Artifact #1
Literature Circle Unit: a group activity that utilizes discussion of a common book. Groups are based on reading levels, with each level reading a different novel on the same subject. Each student in each group is given a job for each section of the book that will facilitate a discussion about that section. This unit is also linked to a social studies lesson that corresponds to the subject addressed in the Literature Circle Unit Plan.
Context:
The Literature Circle Unit was created using Netscape Composer.
This Unit Plan was a major project for my Reading and Language Arts Methods
class during my Block experience at ASU. This Literature Circle divided
the students into three groups based on reading level. There were
three books for the below grade level readers and one each for the on grade
and above grade level readers. Three group members collaborated to
create this unit, working together on the launch and ending activities.
I created the lesson plans for the on grade readers (5th grade).
The social
studies lesson
that I created to explore the period of the Great Depression is also
linked to the Literature Circle Unit.
Impact:
The Literature Circle Unit is an effective way for classroom teachers
to encourage Reading and Language Arts skills while at the same time developing
knowledge of social studies materials. This Unit explores the era
of the Great Depression, focusing on life in the Dust Bowl. Because
the novel choice is based on reading level, every student has an equal
opportunity to expand his or her experiences with reading, analyzing and
exploring literature in a meaningful way. This Unit may be adapted
to any grade level with any subject. Teachers may utilize this Unit
as a model for other reading groups. The jobs that students are assigned
in each group give them responsibility and ownership for their learning.
Alignment:
The Literature Circle Unit was developed with the understanding that
each classroom contains a diverse group of learners (INTASC
Principle #3). Before beginning a Literature Circle, the teacher
must gather background knowledge of the subject matter for a base of knowledge
from which to teach. The method of exploring a novel used in this
unit encourages the student to read and re-read the material to gather
the information needed to perform their job (see Lit. Circle for a description
of jobs). They must analyze and understand the material they have
read in order to properly and fully carry out their job (Tech.
Competency 12.1). For each section, the student will be assigned
a new job. For each job assigned, they are responsible for presenting
the material they have read in a different light. This strategy utilizes
a variety of learning techniques and gives the students opportunities to
gather and present different types of information for each section (INTASC
Principle #1). The role of investigator would include using the
Internet as a resource. Students would be reminded to properly cite
all information gathered that is not their own (Tech.
Comp. 14.3). The students must work together within their groups
to execute a worthwhile discussion on their novel (Tech.
Competency 12.5). From what I have observed in the classroom,
children are eager to learn from and teach their classmates. The
Literature Circle Unit fosters this learning style by allowing the students
to take ownership of their learning by relaying the information they have
gathered to the other students (INTASC
Principle #5). This method of peer teaching makes the subject matter
more meaningful in that the students take pride in truly grasping the ideas
presented in the book and effectively relaying the information learned
to their Lit. Circle groups (INTASC #4).
The Literature Circles are accessible via the World Wide Web, giving teachers
a valuable resource to use for the topics already posted or to use them
as a model for topics not yet discussed. Having the Unit presented
on the web gives teachers, parents and students an actual Literature Circle
that has been completed. This offers an easier way to comprehend
exactly how the Unit should be carried out as opposed to simply handing
out written directions (Tech. Comp. 11.2).