Literature Circles

Name:__________________________________________Period:_______
Modified from Katie Davis’s Conceptual Unit

Goal # 1 Literature Circles: Unit Novel

For this project, you and your classmates will be forming groups of six (one group of 4).
Each group will be responsible for reading one dystopian novel together. Groups will meet in
class on Tuesdays and Fridays over the next few weeks to read and discuss their novels together,
for a total of eight meetings. The final Tuesday of our Literature Circle meetings will be
designated for work on group presentations. I will give you additional time in class to design
these presentations.

The primary goal of your group will be to read and explore a dystopian novel. You will need to
work together to make sure that everyone is reading and understanding the text.

You will have the choice to read one of the following novels:
o Unwind by Neal Shusterman o Fahrenheit 451 by Ray Bradbury
o Legend by Marie Lu o Animal Farm by George Orwell
o Cinder by Marissa Meyer o Hunger Games by Suzanne Collins
o The 1000 Floor by Katherine McGee
th o Ender’s Game by Orson Scott Card*
o The Maze Runner by James Dashner* o Uglies by Scott Westerfeld

* texts are more Sci-Fi then Dystopian. However, they do contain dystopian elements. Please be aware of this while
reading and completing assignments for this text.

We will preview the books in class, but outside research is suggested when finalizing your choices
(see last page of document). You will each take turns filling the roles on the next page in your
meetings. These are the specific duties of each role, but remember that all members must
participate in discussions and inquiries beyond these duties. If you do the reading, you will have
plenty of exciting topics to discuss.

The week before meetings begin, groups will discuss how you will conduct meetings. You will use
your meetings to read and discuss your texts, so you will want to decide how much reading you
will assign yourselves per meeting and how you will assign your roles. Each group member must
take on each role at least once over the course of your meetings and all six roles must be
filled during each meeting. (If an absence should occur, someone is to take on 2 roles, and the
Artful Annotator will make contact with the absentee and update them on the day’s discussion.)

All reading should be completed before you meet for your final meeting. Members should come
prepared to fill their assigned role before meetings. All information should be written down
BEFORE class. (Exception: Artful Annotator and any notes from the meeting)
You will each take turns filling the following roles in your meetings:

Role Name Role Duties

Artful Annotator: (A) will keep record of the discussion. This may include creating an
artistic representation of key ideas your group tapped into and will
include written summary of what you read and any notes from your
meeting. You will also hold your group accountable for completing the
readings and the meeting.
Bridge Builder: (B) will make connections between the reading and event of one’s own
life, society, or world from the past or present. You will offer your
observations and connections and lead others in sharing theirs. You
may choose to look up information on the web to enhance your
discussion.
Character (C) will chart the growth of the main characters in the story. Your goal is
Connector to keep record of character changes as well as make connections to
how the author uses the character to advance the plot, interact with
other characters, and develop the theme. You will offer your findings to
the group, as well as chart any added information gathered from group
discussions on character growth.
Discussion Director: (D)will be responsible for generating at least 5 questions or
observations from the reading to generate discussion, keep it going,
and keep everyone on task. You will ask the questions, but will receive
the input and comments of other group members before giving your
own commentary.
English-lit Explorer: (E)will identify important passages from the reading and will lead
discussion surrounding them. These could be conflict-centered, sub-
plot centered, a creative scene, etc. You will respond to the passage and
lead other group members in responding to your response and to the
text.
Fact Finder: (F)will research a particular piece of background information on any
topic related to your book. This could include author, historical setting,
meaning of character names, etc. Students will also compose a list of 5
vocabulary words from this section and provide definitions to the
group.
For a group of 4, Roles A and E are combined, and no F.

Goal # 2 Literature Circles: Group Presentations

During the last weeks of meetings your literature circle group will design a visual presentation
of your dystopian novel together. These presentations will “teach” the novel to your
classmates. Your presentations may be done in PowerPoint or some other visual medium your
group designs together, such as a virtual newspaper, comic book version of the novel, or web site.
Presentation format must be approved by me.
Presentations should give your classmates a good idea of what the book is about, what its
qualities are, and what you think about its meanings. You will want to summarize the novel as well
as explore its themes.
Remember, “some questions for you to think about” are meant to be suggestions to get your
project going and to help give you some ways to direct your thinking. You need not answer each
question explicitly (directly). You will, however, need to provide evidence in your projects that you
have explored each category above thoroughly. You are teaching your novel to an audience
and it is up to you to give your audience a good understanding of the novel you read,
without spoiling the ending.

Your presentation should include the following:

 Plot Summary & Mood: Some questions to think about: What is it like to experience this
novel? Describe the setting and the conflict. What happens is the novel? What is the
atmosphere of the novel like? What about the state-of mind? What is the prevailing feeling
of the novel?
 Characters: Identify the major characters in the novel. Some questions to think about:
What kind of person is each character? What function/significance does each character
have in the story? Would this person function differently in another society?
 The Society: Summarize what life in the society set up in your novel is like. Some
questions to think about: What are the major characteristics of this society? What is the
government like? Are people in this society happy? What is a day in the life of an average
person in this society like? Do different people in the novel experience life in this society
differently? How is this society like our own? How is it different? Would you change
anything about the way this society is set up or the ways in which it functions?
 Important concepts/terms: Identify and define terms that are important for
understanding the story. These may be found within the novel or may have been
discovered during your meetings when discussing and researching the novel. You must
identify at least 10 terms. More may be necessary for your novel. Remember to provide
your audience with an explanation of the terms that will help them see how they function
within the novel or how they reveal a better understanding of the novel.
 A Discussion of Theme: Identify and discuss at least 2 themes of your novel and provide
selected passages from the novel that support each theme. Some questions to think about:
What universal truths does this novel explore? How does the setting (historical context,
physical location, time period), play a role in the theme. What views of life are present in
the novel? What views of the ways in which people behave are presented in the novel?
What common ground does the author create with the reader in the novel? In other words,
if the particulars of your experiences are removed and if the details of the story in the
novel are overlooked, what general underlying truths remain present in life and in the
story? How may the title of the novel be related to theme? How do the characters
influence the theme?

In addition to the rubric below, you will be required to document your participation in the construction of
your project. This is due on the day you present. It may be written in paragraph form or as a list. Remember
that all members should participate equally in the construction of your projects. This documentation will
count for 10% of your project grade. Documentation should be signed by each of your peers.
 How you will be graded on the role sheets and self-evaluations

Your total checks will be calculated weekly for weekly grades. I will observe groups during your
reading and discussion. You will receive a check from me when I observe your constructive
participation in group meetings. These are the things I will be looking for and the things you will
want to avoid:

Things to do: Things to Avoid

Express an opinion (“I think…,” “maybe it’s…”)
Ask a question (“What do you think he means
by….?” Why do you think…?”)
Support another opinion (“hey, that’s a good
idea!” “Yeah, I totally agree.”)
Challenge/question another’s opinion (“Well,
why do you think that’s so?” “Where in the text
can you support your answer?”)
Make an analogy (“That’s like…”)
Answer a Question
Give directions (“Let’s read that part again.”)
Evaluate (what the author has done)
Be willing to question the text
Be attentive (note body language)
Build on Other’s ideas
Discuss beyond the literal level
Be open and flexible
Talking off topic
Use electronics or other aids to run or fill-in
your discussion gaps
Attacking a group member, and not their
argument
Relying on others to carry discussion and
make meaning from the text
Exhibiting distracting behavior
Putting down other’s ideas
Dominate the discussion
Sleeping/not participating
Zoning out/ bothering other groups
Defiance/ignorance of group members
Talking only about one level of the text

You will receive up to 4 checks from your Meeting Dates Below:

group members for each meeting. You will Tuesday Friday Total pts
receive two checks from me if your 1. Nov. 6 th 2. Nov 9th 45
documentation provides proof that you 8 Checks 7 Checks
thoughtfully participated and fulfilled your 3. Nov. 13 th 4. Nov 16th 45
given role. You may also receive one check 8 Checks 7 Checks
from me based on my observations of your 5. Nov 20 th Holiday 24
participation in each meeting. You will 8 Checks
receive one check for completing your self- 6. Nov. 27th 7. Thurs** Nov. 45
evaluation each Tuesday. This means that 8 Checks 29th
you have the opportunity to earn up to 7 7 Checks
checks for each meeting (4 other members, 8. Dec 4 th Dec 6th &7th 24
one from completing documentation, one 8 Checks Presentations
from me). An additional check each Tuesday  + = (3 points)
(Self Eval.) means you have up to 8 checks on  = (2 points)
Tuesdays.  - = (1 point)
X = (0 points)
 "One choice can transform you. One choice
Choose your can destroy you. One choice will define you."
Dystopia Which faction…err…
I mean Dystopia novel… will you choose?

Read through the list below. I know that some of these texts also have film and/or a tremendous amount of
online resources to help you read the book. Please choose a novel you haven’t read before and actually
READ it. Only watching the film version or only using online aids are not replacements of reading the
actual text, and I will know! If you don’t come prepared to Literature Circles, you let down your entire
group. You are a key element in the Lit Circle process; each role plays a part in the discussion!

Keep in mind that not all books listed are geared towards the same types of readers. Some books are on
higher lexicon scales (harder to read) than others, some are geared towards male/female audiences, and
some may be for more advance and/or more mature readers due to thematic elements, language, and/or
sensuality. Use the PowerPoint, your own research, and your best discretion when selecting your top 3, and
be sure to get your parent/guardian’s signature below. Failure to receive a signature will void your
preferences.

Place a number “1” beside your first choice book. Place a number “2” beside your second choice book.
Then place a number “3” beside your 3rd choice book. I will try to give you your 1st or 2nd choice, but no
guarantees can be made.

Any book with a “+” beside it indicates that a limited number of hard copies are available, and students
may have to purchase their own copy or read a digital version. If a “*” appears next to it, no hard copies are
available of that text and students will have to purchase their own copy or read a digital version. All other
texts will have enough hard copies for students to borrow.

Tear off this back page and turn this sheet in no later than Oct 19th, the sooner, the better. I will
assign books Oct 24th at the latest and students will need their book by November 1st. First Lit Circle is
November 6th (must have pages read by then.)

Student Name:__________________________________________________ Period:____________

— Unwind by Neal Shusterman + — Fahrenheit 451 by Ray Bradbury

— Legend by Marie Lu * — Animal Farm by George Orwell
— Cinder by Marissa Meyer + — Hunger Games by Suzanne Collins
— The 1000th Floor by Katherine McGee * — Ender’s Game by Orson Scott Card
— The Maze Runner by James Dashner + — Uglies by Scott Westerfeld

Guardian/Parent- Please initial on the appropriate line below.

_________________ I approve of my student reading ONLY one of the choices my child has chosen.
_________________ I approve of my student reading ANY of the above listed novels.

Guardian/Parent signature: _________________________________________ date:_________________