Student: ____________________
Warriors Don’t Cry:
Chapters 6-12
Student Work Packet
*Once you complete your Vocabulary Activities
AND the Reading Logs, please staple your
extra papers to this packet and submit.*
Activity
Due Date
Score
Ch. 6-12 Vocabulary
Nov. 19
/50
Ch. 6-12 Reading Log
Nov. 19
/175
Ch. 6-12 Enrichment Activity
Nov. 22
/100
**(Honors) Enrichment Act. 2
(Bonus for Reg. ENG 10)**
Nov. 22
/100
Section Quiz (Chapters 1-9)
Nov. 15
/100
Total Score:
Warriors Don’t Cry:
Ch. 6-12 Vocabulary Terms
Match the following terms with their corresponding definitions. The terms that appear in
BOLD will be the terms you will be tested over on quizzes and exams.
Vocabulary Terms
1.
_____Belligerent, 121
2.
_____Fiasco, 120
3.
_____Catcalls.118
4.
_____Demise, 105
5.
_____Taunting, 98, 118
6.
_____Vigilance, 89, 156
7.
_____Aspirations, 88
8.
_____Contempt, 87
9.
_____Articulate, 86
10. _____Reprimand,78
11. _____Harrowing, 76
12. _____Gauntlet, 76
13. _____Concede, 65
14. _____Summons, 64
15. _____Heckling, 63
16. _____Fatalistic 131
17. _____Adamant 132, 166
18. _____Barrage 142
19. _____Insidious 143
20. _____Melee 149
Definitions
A. a complete, utter failure
B. a noisy, confused fight
C. a place with danger or attackers on
all sides
D. an official (often public) punishment
or criticism
E. believing he has no control over his
own life
F. calling out nasty names, put downs,
booing
G. Death; ending
H. hatred
I. hopes, dreams
J. official request to appear before an
authority/court
K. put into words
L. rapid, continuous gunfire or attack
M. reluctantly accept something to be
true
N. slowly and subtly harmful or
destructive
O. teasing in a way to incite a reaction
P. ugly, often obscene, name calling
Q. very dangerous
R. very determined and not influenced
to reconsider
S. warlike, ready to fight, very
stubborn
T. watchfulness, being alert to danger
Warriors Don’t Cry:
Ch. 6-12 Vocabulary Terms
Regular English 10 students choose SEVEN terms from the section list and use EACH in a sentence (7
sentences). Regular students that choose ALL words will receive FIVE bonus points for this packet.
Honors English 10 students must choose TEN terms. Honors students may receive FIVE bonus points
if they use ALL the terms. Any students that create a paragraph of fiction or nonfiction (that makes
sense) using the words they have selected will receive FIVE extra points on the packet.
Warriors Don’t Cry:
Ch. 6-12 Reading Log
Complete ALL sets of WDC reading log entries for EACH chapter. You may complete the work as you read,
and at your own pace, but all submissions must be in your tray by the due date. Failure to submit your work
will result in a ZERO for this activity. If you submit your work by the deadline, then you have the opportunities
to review, revise, or re-submit any materials. (70%)! Please remember to restate ALL questions in your
answers. These entries will serve as a Study Guide for you moving forward.
Answer ALL questions. Regular ENG 10 students answer each question in 2-3 sentences.
Hon. ENG 10 students answer each question in 3-5 sentences.
Restate the questions!
CH.
Journal Review Questions
Score
6
1. Why does the U.S. Federal (national) government go to court in Arkansas
anyways?
2. Why are Melba and the other eight African American students asked to go to
court?
/25
7
1. How does the group of people outside of Central High respond to the nine
students arriving to school? What about when they try to leave school?
2. Who threatens to lynch, or hang, the African American students? Does anyone
get lynched?
3. Was Melba and her peers' second day at school a success? Why or why not?
Explain.
/25
8
1. Who comes to assist the nine students? How do they try to help them?
2. Was deciding to go back to Central High and easy or difficult decision for Melba?
Did she go in this chapter?
3. Do any school adults play Melba's ally? How so? What does he/she do?
4. Do any school adults play bystander and do nothing? Who? Does this hurt or
help the cause for integration?
/25
9
1. What decisions does Melba make about how to act or carry her body that she
thinks will help her be a stronger warrior?
2. What happens to Melba that the woman clerk at school refuses to believe?
3. Danny suggests that Melba learn a very important skill? What is the skill? Do you
agree she should learn the skill? Why, or why not?
/25
10
1. Who was the first young man Melba dated?
2. How did her first date go?
3. Briefly describe one big way Melba is targeted at school in this chapter. Then,
describe one way others play her ally.
/25
11
1. What does Melba do or tell herself, so she can become a warrior in this chapter?
2. Minnijean really wants white students to like her at Central High. What one thing
does she feel she must do to gain their acceptance?
3. How do the other eight students feel about her plan?
/25
12
1. Who attends Melba's birthday and how does it go?
2. How old is Melba turning?
3. What does Minnijean do in the cafeteria that gets her in trouble at school? Was
her punishment fair? Why or why not?
/25
Due Date:
Total Score:
/175
Warriors Don’t Cry:
Ch. 6-12 Enrichment Activities
*Tear off the info sheet for your chosen
activity and submit it to me.*
The following enrichment activities will help to develop your critical analysis of the memoir in order to better
understand the text. These activities must be submitted by the due date. Failure to submit your work will result in
a ZERO for this activity. If you submit your work by the deadline, then you have the opportunities to review, revise,
or re-submit any materials. (70%)!
Reg. ENG 10 students (1st & 3rd) must complete ONE activity. Hon. ENG 10 students (4th & 7th) must complete
TWO activities. Any student who chooses to complete an additional activity will receive 10 bonus point on their
WDC Unit Exam. Be sure to complete ALL parts of the assignment and ask if you have questions. You must
complete ONE assignment independently, your second choice may be done in a group, or with a partner, according
to the instructions. *You may not complete the same activity twice (except for the Literature Circle activity).
#
Enrichment
Activity
Description
*See following pages for more info
1
Reflective /
Expository
Essay*
Confronting Racism:
For this activity, students will put their literary analysis and critical thinking
skills to the test. Students will complete a 2-3 page typed reflective (and/or)
expository essay on the theme of racism in the exposition of Melba Pattillo
Beals’ memoir, Warriors Don’t Cry.
2
Reading Review
/ Response
A Life is More than a Moment:
Read the essay by Will Counts and write a review/critique/response to his
work. Your essay should be AT LEAST two typed pages.
Civil Rights
Movement in
the Media*
Pictures of Progress:
For this activity, students will research the historical time period and context
of the memoir. This activity is designed to provide students with the
opportunity to construct their own knowledge/understanding of events in the
narrative. Students will bring in any radio, TV, or movie clips that they
can find from the integration time period to share with the class.
Webquest
Warriors Don’t Cry Info Search:
Independently, or with a partner (if this is your additional activity), visit the six
websites on your activity sheet in order to investigate and examine various
topics associated with Warriors Don’t Cry or the Civil Rights Movement. You
may present your information in any way you choose: essay, PowerPoint,
Prezi, Poster, etc.
Mini Literature
Circles
(Group Activity)
Group Literary Analysis
A literature circle is the student equivalent of a book club, but designed with
greater structure, expectation and rigor. The purpose is to encourage
thoughtful discussion and a love of reading in young people. Students will
join together in groups of FOUR and complete various roles and activities to
share with one another.
3
4
5
Due:
Score / (100 pts each):
“Confronting Racism”
Student:_____________________________
Enrichment Activity #1: Reflective / Expository Essay
For this activity, students will put their literary analysis and critical thinking skills to the test.
Students will complete a 2-3 page typed reflective (and/or) expository essay on the theme of
racism in the exposition of Melba Pattillo Beals’ memoir, Warriors Don’t Cry.
Construct a typed, 2-3 page response any or all of the following questions on racism and Melba’s depiction of that topic in
Warriors Don’t Cry.
1.
What does the term “racism” to mean to you? What does it mean to Melba?
2.
How does Melba Pattillo Beals show her beliefs on racism in the memoir (thus far)?
3.
Should we confront racism?
4.
What can individuals and groups do to confront racism?
5.
What are the obstacles that get in the way of individuals (and groups) trying to change racism?
Your responses should be supported with evidence from the text. Be sure to cite your page numbers if you “quote” from the text.
All papers should be 2-3 pages in length. Font: Calibri or Times New Roman, size 12. The paper should contain the proper
headings and format as provided for you on the CHS English 10 Online Classroom.
The K-Prep Based On-Demand scoring rubric follows:
KDE-Based Scoring Rubric
Category
Audience & Purpose
Idea Development
Criteria
The writer establishes and
maintains focus on audience
and purpose and effectively
engages the audience.
The writer consistently
develops complex ideas to
provide understanding, and to
support and explain the topic.
Points Possible
Score / 25
20-25: Student maintains clear focus on audience
and purpose.
10-20: Student maintains somewhat clear focus on
audience and purpose.
0-9: Student maintains little to no clear focus on
audience and purpose.
20-25: Student answers questions clearly and
accurately, wile providing examples from the text
to support their opinions.
10-20: Student answers questions somewhat
clearly and accurately, wile providing examples
from the text to support their opinions.
0-9: Student does not answer questions clearly
and accurately, and does not provide examples
from the text to support their opinions.
20-25: Student submitted AT LEAST 2-3 full pages
and paper is correctly formatted according to the
project guidelines. Review also contains a clear
intro, body, and conclusion.
Organization
The writer consistently
organizes the writing by using
a logical progression of ideas
that flows within and between
paragraphs.
10-20: Student submitted AT LEAST 1-2 full
pages and paper is correctly formatted according
to the project guidelines. Review also contains a
clear intro, body, and conclusion.
0-9: Student submitted LESS THAN ONE full
page and paper is correctly formatted according to
the project guidelines. Review also contains a
clear intro, body, and conclusion.
Word Choice, Grammar
& Mechanics
The writer maintains an
appropriate voice and tone,
chooses words that are
appropriate for the audience
and purpose, and consistently
uses correct grammar, usage,
and mechanics (spelling,
punctuation, capitalization) to
communicate clearly.
25: Student’s essay contains no more than FIVE
grammatical (subject-verb agreement, tense) or
mechanical (sentence structure, etc.). One point
for each mistake after five.
Total Score:
/100
“Confronting Racism”
Student:_____________________________
Enrichment Activity #1: Reflective / Expository Essay
For this activity, students will put their literary analysis and critical thinking skills to the test.
Students will complete a 2-3 page typed reflective (and/or) expository essay on the theme of
racism in the exposition of Melba Pattillo Beals’ memoir, Warriors Don’t Cry.
Construct a typed, 2-3 page response any or all of the following questions on racism and Melba’s depiction of that topic in
Warriors Don’t Cry.
1.
What does the term “racism” to mean to you? What does it mean to Melba?
2.
How does Melba Pattillo Beals show her beliefs on racism in the memoir (thus far)?
3.
Should we confront racism?
4.
What can individuals and groups do to confront racism?
5.
What are the obstacles that get in the way of individuals (and groups) trying to change racism?
Your responses should be supported with evidence from the text. Be sure to cite your page numbers if you “quote” from the text.
All papers should be 2-3 pages in length. Font: Calibri or Times New Roman, size 12. The paper should contain the proper
headings and format as provided for you on the CHS English 10 Online Classroom.
The K-Prep Based On-Demand scoring rubric follows:
KDE-Based Scoring Rubric
Category
Audience & Purpose
Idea Development
Criteria
The writer establishes and
maintains focus on audience
and purpose and effectively
engages the audience.
The writer consistently
develops complex ideas to
provide understanding, and to
support and explain the topic.
Points Possible
Score / 25
20-25: Student maintains clear focus on audience
and purpose.
10-20: Student maintains somewhat clear focus on
audience and purpose.
0-9: Student maintains little to no clear focus on
audience and purpose.
20-25: Student answers questions clearly and
accurately, wile providing examples from the text
to support their opinions.
10-20: Student answers questions somewhat
clearly and accurately, wile providing examples
from the text to support their opinions.
0-9: Student does not answer questions clearly
and accurately, and does not provide examples
from the text to support their opinions.
20-25: Student submitted AT LEAST 2-3 full pages
and paper is correctly formatted according to the
project guidelines. Review also contains a clear
intro, body, and conclusion.
Organization
The writer consistently
organizes the writing by using
a logical progression of ideas
that flows within and between
paragraphs.
10-20: Student submitted AT LEAST 1-2 full
pages and paper is correctly formatted according
to the project guidelines. Review also contains a
clear intro, body, and conclusion.
0-9: Student submitted LESS THAN ONE full
page and paper is correctly formatted according to
the project guidelines. Review also contains a
clear intro, body, and conclusion.
Word Choice, Grammar
& Mechanics
The writer maintains an
appropriate voice and tone,
chooses words that are
appropriate for the audience
and purpose, and consistently
uses correct grammar, usage,
and mechanics (spelling,
punctuation, capitalization) to
communicate clearly.
25: Student’s essay contains no more than FIVE
grammatical (subject-verb agreement, tense) or
mechanical (sentence structure, etc.). One point
for each mistake after five.
Total Score:
/100
“A Life is More than a Moment”
Student:_____________________________
Enrichment Activity #2: Essay & Photo Review / Critique
Read the essay and closely examine the photograph by Will Counts and write a
review/critique/response to his work. Your essay should be AT LEAST two typed pages.
Read the essay and examine the photograph from Will Counts’s work “A Life is More than a Moment.” Write a twopage essay, response, or critical review of the essay and photo. Compare Will Counts’s description of his experience
to the very different memories Melba Pattillo Beals, Elizabeth Eckford, and Hazel Bryan describe. Consider the
following questions:
1. What do these different memories say about point of view, reality, and identity?
2. Why does Bryan say, ―A life is more than a moment? What does it suggest about the reality of these
photographs?
You may also use the questions included with the photograph in your response.
This is an activity where you will have to obtain more materials from me in order to complete it (these include the
essay, photo, and sets of questions.
KDE-Based Scoring Rubric
Category
Audience & Purpose
Idea Development
Criteria
The writer establishes and
maintains focus on audience
and purpose and effectively
engages the audience.
The writer consistently
develops complex ideas to
provide understanding, and to
support and explain the topic.
Points Possible
Score / 25
20-25: Student maintains clear focus on audience
and purpose.
10-20: Student maintains somewhat clear focus on
audience and purpose.
0-9: Student maintains little to no clear focus on
audience and purpose.
20-25: Student answers questions clearly and
accurately, wile providing examples from the text
to support their opinions.
10-20: Student answers questions somewhat
clearly and accurately, wile providing examples
from the text to support their opinions.
0-9: Student does not answer questions clearly
and accurately, and does not provide examples
from the text to support their opinions.
20-25: Student submitted AT LEAST 2-3 full pages
and paper is correctly formatted according to the
project guidelines. Review also contains a clear
intro, body, and conclusion.
Organization
The writer consistently
organizes the writing by using
a logical progression of ideas
that flows within and between
paragraphs.
10-20: Student submitted AT LEAST 1-2 full
pages and paper is correctly formatted according
to the project guidelines. Review also contains a
clear intro, body, and conclusion.
0-9: Student submitted LESS THAN ONE full
page and paper is correctly formatted according to
the project guidelines. Review also contains a
clear intro, body, and conclusion.
Word Choice, Grammar
& Mechanics
The writer maintains an
appropriate voice and tone,
chooses words that are
appropriate for the audience
and purpose, and consistently
uses correct grammar, usage,
and mechanics (spelling,
punctuation, capitalization) to
communicate clearly.
25: Student’s essay contains no more than FIVE
grammatical (subject-verb agreement, tense) or
mechanical (sentence structure, etc.). One point
for each mistake after five.
Total Score:
/100
“Progress in Pictures”
Student:_____________________________
Enrichment Activity #3: Civil Rights Movement in the Media
For this activity, students will research the historical time period and context of the memoir. This activity is designed to
provide students with the opportunity to construct their own knowledge/understanding of events in the narrative. Students
will bring in any radio, TV, or movie clips that they can find from the integration time period to share with the class.
Research, locate, and share media clips, pictures, etc. that provide information on the Civil Rights Movement, the Little
Rock Nine, Warriors Don’t Cry, or any other contextual information that applies to the memoir. Students may choose any
Civil Rights topic and may present the information in any way they choose. Students may complete a PowerPoint
presentation, a Prezi online presentation, or a poster of picture collages, drawings, etc.
Here are the following requirements for the project:
1.
THREE pictures:
a)
2.
Newspaper article:
a)
3.
For each: write a 5-sentence paragraph that describes what is going on in the picture, why it is important, and
where you located the image.
Print/cut out the article, write a 5-sentence summary of the article, and include it in your presentation. If you
are creating a digital project, link to the article or screen shot the article and include it in your presentation.
Video Clip:
a)
Students should locate a news clip, documentary, or any other sort of video that provides information on their
topic of choice. Write a 5-sentence paragraph that summarizes the video, why it is important, and where you
located the video. Good resources include: www.teachertube.com and www.schooltube.com.
Category
25
20
15
10
0-9
Imagery
Project contains at
least 3 pictures,
one video, and one
article related to
the topic.
Project meets
almost all of the
imagery
requirements.
Project meets
some of the
imagery
requirements.
Project little of the
imagery
requirements.
Project meets none
of the imagery
requirements.
Content
Project contains
ALL of the listed
requirements
(pictures, video,
article, and
summaries).
Project contains
MOST of the listed
requirements
(pictures, video,
article, and
summaries).
Project contains
SOME of the listed
requirements
(pictures, video,
article, and
summaries).
Project contains
FEW of the listed
requirements
(pictures, video,
article, and
summaries).
Project contains
NONE of the listed
requirements
(pictures, video,
article, and
summaries).
Creativity
The project is
VERY nice, neat,
easy to read, and
is organized and
complete.
The project is
MOSTLY neat,
easy to read, and
is MOSTLY
organized and
complete.
The project is
SOMEWHAT nice,
neat, easy to read,
and is
SOMEWHAT
organized and
complete.
The project is not
nice, neat, easy to
read, and is
unorganized and/or
incomplete.
Project is
incomplete.
Participation
Student(s) stay on
task at ALL times,
without prompting
or warning, and
completes the
project on time
and according to
the rubric.
Student(s) stay on
task MOST of the
time, with very
little prompting or
warning, and
completes the
project on time and
according to the
rubric.
Student(s) stay on
task, with SOME
prompting or
warning, and/or
completes the
project late.
Student(s) cannot
stay on task and
submit the project
late and/or
incomplete.
Yeah right.
Total Score / 100
SCORE
“Progress in Pictures”
Student:_____________________________
Enrichment Activity #3: Civil Rights Movement in the Media
For this activity, students will research the historical time period and context of the memoir. This activity is designed to
provide students with the opportunity to construct their own knowledge/understanding of events in the narrative. Students
will bring in any radio, TV, or movie clips that they can find from the integration time period to share with the class.
Research, locate, and share media clips, pictures, etc. that provide information on the Civil Rights Movement, the Little
Rock Nine, Warriors Don’t Cry, or any other contextual information that applies to the memoir. Students may choose any
Civil Rights topic and may present the information in any way they choose. Students may complete a PowerPoint
presentation, a Prezi online presentation, or a poster of picture collages, drawings, etc.
Here are the following requirements for the project:
1.
THREE pictures:
a)
2.
Newspaper article:
a)
3.
For each: write a 5-sentence paragraph that describes what is going on in the picture, why it is important, and
where you located the image.
Print/cut out the article, write a 5-sentence summary of the article, and include it in your presentation. If you
are creating a digital project, link to the article or screen shot the article and include it in your presentation.
Video Clip:
a)
Students should locate a news clip, documentary, or any other sort of video that provides information on their
topic of choice. Write a 5-sentence paragraph that summarizes the video, why it is important, and where you
located the video. Good resources include: www.teachertube.com and www.schooltube.com.
Category
25
20
15
10
0-9
Imagery
Project contains at
least 3 pictures,
one video, and one
article related to
the topic.
Project meets
almost all of the
imagery
requirements.
Project meets
some of the
imagery
requirements.
Project little of the
imagery
requirements.
Project meets none
of the imagery
requirements.
Content
Project contains
ALL of the listed
requirements
(pictures, video,
article, and
summaries).
Project contains
MOST of the listed
requirements
(pictures, video,
article, and
summaries).
Project contains
SOME of the listed
requirements
(pictures, video,
article, and
summaries).
Project contains
FEW of the listed
requirements
(pictures, video,
article, and
summaries).
Project contains
NONE of the listed
requirements
(pictures, video,
article, and
summaries).
Creativity
The project is
VERY nice, neat,
easy to read, and
is organized and
complete.
The project is
MOSTLY neat,
easy to read, and
is MOSTLY
organized and
complete.
The project is
SOMEWHAT nice,
neat, easy to read,
and is
SOMEWHAT
organized and
complete.
The project is not
nice, neat, easy to
read, and is
unorganized and/or
incomplete.
Project is
incomplete.
Participation
Student(s) stay on
task at ALL times,
without prompting
or warning, and
completes the
project on time
and according to
the rubric.
Student(s) stay on
task MOST of the
time, with very
little prompting or
warning, and
completes the
project on time and
according to the
rubric.
Student(s) stay on
task, with SOME
prompting or
warning, and/or
completes the
project late.
Student(s) cannot
stay on task and
submit the project
late and/or
incomplete.
Yeah right.
Total Score / 100
SCORE
Student:_____________________________
Warriors Don’t Cry Info Search
Enrichment Activity #4: WDC Webquest
Independently, or with a partner (if this is your additional activity), visit the six websites on your activity sheet in
order to investigate and examine various topics associated with Warriors Don’t Cry or the Civil Rights
Movement. You may present your information in any way you choose: essay, PowerPoint, Prezi, Poster, etc.
Go to the six websites in the packet you will request from me if you choose this project. From
there, research and investigate each of the sites and list AT LEAST seven (7) facts and
information from each (per the worksheet’s instructions). Include the following:
1. At least ONE slide with SEVEN pieces of information for each website.
2. At least FIVE pictures related to your research topics.
3. Title Slide
4. Resources Slide
5. Evaluations of each site (according to the to requirements on the sheet given to you in class).
Category
25
20
15
10
0-9
Imagery
Project contains at
least 5 pictures.
Project contains at
least 3 pictures.
Project contains at
least 2 pictures.
Project contains
only 1 picture.
Project meets none
of the imagery
requirements.
Content
Project contains
ALL of the listed
requirements
(seven pieces of
info for each site =
42 total).
Project contains
MOST of the listed
requirements. (3540 pieces of info).
Project contains
SOME of the listed
requirements (2535 pieces of info).
Project contains
FEW of the listed
requirements (1525).
Project contains
NONE of the listed
requirements (15
or fewer pieces of
info).
Creativity
The project is
VERY nice, neat,
easy to read, and
is organized and
complete.
The project is
MOSTLY neat,
easy to read, and
is MOSTLY
organized and
complete.
The project is
SOMEWHAT nice,
neat, easy to read,
and is
SOMEWHAT
organized and
complete.
The project is not
nice, neat, easy to
read, and is
unorganized and/or
incomplete.
Project is
incomplete.
Participation
Student(s) stay on
task at ALL times,
without prompting
or warning, and
completes the
project on time
and according to
the rubric.
Student(s) stay on
task MOST of the
time, with very
little prompting or
warning, and
completes the
project on time and
according to the
rubric.
Student(s) stay on
task, with SOME
prompting or
warning, and/or
completes the
project late.
Student(s) cannot
stay on task and
submit the project
late and/or
incomplete.
Yeah right.
Total Score / 100
SCORE
“Mini Literature Circles”
Enrichment Activity #5: Group Literary Analysis
A literature circle is the student equivalent of a book club, but designed with greater structure,
expectation and rigor. The purpose is to encourage thoughtful discussion and a love of reading
in young people. Students will join together in groups of FOUR (no more, no less) and complete
various roles and activities to share with one another.
What are Literature Circles?
1. Literature Circles are student-centered reading groups guided primarily by student insights and
questions.
2. Students form small, temporary groups for discussion and other activities intended to demonstrate
student independence, responsibility, and ownership.
3. Groups meet on a regular, predictable schedule to discuss their reading.
4. Students use written or drawn notes to guide both their reading and discussion.
5. Group meetings should be open, natural conversations about the reading, so personal connections
and open-ended questions are welcome.
6. Students will perform a variety of roles, experiencing various perspectives on a reading.
7. The teacher serves as a facilitator, NOT instructor.
8. Literature Circles ARE NOT unstructured, uncontrolled "talk time" without accountability.
9. Each student will perform a variety of roles within the circle.
10. See the attached documents for more information.
Literature Circle Roles:
Literature Circle Requirements:
1. Questioner: This person develops a set of
questions to share with the group, then
records and leads discussion based on
student responses.
1. Students report to Mr. Davis with your
group to receive your Literature Circle
packets.
2. Summarizer: This person summarizes the
material read for group discussion.
2. Students must complete EACH of the
roles in their Literature Circle Packets
over the assigned reading section.
3. Linguist: This person locates, defines,
and shares various vocabulary terms they
did not understand, yet found interesting
or significant.
3. When students have completed their
work, they will meet within their groups to
share their findings, graphic organizers,
etc.
4. Illustrator: This person provides a
creative and symbolic portrait of
section(s) of the reading. These may
include drawings, paintings, collages, or
researched pictures.
4. Once students have completed their
group discussion, they will participate in a
self & peer evaluation over the process.