Literature Circle #4: Holden On His Family
Lesson 11 of 13
Objective: SWBAT participate in a collaborative discussion of Chapters 16-20 of "Catcher in the Rye", having prepared their contribution to the literature circle with a focus on Holden Caulfield's reactions to his family and their challenges.
As students settle in at the bell, I let students know it is the anniversary of the Wright Brothers' flight at Kitty Hawk North Carolina, and share my own photos of the monument. I also remind students their Board Game Design Brief needs to be turned into today as well as their , so I can provide feedback and they can make any needed changes.
As always, Daily Holidays are a way to build a sense of community in class. The Wright Brothers are a personal interest of mine, so I share my interests as I ask the students to share their own.
As a transition, and since we're talking about brothers, I ask students to consider the relationships they have in their own family, and discuss this in their groups.
As noted, students will discuss their relationships with their family members today, as we look at Holden's interact with his family to advance the plot and themes of trust (RL.9-10.3). A big idea question such as this helps focus the students and, along with different students' perspectives on each roles, provide variety for the students from lit circle discussion to lit circle discussion. Each role is being filled by a different student that the previous discussion. The responses to their literature circle assignments should reflect Holden's development.
After a brief reminder of the order of and direction for sharing their role assignments (see "Catching onto Holden: Independent SSR and Role Assignments"), students are free to move into their groups and begin their discussion on Holden Caulfield. Today, students share their group activities. The Discussion Director, Connector, and Character Sorter present strong and thorough textual support in order to analyse the Holden's characterization in novel and draw inferences about him from their reading (RL.9-10.1), students who have completed the Illustrator role present inferences from the novel in order to illustrate a scene or concept (again, RL.9-10.1) and students who have completed the Vocab Finder role will present the definition of words in context, verifying the meaning of terms from the vocab list and using the terms (RL.9-10.4). Students participate in a collaborative discussion, sharing their work and responding to each other to build on ideas and express their own clearly and persuasively (SL.9-10.1). Students have prepared for discussions by reading the assigned sections of the novel and draw on that preparation by using evidence from the novel in their role assignments in order to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-10.1a) . In these discussions, the assigned roles, especially “Discussion Director,” allow students to propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas (SL.9-10.1c). Through sharing their ideas and responses to the role assignments, students respond thoughtfully to diverse perspectives and justify their own views and understanding, making new connections in light of the ideas their peers present (SL.9-10.1d). Students draw from their previous discussions and individual reading to move the discussion forward.
As students discuss their understanding of Holden, I circulate the room to monitor their progress and conversation.After they have completed their discussions, I ask students to turn their work in the the group's assigned folder, and plan for and work on their board game projects until all groups are done.
Students are working in groups to test themselves and each other, exchange ideas and gain a deeper understanding of the novel, and collaborate on the final board game product. Along the way, I can provide guidance and clarification, but the primary impact is for students to take ownership of the material and product.
Once all groups have completed their discussions, I open the floor for any questions and discussions the students may have regarding the novel so far.
If I have not already done so as groups complete their discussion, with two minutes remaining, I call the students back into rows, ask for their group folders, and open the floor for any discussion. I remind students that our next class will be a literature circle work day.
With student end times varying depending on group discussions, there is not an exit activity today.
As with the previous discussion day, wrap-up time is down to two minutes, as students are in the routine of cleaning up and returning to their seats following a literature circle.