Literature Circles Book ClubJoin the Grand Conversation about Literature.

A PBL+MM for 5th Grade Language ArtsSOL: Language Arts 5.3, 5.4, 5.5, 5.6

Students will plan oral presentations.Students will read fiction and nonfiction with fluency and accuracy.Students will read and demonstrate comprehension of fiction.Students will listen, draw conclusions, and share responses in

subject area, group learning activities.

Designed by

M. R. Southwardmsouthwa@richmond.k12.va.us

QUESTION

Each fifth grade class leaves a gift to G. H. Reid Elementary School. G. H. Reid does not have a book club. Mrs. H’s class designs and implements a book club model as their gift. The book club evolves from their language arts class, while they fulfill the requirements for four of the language arts SOL. Their teacher and media specialist collaborate to assist these twenty students with their project.

These students are trained in the literature circle strategy and will organize four clubs of five students each, using the literature circle strategy as their organizational format.

Literature circles are small, cooperative groups of students who gather to read, discuss, and analyze the same book or unit of study. They select books and assign roles to anchor their discussion. They demonstrate comprehension by written, illustrative, oral, and presentation responses. The literature circle strategy is driven by student choice of literature and management style, and characterized by the roles of group participants. The strategy may be modified for any age group and/or reading level.

Research indicates that test scores improve when the literature circle strategy is implemented, following one or a combination of literature circle models. More information is available about literature circles at the links listed in this PBL.

PLAN

What Will They Do?

Each group meets daily, during the language arts block, for at least one hour, during the second semester. They select fiction titles from the list of multi-book sets in their media center. During the semester, they read, discuss, explore author and book information, keep a journal, video tape and photograph their sessions, maintain a bulletin board to show progress, utilize graphic organizers, research print and online resources, design and take comprehension tests, create weekly in-class presentations, and create a culminating presentation for a May assembly.

During the May assembly, groups present their literary “gift” to the school. Utilizing their video clips, Power Point creation, and oral presentation talents, they show rising fourth and fifth graders how to use their book club model to master the language arts SOL, and most important, how to become enthusiastic life long readers and members of the “Grand Conversation” about literature.

Students request a list of fiction book sets and supportive videos from their media specialist.

Students decide to form their club groups by a blind drawing. Using the mono colored (red, blue, green, yellow) bookmarks they created in anticipation of their book club project, they draw bookmarks from a container. Like-colored bookmarks determine the four groups of five members each.

Groups select a meeting area from choices given by their teacher/media specialist. Two groups choose a corner of the media center and two groups choose classroom areas. Groups may switch meeting areas during the semester.

Each group member receives a three-ring notebook, which contains the following:

Dividers and section header pagesCalendar indicating project due datesReview of the literature circle process and expectationsLiterature circle roles and responsibilities

Literature circle self assessment formsCooperative group management suggestions and expectationsList of resourcesBook and video listElements of fictionGraphic organizers to be copied as needed

Venn DiagramStory MapLiterature WebStory CircleFiction Comprehension TimelineVocabulary WebFiction Comprehension Test FormatStory Board

What Will They Use?

Fiction Books and Videos

From fiction book sets and videos on reserve in the media center, groups select titles for their project. They may add/delete titles according to interest, reading level, and availability. Groups are expected to read, discuss, analyze, and respond to at least one book per week.

Mississippi Bridge by Mildred TaylorGoony Bird Green by Lois LowryBridge to Terabithia by Katherine PattersonTrain to Somewhere by Eve BuntingWinder Room by Gary PaulsenA Life Remembered, Sarny by Gary PaulsenFire at the Triangle Factory by Holly Litchfield

Because of Winn Dixie by Kate Di CamilloCousins by Virginia HamiltonJames and the Giant Peach by Roald DahlThe Wide Window by Lemony SnicketIn the Austere Academy by Lemony SnicketBest Christmas Pageant Ever by Barbara RobinsonMissing Gator of Gumbo Grove by jean Craighead GeorgeOn My Honor by Marian Dane BauerA Fine White Dust by Judith ViorstHouse of Dies Drear by Virginia HamiltonAmos Fortune, Free Man by Elizabeth YatesHundred Penney Box by Sharon Bell MathisTamika and the Wisdom Rings by Camille YarbroughThe Friendship and The Gold Cadillac by Mildred TaylorSounder by William H. ArmstrongThe Door in the Wall by Marguerite De Angeli

Online Resourceshttp://KidsReads.com

Author Studies Homepage

http://tznet.com/bookswi

About the Authors

ThinkQuest

Literature: Award Winners

Literature Themes: Friendship

Literature: Online Stories for Children

Literature: “Ralph S. Mouse” by Beverly Cleary

Literature: “Flat Stanley” by Jeff Brown

Literature: “Koala Lou” by Mem Fox

Literature: Story Elements

Literature: Online Activities

Goals

Students determine the following goals:

SOL Mastery (student-teacher designed comprehension tests, and SOL tests in June)

Project bulletin board

All written responses for at least one book per week

Five-minute class presentation (with MM) each week

Fifteen-minute culminating assembly presentation (with MM)

Students enjoy positive peer pressure and competition between the literature circle groups.

SCHEDULE

How will they show what they learn?

Students monitor each other for homework, and use the self assessment check-list during their reading-discussion sessions. Each student turns in the following:

At Least Once Each WeekStudents assist with the design of the comprehension tests, and request the test upon completion of each book.

Every FridayAt least four graphic organizers per book

Journal entry and one typed page relating to the current selection or the author, utilizing at least two print and or online sources, cited correctly

Every Other FridayOne typed page comparing/contrasting authors/books, including online author correspondence

Use two sources cited correctly.

Every Other FridayOne typed page about book/literary clubs (local, state, national, international), utilizing print sources, online sources, and or personal interviews, cited correctly

Reports include information about book clubs for book purchase and or reading-discussion book clubs.

Book Club Resources

http://kidsreads.com/clubs/index.asp

http://bookbrowse.com/bookclubfun/index.cfm

http://bookclublocator.com/

http://i-une.com/search.php?q=Book+Club

Local telephone book

Personal interviews with students/adults with book club experience

WeeklyUpdate project bulletin board. Each group will maintain a full bulletin board advertising their book club for the duration of the project.

Requirements:Enhanced graphic organizersOriginal illustrations and book cover copies“Site Bite” text summariesSelected reportsDigital camera pictures of group membersTitle listDecorationsAccurate and attractive

WeeklyEach group presents a five-minute advertisement of one or more of the books they have read/are reading. They must incorporate some form of technology to enhance their book promotion. Students complete the peer/self assessment rubric. The rubric appears below.

SKILL 1 2 3 4

EYE CONTACTWITH AUDIENCE

Very little Sometimes Most of the time

Always

POSTURE

STANDING STRAIGHT

FEET FLAT ON FLOOR

Slumped,Feet shifting

Standing straight, with feet flat on the floor sometimes

Standing straight, with feet flat on the floor most of the time

Excellent posture

VOICEGOOD PRONOUNCIATIONGOOD VOLUME FOR THE ROOM

Not clear Sometimes clear

Clear most of the time

Every word clear and understood

PREPARED WITH INFORMATION

Not prepared with information

Somewhat prepared with information

Well prepared with information

Expert preparation

MULTIMEDIA

VIDEO, POWER POINT/TRANSPARENCIES

Not used Used, but not prepared well

Somewhat prepared

Excellent use of multimedia.

Total Points____________________________________

In-Class Presentation Book Title__________________________________________Name of Presenter________________________________________________________Date of Presentation_______________________________________________________

SCHEDULE DETAIL (based on the 2003-2004 calendar)

Due Dates1/12/04Project begins with first group meetingReceive materials.Select first title.Organize and assign literature circle roles for the first

book. Read and discuss.Assign home-work.Begin bulletin board plan.

1/16/04Complete book #1.Turn in response sheets, journal entry, and reports.Bulletin boardFive-minute class presentationSelect book #2.

1/23/04Complete book #2.Turn in response sheets, journal entry, and reports.Turn in comparative author/book report.Bulletin BoardFive-minute class presentationSelect book #3.

1/30/04Complete book #3.Turn in response sheets, journal entry, and reports.Turn in book club report.Bulletin BoardFive-minute class presentationSelect book #4.

2/6/04Complete book #4.Turn in response sheets, journal entry, and reports.Turn in comparative author/book report.Bulletin boardFive-minute class presentationSelect book #5.

2/13/04Complete book #5.Turn in response sheets, journal entry, and reports.Turn in book club report.Turn in 1st draft of Power Point plan and presentation,

using story board and timeline organizers.Bulletin boardFive-minute class presentationSelect book #6.

2/20/04Complete book #6.Turn in response sheets, journal entry, and reports.Turn in comparative author/book report.Bulletin boardFive-minute class presentationSelect book #7.

2/27/04Complete book #7.Turn in response sheets, journal entry, and reports.Turn in book club report.Bulletin boardFive-minute class presentationSelect book #8.

3/5/04

Complete book #8.Turn in response sheets, journal entry, and reports.Turn in comparative author/book report.Bulletin boardFive-minute class presentationSelect book #9.

3/12/04Complete book #9.Turn in response sheets, journal entry, and reports.Turn in book club report.Turn in 2nd draft of Power Point plan and presentation,

using story board and timeline organizers.Bulletin boardFive-minute class presentationSelect book #10.

3/19/04Complete book #10.Turn in response sheets, journal entry, and reports.Turn in comparative author/book report.Bulletin boardFive-minute class presentationSelect book #11.

3/26/04

Complete book #11.Turn in response sheets, journal entry, and reports.Turn in book club report.Bulletin boardFive-minute class presentationSelect book #12.

4/2/04Complete book #12.Turn in response sheets, journal entry, and reports.Turn in comparative author/book report.Bulletin boardFive-minute class presentationSelect book #13

4/9/04 Easter WeekRead ahead, work on response sheets and reports.

4/16/04Complete book #13.Turn in response sheets, journal entry, and reports.Turn in book club report.Turn in 3rd draft of Power Point plan and presentation,

using story board and timeline organizers.Bulletin boardFive-minute class presentation

Select book #14.

4/23/04Complete book #14.Turn in response sheets, journal entry, and reports.Turn in comparative author/book report.Bulletin boardFive-minute class presentationSelect book #15.

4/30/04Complete book #15.Turn in response sheets, journal entry, and reports.Turn in book club report.Turn in 4th draft of Power Point plan and presentation,

using story board and timeline organizers.Turn in details of the May presentation, showing

responsibilities of group members and a timeline of the presentation.

Bulletin boardFive-minute class presentationSelect book #16.

5/7/04Complete book #16.Turn in response sheets, journal entry, and reports.Turn in final comparative author/book report.Bulletin boardFive-minute class presentation, including some of Power

Point and video for the May assembly

Select book #17.

5/14/04Complete final book #17.Turn in response sheets, journal entry, and reports.Turn in final book club report.Bulletin boardFive-minute class presentation, including some of Power

Point and video for final presentation

5/21/04Turn in final copy of Power Point, with transparencies, and

presentation plan.Turn in final copy of group member responsibilities and

contingency plan for absences and equipment malfunction.

Turn in a one-page summary-evaluation-assessment of the literature circles book club experience.

5/28/04Each group gives their fifteen-minute presentation during the assembly for 3rd, 4th, and 5th graders.

Book club party follows!

Power Point and video clips run, while students share snacks, book club evaluations, and lots of book talk with their parents.

PROJECT

During the first meeting, groups are responsible for the following:

Select group name.Discuss group management and assign literature circle

for their first book.Select first book.Read, discuss, and write journal notes.Assign reading and roles for next session.Review the literature circle self-assessment form.

*Journal Entry Form:

“My Book Club Journal”Name of Book________________________________________________Author______________________________________________________Spine label________ Publication Date_____________________________Place of Publication____________________________________________Number of pages______________________________________________Date of meeting_______________________________________________Literature circle role assignments

__________________________________________________________________________________________________________________________________________

Book-discussion notes_________________________________________Self-group assessment

Literature Circle Roles

Each of the five group members will be responsible for one of the five literature circle discussion roles for each book read by the group. The links below are for educators who may not be familiar with the literature circle process. Students taking part in the project have a modified explanation of the literature circle roles and responsibilities. Groups may rotate roles for each book or

more often. They are expected to become experts in all discussion roles. Roles are listed below and linked to explanations:

SummarizerVocabulary DirectorLiterary DirectorConnectorAuthor Director

During each meeting, students read, discuss, take notes, self-peer assess using the form provided, and assign homework and literature roles.

During each meeting, students check calendar for due dates, assign responsibilities, and monitor progress towards the final presentation.

During each meeting, students may video tape and take digital camera pictures for the bulletin board and the class/assembly presentations.

The following materials and resources are provided by the classroom teacher and the media specialist:

Twenty-three fiction book sets and supporting videos on reserve in the media center

Online and CD ROM resourcesThree ring binders, lined paper, and section dividers for

items referred to in the “Plan” section of this PBLBulletin board materialsVideo and digital cameras, tapes, discs, and TV-VCRComputer and printer supplies and sign up sheetCopy paperTransparencies

ASSESSMENT

Student work is evaluated individually, and as a group. Individual grades are assigned for weekly graphic organizers, book and author reports, book club reports, and teacher–student designed comprehension tests.

Five rubrics are used for teacher/peer/self/group assessments. Rubrics are used to assess the following:

Literature circles self and peer participation

In-class weekly group presentation(shown in “Plan” section of this PBL)

Four-week group progress(shown below)

Culminating group presentation(shown below)

Multimedia product(shown below)

Four-week Group Progress The teacher and media specialist use this rubric four times during the semester.

Date__________________________________________Group members:SKILL 5 10 15 20SOCIAL:

COOPERATIVE, COLLABORATIVE GROUP/ SELF MANAGEMENT

One or more members not cooperative,collaborative more than 4 times

One or more members not cooperative, collaborative 3 or 4 times

One or more members not cooperative, collaborative 1 or 2 times

Great group management!

HOUSEKEEPING:

*SPACE*MATERIALS*EQEVERYTHING CLEAN, NEAT, IN PLACE

Did not leave area clean, neat, in place and/or EQ lost or neglectedmore than 4 times

Did not leave area clean, neat, in place and/or EQ lost or neglected 3 or 4 times

Did not leave area clean, neat, in place and/or EQ lost or neglected 2 times

Perfect housekeeping!

DUE DATES:

*WRITTEN WORK*JOURNAL*BULLETIN BOARD*DRAFTS*PRESENTATIONS

Individual/group missed more than 4 due dates

Individual/group missed 3 or 4 due dates

Individual/group missed 1 or 2 due dates

Always on time!

BOOKS COMPLETE:

One book Two books Three books Four books

READ, DISCUSSED, REPORTED, PRESENTED

TOTAL POINTS_______________________________________________________________

Final Presentation Date____________________Group Participants_________________________________________________________________________________________________________________________________SKILL 1 2 3 4SOCIAL:*EYE CONTACT*POSTURE*VOICE

Poor eye contact, posture, voice projection more than 4 times

Poor eye contact, posture, voice projection 3 or 4 times

Poor eye contact, posture, voice projection 1 or 2 times

Academy Award!

CONTENT:*SUMMARY*DETAILS

Left out many elements of the project

Summary was adequate, but details were weak

Good summary and details included

Academy Award!

CONNECTION:*SEAMLESS FLOW BETWEEN SECTIONS AND PARTICIPANTS

“Dead air time”/confusion more than 3 times

“Dead air time”/confusion 2 or 3 times

“Dead air time”/confusion 1 time

Academy Award!

MM:*VIDEO CLIPS*POWER PT/TRANSPARENCY

One or both were not included.

Both were included, but one or both were weak in content/display.

Both included, and demonstrated good content and display

Academy Award!

PACKAGE:*APPROPRIATE ATTIRE *STAGING AND PROPS

One or more participants did not dress appropriately and staging/props were not planned/used.

All dressed appropriately.

Props/staging used, but not well planned

All dressed appropriately.

Props/staging used and well planned

ACADEMY AWARD!

TOTAL POINTS_________________________________________________________

Multimedia (VHS video clips and Power Point)Date_______________________________________________________Group members_________________________________________________________________________________________________________

SKILL 1 2 3 4CONTENT:*ACCURATELY CONVEYS GROUP ACTIVITY AND INFORMATION

Although present, neither video clips nor Power Point accurately displayed the group activity or the information.

Either the video clips or the Power Point accurately displayed the group activity and the information.

Both video clips and the Power Point accurately displayed the group activity and the information.

Experts!

LANGUAGE:(WRITTEN/SPOKEN)*SPELLING*GRAMMAR*PUNCTUATION

More than 3 language errors

2 or 3 language errors 1 language error

Experts!

DESIGN:*EASY TO VIEW AND HEAR*BALANCE*CLARITY*SPACE*TEMPO

More than 3 segments displayed design weakness

2 or 3 segments displayed design weakness

1 segment displayed design weakness

Experts!

CREATIVITY:*COLOR*GRAPHICS*ANIMATION*EDITING*BACKGROUND

No use of creativity to enhance content

2 examples of creativity to enhance content

Many examples of creativity to enhance content

Experts!

*CROPPING

EQUIPMENT:WELL REHEARSED FOR BEST VISUAL/AURAL EFFECT

More than 2 equipment problems that could have been solved with rehearsal

2 equipment problems that could have been solved with rehearsal

1 problem that could have been solved with rehearsal

Experts!

TOTAL POINTS________________________________________________________

CREDITS and REFERENCES

Richmond Public Schools Curriculum FrameworkRichmond Public Schools Pacing Charts“Project-Based Learning plus Multimedia (PBL+MM) Template, by Jill Baedke, VCU

instructor“Literature Circles, In Search of the Grand Conversation”, document

by Michael Kight and Mary Southward, VCU Research Consortium Project, 1996Current Literature Circle websitesG. H. Reid Elementary media center collectionRichmond Public Schools video catalog (Medianet)Websites supporting VCU TEDU500 course, spring 2004

Congratulations to our life-long readers who join in the “Grand Conversation” about Literature!