Why Do You Think What Would You Do If . What Might

HISTORICAL Novel

Literature Circle

Each novel has been divided into 3 sections. Read each section before your literature circle meets.

Students will meet in their literature circle groups twice a week and will assume one of the roles listed below. Each role requires you to complete a specific assignment based on the section reading and then bring it to your meeting for group discussion.

Questioner – Read the agreed upon section of the book. Before, during and after reading, jot down questions that come to your mind. You must come up with 5 interesting and thought-provoking questions and answer them (use paragraph form and provide supporting evidence from the text). Try to ask “thick” questions such as:

Why do you think… What would you do if…. What might….

How do you think… Do you agree that… If you…

Visualizer – Create a time line for your section of the book. Use pictures and words to capture the plot, characters, setting etc. of your novel. Be creative and use colour.

Researcher – Pick a topic related to your novel and research it (you may use the internet, library, newspaper, magazines etc.) Write out a series of 5 questions that you would like to answer with your research. Conduct the research and then write (in your own words!) a paragraph about that topic.

All assignments must be completed in time for your literature circle meeting.

Students must also complete a Summary/Prediction/Connection Chart for their novel, as well as any other assigned projects.

Novel:______

Chapter / Summary / Prediction / Connections (Text to Self, World, Text)

RUBRIC

4 / 3 / 2 / 1
Knowledge &
Understanding / Thorough evidence of care taken in
choosing items (either
most significant, or
revealing some pattern,
or showing cause/effect
relationship) / Considerable evidence of care taken in
choosing items (either
most significant, or
revealing some pattern,
or showing cause/effect
relationship) / Some evidence of care taken in
choosing items (either
most significant, or
revealing some pattern,
or showing cause/effect
relationship) / Limited evidence of care taken in
choosing items (either
most significant, or
revealing some pattern,
or showing cause/effect
relationship)
Thinking / All items in
sequence with care taken
on placement within
increments / Items in
sequence; increments
marked / Afew items out of
sequence; increments
marked / Numerous items out of
sequence; time
increments not marked
Application/
Knowledge / All paragraphs reflect a thorough understanding of appropriate questions and answers (thick questions and detailed responses) / All paragraphs reflect a considerable understanding of appropriate questions and answers (thick questions and detailed responses) / Paragraphs reflect an understanding of appropriate questions and answers (thick questions and detailed responses) / Paragraphs reflect a thorough understanding of appropriate questions and answers (thick questions and detailed responses)
Communication / Word Choice
precision
effectiveness
imagery / Precise, carefully chosen
Strong, fresh, vivid images / Descriptive, broad range of words
Word choice energizes writing / Words may be correct but mundane
No attempt at deliberate choice / Limited range of words
Some vocabulary misused
Sentence Fluency
rhythm, flow
variety / High degree of craftsmanship
Effective variation in sentence patterns / Easy flow and rhythm
Good variety in length and structure / Some awkward constructions
Many similar patterns and beginnings / Often choppy
Monotonous sentence patterns
Frequent run-on sentences
Conventions / Exceptionally strong control of standard conventions of writing / Strong control of conventions; errors are few and minor / Limited control of conventions; frequent errors do not interfere with understanding / Numerous errors distract the reader and make the text difficult to read
Oral Presentation Skills / Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery. / Communicates ideas with proper voice projection. Adequate preparation and delivery. / Some difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work / Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.
Knowledge / Focus of Presentation / Speaker conveys strong knowledge and understanding of novel. Main ideas are discussed in depth. / Speaker conveys moderate knowledge and understanding of novel. Main ideas are discussed adequately. / Speaker conveys basic knowledge and understanding of novel. Main ideas are not discussed in depth. / Speaker conveys limited understanding of novel. Main ideas are discussed in limited manner.
Application / 5 Items / Identifies precisely 5 items and explains significance with substantial supporting evidence / Identifies 5 items and explains significance with adequate supporting evidence / Identifies 5 items and explains significance with some supporting evidence / Identifies some items and attempts to explain significance; limited supporting evidence
Application
Communication / Visual Interpretation / Main idea is specific and insightful
Selects visuals that are vivid and engaging
Professional-looking / Main idea is apparent
Selects visuals that are appealing and appropriate
Neat and attractive / Main idea is general
Selects visuals that are generally appropriate
Attractive parts / Main idea is vague
Visuals are ineffective
Messy/lacks visual appeal

Distinguished Proficient Limited Attempted