COMMUNITY LEARNING CIRCLE ROLE SHEETILLUSTRATOR

NAME: ________________________________________________________ PERIOD: ____ GROUP #____

Meeting Date: ________________ Assigned Chapters/Pages: _________to________

Illustrator: Your job is to illustrate and color an important scene from the text on the back of this paper or on a separate piece of paper. Additionally, complete the questions below in relation to your image. Remember: your drawing will be graded on your ability to represent your scene, neatness, color, and effort. You do not have to be so literal in your drawing—i.e. use symbols to represent the larger themes expressed.

Summarize what action lead up to this scene—________________________________________________________________________________________

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Write a paragraph explaining the following: What does your picture represent, what did you learn from this section of the novel, and why did you draw the scene the way you did (tools used as well)—________________________________________________________________________________________

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Write a discussion questions about this scene. Your question should be complex enough to lean to a 2-3 minute discussion amongst your group members—________________________________________________________________________________________

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*Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels

COMMUNITY LEARNING CIRCLE ROLE SHEETDISCUSSION DIRECTOR

NAME: ________________________________________________________ PERIOD: ____ GROUP #____

Meeting Date: ________________ Assigned Chapters/Pages: _________to________

Discussion Director: Your job is to develop a list of open-ended questions that your group might want to discuss about this part of the novel. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. Use the chart below for analytical verbs to formulate your questions.

Discussion Questions—

1. ______________________________________________________________________________________________________________________________________________________________________________

2. ______________________________________________________________________________________ _______________________________________________________________________________________

3. ______________________________________________________________________________________ _______________________________________________________________________________________

4. ______________________________________________________________________________________ ________________________________________________________________________________________

5. ______________________________________________________________________________________ ________________________________________________________________________________________

*Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels

Possible response to Question #1:

Possible response to Question #2:

Possible response to Question #3:

Possible response to Question #4:

Possible response to Question #5:

COMMUNITY LEARNING CIRCLE ROLE SHEETCHECKER/CONNECTOR

NAME: ________________________________________________________ PERIOD: ____ GROUP #____

Meeting Date: ________________ Assigned Chapters/Pages: _________to________

Checker/Connector: Your job is to confirm that your group members understood what happened in this week’s reading in relation to plot, setting, themes, vocabulary, conflict, point of view, etc. Ask questions that begin with “Who, What, Where, When, Why, or How”. Additionally, you need to make connections between the novel and the world. This means connecting the reading to your own life, happenings at school or in the community, similar events at other times and places, or other people or problems that this novel brings to mind. Circle the connections you made, and write any similar ones made during the meeting.

Checker Questions Answer1.

2.

3.

4.

5.

Connection to—(Circle below)

Event from the Novel Your ConnectionOther Members that Connected/ Other

Connection

Text/Film/Self/World/Other:________

1.

Text/Film/Self/World/Other:________

2.

Text/Film/Self/World/Other:________

3.

*Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels

COMMUNITY LEARNING CIRCLE ROLE SHEETVOCABULARY ENRICHER

NAME: ________________________________________________________ PERIOD: ____ GROUP #____

Meeting Date: ________________ Assigned Chapters/Pages: _________to________

Vocabulary Enricher: Your job is to examine a few especially important words in this week’s reading. If you find words that are puzzling or unfamiliar, mark them while you are reading and then later jot down their definition, either from a dictionary or from some other source. You may also run across familiar words that stand out somehow in the reading – words that are repeated, are used in an unusual way, or provide a key to the meaning of the text. Mark these special words and be ready to point them out to the group.

Page # and Paragraph Word Definition and Significance

*Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels

COMMUNITY LEARNING CIRCLE ROLE SHEETTRACER (TRAVEL/THEME/SYMBOL/MOTIF)

NAME: ________________________________________________________ PERIOD: ____ GROUP #____

Meeting Date: ________________ Assigned Chapters/Pages: _________to________

Tracer: Your role is to track carefully where the action takes place during this week’s reading. Describe each setting in detail, either in words or with an action map or diagram you can show to your group. You may use the back of this sheet or another sheet as well. Be sure to write the page locations where the scene is described.Additionally, this role is not limited to setting. You could track other items in the story that contribute to reoccurring themes (message we are to learn), motifs (reoccurring images that explain the theme), and symbols (words or object that represent something else). For example, in The Book Thief, you could track the significance of the chapter names/stolen books.

Describe your trace below (Titles can be changed for your purposes)—

Where this section’s events begin: (Page # where it is described ________)

Where this section’s key events happen: (Page # where it is described ________)

Where this section’s events end: (Page # where it is described ________)

*Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels

COMMUNITY LEARNING CIRCLE ROLE SHEETINVESTIGATOR/RESEARCHER

NAME: ________________________________________________________ PERIOD: ____ GROUP #____

Meeting Date: ________________ Assigned Chapters/Pages: _________to________

Investigator: Your job is to research some information on any topic related to your novel. Choose one of the following—.

The geography, weather, culture, or history of the book’s setting Detailed information about the author –- her/his life and other works, insights into the novel Detailed information about the time period portrayed in the novel The history and derivation (origin) of words or names used in the book Music that reflects the book or its time and text support to confirm your selection Another research topic of your choice, confirmed by your teacher

Note: Once one of the following investigations has been completed by a group member, you must choose from the remaining investigations. Place a check by ones that have been completed already, so you know.

Possible sources for information: Author biography Library books and magazines Online computer search or encyclopedia Interviews with people who know the topic Other novels, nonfiction, or textbooks you’ve read

Research—Note: you are not limited to this worksheet; utilize other paper/audio/video to enhance your section

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________________________________________________________________________________________COMMUNITY LEARNING CIRCLE ROLE SHEET

*Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels

LITERARY LUMINARY

NAME: ________________________________________________________ PERIOD: ____ GROUP #____

Meeting Date: ________________ Assigned Chapters/Pages: _________to________

Literary Luminary: Your job is to locate four special sections of the text that stand out to you. Record the page number and paragraph number for each, and also determine who will read the passage to the group during the meeting time. Decide which descriptive word fits this passage (you are not limited to what is listed). Write analysis of the passage as well as a reason for choosing the passage. End with a discussion question about the passage as a follow up.

Passage Location/Reader

Word to Describe the

Selection(ex. powerful, humorous,

puzzling, surprising, controversial, emotional)

Analysis and Reason for Choosing the Passage/Word

Include a personal response to the reading as well as an analysis. Minimum of three quality sentences.

Follow-up Discussion Question

Passage #1

Page:

Paragraph:

Reader:

Passage #2

Page:

Paragraph:

Reader:

Passage #3

Page:

Paragraph:

Reader:

Passage #4

Page:

Paragraph:

Reader:

*Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom by Harvey Daniels