Beth's students rejoin their literature circles to discuss the reading that was completed for homework. Each student completed an assignment based on his or her role. These roles allow students to structure their discussions within their literature circles and to also choose the role that best matches their learning style.
Students will work in groups for the entire class. The goal is for the students to lead their small group discussions with limited support from me. In order to improve the functionality of the groups, each group member will have a role. Each group has five members if everyone is in class. I combine the last two roles in case some groups are only four due to absences.
Recorder: Writes the responses for the group and makes sure that everyone's name is on the final product.
Reporter: Speaks for the group when it is time to share with the whole class. Serves as docent for the group during mini presentations.
Task Master: Keeps group focused on the activity and checks the time.
Credibility Checker: Makes sure the group responses contain textual evidence and that evidence correctly connects the response to the text.
Illustrator: Writes on the board on behalf of the group. Takes care of any drawings necessary to complete the activity.
I allow students to self select their roles in a group. I remind them to take a different role than they had the last time we worked in groups. If I see a group is not rotating roles, I may assign roles to that group.
Next we review the responsibilities of each group member. The primary responsibility to contribute positively to the group by sharing ideas and listening to his/her team members' ideas. The secondary responsibility is to fulfill his/her role in the group.
CC SL 9-10 1 requires students to engage in a range of collaborative discussions. By designing activities where students work together to accomplish a series of tasks, student will use a variety of discussion strategies to accomplish their goals. These strategies include: coming to the discussion with prepared material, accessing and sharing prior knowledge, questioning, and decision making.
Their first task is to answer a question: What element in chapter 5 makes it unique from the first four chapters? Why?