Lit Circle

Group Members __ (name of book here)
1.
2.
3.
4.


Deadline
You must finish this book and all related assignments by: Tuesday, June 14th, 2016.


Assessment
You will be assessed according to:
• the quality of your contributions to your lit circle discussion (Speaking and Listening / Reading)
• the extent to which you keep up with your responsibilities to your group (Speaking and Listening /Reading)
• Lit Circle Booklet (Reading)
• the quality of your group’s discussion (Speaking and Listening)
You will also need to complete one video (minimum 3 minutes in length) demonstrating one aspect of your book (Reading)

Please note, you will assess yourself at least twice on the self rubric. I (Mr. Arca) will also do this twice in the three weeks.

Assignments
Your group must:
• assign itself the reading for each night, pacing yourselves so you get it done by June 14th.
• hold each member accountable for work, contributions to discussion, and respectful participation
• rotate the assigned roles so that each night someone has a different responsibility; when you
complete one cycle through the group, begin again as you think appropriate, rotating jobs daily.


Roles and Responsibilities Rubric
Criteria
Fully/ Exceeding
Meeting
Not Yet Meeting
Discussion Director
  • Keeps group on task
  • Helps the group understand the story
  • Uses good detail questions as well as general questions.
  • Listen intently to the group members and responds to groups ideas
  • Makes sure everyone participates
    • Uses a mixture of various levels of questions to engage group members
    • Questions engage group with critical thinking
Strong, well written answers are available for help with the questions
  • Stays on task most of the time
  • Helps group understand the text
  • Questions not quite pedantic, more pedestrian
  • Listens to group members but fails to respond or ask clarifying questions
  • Makes most people participate, but focuses more on specific people
    • Appropriate connection to self or life in general and the text
      • Able to explain how connection fits the text
      • Some engagement on the part of other group members
      • Talks off topic
      • Doesn’t really work to help deepen understanding of text
      • Asks insignificant questions
      • Does not ask group to relate to the text
      • Thinks of other things as members are talking.
      • Fails to get group members to participate
        • All knowledge and comprehension questions
        • Questions don’t help group better understand the text
No answers provided.
Summarizer
  • Brief, concise summary
  • Includes all the main points of
the text
  • Places everything in chronological order
  • Able to answer any clarifying questions
    • Uses well-developed complete sentences
    • Fairly brief summary, but could still be condensed
      • Includes all the main points and just a couple of secondary points
      • Places everything in chronological order
      • Able to answer clarifying questions, either immediately or by referring back to the text
      • Uses complete but simple sentences
      • Long
      • Some key points but includes far too many insignificant details
      • Details not in chronological order.
      • Unable to answer questions about text.
      • Uses fragments or poor sentence structure


Illustrator
  • Very detailed illustration or
  • Uses significant elements in illustration
  • Effective use of color and style
  • Able to relate significance of visual to the text
  • Shows a great deal of effort.
  • Uses details from text in visual to better understand the text
  • Fairly significant elements selected to be represented in visual.
  • Significance of the visual deals mostly with a summary
  • Effort is apparent
  • Very limited details in visual
  • Visual doesn’t really address a significant aspect of the text
  • Unable to explain how the visual relates to the text
  • Very little or no effort


Illuminator
  • Quotes are especially significant, descriptive, controversial, etc.
  • Interesting or engaging plan to have group look at passage.
  • Is able to tell significance of passages.
  • Passages selected are helpful in understanding the text.
    • Plan to share passages is simple (just reading); little group engagement
    • Simple explanation of why selected (“I just liked it.”)
      • Passages are insignificant or unimportant to the text
      • No plan; no engagement
      • Not really aware of why they selected the passage


Connector
  • Strong detailed connection to self or life in general
    • Clear connection to text
    • Engages other group members in making similar connections to text
    • Appropriate connection to self or life in general and the text
      • Able to explain how connection fits the text
      • Some engagement on the part of other group members
    • No clear connection of personal experience to text
    • Not clear how their situation connects to text
    • No other engagement with group members


Vocabulary Enricher
  • 10+ words identified as difficult, descriptive, unusual, or especially key to the text.
  • Pg. Number, and definitions written for each word
  • Discussion of words leads to deeper understanding of text
  • 5-9 words identified. Words are key to understanding text, but not as unusual or descriptive.
  • Page numbers given, but definitions are vague or not well developed.
  • Identification and discussion of words helps group members understand the text.
  • Fewer than 5 words identified. Words are simplistic and ordinary.
  • No page numbers listed and definitions are very minimal or missing.
  • Discussion of words does not help member of group better understand the text.



Self Rubric
Name:
Exceeding
Fully
Meeting
Not Yet Meeting
Discussion (Self)
-stayed on topic
-asked questions
-contributed
appropriate
information
-took turns


Listening
I was eager to share
and I helped to keep
the discussion
going.

I made sure
that all members of
the group had time
to participate.

I often responded to
someone else’s
comment in a
positive way.
I did not listen to
others.
I participated in the
discussion and
remembered to wait
for my turn.

I tried to
encourage all
members of the
group to participate.

I listened to others
some of the time.
I participated in the
discussion some of
the time and
sometimes forgot to
wait for my turn to
speak.

I listened to others.
I did not participate

I did not listen to
others.
Group Speaking/Listening
Everyone got equal time to speak and listen

Discussion was sustained (lasted) for 40+ minutes

All members understood the assigned reading because of the discussion
One or two people spoke more

Discussion was sustained for 30+ minutes

All members understood the assigned reading because of the discussion
One person dominated

Discussion was sustained for 20+ minutes

All members had a better understanding of the assigned reading because of the discussion
One person dominated or no discussion

Discussion was from 10 to 20 minutes
All members had a better understanding of the assigned reading because of the discussion
Preparation
I brought my novel
and notes. I marked important
parts to share with
sticky notes or
bookmarks. Assignments ready to 100% effort
I was prepared and
remembered to bring
my novel and my
notes.
Assignments ready but not to 100% effort
I forgot either my
novel or my notes.
Assignments ready but to 80% effort
I was not prepared. I
did not bring my
novel or my work.
Assignment not ready or of poor quality
Quality of Assigned Work
(see Roles and Responsibilities Rubric)
Check Mark the box