Artifact 3

Context:
After obtaining the knowledge of literature circles through my Reading and Language Arts classes during the Fall semester of 2001 at Appalachian State University, this artifact was created as part of those classes. The unit was created using Netscape Composer and then put onto the web. The unit consists of four sections, each a different reading level, but centered around the fourth grade. All of the books included in this unit are written by one author, Karen Hesse, which collaborates all the groups. Students are divided by reading levels and placed into a group with an assigned book or books. Each book is divided into sections. While reading each section, each student is assigned a job which requires them to go more in depth than mere skimming. I worked along side three other group members, each of us being held responsible for a group of the unit, and working together on the launch and closure activities. I was responsible for the group two levels above grade level.

Impact:
Literature circle units will eventually be an enormous part of my teaching strategy. These units help incorporate any topic or subject, as well as integrate with other subjects. In my case, this literature circle includes social studies, language arts, reading and science. When students understand their assigned roles, they are eager to read and perform their duties. Each person is as important as everyone else, therefore students are placed on an equal playing ground within their group. Because the groups are set up according to reading levels, each student is given a fair opportunity to comprehend and participate.

Alignment:
This unit plan is helpful for both students and teachers and, because it is on the web, it is accessible to both groups. Students are able to access the instructions and examples. Because this artifact meets the needs of students on different reading and technological levels, it can be applied to diverse learners and their individual needs(IIA). This artifact aligns with standard IIE because students are required to use critical thinking skills and work with technology together. Because each child is responsible for a job, it is a good way for teachers to manage student learning. This artifact meets a number of goals in the Standard Course of Study for many grades (which are included in the artifact). Because of its connection to content and technology standards for students, this artifact meets standard IIIA. Standard IIIB is met because these units are learner-centered. The students do all of the research for each other and help each other understand themes and points about the books. The units address a diverse group of learners because the students are divided into groups based on reading level. With the understanding that students learn and develop differently, the unit is based upon level of comprehension for each student. Students work together to understand the assigned books, therefore promoting social and personal development. Students are asked to challenge themselves and break outside their comfort zone while examining these books, which aligns with the standards in INTASC #2. By creating this unit, I have shown my competency and ability to adapt lessons to the diverse needs of learners (INTASC #3). Also aligned with this artifact is INTASC #5. Teachers are required to use their knowledge of each individual child and a group's ability to cooperate in order to have active participation and interaction. Because of the levels that Literature Circles reach, opportunities are given that allow a teacher to meet these needs. INTASC #1 is also met because of the great amount of research and planning done in order to make Literature Circles a success. It is important for students to research on their own and form their own opinions about subjects as well as have information to back up those opinions. Students are actively learning in Literature Circles because they teach themselves and their peers, which makes the learning more meaningful.