Literature Circles Book Club
Join the Grand Conversation about Literature.
A PBL+MM for 5th Grade Language Arts
SOL: Language Arts 5.3, 5.4, 5.5, 5.6
Students will plan oral presentations.
Students will read fiction and nonfiction with fluency and accuracy.
Students will read and demonstrate comprehension of fiction.
Students will listen, draw conclusions, and share responses in
subject area, group learning activities.
Designed by
M. R. Southward
msouthwa@richmond.k12.va.us
QUESTION
Each fifth grade class leaves a gift to G. H. Reid Elementary
School. G. H. Reid does not have a book club. Mrs. H’s class
designs and implements a book club model as their gift. The
book club evolves from their language arts class, while they fulfill
the requirements for four of the language arts SOL. Their teacher
and media specialist collaborate to assist these twenty students
with their project.
These students are trained in the literature circle strategy and will
organize four clubs of five students each, using the literature
circle strategy as their organizational format.
Literature circles are small, cooperative groups of students who gather to read,
discuss, and analyze the same book or unit of study. They select books and
assign roles to anchor their discussion. They demonstrate comprehension by
written, illustrative, oral, and presentation responses. The literature circle
strategy is driven by student choice of literature and management style, and
characterized by the roles of group participants. The strategy may be modified
for any age group and/or reading level.
Research indicates that test scores improve when the literature circle strategy is
implemented, following one or a combination of literature circle models. More
information is available about literature circles at the links listed in this PBL.
PLAN
What Will They Do?
Each group meets daily, during the language arts block, for at
least one hour, during the second semester. They select fiction
titles from the list of multi-book sets in their media center. During
the semester, they read, discuss, explore author and book
information, keep a journal, video tape and photograph their
sessions, maintain a bulletin board to show progress, utilize
graphic organizers, research print and online resources, design
and take comprehension tests, create weekly in-class
presentations, and create a culminating presentation for a May
assembly.
During the May assembly, groups present their literary “gift” to the
school. Utilizing their video clips, Power Point creation, and oral
presentation talents, they show rising fourth and fifth graders how
to use their book club model to master the language arts SOL,
and most important, how to become enthusiastic life long readers
and members of the “Grand Conversation” about literature.
Students request a list of fiction book sets and supportive videos
from their media specialist.
Students decide to form their club groups by a blind drawing.
Using the mono colored (red, blue, green, yellow)
bookmarks they created in anticipation of their book club project,
they draw bookmarks from a container. Like-colored bookmarks
determine the four groups of five members each.
Groups select a meeting area from choices given by their
teacher/media specialist. Two groups choose a corner of the
media center and two groups choose classroom areas. Groups
may switch meeting areas during the semester.
Each group member receives a three-ring notebook, which
contains the following:
Dividers and section header pages
Calendar indicating project due dates
Review of the literature circle process and expectations
Literature circle roles and responsibilities
Literature circle self assessment forms
Cooperative group management suggestions and expectations
List of resources
Book and video list
Elements of fiction
Graphic organizers to be copied as needed
Venn Diagram
Story Map
Literature Web
Story Circle
Fiction Comprehension Timeline
Vocabulary Web
Fiction Comprehension Test Format
Story Board
What Will They Use?
Fiction Books and Videos
From fiction book sets and videos on reserve in the media center,
groups select titles for their project. They may add/delete titles
according to interest, reading level, and availability. Groups are
expected to read, discuss, analyze, and respond to at least one
book per week.
Mississippi Bridge by Mildred Taylor
Goony Bird Green by Lois Lowry
Bridge to Terabithia by Katherine Patterson
Train to Somewhere by Eve Bunting
Winder Room by Gary Paulsen
A Life Remembered, Sarny by Gary Paulsen
Fire at the Triangle Factory by Holly Litchfield
Because of Winn Dixie by Kate Di Camillo
Cousins by Virginia Hamilton
James and the Giant Peach by Roald Dahl
The Wide Window by Lemony Snicket
In the Austere Academy by Lemony Snicket
Best Christmas Pageant Ever by Barbara Robinson
Missing Gator of Gumbo Grove by jean Craighead George
On My Honor by Marian Dane Bauer
A Fine White Dust by Judith Viorst
House of Dies Drear by Virginia Hamilton
Amos Fortune, Free Man by Elizabeth Yates
Hundred Penney Box by Sharon Bell Mathis
Tamika and the Wisdom Rings by Camille Yarbrough
The Friendship and The Gold Cadillac by Mildred Taylor
Sounder by William H. Armstrong
The Door in the Wall by Marguerite De Angeli
Online Resources
http://KidsReads.com
Author Studies Homepage
http://tznet.com/bookswi
About the Authors
ThinkQuest
Literature: Award Winners
Literature Themes: Friendship
Literature: Online Stories for Children
Literature: “Ralph S. Mouse” by Beverly Cleary
Literature: “Flat Stanley” by Jeff Brown
Literature: “Koala Lou” by Mem Fox
Literature: Story Elements
Literature: Online Activities
Goals
Students determine the following goals:
SOL Mastery (student-teacher designed comprehension
tests, and SOL tests in June)
Project bulletin board
All written responses for at least one book per week
Five-minute class presentation (with MM) each week
Fifteen-minute culminating assembly presentation
(with MM)
Students enjoy positive peer pressure and competition between
the literature circle groups.
SCHEDULE
How will they show what they learn?
Students monitor each other for homework, and use the
self assessment check-list during their reading-discussion
sessions. Each student turns in the following:
At Least Once Each Week
Students assist with the design of the comprehension
tests, and request the test upon completion of each book.
Every Friday
At least four graphic organizers per book
Journal entry and one typed page relating to the current
selection or the author, utilizing at least two print and or
online sources, cited correctly
Every Other Friday
One typed page comparing/contrasting authors/books,
including online author correspondence
Use two sources cited correctly.
Every Other Friday
One typed page about book/literary clubs (local, state,
national, international), utilizing print sources, online
sources, and or personal interviews, cited correctly
Reports include information about book clubs for book
purchase and or reading-discussion book clubs.
Book Club Resources
http://kidsreads.com/clubs/index.asp
http://bookbrowse.com/bookclubfun/index.cfm
http://bookclublocator.com/
http://i-une.com/search.php?q=Book+Club
Local telephone book
Personal interviews with students/adults with book club experience
Weekly
Update project bulletin board. Each group will maintain a
full bulletin board advertising their book club for the
duration of the project.
Requirements:
Enhanced graphic organizers
Original illustrations and book cover copies
“Site Bite” text summaries
Selected reports
Digital camera pictures of group members
Title list
Decorations
Accurate and attractive
Weekly
Each group presents a five-minute advertisement of one
or more of the books they have read/are reading. They
must incorporate some form of technology to enhance
their book promotion. Students complete the peer/self
assessment rubric. The rubric appears below.
In-Class Presentation Book Title__________________________________________
Name of Presenter________________________________________________________
Date of Presentation_______________________________________________________
SKILL
1
2
3
4
EYE CONTACT
WITH AUDIENCE
Very little
Sometimes
Most of the
time
Always
POSTURE
Slumped,
Feet shifting
Standing
straight, with
feet flat on the
floor
sometimes
Sometimes
clear
Standing
straight, with
feet flat on the
floor most of
the time
Clear most of
the time
Excellent
posture
Somewhat
prepared with
information
Used, but not
prepared well
Well prepared
with
information
Somewhat
prepared
Expert
preparation
STANDING STRAIGHT
FEET FLAT ON FLOOR
VOICE
GOOD
PRONOUNCIATION
GOOD VOLUME FOR THE
ROOM
PREPARED WITH
INFORMATION
MULTIMEDIA
Not clear
Not prepared
with
information
Not used
Every word
clear and
understood
Excellent use
of multimedia.
VIDEO, POWER
POINT/TRANSPARENCIES
Total Points____________________________________
SCHEDULE DETAIL (based on the 2003-2004 calendar)
Due Dates
1/12/04
Project begins with first group meeting
Receive materials.
Select first title.
Organize and assign literature circle roles for the first
book.
Read and discuss.
Assign home-work.
Begin bulletin board plan.
1/16/04
Complete book #1.
Turn in response sheets, journal entry, and reports.
Bulletin board
Five-minute class presentation
Select book #2.
1/23/04
Complete book #2.
Turn in response sheets, journal entry, and reports.
Turn in comparative author/book report.
Bulletin Board
Five-minute class presentation
Select book #3.
1/30/04
Complete book #3.
Turn in response sheets, journal entry, and reports.
Turn in book club report.
Bulletin Board
Five-minute class presentation
Select book #4.
2/6/04
Complete book #4.
Turn in response sheets, journal entry, and reports.
Turn in comparative author/book report.
Bulletin board
Five-minute class presentation
Select book #5.
2/13/04
Complete book #5.
Turn in response sheets, journal entry, and reports.
Turn in book club report.
Turn in 1st draft of Power Point plan and presentation,
using story board and timeline organizers.
Bulletin board
Five-minute class presentation
Select book #6.
2/20/04
Complete book #6.
Turn in response sheets, journal entry, and reports.
Turn in comparative author/book report.
Bulletin board
Five-minute class presentation
Select book #7.
2/27/04
Complete book #7.
Turn in response sheets, journal entry, and reports.
Turn in book club report.
Bulletin board
Five-minute class presentation
Select book #8.
3/5/04
Complete book #8.
Turn in response sheets, journal entry, and reports.
Turn in comparative author/book report.
Bulletin board
Five-minute class presentation
Select book #9.
3/12/04
Complete book #9.
Turn in response sheets, journal entry, and reports.
Turn in book club report.
Turn in 2nd draft of Power Point plan and presentation,
using story board and timeline organizers.
Bulletin board
Five-minute class presentation
Select book #10.
3/19/04
Complete book #10.
Turn in response sheets, journal entry, and reports.
Turn in comparative author/book report.
Bulletin board
Five-minute class presentation
Select book #11.
3/26/04
Complete book #11.
Turn in response sheets, journal entry, and reports.
Turn in book club report.
Bulletin board
Five-minute class presentation
Select book #12.
4/2/04
Complete book #12.
Turn in response sheets, journal entry, and reports.
Turn in comparative author/book report.
Bulletin board
Five-minute class presentation
Select book #13
4/9/04 Easter Week
Read ahead, work on response sheets and reports.
4/16/04
Complete book #13.
Turn in response sheets, journal entry, and reports.
Turn in book club report.
Turn in 3rd draft of Power Point plan and presentation,
using story board and timeline organizers.
Bulletin board
Five-minute class presentation
Select book #14.
4/23/04
Complete book #14.
Turn in response sheets, journal entry, and reports.
Turn in comparative author/book report.
Bulletin board
Five-minute class presentation
Select book #15.
4/30/04
Complete book #15.
Turn in response sheets, journal entry, and reports.
Turn in book club report.
Turn in 4th draft of Power Point plan and presentation,
using story board and timeline organizers.
Turn in details of the May presentation, showing
responsibilities of group members and a timeline of
the presentation.
Bulletin board
Five-minute class presentation
Select book #16.
5/7/04
Complete book #16.
Turn in response sheets, journal entry, and reports.
Turn in final comparative author/book report.
Bulletin board
Five-minute class presentation, including some of Power
Point and video for the May assembly
Select book #17.
5/14/04
Complete final book #17.
Turn in response sheets, journal entry, and reports.
Turn in final book club report.
Bulletin board
Five-minute class presentation, including some of Power
Point and video for final presentation
5/21/04
Turn in final copy of Power Point, with transparencies, and
presentation plan.
Turn in final copy of group member responsibilities and
contingency plan for absences and equipment
malfunction.
Turn in a one-page summary-evaluation-assessment of
the literature circles book club experience.
5/28/04
Each group gives their fifteen-minute presentation during
the assembly for 3rd, 4th, and 5th graders.
Book club party follows!
Power Point and video clips run, while students share
snacks, book club evaluations, and lots of book talk with
their parents.
PROJECT
During the first meeting, groups are responsible for
the following:
Select group name.
Discuss group management and assign literature circle
for their first book.
Select first book.
Read, discuss, and write journal notes.
Assign reading and roles for next session.
Review the literature circle self-assessment form.
*Journal Entry Form:
“My Book Club Journal”
Name of Book________________________________________________
Author______________________________________________________
Spine label________ Publication Date_____________________________
Place of Publication____________________________________________
Number of pages______________________________________________
Date of meeting_______________________________________________
Literature circle role assignments
______________________________________________
______________________________________________
______________________________________________
Book-discussion notes_________________________________________
Self-group assessment
Literature Circle Roles
Each of the five group members will be responsible for
one of the five literature circle discussion roles for each
book read by the group. The links below are for educators
who may not be familiar with the literature circle process.
Students taking part in the project have a modified
explanation of the literature circle roles and
responsibilities. Groups may rotate roles for each book or
more often. They are expected to become experts in all
discussion roles. Roles are listed below and linked to
explanations:
Summarizer
Vocabulary Director
Literary Director
Connector
Author Director
During each meeting, students read, discuss, take notes,
self-peer assess using the form provided, and assign
homework and literature roles.
During each meeting, students check calendar for due
dates, assign responsibilities, and monitor progress
towards the final presentation.
During each meeting, students may video tape and take
digital camera pictures for the bulletin board and the
class/assembly presentations.
The following materials and resources are provided by
the classroom teacher and the media specialist:
Twenty-three fiction book sets and supporting videos on
reserve in the media center
Online and CD ROM resources
Three ring binders, lined paper, and section dividers for
items referred to in the “Plan” section of this PBL
Bulletin board materials
Video and digital cameras, tapes, discs, and TV-VCR
Computer and printer supplies and sign up sheet
Copy paper
Transparencies
ASSESSMENT
Student work is evaluated individually, and as a group.
Individual grades are assigned for weekly graphic
organizers, book and author reports, book club reports,
and teacher–student designed comprehension tests.
Five rubrics are used for teacher/peer/self/group
assessments. Rubrics are used to assess the following:
Literature circles self and peer participation
In-class weekly group presentation
(shown in “Plan” section of this PBL)
Four-week group progress
(shown below)
Culminating group presentation
(shown below)
Multimedia product
(shown below)
Four-week Group Progress
The teacher and media specialist use this rubric four times during the
semester.
Date__________________________________________
Group members:
SKILL
SOCIAL:
5
One or more
members not
cooperative,
collaborative more
than 4 times
COOPERATIVE,
COLLABORATIVE
GROUP/ SELF
MANAGEMENT
HOUSEKEEPING: Did not leave area
clean, neat, in place
*SPACE
and/or EQ lost or
*MATERIALS
neglected
*EQ
more than 4 times
EVERYTHING
CLEAN, NEAT, IN
PLACE
Individual/group
DUE DATES:
missed more than 4
*WRITTEN WORK due dates
*JOURNAL
*BULLETIN
BOARD
*DRAFTS
*PRESENTATIONS
One book
BOOKS
COMPLETE:
10
One or more
members not
cooperative,
collaborative 3
or 4 times
15
One or more
members not
cooperative,
collaborative 1
or 2 times
20
Great group
management!
Did not leave
area clean, neat,
in place and/or
EQ lost or
neglected 3 or 4
times
Did not leave
area clean, neat,
in place and/or
EQ lost or
neglected 2
times
Perfect
housekeeping!
Individual/group Individual/group
missed 3 or 4
missed 1 or 2
due dates
due dates
Always on
time!
Two books
Four books
Three books
READ,
DISCUSSED,
REPORTED,
PRESENTED
TOTAL POINTS_______________________________________________________________
Final Presentation
Date____________________
Group Participants_____________________________________
____________________________________________________
________________________________________
SKILL
SOCIAL:
*EYE CONTACT
*POSTURE
*VOICE
CONTENT:
*SUMMARY
*DETAILS
CONNECTION:
*SEAMLESS FLOW
BETWEEN
SECTIONS AND
PARTICIPANTS
MM:
*VIDEO CLIPS
*POWER PT/
TRANSPARENCY
PACKAGE:
*APPROPRIATE
ATTIRE
*STAGING AND
PROPS
1
2
3
4
Poor eye contact,
posture, voice
projection more than 4
times
Poor eye contact,
posture, voice
projection 3 or 4
times
Poor eye contact,
posture, voice
projection 1 or 2
times
Academy
Award!
Left out many
elements of the project
Summary was
adequate, but
details were weak
Good summary and
details included
Academy
Award!
“Dead air
time”/confusion more
than 3 times
“Dead air
time”/confusion 2 or
3 times
“Dead air
time”/confusion 1
time
Academy
Award!
One or both were not
included.
Both were included,
but one or both
were weak in
content/display.
Both included, and
demonstrated good
content and display
Academy
Award!
One or more
participants did not
dress appropriately
and staging/props
were not
planned/used.
All dressed
appropriately.
All dressed
appropriately.
ACADEMY
AWARD!
Props/staging
used, but not well
planned
Props/staging used
and well planned
TOTAL POINTS_________________________________________________________
Multimedia (VHS video clips and Power Point)
Date_______________________________________________________
Group members______________________________________________
___________________________________________________________
SKILL
1
2
CONTENT:
*ACCURATELY
CONVEYS GROUP
ACTIVITY AND
INFORMATION
Although present,
neither video clips nor
Power Point
accurately displayed
the group activity or
the information.
Either the video clips or
the Power Point
accurately displayed
the group activity and
the information.
LANGUAGE:
(WRITTEN/SPOKEN)
*SPELLING
*GRAMMAR
*PUNCTUATION
More than 3 language
errors
2 or 3 language errors
DESIGN:
*EASY TO VIEW
AND HEAR
*BALANCE
*CLARITY
*SPACE
*TEMPO
CREATIVITY:
*COLOR
*GRAPHICS
*ANIMATION
*EDITING
*BACKGROUND
*CROPPING
More than 3
segments displayed
design weakness
EQUIPMENT:
WELL REHEARSED
FOR BEST
VISUAL/AURAL
EFFECT
3
4
Both video
clips and the
Power Point
accurately
displayed the
group activity
and the
information.
1 language
error
Experts!
2 or 3 segments
displayed design
weakness
1 segment
displayed
design
weakness
Experts!
No use of creativity to
enhance content
2 examples of creativity
to enhance content
Many
examples of
creativity to
enhance
content
Experts!
More than 2
equipment problems
that could have been
solved with rehearsal
2 equipment problems
that could have been
solved with rehearsal
1 problem that
could have
been solved
with rehearsal
Experts!
Experts!
TOTAL POINTS________________________________________________________
CREDITS and REFERENCES
Richmond Public Schools Curriculum Framework
Richmond Public Schools Pacing Charts
“Project-Based Learning plus Multimedia (PBL+MM) Template, by Jill Baedke, VCU
instructor
“Literature Circles, In Search of the Grand Conversation”, document
by Michael Kight and Mary Southward, VCU Research Consortium Project, 1996
Current Literature Circle websites
G. H. Reid Elementary media center collection
Richmond Public Schools video catalog (Medianet)
Websites supporting VCU TEDU500 course, spring 2004
Congratulations to our life-long readers who join in the
“Grand Conversation” about Literature!