DIRECTOR
SUMMARISER
Your task is to:
• Develop at least 3
deep questions for your
group to discuss about
the part of the book
you are reading.
Your task is to:
• Write a 6-8 sentence
summary of your week’s
reading. Include only
the most important
details about
characters and events
in your summary.
Deep Questions ask
readers to:
• Analyse • Evaluate • Synthesise
(see Question Starters page)
•
Lead the discussion:
ask each member to
share what their role
was and what they
came up with, as well
as asking group
members to add their
ideas to the discussion.
•
.
In your summary, write
page numbers in
brackets to show where
you can find those
details in the text.
CONNECTOR
Your task is to:
• Record three
connections you can
make to the ideas in
the text.
Types of Connections:
Text to self: when we have had
similar experiences or feelings
to a character in the book
Text to text: similarities between
what we read and other books
we have read. E.g. setting,
characters, events
Text to world: similarities
between what we read and
things that happen in the real
world.
CHARACTER
ANALYST
Your task is to:
• Record character traits,
actions, thoughts,
speech of the main
characters
•
Provide evidence from
the text to support your
ideas – quotes or
page numbers
•
Answer 3 of the
questions from the
Character Analysis
page and be ready to
share your ideas with
the group.
MESSENGER
Your task is to:
• Record the main
message/s in the text
and provide passages
which show these.
•
•
•
Has your thinking
changed in any way?
(About the characters,
book, author, yourself)
Your task is to:
• Select a scene/event
and portray it visually
in your own way.
For example;
· a drawing
· labelled diagram
· story map/comic
•
If yes, what did you
previously think? What do
you think now? Why?
If no, what do you currently
think about the messages
from the text? Why is the
message important?
*Write your response as a
paragraph with full sentences.
SETTING
ANALYST
ILLUSTRATOR
•
Include a title/heading
and use clear
language to write a
caption that describes
your illustration
Be prepared to talk
about your illustration
and why you chose
that particular part of
the story to illustrate.
Your task is to:
• Describe and sketch
the setting from the
section you are
currently reading
•
1.
2.
3.
Answer the following
questions:
How is the setting
important to the story?
What impact does the
setting have on the
characters?
How would the story
be different if the
setting were different?
Give an example.
WORD
WIZARD
Your task is to:
• Find at least 5 words
to clarify for your
group – define in your
own words and put
each word into a
sentence
These could be:
•
•
•
Words you don’t
understand / new vocab
Words that are repeated
throughout the text
Specific topic-related
vocab
*Include the page number and
line number for each word
(e.g. P23/9)
CHARACTER ANALYSIS
QUESTION STARTERS
ANALYSE
See connections and understanding ideas...
How is ______ similar to ______?
What do you think _____ would be thinking?
Why did ______ happen?
Why would the author say ______?
How would the story be different if ________
happened?
Why did the character choose ______?
EVALUATE
Make judgements about the ideas and messages...
Do you believe that __________?
What are the consequences or the results of ______?
Do you agree with the character’s decision to _____?
What would you do in this situation ______?
What would happen if ______? Explain.
What is your opinion of _______? Explain.
Why do you think ______?
SYNTHESISE
Put the information together to create new meaning...
How would the outcome have been different if ______
chose to ________?
If you could change ______, what would you suggest?
What reasons do you have to support or argue
against a character’s actions?
•
Based on the list of character traits you gave for
the main characters, explain why they acted in
certain ways in the text.
•
Thinking about the main character’s traits, what
are the pros and cons of acting that way?
•
Give an example of how one of the main
character’s traits would be helpful in real life.
•
How would the plot have changed if the main
character had opposite character traits?
•
Explain how the character’s point of view affected
his/her behaviour.
•
How did the main character’s traits affect other
characters in the story?
•
Would the story be better if the character had a
different trait/s? Why or why not?
•
Out of the character traits you listed for the main
characters, which one is the best to have and the
worst to have? Why?
•
Create a Venn Diagram – what are the similarities
and differences between you and one of the main
characters?
•
If you were the main character in this book, how
would you have reacted to the events that took
place in this chapter?
Book Club Instructions
Each week you will have set chapters to read and be assigned a role
with activities to complete.
Friday - Book Club discussion.
Director - leads discussion, asks each person to share their activity and
add ideas.
End of Discussion - pick new roles for next week, set the chapters.
Mrs Taylor - fills out a rubric for you each week/every 2 weeks
Peer Evaluation – completed each week
Book Club Expectations
1.
2.
3.
Read the set chapters/pages each week
Complete your tasks and come prepared to share
Actively participate in the group discussion
4.
Respect your group members by listening to them when they share
Book Work:
Peer Evaluation
Group Member 1: _____________
______ participated too much
______ did his share of the work
______ was polite and helpful
______ participated too little
______ was cooperative
______ contributed to the group
Comments:
Group Member 5: _____________
______ participated too much
______ did his share of the work
______ was polite and helpful
______ participated too little
______ was cooperative
______ contributed to the group
Comments:
Group Member 2: _____________
______ participated too much
______ did his share of the work
______ was polite and helpful
______ participated too little
______ was cooperative
______ contributed to the group
Comments:
Group Member 6: _____________
______ participated too much
______ did his share of the work
______ was polite and helpful
______ participated too little
______ was cooperative
______ contributed to the group
Comments:
Group Member 3: _____________
______ participated too much
______ did his share of the work
______ was polite and helpful
______ participated too little
______ was cooperative
______ contributed to the group
Comments:
Group Member 7: _____________
______ participated too much
______ did his share of the work
______ was polite and helpful
______ participated too little
______ was cooperative
______ contributed to the group
Comments:
Group Member 4: _____________
______ participated too much
______ did his share of the work
______ was polite and helpful
______ participated too little
______ was cooperative
______ contributed to the group
Comments:
Yourself: _____________
______ participated too much
______ did his share of the work
______ was polite and helpful
______ participated too little
______ was cooperative
______ contributed to the group
Comments:
Each week you need to set out a new page in your Reading/Literacy
book:
Book Club Term 3 Week 1
Due Date: Friday 29th March
Chapters/Pages: Chapter 1-3
Role: Director
*Note: you will be assessed on the presentation of your book work
Discussion Starters – examples of how to respond to your group
members during your discussion.
“I agree with you because...”
”I disagree with you because...”
“On page...”
“I would like to add...”
”Do you agree with....?”
“Why do you think....?”
”Could you please explain why you think that?”
”I notice.... On page....”
Participation
Listening
Role
Completion
3
/16
2
1
Actively participated in
group discussion and
contributed ideas.
Sometimes
participated in
group discussion
and contributed
ideas.
Rarely participated
in group discussion
and contributed
ideas.
Did not participate
in group discussion
or contribute ideas.
Role for the discussion is
thoroughly completed.
Role for the
discussion is
completed.
Role for the
discussion is
somewhat
completed; has
missing parts.
Role for the
discussion is not
completed.
Student listens to group
members during
discussion; looks attentive
and interested when
others are speaking.
Student usually
listens to group
members during
discussion; usually
looks attentive and
interested when
others are
speaking.
Student sometimes
is distracted and
not listening during
discussion;
sometimes interrupts
or disrupts others.
Student is
distracted and not
listening during
discussion; often
interrupts or
disrupts others.
Student routinely offers to
answer questions and
willingly shares ideas
when asked by group
Director.
Student sometimes
offers to answer
questions and
willingly shares
ideas when asked
by group Director.
Student does not
volunteer answers,
but shares ideas
when asked by
group Director.
Student does not
participate.
Comments:
Student:
Date:
4
Discussion
Discussion
4
Score:
Role
Completion
Date:
Listening
Student:
RUBRIC – Individual Weekly Assessment
Participation
RUBRIC – Individual Weekly Assessment
Score:
3
/16
2
1
Actively participated in
group discussion and
contributed ideas.
Sometimes
participated in
group discussion
and contributed
ideas.
Rarely participated
in group discussion
and contributed
ideas.
Did not participate
in group discussion
or contribute ideas.
Role for the discussion is
thoroughly completed.
Role for the
discussion is
completed.
Role for the
discussion is
somewhat
completed; has
missing parts.
Role for the
discussion is not
completed.
Student listens to group
members during
discussion; looks attentive
and interested when
others are speaking.
Student usually
listens to group
members during
discussion; usually
looks attentive and
interested when
others are
speaking.
Student sometimes
is distracted and
not listening during
discussion;
sometimes interrupts
or disrupts others.
Student is
distracted and not
listening during
discussion; often
interrupts or
disrupts others.
Student routinely offers to
answer questions and
willingly shares ideas
when asked by group
Director.
Student sometimes
offers to answer
questions and
willingly shares
ideas when asked
by group Director.
Student does not
volunteer answers,
but shares ideas
when asked by
group Director.
Student does not
participate.
Comments: