Janet L. Howe
L595
Technology-Rich Project 2
Literature Circle
April 7, 2003
This lesson addresses the following Grade 3 Indiana standards:
Reading
 3.1.5 Demonstrate knowledge of grade-level-appropriate words to
speak specifically about different issues
 3.1.6 Use sentence and word context to find the meaning of unknown
words
 3.2.3 Ask questions and support answers by connecting prior
knowledge with literal information from the text
 3.2.6 Locate appropriate and significant information from the text,
including problems and solutions
 3.3.3 Determine what characters are like by what they say or do and
by how the author or illustrator portrays them
 3.3.6 Identify the speaker or narrator in a selection
Listening and Speaking
 3.7.3 Answer questions completely and appropriately
 3.7.5 Organize ideas chronologically (in the order that they
happened) or around major points of information
 Use clear and specific vocabulary to communicate ideas and establish
the tone
This lesson addresses the following Information Literacy Standards for
Student Learning:
 Standard 1: The student who is information literate accesses
information efficiently and effectively
 Standard 2: The student who is information literate evaluates
information critically and competently
 Standard 3: The student who is information literate uses information
accurately and creatively
 Standard 4: The student who is an independent learner is information
literate and pursues information related to personal interests
 Standard 5: The student who is an independent learner is information
literate and appreciates literature and other creative expressions of
information
 Standard 9: The student who contributes positively to the learning
community and to society is information literate and participates
effectively in groups to pursue and generate information
I developed this literature circle plan to use with Grade 3 students and to
incorporate the above standards. Students will choose to read one of the
following three books:
 Earthquake Terror by Peg Kehret
After Jonathan’s mother breaks her ankle, twelve-year old Jonathan
Palmer and his six-year old sister, Abby, are left alone on a deserted
island where his family had been camping. While his parents are
gone seeking medical help, a devastating earthquake hits. Jonathan
and Abby are faced with fighting for their lives. It is up to Jonathan to
keep Abby, who is partially paralyzed, safe until help arrives.
 Night of the Twisters by Ivy Ruckman
This fictional story tells of Dan Hatch and his friends surviving
terrible tornadoes that hit Nebraska. Dan’s neighborhood is
devastated by the storms and Dan must protect his younger brother
and friends.
 Titanic Crossing by Barbara Williams
Thirteen-year old Albert Trask is going home to America on the
Titanic. He is traveling with his widowed mother and his younger
sister, Ginny. Albert is free to explore the huge ship until an iceberg
hits it. Then it is up to Albert to save his sister and protect her in the
terrible days and months that followed.
Each student will read one of the books. Groups will be determined by
student choice of books. After each assigned reading, students will
participate in Literature Circle groups. (Of course, the Literature Circle
roles will have been taught and modeled by the teacher previously.) There
are five different roles. All students will have the opportunity to complete
each role. The roles and activities are:
1. Discussion Director—This job is to develop a list of questions that the
group might want to discuss about the book. The questions are to be
thought provoking and cannot just be answered with one word.
Inference questions beginning with the words why, how, and if,
should be used.
2. Connector—This job is to find connections between the book and the
world. Students may connect the reading to events happening in their
own life at school or in the neighborhood. They may also connect the
reading to other books or stories, similar events, or other people or
problems.
3. Word Finder—This job is to find a few new words in the readings.
Students use sticky notes to bookmark the words. Students then
discuss how the word fits in the story, what the word means, and what
the words makes them feel like. Students may also draw the word.
(Students may only use a dictionary as a last resort.)
4. Passage Picker—This job is to find a few special sections of the
reading that the group should look back on and read. These can be a
good part, a funny part, a scary part, an interesting part, some good
writing, or a good description. Students bookmark these passages
with sticky notes and then share with the group during the literature
circle.
5. Artful Artist—This job is to draw some kind of picture related to the
reading. This drawing may include a character, the setting, a problem,
an exciting part, a surprise, or a prediction of what will happen next.
Students will use the Literature Circle Jobs sheets (attached) to prepare
for their literature circle. The actual literature circles will take place
during class time. The teacher will use the student organizational grid
(attached) to assign the literature circle jobs to make sure all students
complete each of the activities.
Part 1
Introduction
Teacher introduces overall theme of disasters. Include book talks of
the three books—
 Earthquake Terror by Peg Kehret
 Night of the Twisters by Ivy Ruckman
 Titanic Crossing by Barbara Williams
Show students the book review sites below:
http://www.worldreading.org/submit.phtml
This site has book reviews written by children. Students may also submit
their own book reviews free.
http://www.spaghettibookclub.com
This website has book reviews written by children. Student book reviews
may be submitted for a charge.
As students read book reviews, tell them a requirement of this unit is that
they will write their own book review. As they look, they should note
how the reviews are written. Show them that the complete plot is not
revealed to the reader.
Provide time for students to peruse books and sign up for individual
choice. After student choices are made, allow time for the children to use
the internet to look at the following websites which provide background
information. (To save time, bookmark these as favorites before class
time.) Have students work together in literature circle groups to find
seven facts about their disaster.
Earthquakes:
http://library.thinkquest.org/10136/
Earthquake disasters are explained here. Discussion also includes the
causes, measurements, predictions, and warnings.
http://library.thinkquest.org/J003341/naturaldisaste/earthqua.htm
Pictures of earthquake destruction are shown on this site. Safety tips are
also discussed.
Tornadoes:
http://library.thinkquest.org/10136/
Tornadoes are explained on this website. The site discusses the
definition of a tornado, where and when a tornado can occur, and major
tornado disasters.
http://library.thinkquest.org/J003341/naturaldisaste/tornado.htm
This is a great site that shows actual pictures of tornadoes, as well as
causes and safety tips.
Titanic Disaster:
http://search.eb.com/titanic/01_01.html
This website from Encyclopedia Britannica introduces the exhibit (see
below) and gives background information about the Titanic disaster.
http://search.eb.com/titanic/01_PORT/pict_01.html
An excellent website with pictures showing the ship, passengers, and
newspaper accounts following the tragedy.
Assign reading and first Literature Circle job to be completed for the next
class period.
Part 2
For the next five lessons, assign the required reading and Literature
Circle jobs. During class time the students will participate in their own
group Literature Circle. The teacher walks from group to group jotting
down notes on students’ progress. Teacher does not instruct during the
Literature Circle. If the teacher is needed, (only if the group is not
working together or if the group has a question about procedure), the
Discussion Director is the only student who may find the teacher and ask
for help. Keep in mind the teacher has spent much time previous to
Literature Circle groups to teach each individual job and each role.
Therefore, the students should be able to proceed on their own.
Part 3
After the last Literature Circle group, instruct the students to write a
review of their individual book. They may use a word processing
program such as Microsoft Word. An illustration must accompany the
review. Encourage the students to share these with their peers.