Dystopian Literature Unit: Literature Circles

Literature circles are one of my favorite teaching tools for the high school level.  They do require a bit of logistical juggling and a bit of a willingness to relinquish some control.  For these reasons I generally use this strategy with my final literature unit each year.  This year my entire team is adopting this strategy and we are offering four dystopian novels as options for these circles: Fahrenheit 451, Nineteen Eighty-four, Brave New World, and The Road.  We wanted to add The Handmaid's Tale, but that was already been taught at the twelth grade level.  I also would love to use The Hunger Games or Divergence with struggling readers, but there are no copies available at our school and given that this unit is for an honors class, those texts are really below thier reading levels.

Now, on to basic structure/logistics.  I ususally take a day out of whatever I am doing to let kids be exposed to each novel and tell which novels they are most interested in reading.  I put the kids in a big circle and then distribute the novels to each student.  I allow them to spend 5ish minutes with each novel and then pass them around until they had seen all of them.  For each book they write down the title and author and (after they have finished reading) their impressions.  When they have each book I allow them to look at any part they want: the back, the inner flap, or the middle of the text.  They are expected to read silently.  Once they have looked at all of the texts, I have them write down their 1st, 2nd, 3rd, etc. choices.  I make it very clear that I will do my best to put them in a group reading the book they are interested in, but I never promise this.  I also should mention that if no-one expresess interest in a certain book, then I don't force it.  I also ask students to let me know at this point if they have read one of the books before, so that I can make certain they are being exposed to something new.

Next step: group formation.  I always consider about 5o factors when forming groups: 1. skill levels 2. group dynamics/behavior issues 3. obviously the text they want to read 4. What skills they need to work on...  For this unit, I used past reading assessment data to determine what their most prominent struggle with reading currently was.  I created roles specifically with these struggles in mind and I assigned kids to roles that corresponded with their biggest reading struggle.  I used this and their desired book list to form groups.

I posted groups the next day and gave them a week to get a copy of the book (if they wanted their own copy).  We always annotate our texts for something, and many of them like to actually write in their books.  I also made a call to the local bookstore and let them know that they should expect students to be looking for the texts above.  They placed an extra order and made certain that they had those texts available.  We provided links for some texts that were available legally and free online.  I also asked them if they would like a school copy and grabbed those for students who wanted that option.  Many of them opt out of this, because they have to use sticky notes for annotations then and the books available through the school are tattered and falling apart.

The first official day of the unit, I distrbute the following instructions and walk the kids through them.  They work with their peers to determine their own reading schedule, with the caveat that they must read something each time and the entire text needs to be completed by the last circle.  In the past, I have had students rotate through roles, but this year, I am really focusing in on the one role that would most benefit students, so I have them copy and paste the standards related to that role and then work through the table at the bottom.  They do every column but the last one - this will be completed at the end of the unit.

During this unit you will be meeting with a small group of your peers to discuss this text like scholars in a literature circle.  During each discussion, you will be in charge of presenting the role to which you are assigned.  You will be the same role every time and you are being assigned a role that your performance on past reading assessments had indicated you need to improve your reading skills with regards to.  You will annotate with this role in mind as you read, complete the coordinating role worksheet and present this role to your peers.

Role	Group Member
Word Wizard
Plot Presenter
Theme Thinker
Literary Luminary
Character Crafter

As a group you need to determine a reading schedule for this text.  You must read something each time and have the entire novel finished for the final literature circle.

Literature Circle	Date	Reading to be Completed Prior to this Circle
#1	Friday, April 4
#2	Tuesday, April 15
#3	Friday, April 18
#4	Wednesday, April 23

Below are the Common Core Standards that each group member is working to achieve:

Role	Standard(s) Being Addressed
Word Wizard	CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Plot Presenter	CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Theme Thinker	CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Literary Luminary	CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Character Crafter	CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Please copy the standards you are working to achieve into the table below and complete the table (with the exception of the final column  - you will fill this in at the end:

Common Core Learning Goal:	Paraphrase this goal in your own words:	I know I’ve reached this learning goal, when I can…	Evidence, from my work during this unit, that I have met this goal:

After the students have completed this, I go over the different roles with them.  I have done this strategy multiple times and every time I adjust the roles that are offered.  I have done this in the past in conjunction with a history teacher and we created roles that really asked kids to do a lot of analysis of the historical aspects of the texts they were reading.  Here are the roles and assignments that I offered this year:

Role Worksheet: Word Wizard

The words a writer chooses are an important ingredient of the writer’s craft.  Your job is to be on the lookout for a few words that have special meaning in today’s reading selection.  If you find words that are puzzling or unfamiliar, mark them while you are reading, and then later jot down their definition, either from a dictionary or some other source.  You may also run across words that stand out somehow in the reading – words that are repeated a lot, used in an unusual way, or key to the meaning of the text.  Mark these special words too and be ready to point them out to the group.  You should also make certain to notice the contributions that all of these words have on tone and/or their connotative.  When your circle meets, help members find and discuss words that seem most important in this text.  You must have words dispersed throughout the reading.

You will need at least ten words to meet standard.  If you want to exceed standard, you MUST do something above and beyond what is asked for on the worksheet.  This could mean thinking of an interesting way to present the information to your group or coming up with a creative "assignment" for them to complete.  This does NOT mean just adding extra rows onto this worksheet.  

Word	Context: Quote from text with the word	Definition	Tone/Connotation Meaning	Plan for Discussion: Open-ended discussion question that will help your members to understand the word, and therefore, the text more fully:
10.

Role Worksheet: Plot Presenter

An author very carefully structures their plot to engage their reader; this structure is a very important part of the writer's craft.  Your job is to prepare a brief summary of today’s reading, with special attention to plot/conflict and analysis of the author's structure.  As you read, you want to notice how the plot is progressing and the conflicts that are being developed.  When your circle meets, your group will be counting on you to provide a summary of the section that you read, as well as providing them in-depth information about the conflicts that are present and the plot points that are present. 

You will need a summary, completed plot diagram and at least ten plot points/conflicts to meet standard.  If you want to exceed standard, you MUST do something above and beyond what is asked for on the worksheet.  This could mean thinking of an interesting way to present the information to your group or coming up with a creative "assignment" for them to complete.  This does NOT mean just adding extra rows onto this worksheet.  

Summary of Section in 30 words or less:

Plot Diagram/Mapping:

Plot Points/Conflict:

Plot Point/Conflict	Quote from Text	Plot Location and/or type of conflict	Open-ended discussion question for your group designed to help them understand the plot/conflict more clearly and the author's decision to structure the plot in this way:
10.

Role Worksheet: Theme Thinker

All novels leave their readers with some kind take-away-message or theme that most writers develop carefully as part of their craft.  Your job is to track the development of the theme presented in today’s reading.  As you read, you want to notice how the topics are introduced and how these topics are developed into themes as the novel progresses.  When your circle meets, your group will be counting on you to provide a clear description of all the recurring topics that were presented in the reading and an analysis of the development of themes related to these topics. 

You will need a minimum of ten quotes from the text that introduce/help to develop topics and eventually themes in order to meet standard.  If you want to exceed standard, you MUST do something above and beyond what is asked for on the worksheet.  This could mean thinking of an interesting way to present the information to your group or coming up with a creative "assignment" for them to complete.  This does NOT mean just adding extra rows onto this worksheet.  

Quote	Topic	Theme	Open-ended discussion question aimed at getting your group members to understand the topics that are presented and the themes that they are developed into.
10.

Role Worksheet: Literary Luminary

An author very carefully integrates literary elements as part of their craft.   Your job is to identify and analyze the literary elements presented in today’s reading.  As you read, you want to notice the literary elements that are being employed and analyze the impact they have on the novel in general.  When your circle meets, your group will be counting on you to provide a clear description of all the literary elements that are presented in this section of reading and a clear explanation of how they contribute to the novel as a whole. 

You will need a minimum of ten quotes from the text that integrate a variety of literary elements in order to meet standard.  If you want to exceed standard, you MUST do something above and beyond what is asked for on the worksheet.  This could mean thinking of an interesting way to present the information to your group or coming up with a creative "assignment" for them to complete.  This does NOT mean just adding extra rows onto this worksheet.  

Quote	Literary Element Employed Here	Open-Ended Discussion Question Aimed at getting your group to understand the deeper meaning of this element and the impact it has on the text as a whole	Your analysis of the impact of this element
10.

Role Worksheet: Character Crafter

An author very carefully develops their characters as part of their craft.  Your job is to track the development of the characters presented in today’s reading.  As you read, you want to notice how the characters are introduced and how the characters are being developed.  When your circle meets, your group will be counting on you to provide a clear description of all the characters who were presented in the reading and an analysis of the development of these characters. 

You will need a minimum of ten quotes from the text that introduce/help to develop characters in order to meet standard.  If you want to exceed standard, you MUST do something above and beyond what is asked for on the worksheet.  This could mean thinking of an interesting way to present the information to your group or coming up with a creative "assignment" for them to complete.  This does NOT mean just adding extra rows onto this worksheet.  

Quote	Character	Type - how do you know	Open ended discussion question aimed at helping your group members to understand the function/development of this character.
10.

Finally, on this introduction day, I review the rubric with the kids and details very specifically what it is they need to do to get the "A" that they are all aiming for.  Here is the rubric I use for this - it is pretty straight-forward:

Directions: Please read the following scale – you will use this to assess your performance throughout the Dystopian Literature Circles.  You will be mapping your progress on this scale and justifying the scores you assign yourself in an attempt to get as close to a 4.0 as possible.  You are expected to progress up the scale during each literature circle.  At the end of the unit you will need to turn in this sheet, a reflection/assessment and all of your role worksheets.

Score 4.0	The student: Positively contributes to a small group discussion in order to analyze and make inferences based on both the literal and figurative meaning of the text.  Is prepared with a role worksheet that exceeds the minimum requirements prior to the seminar and a thoroughly annotated text. No major errors or omissions regarding the score 4.0 content.
Score 3.5	In addition to score 3.0 performance, partial success at score 4.0 content.
Score 3.0	The student: Positively contributes to a small group discussion in order to comprehend both the literal and figurative meaning of the text .  Is prepared with a role worksheet that meets the specified requirements prior to the seminar and an annotated text. No major errors or omissions regarding the score 3.0 content.
Score 2.5	No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content.
Score 2.0	The student: Positively contributes to a small group discussion in order to comprehend the literal meaning of the text.  Is prepared with a role worksheet that meets the specified requirements prior to the seminar and has completed the reading.  Annotations are minimal or non-existent. No major errors or omissions regarding the score 2.0 content.
Score 1.5	Partial success at score 2.0 content, but major errors or omissions regarding score 3.0 content.
Score 1.0	With help, partial success at score 2.0 and score 3.0 content.
Score 0.5	With help, partial success at score 2.0, but not at score 3.0 content
Score 0.0

I generally allow two school days in between literature circle days.  The schedule for this reading is pretty tight, so they need the in-class time to get a bit done.  I also have already provided extensive direct-instruction on all of the aspects they are being asked to annotate for.  The weekends and a break sometimes contribute to giving the kids a bit of extra time for reading/annotating/ completing thier worksheet.  During these two days I do lessons on the different elements that they are being asked to annotate for, as well as modeling the annotations that I am looking for.  I do lessons on how to write open-ended discussion questions that facilitate discussions.  I usually do a little mini-lesson at the start of class and then allow the rest of the class period for students to apply what we are learning.

On literature circle days, I assess while the students interact in their literature circles.  I usually give them five minutes or so to get themselves all set up - I make them clear their desks of everything except their role worksheets, anything they may have done above and beyond and their texts.  This is a very important step - I expect them to be on task the entire time and the removal of distractions is essential for this.  The first literature circle, I usually allow 20 minutes for the discussion and I tell the kids what order to rotate through the roles.  I also remind them every five minutes to rotate through to the next role.  I tell them that they will most likely not get through everything they have prepared and that this is okay.  I encourage them to start with the stuff they are most excited to share and then to do the extra stuff if they have time.  If they prepared something special for their group, I encourage them to do this first.  They come up with so many awesome ideas for this and I leave it purposely ambiguous so that they can be creative.

During the second circle, I let them discuss for 20 minutes, but I let them determine the order they go through the roles in.  During the third circle, I extend the time to 30 minutes and the last one is about 40 minutes - they are slowly developing thier dicussion skills.

I give them direct feedback on thier annotations.  During this unit I found that kids were beyond identification and basic summary.  I really pushed them to analyze why the author used the elements they did and structured the text in the way that they did.  I asked them to think critically about how thier role contributed to and impacted the other elements that their peers were annotating for.

I ask students to see thier role worksheets as I walk around the room and I also take a look at thier annotations.  Sometimes I look at all of them, sometimes I ask to see 2-3 of their best ones.  I take notes on what the kids are doing and what they are saying that is insightful/interesting.  I have a seating chart and I take notes directly on this as I observe. 

After each circle, the students self assess.  I allow about 10 minutes for this.  They give themselves a score between 0-4 and then they must cite specific examples - annotations they wrote, words they said, etc. - explaining why they are giving this placement.  I encourage them each time not to low-ball themselves or to inflate their grades.  Many of them earned 100% and I am always happy to give that and some of them were completely unprepared and the receive a grade commiserate with this performance.

At the end of the unit, they turn in all of their self-assessments, role worksheets, and they complete the column in the table from the start of the unit.  I also require them to complete the following self-assessment:

Dystopian Literature Circles

Reflection/Self Assessment

Please review the scale, your scores and justifications for those score and your role worksheets to reflect on your progress during this unit and your development as a member of a discussion of a literary text.  You need to type a one page, MLA formatted, reflection on your growth and areas that still need improvement as it pertains to the skills we have been working towards over the past few weeks.  You MUST address all of the following questions: What did I learn?  What learning targets (look at the scale and Common Core Standards) have I mastered?  What are my strengths in this subject?  What do I still need to work on?  What learning targets have I not yet mastered?  Please include specific examples.  Finally, you need to provide a number 0-4 (it does not have to be a whole number, for examples you could write 2.25) as to where you believe your discussion skills are as a result of this unit.  You must support this number with evidence—look at the scale and standards and support why you believe you are at that certain point.  In order to claim a number, you MUST have demonstrated competency during a minimum of two circles at that level.  In other words, in order to claim that you have achieved proficiency at a 4, you would have to have attained the goals outlined in the 4 section of the scale during at least two literature circles.

This is something I have always done at the end of the year, because of the level of self-reliance required for this.  It is always a goal of mine that students could learn to do the things I have taught on their own and this is a good assessment of whether this goal has been achieved or not.

My team and I worked out an awesome common summative assessment for this unit.  We have tested the kids with formal tests many times this year and they just finished a big writing unit, so we wanted something a little different.  My next unit this year will be on media literacy and I wanted something that would tie into that.  We also wanted a writing that had a real-life audience as much as possible, so we created a blog assignment for the students.  The other exciting thing about this blog is that they can do it across all the classrooms who are doing this literature circle unit.  Here is a link to the blog assignment and rubric:

Assignment: