Reflection: Student Grouping Connecting Themes & Personal Stances: Anticipating "Catcher in the Rye" - Section 3: Explaining Literature Circle Directions


When creating these groups, I looked at gender balance, known conflicts in class, and student motivation (for examples: a know ex-boyfriend and ex-girlfriend were split into different groups; a student who has been in and out of school with heath issues was put into a group of six so his group would not miss anything; best friends who would spend  the class goofing off were put into separate groups, "artsy" creative students were mixed with "analytical" students, etc.). Because each student, each role, has a specific standard of completion, and assignments are individual--not a group grade--for this portion of our look at "Catcher in the Rye," I did not specify different-ability or similar-ability grouping. 

One thing that the end of class role-assignment and other recent conversations in class has taught me, is that I need to include some for of team-builder activity before the groups begin work, in order for group members to get to know each other and to learn to count on each other. I plan to include this before the first lit circle discussion.  

  Directions and Grouping: A Reflection on Student Teams
  Student Grouping: Directions and Grouping: A Reflection on Student Teams
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Connecting Themes & Personal Stances: Anticipating "Catcher in the Rye"

Unit 5: Literacy: Catching Identity, Novel Study of "The Catcher in the Rye"
Lesson 2 of 13

Objective: SWBAT determine how the main themes of "Catcher in the Rye" are shaped by outside forces by connecting them to their own beliefs.

Big Idea: As Holden explores and questions his beliefs, students establish and share their own.

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English / Language Arts, Group Communication and Discussion, Literature, Fictional Literature, anticipation guides, literature circles, collaborative learning, Catcher in the Rye
  50 minutes
holden and the big
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