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: