSFOR THE TEACHING PROFESSION, THE GOAL that I will use OF THE WORKSHOP WAS THREEFOLD: to become familiar with the instructional applications and possibilities of Literature Circles#3 to utilize Literature Circles that includes the #4 In what ways can the Dimensions elements of Depth, the elements of How can Lit. Circle Frames of Depth and Complexity , & Complexity, and Content Imperativesenhance the literary experiences Content Imperatives help enrichof the Gifted/Talented student?to practice Lit. Circles with FRAMES the experience of Lit. Circles? FINAL CONCLUSIONS: Role sheets are designed to be book club training wheels, a temporary, getting-started tool. Many teachers have found that when students are first learning to operate in peer-led discussion groups, it is helpful to offer them an intermediate support structure that makes the transition more comfortable and successfulwe want kids to internalize these procedures rather than depend forever on these training wheels; the goal of these support tools is to make the tools obsolete. HARVEY DANIELS, LITERATURE CIRCLES: VOICE AND CHOICE IN BOOK CLUBS & READING GROUPS [EMPHASES MINE]H ANDS -O N S CHOLARSHIP THROUGH L ITERATURE C IRCLES + F RAMES FROM PART 1 & 2 OF T HE D EPTH , C OMPLEXITY , AND C ONTENT I MPERATIVES OF L ITERATURE C IRCLES :T HE N EW H ORIZON OF I NVESTIGATION , S CHOLARSHIP , & S OPHISTICATION BY D AVID N. C HUNG LANGUAGE ARTS BACHELOR OF ARTS IN SPEECH COMMUNICATION PROFESSIONAL CLEAR SINGLE SUBJECT (ENGLISH) CREDENTIALLONG BEACH USD GATE CERTIFICATEMASTER OF ARTS IN CURRICULUM AND INSTRUCTION DAVIDN.CHUNG,PYLUSD.EMAIL:dnchung@pylusd.org;WEB::http://litcirclesmatrix.blogspot.com/MINI-WORKSHOP: PAGE 28