From IWill, Lit Circles to Reader’s Theater to Storytelling
魏秀蘭
國立台中文華高級中學
教育部英文學科中心教材資源研發小組
國立金門高中 100.4.30

Novels can-
1. stimulate students ’ imagination
2. help students to appreciate the beauty of
English literature
3. help students to increase their reading comprehension proficiency (
Handout Page 1 )
4. help to arouse students ’ interest in learning
English
( 陳超明教授 , Handout Page 2 )

Teaching English Novels in Senior High
School
Problems:
1. How to assess our students?
→IWill
(Handout Page 3~7)
2. How can we teach our students novels without boring them?
→Lit Circles

How to get started ?
1. Contact the staff. (02-26234040)
2. Choose books from selections of the ongoing reading contest or from the previous sections.
3. Give IWill students ’ names and ID numbers.
4. Set the deadline.
5. Give IWill the related rules. (Handout Page 8)
That is it! You ’ ll find your school name up there!!!

The pros and cons of holding the novel reading contest
(A) Pros: Triggering students ’ interest in English
(B) Cons: money and time
The follow-up possibility
(A) Exchanging books with other classes
(B) Writing activities in class

1. Literature Study Groups; Gilles, 1989
2. Literary Peer-group; Leal, 1993
3. Literature Circles; Harvey Daniels, 1994
(Literature Circles: Voice and Choice in the Studentcentered Classroom)
4. 許正義教授 ; 高雄第一科技大學
(Handout Page 9-12)
5.
運用文學小圈圈在科技大學閱讀課程之成效研究
黃心怡
6. 新店高中張碧珠老師

Features of Lit Circles
1. Collaborative learning
2. Independent reading
3. Student-centered inquiry
4. Teachers as facilitators
5. Reading logs

. take responsibility of their learning under peer pressure
. become more interested in reading
English texts
. develop critical thinking skills
. improve their writing skills by imitating the authentic text

1. Prepare a detailed syllabus.
(Handout 13/42 )
2. Divide students into groups of 6-7 according to their book choice.
3. Explain the roles in Lit Circles.
4. Choose suitable worksheets.
5. Demonstrate the different roles and allow them to practice the techniques.

6. Find a comfortable or cozy place where students can discuss loudly.
7. Clearly explain to the students what they should do before class and in class.
8. Explain the evaluation. (Handout Page 14-15)
9. Tell the students how to do the last presentation. (drama, PPT, or poetry)
(Handout
Page 16)
10. Ask students to rotate their roles every time they meet.

Roles in Lit Circles
. Discussion Director 研討會主席
. Illuminator 朗誦小天使
. Summarizer/Reporter 摘要小神童
. Illustrator 繪圖小天王
. Connector 連結小高手
. Vocabulary Watcher 單字小精靈
. Travel Tracer 追蹤小記者
. Investigator 小神探
(Overview of the Roles, Handout age 17-18)

Roles in Lit Circles
Discussion Director
(Handout Page 19~20)
His/her job is:
1. To lead the whole group to discuss the main plot and the difficult parts of the assigned pages
2. To develop questions that the group wants to discuss
3. To facilitate the group ’ s discussion

Roles in Lit Circles
Summarizer/Reporter
(Handout Page 21~22)
His/her job is:
1. To prepare a brief summary of that week ’ s reading
2. To report the summary to the group members in group meetings

Roles in Lit Circles
Illuminator
(Handout Page 23~24)
His/Her job is:
1. To find passages that the group wants to
/should hear read aloud
2. To state the reasons why he/she chooses them
3. To read these passages aloud or ask other group members to do so

Roles in Lit Circles
Illustrator (Handout Page 25~26)
His/Her job is:
1. To draw what the group reads
2. To explain how the drawing is related to the text
3. To share the illustrations with other group members

Roles in Lit Circles
Connector
(Handout Page 27~28)
His/Her job is :
1. To connect what he/she is reading to the what he/she is studying or with the real world or even his/her personal experience
2. To share the connection with the group members

Roles in Lit Circles
Vocabulary Watcher
(Handout Page 29~30)
His/Her job is:
1. To watch out for words worth knowing
2. To indicate the specific location of these words and lead the group to discuss them in contexts

Roles in Lit Circles
Investigator (Optional)
His/Her job is:
1. To find the background knowledge of the novel or the author
2. To provide the findings for the group

Roles in Lit Circles
Travel Tracer (Optional)
(Handout Page 31)
His/her job is:
1. To draw a timeline to record every event of the assigned section
2. To briefly go over these occurrences for the whole group in meetings

Presentation of the Novel
1. Movie One
2. Movie Two

小說衍生活動 (I) ：讀者劇場比賽
讀者劇場
(Handout Page 32~39)
Movie: Three Wishes
Movie: 109

小說衍生活動 (II) ：說故事比賽
(Handout 文華說故事比賽辦法 )
→
Movie : 99 文華文藻盃
( 第三名 )
Movie: 118

1. Writing a twist ending
2. Writing a journal entry
3. A letter to one of the characters
4. A summary of the book (ex: 巨桃 )
5. Writing a book report

Problems that I have encountered
1. Grading is a tough task.
2. How much English is used in discussion?
3. What does the teacher do in class?
4. Madam, I ’ ve got a question! (Google it!)
5. Students may not understand every detail of the plot due to their language proficiency.

1. There is no fixed way to do literature circles.
You can develop your own way.
( 祥玫老師 )
2. You can also modify the role worksheets.
EX: Lit Circles with film roles
1. Manager 2. Critic
3. Casting director
3. 繪本製作 ( 美術課 )

他山之石
1.
他山之石 : 關西高中
2.
他山之石 : 中山女中
3.
他山之石 : 萬芳高中
4. 楊貞婉老師
(Toastmasters International)
5.
Campus News
6.
中崙高中
7. 100 年共讀計畫

1.
學科中心電子報
2.
教材研發小組全國發表會
96 年辦理北中南 3 場，約 300 位教師參與。
97 年舉辦北中南東 4 場，約 350 位教師參與。
98 年因應行政指示，未辦理成果發表研習。
99 年初舉行北南 2 場，約 170 位教師參加。
99 年 9 月於花蓮、台東、屏東辦理三場研習
3. 課綱研習 (101 年考題方向 )
4. 優良教案徵選 (2009)
5. 學科中心網站 http://english.tyhs.edu.tw
6. 兩次命題比賽 (2010 五月與九月 )
7. 資訊融入英語教學平台

1.
配合課綱，從現行版本挑選適合研發之主題。
2. 96 年 Graphic Organizers
97 年 Reading-writing Connection
99 年 Effective Ways of Grading Students ’ Writing
99 年 Testing
3.
學科中心網站 http://english.tyhs.edu.tw
4.
招募種子教師。
5. 101 年走向縣市輔導團。

熱誠