Literature Circles Lesson Plan

Name: Kelley Sullivan Date: Wednesday, April 2, 2014 Grade Level/Subject: 4th Grade/Reading Prerequisite Knowledge: Students were introduced to literature circle expectations and individual role descriptions one week before spring break. Every other day they read the assigned chapter(s) and prepare their role sheet. On the following days they meet with their literature circle group to discuss the reading while the other group prepares. Approximate Time: 30 minutes Student Objectives/Student Outcomes: -Students meeting with their literature circle will be able to discuss the assigned chapter by using their role sheets as guides and talking points. -Students preparing their assigned chapters will be able to read independently and prepare their role sheets during the allotted class time. Content Standards:
CCSS.ELA-LITERACY.RL.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
Materials/Resources/Technology: -Walk Two Moons -Any Small Goodness -Granny Torrelli Makes Soup -Role sheets for Granny Torrelli group to prepare -Checker sheet for Any Small Goodness group to meet -Highlighters Implementation:

Time
5-7 min.

Opening of lesson: (Objectives, hook, behavior expectations)

Read Chapter 16 of Walk Two Moons for the daily read aloud (occurs each day before reading class begins). Hand out additional copies to students who would like to follow along as I read. Announce that Any Small Goodness is meeting today to discuss. Pass out Granny Torrelli role sheets to that group to prepare during todays reading time.

20-23 min.

Procedures: Include critical thinking questions and accommodations for individual needs
*Students are expected to lead the discussion within their literature circle, but I pose questions and push thinking further when I feel it is necessary. My purpose is more to be a member of the literature circle than a leader of the group. Students are still warming up to the idea of not needing to raise their hands to speak in the group with their peers.*

Begin by asking group to decide who will be Checker for the day. Ask what main events occurred in the chapter. Have each student share their role sheet. Invite students to make connections when possible. Questions to ask during literature circle meeting: -Did this make you think of anything in your life? -How did you feel at that part? -What was your favorite part of this chapter? Why? Least favorite part? Why? -If you were Arturo, what would you do in this situation? One of the students in this group (Nathan) understands certain words or phrases in Spanish, so he can sometimes translate the meaning for the other group members. If certain students are dominating the group conversation, other students can be called on individually and asked what they thought about a particular part or if they have any questions for their group members. 2 min.

Summary/Closing:
Tell all students to put their literature circle materials in their blue folder unless they need to take the materials home to finish preparing for their group meeting the next day. Instruct students to find and take out their Influenza reading materials for the second half of reading class.

Student Assessment:
Students are expected to meet with their literature circle group with their role sheet already completed and ready to discuss the assigned readings. I will collect these role sheets after our group meeting to assess their completion of the sheet as well as the reading question(s) I attached to each role sheet. While we are meeting as a group, one student is selected by their peers to be the Checker for the group, which includes recording each students role, whether or not each student read, whether or not each student participated in the discussion, and whether or not each student had their role sheet completed prior to our discussion. I will also be periodically checking to see that the other half of the class is reading their assigned chapter(s) and preparing their role sheet to meet the following day. Post Lesson Reflection: Student Interest

Student Motivation

Teacher Knowledge

Teacher Organization

Teacher Articulation

Student Understanding

Other