OCC GATE WORKSHOP - LIT CIRCLE FRAMES 2010

L ITERATURE C IRCLES +F RAMES =
HANDS-ON
SCHOLARSHIP
THE DEPTH,
COMPLEXITY, &
CONTENT IMPERATIVES
OF LITERATURE
CIRCLES:

THE NEW HORIZON OF
INVESTIGATION,
SCHOLARSHIP, &
SOPHISTICATION

 
“If reading is about mind journeys,  teaching reading is about 
OUTFITTING  the  travelers,    MODELING  how  to  use  the  map,  
DEMONSTRATING  how  to  use  the  key  and  legend…until, 
ultimately,  it’s  the  child  and  the  map  together  and  they  are 
off ON THEIR OWN.” 
“MIND JOURNEYS,” MOSAIC OF THOUGHT, 
 SUSAN ZIMMERMANN AND ELLIN OLIVER KEENE,  P. 28”  [EMPHASES MINE] 

DAVID N. CHUNG
LANGUAGE ARTS
PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT
Email: dnchung@pylusd.org
Website: http://litcirclesmatrix.blogspot.com/

KEY QUESTIONS / GOALS for this WORKSHOP: 
1. How  can  LIT.  CIRCLES  WITH  FRAMES  enhance  the  literary 
experiences of the Gifted/Talented student? 

2.  In  what  ways  can  the  Dimensions  of  Depth  and  Complexity,  & 
Content Imperatives help enrich the experience of Lit. Circles? 

3. Experience [plan and design, if time permits] the opportunities for students to actively engage in 
the literacy skills needed for reading comprehension, analysis, and scholarly/creative expressions

LITERATURE CIRCLES + FRAMES=HANDS-ON SCHOLARSHIP
O VERVIEW OF L ITERATURE C IRCLES : P ATHWAYS TO E XPERTISE

C ONTINUUM D ETAILS E XAMPLES A PPLICATION

Facilitated by
Literature Extensions: issues,
• Frames
I NDEPENDENT setting, character/s, author studies;
• Task Cards [Tiered]
R ESEARCH Your
S TUDY Unanswered Questions Self-running/sustaining literature
• Book Talks with
Librarian [novelty]
or circles BY students • Acceleration
C OMPACTED L EARNING • Bloom’s Taxonomy

Historical, socio-economic, moral,
scientific, artistic, or technological
influences, contributions, &
TLAD-Designed Frames
T HINK L IKE A [Depth, complexity, content
applications of literature;
D ISCIPLINARIAN NON-FICTION LITERATURE CIRCLE
imperatives applied
Analyze Your Study according to discipline]
through the EYES of a APPLICATIONS;
Specialist Cross-curricular (Across the Disciplines)

See the Bigger Picture,
Ideas, themes, principles that are
Applied through
U NIVERSAL found and can be proven within,  Group Investigation
or…
C ONCEPTS between, and across subject areas
 Frayer Model for
and disciplines…
Concept Attainment
see the connection

Accessed via
 Frames
C ONTENT Re-Examine Your C.I. used to guide investigation/  Socratic Seminars
Learning analysis for roles, discussion,  Mini-Project
I MPERATIVES collaboration, and/or presentation  Conversational
Roundtable
 Lit. circle Posters

Dig DEEPER into the layers of 
Your study 
D EPTH Lit. Circle Roles with Elements of Elements applied via
&   Depth & Complexity added for
C OMPLEXITY
Stretch Your Ideas through 
Analysis  Frames
Complex Thinking 

D ETERMINE
& A PPLY
Thinking Skill(s) of the
H IGHER Higher Levels of Thinking per literary literary tasks in lit.
I NTELLECTUAL L EVEL task; Bloom’s Taxonomy-Question & Circle roles
D EMAND T HINKING Task Design Wheel (Rutherford); differentiated
Costa’s Levels of Questioning
S KILLS
 Task Cards [Tiered]

C ALIFORNIA S TATE
Facilitated by
F OUNDATION Traditional  Literature Circle Role
Literature Circle Roles Sheets (Daniels,
Noe/Schlick/Johnson, Burke)
C ONTENT S TANDARDS
ADAPTED FROM LBUSD GATE OFFICE & DR. S. KAPLAN, USC GATE SUMMER INSTITUTE
DAVID N. CHUNG, PYLUSD.  EMAIL: dnchung@pylusd.org ;     WEB: : http://litcirclesmatrix.blogspot.com/ 
MINI-WORKSHOP: PAGE 2


READING CONTINUUM

KEY QUESTION: AS YOU CONSIDER YOUR GATE STUDENTS , WHERE ARE THEY ON THIS SPECTRUM ?

     
A STRUGGLING READER HAS  A PROFICIENT READER CAN...   AN ADVANCED READER...  
DIFFICULTY WITH...      
     
•Developing a clear focus or purpose  •Access prior knowledge  •Understands the nuances of 
for reading especially before they  language  
•Set purpose for reading 
start to read  
•Monitor their comprehension 
•Create mental images to visualize 
•Forming a good hypothesis about 
vague descriptions  •Uses multiple strategies to create 
the text’s meaning before they read  
meaning  
•Asks questions about the text 
•Finding and/or applying a 
(before, during, and after reading)  •Use “fix‐up” strategies when 
comprehension strategy  
meaning breaks down 
•Define words in context  
•Making mental images of what they 
•May focus on a single strategy  
read   •Look back/reread confusing parts  
•Reads beyond their chronological 
•Monitoring their comprehension to  •Predict/change predictions  
age  
see that everything makes sense  
•Think aloud to make sure of 
•Enjoys reading a wide variety of 
•Using their prior knowledge of  understanding  
material  
similar information  
•Make analogies, connections  
•Is voracious  
•Summarizing as they read  
•Fit new material into personal 
•Looks at books to solve problems  
•relating their reading to the  experience  
immediate situation   •Wants to choose books  
•Think about opinions, attitudes, 
•Relating their reading to previous  reactions   •Has a wonderful vocabulary  
experience 
•Summarize  •Reads quickly  
•Take notes/use mapping  •Relates literature to their own lives  
•Draw inferences from the text  •May be an insightful reader 
•Reflect on how, what was read  •Determine what is important 
•Elaborate on “core skills” of reading  •Synthesize information to create 
new thinking/understanding 
 
•Create sensory images 
Reading Strategies taken from Chris Tovani (2000), I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers.
Advanced Reader Characteristics taken from Sally Reis & Susannah Richards (2001), Gifted Readers: What Do We Know and What Should We Be Doing.

HOW CAN LIT. CIRCLES WITH FRAMES ENHANCE LITERARY EXPERIENCES OF THE
GIFTED/TALENTED [IN ANY STAGE OF THIS READING CONTINUUM]?



L ITERATURE C IRCLES
DEFINITION  ESSENTIAL CHARACTERISTICS/ATTRIBUTES 
or 
  1. Small, temporary groups formed by choice of book or 
LITERATURE CIRCLES…  story. 
o are Book Clubs  2. Part of a balanced literacy program 
o focus on  literature (text), responses (roles), and  3. Structured for student independence, responsibility, 
discussion (presentation, reflection)  and ownership 
o “are structured reading activities that allow high‐ 4. Flexible & fluid 
ordered thinking, reflection, and discussion” [SDCOE,  5. Reader‐Response Centered 
Language Arts 2000 Cadre] 
6. Guided primarily by student insights and questions 
o have four basic roles that provide cognitive pathways 
to a text:  discussion director, literary luminary,  7. Intended as a context in which to apply reading and 
connector, illustrator  writing skills 

o allow “natural,” in‐depth dialogue about books  8. Groups meet on a regular, predictable schedule to 
discuss their reading 
o meetings aim to be open, natural conversations 
about books, so personal connections, digressions,  9. In newly‐forming groups, students may play a rotating 
and open‐ended questions are welcome  assortment of task roles  

o have a spirit of playfulness and fun that pervades the  10. The teacher serves as a facilitator, not a group member 
room.   or instructor 
11. Evaluation is by teacher observation and student self‐
  evaluation 
EXAMPLES  NonEXAMPLES or VARIATIONS 
or 
 
 
o Basic Lit. Circle Model for Fiction (Harvey Daniels)  LITERATURE CIRCLES ARE NOT… 
About sheets/handouts 
o
o Modified Lit. Circles (Shlick, Noe, Johnson) 
Teacher & Text Centered 
o
o Structured Lit. Circles (Packets, Generic)  The entire reading curriculum 
o
o Nonfiction Lit. Circles  Teacher‐assigned groups formed solely by ability 
o
Unstructured, uncontrolled “talk time” without 
o
o Book Clubs (Oprah Winfrey) 
accountability 
o LIT. CIRCLES WITH FRAMES  o Guided primarily by teacher‐ or curriculum‐based 
questions 
o Intended as a place to do skill work 
o TIED TO A PRESCRIPTIVE “RECIPE” 
SUMMARY/CONNECTION/APPLICATION   
 
LITERATURE CIRCLES  + FRAMES WORK BECAUSE… 
− Students choose and talk about books based on their needs and interests 
− Conversations about books “deepens our understanding about them” [SDCOE] 
− It meets the needs of a diverse student population 
− Interests, comprehension, and interpretation are deepened and are meaningful via elements of depth and 
complexity 
− Literature Circle Frames provide a practical yet rigorous structure for students to actively engage in literature.  
Frames provide a mental map for utilizing the elements of depth or complexity, content imperatives, and thinking 
skills. 
 
 
What           do you have for further study?  


G ROUP N ORMS
G ROUP E XPECTATIONS
[Adapted from Long Beach USD GATE Office]
How it looks with the
Expectations How it looks with the Role
Discussion/Presentation
   
 Take the initiative   Courteous to one another 
INTELLECTUAL COURAGE   Focus and Re‐focus (when off‐topic) 
 Go above and beyond what the 
 Takes risks  on the common text 
Literature Circle Role requires [be 
 Respectfully Challenge   Can add analysis and/or provide a 
thorough and insightful]  connection to another student’s 
Others 
  interpretation 
 Actively Participate 
 Think “outside the box”   Students keep each other 
accountable 
 
   
 Students should read the selected   Prepare to agree, disagree, and/or 
INTELLECTUAL LEADERSHIP  affirm with evidence not just 
literature before the discussion meeting 
 Lead by being a role model  opinion. 
[following through with responsibility] 
for others   Learn together as a group 
 Positive Interdependence:  encourage 
 Take the initiative   Seek to respect all other participants 
each other to accomplish the tasks   Seek to include not alienate or offend 
 Be prepared 
 Use Social Skills/Etiquette   Tactful in challenging others to be 
 Help others with learning 
 Group Evaluation:  keep each other  thorough and insightful in their 
accountable with constructive criticism.  response 
   
INTELLECTUAL HUMILITY   Positive Interdependence   Listen actively to the speaker 
 Practice Scholarly   Individual Accountability   No Interruptions or sidebars 
 Open‐minded attitude 
Behavior   Consider advice from peers 
 Respect the right to speak 
 Do not steal others’   Make and take the time to complete the   Everyone works together towards 
opportunities to learn and  role [no last minute, lunch‐time  understanding multiple perspectives 
think  copying!]  and a shared understanding 
 
   
 Group Evaluation   Share point of view/opinion 
 Refer to the literature/text for   Refer to the text 
INTELLECTUAL AGGRESSIVENESS   Share your best thinking 
evidence/support 
 Use evidence to support   Everyone works together towards 
 Be voracious about reading, tenacious 
your ideas  understanding multiple perspectives 
about interpretation and analysis  and a shared understanding 
 Defend your thoughts 
   Expect other people’s reflections will 
 Use multiple resources 
improve your 
thinking/understanding 
 
G ROUP R ULES
Based on our Intellectual Expectations, our Four Rules for Effective Literature Circles are…
ISSUE RULE LOOKS/SOUNDS LIKE…

What’s rude… 
What’s respect… 
RESPECT  SHOW COURTESY AND RESPECT AT ALL TIMES  No Put‐downs 
Help everyone understand 

Daydreamers 
PARTICIPATION  EVERYONE SHARES AND EVERYONE “ACTIVELY” LISTENS  Individualists vs. Interdependence 

Sidebars… 
TIME  USE OUR TIME WISELY:  “STAY ON TASK” 
What to do if/when “off‐task” 

Read the selected text 
SET, MAINTAIN (ACCOUNTABILITY) AND ACCOMPLISH OUR 
PREPARATION  Complete responses/roles 
GOAL/S 
Set goal: “By the end of 20 minutes, we will…” 



ASSIGNMENT SHEET Your Name:

[by SHORT STORY, POETRY, ARTICLE, SELECTED Class: Start Date: ____________ Final Due Date: ____________

PASSAGES/CHAPTERS] Score:

After selecting what literature you will be reading…
 Decide as a group the number of pages to be read and who will complete what role for that reading. The reading of the
TASK: literature and Literature Circle Role must be completed BEFORE each discussion.
 For every literature circle meeting, you must have a different role.

Meeting #3 on
Meeting #1 on Meeting #2 on
_________________(Date)
_________________(Date) _________________(Date)
& Lit. Circle PRESENTATION

TITLE of
Literature/

AUTHOR ____________________ ____________________ __________________________

CHAP/PAGE #
Name of Member &
Role/Task Name of Group Member Name of Group Member PRESENTATION Responsibilities

Profiler

Connector

Illustrator

Word Finder

Literary Luminary

Discussion Director

OTHER:

Group Presentation of
We will discuss We will discuss
_________________________________
What’s Next pg ____ to pg ____ for the next pg ____ to pg ____ for the next [Product]
meeting. meeting.
Due: Due: on _____________________
[Due Date]


NAME:
LITERATURE CIRCLE ASSESSMENT RUBRIC FOR ROLES 
Lit. Circle Objective:  Increase our Understanding of Literature Through   CLASS: DATE:
Meaningful, Interpretive, and Evaluative Analysis, Discussion, and Presentation 
  ASSIGNMENT:
LITERATURE CIRCLE ROLE [circle one]:    
 
    Discussion Director      Literary Luminary      Word Finder      Illustrator      Connector      Profiler  Combination 
of Roles 
 
TASK:  In your own words, summarize what your task is with this role. 

HIGHLIGHT/CIRCLE FOR EACH COMPONENT BASED ON YOUR PERFORMANCE IN YOUR OWN ROLE, READING, AND COLLABORATION.
COMPONENT/ 
RUBRIC SCORE  1  2  3  4 
 Completes role tasks 
independently and on 
 Rarely completes role   Sometimes completes   Completes role tasks 
time 
tasks properly and not  role tasks properly but  independently and on 
 Tasks are thoroughly 
always on time  not always on time  time 
& thoughtfully done 
 Tasks are done with   Tasks are done with   Tasks are thoughtfully 
demonstrating an 
little or no genuine  minimal effort  done with genuine 
extension of the role 
effort   Little development of  effort 
 Demonstrates new, 
 No developed response  response to show   Attempts to 
ROLE  to show understanding  understanding or  demonstrate 
scholarly insight, 
developed 
FULFILLMENT  or interpretation of a 
passage 
interpretation of a 
passage 
understanding and/or 
interpretation of a 
understanding 
and/or interpretation 
 Does not address the   Incompletely  passage 
of a passage 
parts of the role  addresses parts of the   Clearly addresses most 
 Clearly addresses all 
 No textual evidence  role   parts of the role 
parts of the role 
provide and/or does   Little textual evidence   Provides textual 
 Provides relevant and 
not support the  provided to support  evidence relevant to 
insightful textual 
response  the response  the response 
evidence to all 
responses 

Sometimes has assigned  Has assigned reading 
Assigned reading rarely  Has assigned reading 
READING  completed on schedule 
reading completed on 
completed on schedule 
completed on schedule with 
schedule  completed “notes” 

 Participates 
enthusiastically in 
 Participates   Participates 
 Does not participate in  group discussions 
reluctantly in group  competently in group 
group discussions   Offers insightful, 
discussions  discussions 
DISCUSSION   Offers few opinions and 
 Offers few opinions   Offers some insightful 
scholarly and 
makes no personal  thoughtful opinions 
and makes limited  opinions and makes 
connections to the text  and makes pertinent 
connections to the text  connections to the text 
connections to the 
text 

COMMENTS/REFLECTION:

WHAT WENT WELL AND WHY…

ONE AREA TO IMPROVE…

WHAT STEPS WILL I TAKE TO ENSURE SUCCESS FOR MY NEXT LITERATURE CIRCLE?



F RAMES , LITERATURE CIRCLE ROLE: NAME:

Subject: Date:
DISCUSSION DIRECTOR Assignment: Pages:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE &
ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS

Prepares Questions for the Circle. The D.D. opens, facilitates, and closes the Discussion.
TASK
WHAT QUESTIONS WILL I ASK TO HELP MY FELLOW CLASSMATES UNDERSTAND THE IMPORTANT ELEMENTS OF THE ?

PATHWAY Unanswered Questions from the text; details or characteristics; big idea or theme; connections;

perspectives, responses of fellow members of the group; the past, present, future of the characters or events;

What do you have regarding the of this story?

My Question:

Responses from Discussion:

Compare/Contrast the key Consider what events
occur in the story.
of this story to your
life or world.
What is the ? What do you
have regarding the
What do you What are the key of this story (events, character,
conflict, setting, plot development, etc.) to discuss?
NOTE 5-10 DETAILS FROM THE READING ASSIGNMENT. in this story
have regarding the of
this story? [plot, character, conflict]?

My Question: My Question:

Responses from

Discussion:

My Question:


Other …


F RAME S , LITERATURE CIRCLE ROLE: NAME:

ILLUSTRATOR Subject: Date:

CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY Assignment: Pages:
RESPONSE & ANALYSIS; LISTENING & SPEAKING STRATEGIES/APPLICATIONS

Your task is to create a “picture” related to the reading and/or to your experience with the reading.
TASK
What “Big Picture” is the author creating?

PATHWAY
author’s style; details of important events; plot structure; theme; connection to the world or
self

5 Key of this story’s (character, conflict, setting, plot, etc.) to ILLUSTRATE

Some images that come to My FINAL Illustration Some images that come to
mind when I think about the mind when I think about a
character, the conflict, the
… setting, or the language

Text/Quote with page #:
used in the story…

Text/Quote with page #:

Description of Image:

Description of Image:

Explore and note two or three other illustrations, pictures, or
dramatizations from other media (internet, magazines, newspaper)
that help visualize this story. Be sure to connect the image with a
character or scene from the story.



LITERARY LUMINARY Subject: Date:

CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE & Assignment: Pages:
Select & present passages, based on what you find interesting, helpful, and/or an appropriate example of the author’s use of a
literary device.
TASK
WHAT WORDS OR PHRASES BEST DESCRIBE THIS STORY, MAIN CONFLICT, OR CHARACTER?

PATHWAY Literary device; details of important events; plot structure; theme

What is the ?

What are the key of this story’s (character, conflict, setting, plot, etc.) to highlight?

Quote Revealing Quote Revealing
“Telling” Quote or Passage:
of Important [Present one quote/passage that best exemplifies the of the SETTING
CHARACTERS or CONFLICT of the selected reading]

My Reason for selecting this
My Reason for selecting this text:
text:

Quote Revealing an example or of
the author’s use of a LITERARY DEVICE

Literary Device:
Quote with page #:

How is this literary device effective?



Subject: Date:
CONNECTOR Assignment: Pages:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY

Connect with any of the characters, events, conflict, setting, etc. Relate with anything from the story to world events, moments in
history, personal experiences, or other stories/characters/events.
TASK
YOUR OVERALL GOAL AS A CONNECTOR IS TO HELP OTHERS SEE THE RELEVANCE OF THE LITERATURE. [WHY IS THIS STORY WORTH READING?]

PATHWAY details; summarize the reading from beginning to end; social, political, cultural, economic issues or trends; values;

consider implications an element in the story in other academic areas; connection, relevance; origins

COMPARE/CONTRAST a character, conflict, or event with another story, world event, personal experience

_____________________________________ & ______________________________________
from the text from…

of a
Determine the relevance Determine what possible
of the theme, setting, historical events, people, or
character, conflict, &/or plot with places influenced the author to
create this story.
today’s or
Discuss/Summarize what is happening in the selected reading. Note 2-3 events/people/places
[How is this story realistic or unrealistic for you?]
[Summarize in a short paragraph or 5 bullet points]

Make the CONNECTION!
What does this story REMIND you of in your L IFE or W ORLD ?
How is this SIMILAR /DIFFERENT to your life or world?



Subject: Date:
PROFILER Assignment: Pages:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY

Your task is to keep track of a character in the story. The profiler gets into the mind of the character, noting his/her thoughts,
feelings, plans, strengths, and weaknesses.
TASK
WHAT CONTRIBUTES TO THE CHANGES IN THE CHARCTER?

details; sequence of events; values; changes; influence, contribution;
PATHWAY
factors that come together

Essential details of this character.

STRENGTHS WEAKNESSES

Note how CONFLICT to the
Note how the SETTING to the Why does the character change/not
change? in the character
in the character [Complete a short paragraph considering the factors contributing to the
character changing or staying static]

Conflict
Setting

Identify the change or changes in this character
[WHAT ABOUT THE CHARACTER CHANGED? WHY?
WHAT STAYS THE SAME? WHY?]



WORD FINDER Subject: Date:

Assignment: Pages:
CONTENT STANDARD: WORD ANALYSIS & FLUENCY; READING COMPREHENSION, LITERARY RESPONSE &

As you read, Identify 4 words [nouns, verbs, adjectives, adverbs, metaphors, similes, etc.] and complete the Frame below.
TASK
HOW DOES THE AUTHOR’S STYLE AND/OR USE OF LANGUAGE CONTRIBUTE TO THE EFFECTIVENESS/INEFFECTIVENESS OF THE STORY?

word, phrase, or literary device; definition; generalization; significance to the author
PATHWAY
connection quote the word or device in the context from the reading

Key that reveals the [theme/generalization]____________________________________

Definition/Explanation:

Context [Quote it w/ pg. #]:

Why I think the author used this :

Key that reveals the Key that reveals the

of the SETTING: HOW DO THESE WORDS CONTRIBUTE TO THE EFFECTIVENESS OF THE of a CHARACTER:
STORY [relevance of the character/s, conflict, etc]?
_________________________ _________________________
Write a short paragraph explaining the [contributions]
of the four words you noted.
Definition/Explanation: Definition/Explanation:

Context: Context:

Why I think the Why I think the
author used this : author used this :

Key that reveals the , CHARACTER, CONFLICT, or SETTING

Definition/Explanation:

Context:

Why I think the author used this word:/literary device:


C ONVERSATIONAL R OUNDTABLE LITERATURE CIRCLES +DATE: =HANDS-ON SCHOLARSHIP
FRAMES
NAME:
Topic:
Directions: Consider 4 Approaches to the main topic or key question in the center of the chart below. For each approach, fill in the necessary details from your group discussion.

KEY QUESTION…

FINAL CONCLUSIONS:


LITERATURE CIRCLES ONE-WEEK LESSON PLAN WORKSHEET
[SAMPLE FOR WEEK 2 SHORT STORIES, 6TH GRADE, THE LANGUAGE OF LITERATURE]
OBJECTIVE [CONTENT STANDARDS] THE CONCEPT[S] [or Fact, Principle, Procedure, Skill, Idea] to TEACH:
3.6 Identify and analyze features of THEMES conveyed through characters, actions, and  Universal Concept: Change
images.  Generalization
3.2 Analyze the EFFECT OF THE QUALITIES OF THE CHARACTER (e.g., courage or  Proving with Evidence (textual evidence)
cowardice, ambition or laziness) on the plot and the resolution of the conflict.  Characterization
3.5 Identify the SPEAKER and recognize the difference between first- and third-person  Plot, Conflict, Resolution
NARRATION .  Literary Analysis
 Conversational Roundtable
KEY ELEMENTS OF DEPTH, COMPLEXITY; CONTENT IMPERATIVES KEY THINKING SKILLS
Terms
INTELLECTUAL DEMAND:
Universal Concept-Change  EVALUATIVE
o Determine relevance or significance of qualities of character on plot
Details about Characters, Socratic Seminars
 INTERPRETIVE
examples of Change
o Prove with evidence
o Compare/Contrast short story #1 with #2
o Compare/Contrast speaker-narration in story #1 and #2
Structure, Procedure o Analyze generalization of Change
o Analyze qualities of characters and effect on plot

 LITERAL
Group Norms, Rubric, o Summarize main events of the plot
Qualities of the Character o Identify theme of Change in story
Speaker, Narration Conversational Roundtable

RESOURCE [What will students use to learn? Will they be organizing and/or PRODUCT [What will students produce to show their understanding/mastery of
gathering information from Literature, a Textbook, Mini-lesson, Internet Research, content? Will it be a writing piece, graphic organizer, performance art, fine art, or
other…] combination?]

 Anthology: Selected Short Stories from The Language of  LC Frames [Graphic Organizer, Writing, Discussion Notes]
Literature  Rubric & Reflection [Writing]
 Mini-lessons:  Conversational Roundtable [Discussion]
o Character & Plot  Presentation [Group, Informal Speech]
o Close Reading
o Group Investigation VARIATIONS [Other possibilities for products]
o Socratic Seminar  Tableau [Performance]
o 1st Person, 3rd Person Narration

DETAILS [Mini-Lesson Notes, Facts, Definitions, Key Parts] MODELING/EXAMPLES TO GIVE TO STUDENTS

 Close Reading (strategies)
 Guided Practice
 Group Investigation
o Close Reading
 Characterization Map for Lesson?
o Group Investigation
 Procedure on Socratic Seminars
o Socratic Seminars
o Developing questions
 Conversational Roundtable Walk-through
o Dialogue vs. discussion
o Good & Poor Responses
o Active Participation Strategies
 Active Participation Handout (sample prompts)
 Procedure on Jigsaws
 Conversational Roundtable
OTHER CONCERNS
REVIEW  Conversational Roundtable open-ended or fixed according to
 Universal Concept of Change & Generalizations Intellectual Demand?
 Group Expectations & Rules  Cornell Notes or Frayer Model for Mini-lessons?

APPLICATION: TIME FRAME:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

D IRECT I NSTRUCTION : C ONTENT GALLERY WALK #2: Lit Circles D IRECT I NSTRUCTION : DUE: LC FRAME C LOSURE
 ELA 3.6 Theme Review & formed from first Gallery Walk P ROCEDURE  Review
Group Investigation choose a new story together  Work on Roles L IT . C IRCLE M EETING #2
Week 2  ELA 3.2 Character & Plot  Assign Roles  Jigsaw  Conversational
 ELA 3.5 Narration  Read Story #2  Socratic Seminars Roundtable
 Story #2 as Homework  Rubric & Reflections
HW: Finish Story #2



ONE-WEEK LESSON PLAN WORKSHEET
[FOR WEEK ___________________________________________________________________________________]
OBJECTIVE [CONTENT STANDARDS] THE CONCEPT[S] [or Fact, Principle, Procedure, Skill, Idea] to TEACH:

KEY ELEMENTS OF DEPTH, COMPLEXITY; CONTENT IMPERATIVES KEY THINKING SKILLS

INTELLECTUAL DEMAND:
 EVALUATIVE

 INTERPRETIVE

 LITERAL

RESOURCE [What will students use to learn? Will they be organizing PRODUCT [What will students produce to show their
and/or gathering information from Literature, a Textbook, Mini- understanding/mastery of content? Will it be a writing piece,
lesson, Internet Research, other…] graphic organizer, performance art, fine art, or combination?]

VARIATIONS [Other possibilities for products]

DETAILS [Mini-Lesson Notes, Facts, Definitions, Key Parts] MODELING/EXAMPLES TO GIVE TO STUDENTS

OTHER CONCERNS

REVIEW

APPLICATION: TIME FRAME:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Week


 

MANAGEMENT TIPS

ISSUE SUGGESTIONS MY THOUGHTS

• Plan weekly in order to allow students to develop the habits,
procedures, and other skills necessary.
• Open up the rules, procedures, and expectations to students
(i.e., student-input).
• Use Tiered Assignments for groups later.

PLANNING: • Consider grouping students by certain abilities & dispositions
first to ensure a successful (collaborative) start.
• Get your Library Media Specialist to give BOOKTALKS!!!
• Later on in the school year, go beyond the fixed-frames:
combine some of the tasks and/or let students design their
own pathways to interacting with the literature.

• Have students SUMMARIZE the assigned reading (either as a
warm-up or closure activity; summarizing helps facilitate
completion of the literature circle roles).
• Try using only one literature circle frame for the entire class
(one Lit. Circle role per day for the introductory week),
encouraging discussion and understanding about the literary
tasks involved.
• Secondary Schools: Try literature circles for only one class.
• Elementary Schools: Try lit. circles across the disciplines and
use Think Like a Disciplinarian (e.g., a story that ties into a
particular part of history).
• In the first few runs at lit. circles, limit the selection of
literature.

FACILITATION: • Try short stories from your anthology/textbook.
• Model, model, model the “scholarly” behaviors expected in
literature circles, from discussion, to completing the roles, to
read to respond.
• Develop a Group Contract of Expectations and Norms for Lit.
Circles.

• “Work the Room” (i.e., teacher immediacy—circulate around
the room to check for understanding and encourage
students to stay on task).
• Take your circles outside the classroom.
o Library Available?
o Quad or Lunch Area?
• How will you keep track of student work, involvement,
discussion, and reading?

• Expect the “1st generation” of discussion and work to be a
“rough” (may be even a very rough) draft.

EXPECTATIONS: • Initially expect things to run slow and possibly a bit chaotic.
But in time, with appropriate scaffolding, things will settle
and run smoothly.


FACILITATING LITERATURE CIRCLES
RULES  [INTELLECTUAL EXPECTATIONS] 
− Social 
o Take responsibility as readers, scholars, and group members 
− Academic 
o Selection and Reading of literature 
o Analysis, Interpretation, & Evaluation 
o Connections [make meaning] 
o Raise questions, explore possibilities 
o Shared Inquiry Discussion 
 
PROCEDURES 
  STUDENTS  TEACHER 
− Selecting literature 
− Forming groups 
Multiple copies of Literature 
− Group rules & expectations 
 
− Assignment of roles 
Variety of Literature 
− Assignment of reading and deadlines 
 
− Select meeting dates 
Thematic Unit 
 
 
− Read 
Tiered Assignments/Task Cards 
LITERATURE/   
 
READING  − Reader‐response (summary, dialectical 
Activate Prior Knowledge 
journal) and/or Role Completion of 
 
FRAMES 
Observation/Diagnostic/Evaluation 
 
 
− Complete Role/Reflections 
Scaffold 
 
 
− Pre‐Discussion Preparation 
Mini‐lessons 
o Summarize the highlights of lit. 
circle role work 
− Pre‐discussion Preparation 
o Group Expectations & Rules  Active Participation Strategies 
o Conversational Roundtable   
  Shared Inquiry/ 
− During  Socratic Dialogue [Key Questions] 
o Maintenance of Group Expectations   
DISCUSSION  & Rules  Conversational Roundtable [Key Question] 
o Completion of Conversational   
Roundtable  Anticipation Guides 
   
− Post  Bloom’s Taxonomy 
o Reflections 

− FRAMES 
o Product/s as an Individual 
Rubric 
Presentation 
PRESENTATION  − And/or… 
 
Art Supplies/Resources 
− Conversational Roundtable [or Poster]  
o Product/s as a Group Presentation 

Conference, Checkpoints 
− Self or Group Evaluations using Rubric 
EVALUATION  − Reflections, Goal Setting 
 
Rubric 



THINKING SKILLS [AS IT RELATES TO LITERATURE CIRCLES]
INTENSIFY THE INTELLECTUAL DEMAND
TAXONOMY SKILL DEFINITION APPLICATION TO LIT. CIRCLES

SYNTHESIS PARTS OF INFO TO 
Develop/Interpret/Determine 
PARTS OF INFO TO CREATE ORIGINAL,  Lit. Circle Role PRODUCT, Individual Members 
CREATE ORIGINAL the big idea or theme based on 
INDUCTIVE  and/or as a Group 
WHOLE details 
REASONING 

Author’s Style, Influence 
DETERMINE THE  Decide what is important or 
Impact of an event or a character on the main 
RELEVANCE  given priority 
EVALUATION character 
JUDGMENT BASED
ON CRITERIA
Make a decision and support it  Rubric, 
JUDGE WITH 
with reasons why the decision  Character’s Choices, Author’s Choices 
CRITERIA 
was made  Student Reflections 

Justify a stated idea or concept 
PROVE WITH 
with details, facts,  Universal Theme, Deductive Reasoning 
EVIDENCE 
characteristics 

Define the reasons why 
DEFINE CAUSE &  something happens and the  CI: Origins of, Contributions of conflict, setting, 
ANALYSIS EFFECT  consequences of that action or  character’s actions, author’s style 
ABILITY TO SEE event 
PARTS &
RELATIONSHIPS
NOTE THE  Describe what is missing, 
Irony, Suspense, Foreshadowing; ort 
AMBIGUITY  unclear, or incongruous 

Characters from different stories, different 
COMPARE/  Describe similarities and 
authors 
CONTRAST  differences 
Different stories‐same author 

APPLICATION Associate or link information 
Connections with the text to self, other text, or 
USING LEARNING IN RELATE  and state the rationale for the 
NEW SITUATIONS world event; Archetypes 
connection 

Character development, 
Determine the order of 
SEQUENCE  Plot Development, Suspense, Timeline, 
presentation of information 
COMPREHENSION Summary, Synopsis, 
UNDERSTANDING
MEANING Connector:  Text to Text, Text to Self, Text to 
Define the placement or group 
CATEGORIZE  World 
to which something belongs 
Discussion Director: Type of Questions 

Restate information in its most 
SUMMARIZE  Summary/Synopsis, Discussion 
succinct form 
KNOWLEDGE
RECALLING INFO Provide specific statements or 
Profiler:  Character Details 
DEFINE  facts to describe an idea, 
Word Finder: Vocabulary 
concept, statement 
Adapted from Flip Book, Too, Sandra Kaplan and Bette Gould

D IMENSIONS OF D EPTH & C OMPLEXITY

BIG IDEA  TOOLS OF THE DISCIPLINE 
TASK/TOPIC: • literary themes  • descriptive words 
• implicit and explicit content  • interpretation of vocabulary 
• poetry  • style 
Applications of Depth and • conflict  • stylistic devices (onomatopoeia, 
critical analysis  alliteration) 
Complexity in Literature •
• Universal Concepts  • terminology of dialects 
Circles • generalizations   • literary terms: Plot, theme, 
• overall moral  conflict, characterization 
• archetypes   
[Adapted from Depth & Complexity   WORD FINDER,  DISCUSSION DIRECTOR 
Cards Educator to Educator, 2003] DISCUSSION DIRECTOR,  ILLUSTRATOR  ILLUSTRATOR,  LITERARY LUMINARY 
LITERARY LUMINARY,  CONNECTOR    THINK LIKE A DISCIPLINARIAN [ALL] 

DETAILS  RULES  PATTERNS 
• characters  • genre structure  • plot patterns 
• setting  • grammar, punctuation  • conflict 
• description  • word usage  • author’s style 
• connotation  • stylistic rules  • archetypes 
• informative writing  • poetry   • poetry 
• elaboration  • proofreading  • literary criticism: aesthetic 
• support with textual evidence  • Writing to the Purpose  approach 
• concrete details  [Response to Literature]  • literary criticism: historical 
• sensory details  • Writing to the Prompt [Response  approach 
  to Literature]   
PROFILER  PROFILER,  DISCUSSION DIRECTOR 
 
ALL LC ROLES  ILLUSTRATOR,  LITERARY LUMINARY 
WORD FINDER,  DISCUSSION DIRECTOR 
THINK LIKE A DISCIPLINARIAN [ALL]  TLA LINGUIST, TLA HISTORIAN,  
ILLUSTRATOR,  LITERARY LUMINARY 
TLA SOCIOLOGIST 
CONNECTOR 

MULTIPLE PERSPECTIVES 
TRENDS  ETHICS 
• point of view 
• historical fiction  • plot dilemmas 
• characterization 
• nonfiction  • conflicts, controversies 
• views of good and “bad” 
• character types  • plagiarism 
characters 
• spelling and punctuation  • media:  editorials, political 
• nonfiction points of view 
• word usage  cartoons, bias 
• persuasive writing 
• favorite authors and genres  • justification, interpretation of 
• editorials 
• influence of time, culture, setting  character or author’s intent 
 
  • evaluation 
 
CONNECTOR, PROFILER   
PROFILER 
THINK LIKE A HISTORIAN  DISCUSSION DIRECTOR 
DISCUSSION DIRECTOR,  ILLUSTRATOR 
TLA SOCIOLOGIST,  TLA ECONOMIST  CONNECTOR, PROFILER 
LITERARY LUMINARY,  CONNECTOR 
TLA GEOGRAPHER, TLA ANTHROPOLOGIST  TLA PHILOSOPHER, TLA POLITICAL SCIENTIST 
THINK LIKE A DISCIPLINARIAN [ALL] 
TLA SOCIOLOGIST, TLA ANTHROPOLOGIST 

RELATE OVER TIME  UNANSWERED QUESTIONS  ACROSS DISCIPLINES 
• setting  • anonymous authors  • biographies, autobiographies 
• historical relevance  • pen names  • journals, diaries, letters 
• historical authenticity  • author’s message  • writing related to a discipline 
• science fiction  • author’s motivation  • reading within a discipline 
• biographies  • personal likes/dislikes  • Think Like a Disciplinarian 
• historical fiction  • character types  [Sociologist, Geologist, Biologist, 
• time setting of nonfiction writing    Philosopher, Physicist, Linguist, 
• cause of change in a character    Anthropologist] 
     
PROFILER, DISCUSSION DIRECTOR, CONNECTOR    CONNECTOR, PROFILER 
TLA HISTORIAN  DISCUSSION DIRECTOR,  ILLUSTRATOR  ILLUSTRATOR 
THINK LIKE A DISCIPLINARIAN [ALL]  THINK LIKE A DISCIPLINARIAN [ALL] 
ADAPTED FROM THE LBUSD GATE OFFICE, 2005.



THE DIMENSIONS OF DEPTH
C ONSTRUCT M EANING AND D EVELOP S CHOLARSHIP
DIMENSIONS OF DEPTH ICON DEFINITION LIT. CIRCLE APPLICATION

Consider the impact of words and/or phrases, 
TERMS, NOMENCLATURE USED BY THE
T OOLS OF THE figurative speech, tropes & figures used by the 
DISCIPLINARIAN OR EXPERT (OR USED WITHIN A
D ISCIPLINE DISCIPLINE)
author to establish style, tone, mood, etc.  
[Word Finder, Literary Luminary] 

How is ______ characterized?  
FEATURES, ATTRIBUTES, ELEMENTS, SPECIFIC
D ETAILS INFORMATION; ELABORATION; EMBELLISHMENT
Determine the attributes of the author and his/her 
style [Profiler, Word Finder] 

Track a character throughout the plot; create a 
timeline of key events; identify reoccurring motifs, 
DESIGNS, MODELS, RECURRING ELEMENTS; CYCLES; predict what happens next, connect the details that 
P ATTERNS ORDER; COMPOSITE OF CHARACTERISTICS lead to the theme; Analyze the use of archetypes, 
symbols, motifs used in the selected literature 
[Profiler, Literary Luminary, Illustrator] 

Analyze the genre structure; what is the 
STANDARDS, ORGANIZATIONAL PATTERNS, organization of the society/setting in the story; 
R ULES STRUCTURE, ORDER organize relationships of characters 
[Literary Luminary, Illustrator, Profiler, Connector] 

Consider the social, economical, historical, &/or 
CHANGES OVER TIME; GENERAL TENDENCY OF
political factors of the setting or conflict (or 
T RENDS DIRECTION, DRIFT; INFLUENCES OVER TIME
influencing the author)  
CAUSING EFFECTS TO HAPPEN
[Connector, Profiler] 

Consider the ambiguities and speculate; what are 
U NANSWERED KNOWLEDGE YET TO BE DISCOVERED, EXPLORED,
the discrepancies of a character’s actions or of the 
PROVEN; UNCLEAR INFORMATION NEEDING
Q UESTIONS FURTHER EVIDENCE OR SUPPORT
plot/setting 
[Discussion Director] 

B IG I DEA Draw a conclusion on the theme of the story based 
BROAD CONCLUSIONS BASED ON EVIDENCE; RULES
[Generalization, on the details/info from all roles; 
BASED ON TESTED AND ACCEPTED FACTS OR
Principle, ASSUMPTIONS; BASIC TRUTHS, LAWS, OR
Determine the significance of the use of archetypes, 
Theory, or
ASSUMPTIONS
symbols, motifs used in the selected literature 
Concept]
[All Roles] 

Consider the cause of the conflict; identify what 
VALUE-LADEN IDEAS, INFORMATION; IDEAS, changes occur due to the conflict;  
E THICS OPINIONS RELATED TO BIAS, PREJUDICE, what factors converge to create the conflict both 
DISCRIMINATION external and internal 
[All Roles] 


THE DIMENSIONS OF COMPLEXITY
C ONSTRUCT M EANING , D EVELOP S OPHISTICATION , AND R EINFORCE S CHOLARSHIP
DIMENSIONS OF
COMPLEXITY ICON DEFINITION LIT. CIRCLE APPLICATION

 Changes in the character, setting, author’s style;  
R ELATE O VER PAST, PRESENT, FUTURE; ACROSS, DURING consider cause and effect of character’s actions in 
T IME VARIOUS TIME PERIODS; CHANGE the past to the present 
[Profiler, Connector] 

Consider how the other characters view the actions 
DIFFERING POINTS OF VIEW; OPINIONS BASED ON of the main character; determine what are the 
M ULTIPLE VARIED ROLES AND RESPONSIBILITIES; ATTITUDE emotions of a character based on the actions of the 
P ERSPECTIVES WHEN CONSIDERING OR VIEWING main character  
[Profiler, Illustrator, Literary Luminary] 

Contemplate economical, anthropological, 
CONNECTIONS, RELATIONSHIPS WITHIN,
A CROSS BETWEEN, AND AMONG VARIOUS DISCIPLINES OR
sociological, geographical, biological, philosophical, 
D ISCIPLINES SUBJECT AREAS
or historical applications from the literature 
[Connector, TLAD] 



CONTENT IMPERATIVES:
R E -E XAMINE W HAT Y OU H AVE L EARNED
CONTENT IMPERATIVE ICON DEFINITION LIT. CIRCLE APPLICATION

 
 How did this begin? 
 What was the cause? 
THE BEGINNING, ROOT, OR  What was the stimulus? 
ORIGIN SOURCE OF AN IDEA OR  Etymology 
EVENT  Cause of conflict 
 Comprehension/Thinking Skills:  note ambiguity; 
identify missing information; test assumptions; prove 
with evidence 

 
 How long did this build/formulate? 
 What things came together to cause this? 
 What was the value? 
THE SIGNIFICANT PART OR  Effect of a character’s actions, impact of setting, 
CONTRIBUTION RESULT OF AN IDEA OR contributing factors of accelerating the conflict/rising 
EVENT action 
 Effect of literary devices 
 Comprehension/Thinking Skills:  differentiate from 
relevant from irrelevant; judge with criteria; prioritize; 
prove with evidence 
 
 How did this all come together? 
 How did things merge? 
 What were the meeting points? 
THE COMING TOGETHER OR
 Factors that create the climax 
CONVERGENCE MEETING POINT OF EVENTS
 Realization/Key Moment for the character 
OR IDEAS
 Author’s use of language to develop tone, imagery, 
style; genre 
 Comprehension/Thinking Skills: drawing conclusions, 
predicting, inferring 

 
 What is similar? 
 What is comparable? 
IDEAS OR EVENTS THAT
 What seems the same as…? 
ARE SIMILAR AND CAN BE
PARALLEL COMPARED TO ONE
 Synonyms 
ANOTHER
 Connections 
 Comprehension/Thinking Skills:  identify attributes; 
compare and contrast; judge with criteria; 
support/prove with evidence 

 
 What are the opposing ideas? 
 What are the inconsistencies? 
THE CONTRADICTORY  What is the dilemma? 
PARADOX ELEMENTS IN AN EVENT OR  Internal conflict 
IDEA  Irony 
 Comprehension/Thinking Skills:  differentiate fact from 
fictions; determine relevant from irrelevant; judge with 
criteria; judge authenticity 

Adapted from Flip Book, Too, Sandra Kaplan and Bette Gould and Content Imperative Cards, Educator to Educator


O VERVIEW OF L ITERATURE C IRCLE R OLES
OBJECTIVE: Increase our Understanding of Literature Through Meaningful, Interpretive, and Evaluative
Analysis, Discussion, and Presentation
ROLE TASK [A BRIEF OVERVIEW OF EACH ROLE] THINKING SKILLS PATHWAY
[SUGGESTED]

AFTER CAREFUL ANALYSIS OF THE SELECTED TEXT AND THE CHARACTER, THE
PROFILER CAN PRESENT A PROFILE OF THE PLOT, CONFLICT, CHARACTER, AND OR Identify,
SETTING IN A FRAME
Consider,
 Multiple perspectives may be considered regarding the plot or conflict
of the selected text. Compare,
 The Profiler may also consider other academic disciplines to add to the Speculate,
PROFILER analysis of the plot or character development. For example, “THINK LIKE A Prove with
HISTORIAN” to analyze the socio-economic, cultural, or historical factors Evidence
influencing the author.
 Present the analysis in a FRAME.

AS YOU READ, IDENTIFY 5-8 WORDS, PHRASES, OR LITERARY DEVICES [nouns,
verbs, adjectives, adverbs, metaphors, similes, or other literary device] Identify,
 Select the top 4 words, phrases, and/or devices of the selected text to Define,
highlight. Consider
WORD FINDER  She/he will note the definition, location, reason for the selection,
and why the words are important to the text. Impact/
 Present the four words/phrases/devices with the completed task in a Significance
FRAME
Determine,
THE CONNECTOR WILL CONSIDER POSSIBLE SIMILARITIES OR DIFFERENCES OF THE Relate,
LITERATURE TO THE REAL WORLD. Compare, Make
CONNECTOR  Connect with any of the characters, events, conflict, setting, etc. Analogies,
 Relate with anything from the story to world events, moments in history,
Differentiate
personal experiences, other stories/characters/events.
 Present connections in a FRAME Relevance/
Irrelevance
PREPARES & ASKS 3-4 QUESTIONS FOR THE CIRCLE. THE D.D. OPENS,
Interpret,
FACILITATES, AND CLOSES THE DISCUSSION.
 Helps the Lit. Circle consider multiple perspectives, connections,
Summarize,
DISCUSSION interpretation of theme, etc. Re-state,
DIRECTOR  After leading the discussion, the Director will summarize the highlights of Infer,
the group’s discussion. The Director is responsible for stating the big Determine
idea. Cause/Effect
 Use a Frame to develop your questions [interpretation & evaluation]

THE LITERARY LUMINARY WILL SELECT A QUOTE OR A SHORT PASSAGE THAT BEST Identify,
REPRESENTS THE BIG IDEA, LITERARY DEVICE, KEY EVENT, OR DETAILS OF A Consider
CHARACTER IN THE SELECTED TEXT. THE L.L. IS THE RESOURCE FOR TEXTUAL
LITERARY LUMINARY Influence,
EVIDENCE TO SUPPORT ANY INTERPRETATION THE GROUP MAY HAVE.
Evaluate, Judge
 Present passages, based on what you find interesting and/or helpful using
a FRAME
with Criteria

PRESENT TO YOUR LIT. CIRCLE YOUR “VISUALIZATION” OF THE SELECTED READING. Synthesize,
ILLUSTRATE BASED ON WHAT INSPIRES YOU. Relate,
ILLUSTRATOR  Present your Illustration with a quote or exposition Generalize,
 Consider the theme, characters, key events, or literary devices Note Ambiguity,
 Design and plan your final illustration using a FRAME Redesign

Using the DESIGNER’S CHALLENGE FRAME you can synthesize/modify some of the
elements of any of the roles listed above to create your own literary tasks for
OTHER OPTIONS YOU CHOOSE YOU CHOOSE
analyzing and appreciating the selected literature. Consider also using “THINK
LIKE A DISCIPLINARIAN.”


D ESIGNER ’ S C HALLENGE
NAME: DATE: SCORE:
FRAMES
TITLE OF LITERATURE: AUTHOR: ASSIGNMENT:
DESIGN YOUR OWN ROLE TO INTERACT WITH & ANALYZE LITERATURE!
CONSIDER THE FOLLOWING AND THEN DESIGN YOUR ROLE BELOW:
 Identify and understand the literary task from the Language Arts Content Standard(s)
TASK
 Combine some of the lit. circle roles and the literary tasks in each role
 Change the “Thinking Skill” [Ascending Intellectual Demand]
 Other possible applications of the elements of depth or complexity, and/or content imperatives…

PATHWAY

KEY STANDARD/QUESTION/CONCLUSION:

Taken from Frames, Kaplan & Gould. Educator to Educator


READER RESPONSE NOTES TITLE OF LITERATURE: AUTHOR:

STUDENT NAME:
CLASS: ASSIGNMENT: DATE:

SYNOPSIS:
SUMMARY OF THE
ASSIGNED READING

CONSIDER 2 OR 3
ELEMENTS OF DEPTH OR
COMPLEXITY AS PART OF
YOUR ANALYSIS
WHAT THIS PASSAGE REVEALS… [WRITE COMPLETE SENTENCES]

KEY PASSAGE: 
COMMENTARY [WRITE 2-4 SENTENCES—EXPLAIN THE SIGNIFICANCE]
EXAMPLE OF
-THEME,
-AN IMPORTANT
MOMENT,
-CHARACTERIZATION,
OR
-REVEALING QUOTE
FROM ASSIGNED READING

LOCATION:
[NOTE PARAGRAPH, LINE, &/OR PAGE NUMBER]
WHAT THIS PASSAGE REVEALS… [WRITE COMPLETE SENTENCES]

KEY PASSAGE: 
COMMENTARY [WRITE 2-4 SENTENCES—EXPLAIN THE SIGNIFICANCE]
EXAMPLE OF
-THEME,
-AN IMPORTANT
MOMENT,
-CHARACTERIZATION,
OR
-REVEALING QUOTE
FROM ASSIGNED READING

LOCATION:
[NOTE PARAGRAPH, LINE, &/OR PAGE NUMBER]

QUESTIONS AND/OR CONNECTIONS I HAVE FOR DISCUSSION FOR OUR NEXT MEETING…



REFERENCES

 Burke, Jim. The English Teacher’s Companion. New Hampshire: Heinemann, 1999. <www.englishcompanion.com>

 Burke, Jim. Tools for Thought. New Hampshire: Heinemann, 2002.
 Copeland, Matt. Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School. ME: Stenhouse
Publishers, 2005.
 Cornwell, Richard. CSULB South Basin Writing Project. Will Rogers M.S., Long Beach USD.

 Daniels, Harvey. Literature Circles: Voice and Choice in Book Clubs and Reading Groups. ME: Stenhouse Publishers, 2002.
 Daniels, Harvey, Steineke, N. Mini-Lessons for Literature Circles. NH: Heinemann, 2004.
 Day, Jeni, Spiegel, D., McLellan, J., Brown, V. Moving Forward With Literature Circles: How to Plan, Manage, and Evaluate
Literature Circles that Deepen Understanding and Foster a Love of Reading. NY: Scholastic Professional Books, 2002.
 Duke, Nell, Pearson, P. David. Effective Practices for Developing Reading Comprehension.
<http://www.ctap4.org/infolit/trainers/compreh_strategies.pdf>
 Dunn, Rita, Dunn, Kenneth. Teaching Students to Read Through Their Individual Learning Styles: Practical Approaches for
Grades 7-12. MA: Allyn & Bacon, 1992.
 Educator to Educator. Content Imperative Cards. Calabasas, CA: Educator to Educator, 2005.
 Educator to Educator. Depth and Complexity Icon Cards. Calabasas, CA: Educator to Educator, 2003.
 Kaplan, Sandra, Gould, B., Siegel, V. The Flip Book: A Quick and Easy Method for Developing Differentiated Learning
Experiences. Calabasas, CA: Educator to Educator, 1995.
 Kaplan, Sandra, Gould, B. The Flip Book, Too: More Quick and Easy Methods for Developing Differentiated Learning
Experiences. Calabasas, CA: Educator to Educator, 2005.
 Kaplan, Sandra, Gould, B. Frames: Differentiating the Core Curriculum. CA: Educator to Educator, 1998.
 Kinsella, Kate. “Language Strategies for Active Classroom Participation.” San Francisco State University, 2001.
 Owens, Sarah. “Treasures in the Attic: Building the Foundation for Literature Circles.” In Hill, B., Johnson, N., Schlick Noe, K. (eds.),
Literature Circles and Response. Norwood, MA: Christopher-Gordon, 1995.
 Richards, Susannah, Reis, S., Gubbins, E. J. Gifted Readers: What Do We Know and What Should We Be Doing. CT: National
Research Center on the Gifted and Talented, University of Connecticut, © 2001 <http://www.sp.uconn.edu/~nrcgt/pdf/nagcread.pdf>
 Rutherford, Paula. “Bloom’s Taxonomy, Question and Task Design Wheel.” Why Didn’t I Learn This In College? Alexandra, VA: Just
ASK Publications, 2002.
 Schlick Noe, Katherine, Johnson, N. Getting Started with Literature Circles. Norwood, MA: Christopher-Gordon Publishers, 1999.
 Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All Learners. Virginia: ASCD, 1999.
 Tovani, Chris. I Read It, But I Don’t Get It: Comprehension Strategies for Adolescent Readers. ME: Stenhouse Publishers,
2000.
 Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing, 1992.
 Wong, Harry, Wong, R. The First Days of School: How to Be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications,
Inc., 1998. <http://www.firstdaysofschool.com>

 GATE Office, Long Beach Unified School District. : <http://www.lbusd.k12.ca.us/curriculum/GATE/gate.htm>
 Harvey Daniels, Literature Circle Website: <http://www.literaturecircles.com>
 Instructional Strategies Online: Getting Started with Lit. Circles: <http://olc.spsd.sk.ca/DE/PD/instr/strats/literaturecircles>
 Literature Circles Resource Center: <http://www.litcircles.org>
 Literature Learning Ladders: Themes & Literature Circles. <http://eduscapes.com/ladders/themes/circles.htm>
 San Diego County Office of Education, Summer Institute 2000: <http://www.sdcoe.k12.ca.us/score/promising/tips/tipcircles.html>


CONVERSATIONAL ROUNDTABLE TOPIC: WORKSHOP REFLECTIONS [Individually, or in Groups]
DIRECTIONS: Consider 4 aspects to the main topic in the center of the chart below. For each aspect, fill in the necessary details from your own reflection or group discussion.

#1 #2
Challenges and difficulties I might face…
Important facts, [details],

[strategies],

or

[ideas] WORKSHOP OBJECTIVES
IN MEETING THE CALIFORNIA STANDARDS
FOR THE TEACHING PROFESSION, THE GOAL
that I will use…
OF THE WORKSHOP WAS THREEFOLD:

 to become familiar with the instructional
applications and possibilities of Literature
Circles

#3  to utilize Literature Circles that includes the #4
In what ways can the Dimensions elements of Depth, the elements of How can Lit. Circle Frames
of Depth and Complexity , & Complexity, and Content Imperatives enhance the literary experiences
Content Imperatives help enrich of the Gifted/Talented student?
 to practice Lit. Circles with FRAMES
the experience of Lit. Circles?

FINAL CONCLUSIONS:
“Role sheets are designed to be ‘book club training wheels,’ a temporary, getting-started tool. Many teachers have found that
when students are first learning to operate in peer-led discussion groups, it is helpful to offer them an intermediate support
structure that makes the transition more comfortable and successful…we want kids to internalize these procedures rather than depend
forever on these training wheels; the goal of these support tools is to make the tools obsolete.”
HARVEY DANIELS, LITERATURE CIRCLES: VOICE AND CHOICE IN BOOK CLUBS & READING GROUPS [EMPHASES MINE]

“H ANDS -O N S CHOLARSHIP THROUGH L ITERATURE C IRCLES + F RAMES ”
FROM PART 1 & 2 OF
T HE D EPTH , C OMPLEXITY , AND C ONTENT I MPERATIVES OF L ITERATURE C IRCLES :
T HE N EW H ORIZON OF I NVESTIGATION , S CHOLARSHIP , & S OPHISTICATION
BY
D AVID N. C HUNG
LANGUAGE ARTS
BACHELOR OF ARTS IN SPEECH COMMUNICATION
PROFESSIONAL CLEAR SINGLE SUBJECT (ENGLISH) CREDENTIAL
LONG BEACH USD GATE CERTIFICATE
MASTER OF ARTS IN CURRICULUM AND INSTRUCTION


OCC GATE WORKSHOP - LIT CIRCLE FRAMES 2010

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