Artifact # 7
Literature Circle Unit: places students in small groups based on their instructional reading level. Each group reads a novel that matches their reading level. The teacher assigns each group member a job for each section. The group members participate in a discussion about each section. This unit is linked to a Social Studies lesson that focuses on the subject matter of the Literature Unit.
Context
I created this unit in my Reading/Language and Children’s Literature
methods class as a major requirement for the course. I created it
using Netscape Composer during my ASU Block experience. The unit
was designed for three reading levels-below grade level (3 novels), on
grade level (1 novel), and above grade level (1 novel). The three
levels were divided into eight sections. A group of three students
in my class worked on this particular unit. I developed the above
grade level sections and the social studies lesson connected to the unit.
Impact
Fifth grade classroom teachers can utilize this Literature Circle unit
to help students of various reading levels develop Reading and Language
Arts skills. This unit focuses on the Great Depression, the 1920’s,
and the Dust Bowl era of US History. It utilizes the Historical Fiction
genre to expound on these ideas. Since the unit does focus on various
levels of reading levels and complements all learning styles, the unit
can be modified for teachers of younger students. It can also be
used as a model for other units that are similar but focus on a different
era of History. Students below, at, or above grade level can have
meaningful discussions about topics related to reading, language arts,
and history.
Alignment
This unit plan is designed to meet the needs of all students within
the classroom. As I created the plan with my group members we encountered
many resources that aided us in our product. These resources can
be used repeatedly by students and teachers alike to gain information about
various subjects. The resources I utilized included model Units available
via the World Wide Web, informational web sites on relevant topics, and
advice from professionals that have practiced Literature Circle units within
their classrooms (Tech Competency 10.3).
The jobs that students hold and are responsible for within their groups
require students to analyze and refer back to the information they are
reading (see Lit. Circle for job descriptions). They communicate
their results via a group discussion. This allows students to freely
talk and reiterate their findings and enlightenments. The students
are encouraged to select significant portions of the readings for group
discussion. However, the teacher can choose specific areas to highlight
topics the students might not pick-up on (Tech
Competency 12.1). Literature circles provide instructional strategies
for diverse learners’ needs. The visual learner gets deep instruction
and understanding from reading and writing about his/her findings.
The tactile learner gets encouragement through the jobs such as Character
Sketcher and Artful Artist. The auditory learner gets deep instruction
through the group discussion. He/she receives deeper understanding
and comprehension while listening to others comments and ideas (INTASC
#4). The small groups form a literature circle that promotes
growth in personal and social responsibility but also enhances the development
of democratic and social values. Their interpretations of the readings
are often very different. The students learn to respect and value
one another’s opinions and ideas. Every student in the literature circle
group has a personal and individual responsibility that they bring to the
group discussion. This allows them to work together and collaborate
to problem-solve and interpret the book. The jobs lead to positive
individual responsibility and motivation and positive social interaction.
This Literature Circle Unit builds positive classroom interactions through
group discussions (INTASC #5).
When creating and teaching literature circles teachers must be familiar
with the different learning styles of their students, know the relevant
background information of the Language Arts and Social Studies in the plan,
and the goals of the curriculum. The unit meets numerous NCSCS competencies
and implements community resources as the students further their research
about the topics studied in the literature circles. To further their
research they can travel around their community visiting rest homes, churches,
and libraries. They can also get money donated from these particular
places to help with classroom activities. The unit also focuses on
various learning styles (INTASC #7).