AP Lang and Comp

~ Group Literature Project ~

Classroom Target:

Students will respect their individual responsibility to their group as well as their own

learning and conduct themselves in a mature and appropriate manner at all times

during literature circle group meetings.

Class Presentation: Your group must develop a “unit plan” on the work of literature that your group has

chosen to read. As a group, you will have an entire class period to teach the novel to your peers who have not read that particular piece. Presentations must include a discussion

of characters, theme, literary elements/devices, author’s purpose, language and style,

and then lead the class in a close reading of a particular passage/section of the novel. During your teaching process, you will also show the class your group’s digital essay, as

well as your 4 quote analysis assignments.

Requirements:

All group members must speak/participate in the presentation

All presentations must be thorough, clear, audible, etc.

You will have an entire class period to teach your novel.

You must include a thorough novel packet for the class – your peers will not have a copy of the novel. You are creating your version of Spark Notes or Pink Monkey, in

which your classmates can learn the key facts about your novel (characters, theme(s),

chapter summaries, guiding AP questions, rhetorical devices, etc.... I will photocopy any material that you need your classmates to have, but you have to give it to me in

advance.

Presentations must address characters, theme(s), major literary elements and rhetorical

devices, author’s purpose, language and style, etc…

Presentations must include a close reading of a passage of your choosing. Include 4

questions, built from the AP question stems, that you will ask your peers at the closing

of your presentations

Create 4 Quote Analysis

Create a Digital Essay

Have fun and let the creativity of learning begin!

INDIVIDUAL REQUIREMENTS - Each person must complete each of the

tasks:

1. Write 4 journal entries over the course of reading the book. (12-point font, 1.5 spacing, Times New Roman) Each entry needs to be at least ¾ page. Your journal can also serve as a discussion prompt in your group. When journaling, you can use the following prompts/suggestions:

a. Short summaries to keep the plot line straight b. Personal reactions to specific events, characters c. Projections about future events d. Connections to your own life or the “real world” e. Questions for clarification

2. Taking on the ROLES: You are in groups of 3, so rotate through the roles, so that by the end of the reading, you have assumed the role of each of the following:

a. Discussion Director (this doesn’t mean this person asks all the questions)

b. Summarizer (succinct & sequential) c. Passage Analyst d. Question Connector e. Vocab Enricher

**The paper work for all the roles should be compiled into a “Group

Report,” that will be submitted on the day your group presents

(hardcopy).

3. Reflection Paper: At the end of the Literature Circle, each person

must write a typed, 2-3 page response about the overall Lit. Circle

process. What were your likes/dislikes? How was the process

beneficial? What would you change? What did each group member do to

help or not help—especially during discussion and presentation

preparation? What is a “take away” or greatest learning experience from

reading the novel? Would you recommend this novel? Why/why not? Use

12-point font, Times New Roman, 1.5 spacing, and proper

mechanics/conventions.

**DUE: Hard copy due day of your presentation.

Digital Essay Rubric

Total: ___________/ 100

Organization

Video is organized in a meaningful way and is ___________/ 15

easy to follow. The video is coherent and an effort

was made to organize the information presented.

Technology

Message is communicated through various means, ___________/10

including, but not limited to images, text, video, music,

etc.

The video is free of technical glitches and difficulties ___________/10

and is visually pleasing.

Timing

The video is between 7 and 10 minutes and uses time ____________/5

appropriately.

Content

Evidence of 5 literary devices and/or logical fallacies are present ____________ / 10

Theme of the novel is shown through music, images, text, etc… ____________ / 10

Plot summary of the novel teaches the audience about the novel, ____________ / 5

but does not give too much away.

Overall

The video shows an attempt at creativity and originality. ___________/15

The video effectively shows the characters, theme, devices, ___________/20

group’s personality, and shows that effort was put into its

creation..

Comments:

Quote Analysis

An author can describe important events in a story by telling you about them: He

checked Stanley's backpack and allowed him to keep it. Then he led Stanley

outside into the blazing heat (p.14).

Sometimes what a character says (and how he says it) is just as important as what

happens. It can tell us what the person talking is like, and what has happened in the

past or what will happen in the future.

You can learn a lot from a quote by explaining it in four parts, called a "quote

analysis:"

1. Write the quote and the page it comes from. Put it in quotation marks.

2. Explain who said those words, and to whom they were talking (One to two

sentences.)

3. Paraphrase the quote. That means put it in different words that mean the same thing. Don't use

quotation marks because quotation marks mean you are writing exactly the

words that were said (two to four sentences.)

4. Explain what this quote tells you about this character or the plot of the story. What kind of person would say these things? Why would they say it? What

would they have to know, or be thinking about, to say it? (five to ten sentences)

The quote analysis must be typed and incorporate a “photojournalist square” in which

you include a picture for each quote analysis.

Literature Circles – Class Expectations

Pre-Reading:

1. Use a calendar to plan the reading schedule and distribute the group roles. The roles should rotate from member to member with each

meeting. No talk-hogs and no lackadaisical work ethic is allowed.

During Reading:

2. For homework, read the assigned number of pages and prepare the provided role sheet before coming to class. Be prepared PRIOR to

working with your group. Carry your own skis! 3. Read the description of your role on the role sheet. During and after

reading, answer the questions on the sheet to get ready for your

participation in the group.

Class-Time:

4. All group members need to have the book and their role sheet out on

their desks at the beginning of the discussion. Desks should be set up in a “pod,” for close range academic conversations. The Discussion

Director selects a timekeeper to help manage the group’s time. 5. The Discussion Director begins the discussion by asking the

Summarizer to go first. 6. The Discussion Director then asks one of the below-the-surface

questions he/she has prepared. Group discusses the question, taking notes.

7. After the Director has asked all questions, the Passage Analyst shares

his/her passage prepared for the day. The Passage Analyst reads the passage and group members discuss, taking notes.

8. After the Passage Analyst finishes, the Essential Questions Connector identifies specific passages in the text that address one or more of the

essential questions. Group members discuss and take notes. 9. The Vocabulary Enricher will interject as needed to define terms or

look them up (if a new one has been added to the list).

During discussion:

10. Members of the group should take the time to make connections during each discussion pertaining to other pieces of text, as well as

the following connections:

a. Text to Text: Are there similarities or differences between the book you are reading now and one that was

assigned for another class or that you have read for

pleasure at another time? b. Text to Self: In what ways can you identify with the

characters or circumstances in this book? What kinds

of personal/emotional reactions do you have to specific parts of this book?

c. Text to World: In what ways is this book reminiscent of

current events or “real world” issues?

Discussion Director

Role: The Discussion Director is the group facilitator for the day. The DD’s job

is to keep order, to keep everyone focused and working and communicate

with the teacher whenever necessary. The Discussion Director is also in

charge of making sure everyone speaks and is also heard. In this role, you

are most like “a teacher,” helping students understand the material.

Process:

Pre-meeting:

Complete the reading and write at least three compelling under-the-surface

questions that will help the members of the group better understand the reading you have just completed. The questions should focus on the

reading for the day, but may ask group members to make connections to prior reading or make predictions about what’s coming up.

During the Meeting:

1. Make sure all participants have the required materials and have

arranged the desks to make discussion easier.

2. Select a timekeeper to keep track of progress during the group meeting.

3. Call on the summarizer to give a brief summary of the night’s reading. All

members are taking notes on anything they didn’t grasp from the

reading.

4. Ask for any additions/corrections. (5-10 mins for Steps 3 & 4)

5. Ask the under-the-surface questions prepared for the day, allowing for

discussion of each one. All group members should be taking notes on the

discussion. (5-10 mins).

6. Call on the Passage Analyst to present his/her passage for the day.

Group members discuss and take notes (5-10 mins).

7. Call on the Essential Questions Connector to present his/her

connections. Group members discuss and take note (5-10 mins).

8. As the discussion takes place, call on the Vocabulary Enricher as needed

to define terms or direct questions about the meaning of term to the

Vocabulary Enricher. Ask the Vocabulary Enricher to share his/her list

of terms and definitions. At this point, you may ask the group if any new

terms need to be added to the list.

9. Ask for any remaining questions/comments (5 mins).

10. Make sure all group members know about the next assignment and their

role for the next discussion.

Discussion Director

Title/Author:

Pages(s):

Meeting Date:

Under-the-Surface Questions (why, how, should, could, would):

1.

2.

3.

Summarizer

Role: The job of the summarizer is crucial in making sure that all group members

understand the basic information in each section of the assigned text. In the

group meetings, the summarizer will get the group going by giving an

accurate, concise version of the events of the assigned reading. This will

serve to remind everyone of important points and help all members of the

group start the day’s discussion with the same information.

Process:

Pre-meeting: As you read, take brief notes on the major events or mark them in

your book with a highlighter or post it notes. After you finish, go back over

the places you marked and select the most important for inclusion in your

summary. Write a concise summary in the space below.

During the meeting: When called on by the Discussion Director, read your

summary to the group. Make sure group members are taking notes on the

most important information. After you read, ask for questions, corrections

or additions to your summary.

Summarizer

Title/Author:

Page(s):

Meeting Date:

Summary:

Passage Analyst

Role: The Passage Analyst finds quotes or longer passages from the assigned reading that are important for understanding the themes and ideas in the

book—especially as they relate to the study of your text. Think about how

ideas in the book remind you of other books you have read, movies you have seen, or events that are happening in the news.

Process:

Pre-Meeting: Read the assigned pages of the book, paying attention to those sections that are important for understanding what the author is trying to

say about dystopia. Identify two passages or quotes that you believe are especially significant to the author’s point. Write the page numbers and

part of or the entire passage, as well as a brief description of the significance of the passage.

During the Meeting:

1. When called on by the Discussion Director, read the passage(s)

you have selected aloud, asking group members to find the passages in the book and read along. Make sure the other

members of the group have noted the page number(s) of the selected passages in their notes.

2. Share your interpretation of the passage and find out what other

group members think of the passage.

Passage Analyst

Author/Title:

Page(s):

Meeting Date:

Passage #1 (Page __________):

a. Summary or Quote:

b. Significance:

Passage #2 (Page _____________):

c. Summary or Quote:

d. Significance:

Essential Question Connector

Role: The Essential Question Connector has the job of using characters and

events in the book to connect to the following essential questions:

-What can one do when faced with lack of power and choice?

-How does one balance individualism with responsibility to community?

-What is the American dream and is the attainment of it possible for every

member of society?

-Why are some members of society more susceptible to alienation than

others?

Process:

Pre-meeting: Read the assigned part of the text, highlighting or otherwise

marking the parts of the selection that apply to the essential questions.

Choose three selections (quotes, passages) and write the page numbers.

During the meeting: When called on by the Discussion Director, share your

selections with the rest of the group, having them note the page number(s)

and the connections to the essential questions you have found. Make sure

that all members of the group understand the connection you are making

by asking for clarification questions.

Essential Question Connector

Author/Title: Page(s):

Meeting Date:

1. Passage:

Connection:

2. Passage:

Connection:

3. Passage:

Connection:

Vocabulary Enricher

Role: The Vocabulary Enricher finds vocabulary (this can mean terms, allusions, and references) from the assigned reading that is important for

understanding the text. It is important for the person in this role to define

possible words that may not be known by their peers. Think about it this way: if you “kind of know what it means but can’t really explain it” – then

define it!

Process:

Pre-Meeting:

Read the assigned pages of the book, paying attention to those terms that

are important for understanding. Make a list of these words and the page numbers on which they can be found. Define each term, making sure to

include the correct definition (some words have 8 definitions but most likely only one is the most contextually appropriate).

During the Meeting:

1. When called on by the Discussion Director, read the definition(s) you

have found, making sure the other group members have noted the definition if it was unclear or unknown to them.

2. Share your list of words with your group, making sure each member

has a definition of a word they did not know. Collect any words that your group members may have questions about and add them to your

list – define these additions before passing in your work.

Vocabulary Enricher

Term (pg. #): Definition:

Literature Circle Meeting Notes Template Date: Page #s:

1. Summary Notes:

2. Director Question Notes:

3. Passage Notes:

a. Page number(s), Passage 1: b. Significance of Passage:

c. Page number(s), Passage 2: d. Significance of Passage:

e. Page number(s), Passage 3:

f. Significance of Passage:

4. Essential Questions Notes:

5. Vocabulary List: