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Sideways Stories from Wayside School 4th Grade Literature Circle

Day 1

Minnesota Language Arts Benchmarks Addressed:

4.8.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussion prepared having read or studied required material; explicitly

draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in

the light of the discussion. e. Cooperate and problem solve as appropriate for productive group discussion.

Content Objectives:

• The student will be able to respond to the RESPECT poster. • The student will be able to have a discussion about the different forms of “Language of

Response” • The student will add ideas to the “Language of Response” poster. • The student will be able to understand their roles for the next meeting. • The student will be able to prepare their responses to the task they are assigned for

chapters two through seven in the book Sideways Stories from Wayside School by Louis Sachar.

Language Objectives:

The student will be able to participate in a discussion about the book Sideways Stories from Wayside School using sentence starters that they learned during our discussion of “Language of Response.” Some examples are:

• I didn’t understand…. • I also noticed….. • I agree because….. • I’d like to add…. • I also noticed….

Materials:

• 8 Copies of book Sideways Stories from Wayside School by Louis Sachar (1 per student) • Student name tents • RESPECT poster • The Language of Response poster

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• Literature circle folders (1 per student) o Task Cards o Role worksheets/bookmarks o Self/Group Evaluations

• Colored pencils or markers • Dictionary

Instruction:

House Keeping (5 minutes)

Hello everyone! I am so glad that you decided to read the book Sideways Stories from Wayside School. We have a lot to do today but first I would really like to get you each a name tent so that I can know all of your names. Great! Let’s go around the table and say our name so that everyone has the correct pronunciation. I am Mrs. Davidson. Before reading (20 minutes)

Now we can get started by going over the tasks for the day. These tasks include:

• Going over the RESPECT and response posters. • Learn about literature circles and the roles we will have over the next 3 weeks. • Read and discuss chapter 1 of the book.

Let’s start by looking at this RESPECT poster. Each letter on this poster represents a rule that we will follow during our literature circles. We are going to go around the table and each read one of the rules. I will start – R is for responding politely to others comments. What does that mean to you? (We will go through the poster and discuss each point) I also have a poster here that shows a few examples of sentence starters that you can use during our discussions. I want to point out that it is perfectly acceptable to agree or disagree with your peers as long as you do it in a way that is respectful and polite. Can you come up with any other sentence starters that will help us during our discussion? (Have students give their answers and record them on the poster.) Literature Circles and Role Descriptions (15-20 minutes)

Now let’s talk about what a literature circle is. We are a literature circle and together we are going to be reading Sideways Stories from Wayside School by Louis Sachar. We are each going to have very important roles in the reading and discussion of the book. We will also spend some time reading independently so that you don’t have to take the books home with you. Does anyone have any questions about what a literature circle is?

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Great! Now I am going to take some time to tell you about each of the roles. First, I have a folder for each of you. (Pass out the folders) Why don’t you take a peek inside so that you can become familiar with how it is set up! (Give students time to look through their folder) Let’s look at the first page and get it filled out right away. (Students will fill out the “literature circle introduction” page.) Ok, now the next page is our plan for our meetings. You can fill in the dates just like this (show example of my sheet). We will discuss what pages we will read and what role you have later. Let’s flip to the next page to start talking about all of our jobs. The first job listed is the Discussion Director. Who can tell me what they think the discussion director does? (Students will respond with their answers) Those are some great answers- the discussion is going to come up with 3-5 questions about what we read. These questions should need more than a “yes” or “no” answer. We want to get our brains warmed up by thinking about the book. These questions can be something that you are wondering about in the book and would like to see what the rest of your group thinks. It is also your job to make sure that we keep the discussion moving and on track. Do you have any questions about this job? (Answer any questions the students may have). If you come up with questions while we are talking let me know. Flip to the next page…..The next job is the Word Wizard. Does anyone want to take a guess at what a word wizard is going to do? (Students will respond with their answers.) The word wizard should come up with 3-5 words or phrases that seem unfamiliar to them or that they think the group might get confused about. Then I want the word wizard to look up the meaning of the word or phrase so that the group can have a better idea of what it is. Any questions about this job? Next page…. This job is the Cool Connector. Do any of you know what it means to be a connector? (Students will respond with their answers.) This job may seem trickier to some of you, but I think it can be fun. I want you to try to make a connection to the part of the book in some way. Let me give you an example of each of the three ways you can make a connection. You can make a connection:

• Text to Text: This is where you connect our book to another book that you have read. • Text to Self: This should be easy- you need to make a personal connection to what you

are reading and something you have experienced before. • Text to world: With this connection I want you to think about what you know about the

world and how this text connects to it. I expect that you will come up with 3-5 connections and you should be able to come up with one of each. Do you understand what is needed for this job? The 4th job is the Vivid Visualizer. Do you know what vivid means? (Students answer, if they don’t we will look up the word and talk about the definition.) What about the word visualize? (Repeat process if unknown.) For our literature circles the vivid visualizer is going to draw us a picture of what they thought while they read a certain part. At the bottom of the sheet is a place to put the words from the book that inspired your picture. Did you have any questions about this job?

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The 5th and final job is the Super Summarizer. This person is going to record 4 of the most important, or key, points during our reading. In other words, you are going to write a summary about the reading, include important details in sequence and make sure to use complete sentences. Also, please prove your ideas using the text. Do you have any questions about this job or any of the other jobs? Make sure that you put the page number where we can find the text that supports what you wrote. This page (show page) is the evaluation page. At the end of every meeting I want you to take a few minutes to think about “What did you contribute to today’s meeting?” “What can you do to improve during our next meeting?” “What do you think about how your group worked together today?” “How can your group improve during your next meeting?” This is just for you, but I will make sure to have some time at the beginning of our meeting on Thursday if you want to share any of your thoughts. Reading Together and Brief Discussion (15-20 minutes)

I am going to give each of you a book. I want you to keep them here at school so that they don’t get lost or damaged. You can keep it in the front pocket of this folder so that it is always with your literature circle materials. Before we start reading let’s take a look at the “Contents,” other than the one that says “introduction” what do you notice about the titles for the chapters? Ok, now please turn to page 9. I will read the introduction to you quickly. (Reads introduction) Does this sound like a book that you are going to enjoy reading? The chapters are pretty short and Louis Sachar writes in a hilarious way so this will be very enjoyable for you. I am going to give you a few minutes to read Chapter 1: Mrs. Gorf. When you are done we are going to try one each role with the chapter so that you understand your jobs for next time. Alright? GO! (When the students are finished I will go over how each job would be done for this chapter. I plan to have sheets made up for the first chapter with at least one example of each job on it.) Ok now we need to assign our jobs for next time. I have a bookmark with each of your names on it and your job highlighted. Please check them to make sure that you know how to complete your job. You will get a new bookmark each time so you can use the back to write any notes on to help you complete your role. We won’t have time today, but I want you to fill out your self/group evaluation forms by Thursday when we meet for literature circles again. I know that this was A LOT of information to take in on our first day, but I know that you will all do amazing at your roles, and our discussion next time will be in depth and awesome. I hope that you enjoy reading Sideways Stories from Wayside School.

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Evaluation

The students will be evaluated:

1. On their discussions about the respect poster and the “language of response” poster. 2. During their discussion of chapter one using the mock roles I will be using the following

rubric: Adequate Acceptable Needs Guidance Needs Work

Listening

Student listens to each other’s ideas. Student will “piggy-back” or build off another idea.

Student listens carefully for information and comments occasionally.

Student listens but does not interact with the information presented to the group.

Student has difficulty paying attention to the speaker and does not contribute to the group discussion.

Offer Ideas Student contributes to the discussion.

Student contributes occasionally to the conversation.

Student contributes only if the discussion director or teacher asks for comments.

Student does not offer ideas or show any reaction.

Questioning

Student interacts, discusses and poses questions to all members of the group.

Student occasionally interacts, discusses and poses questions to group members

Student rarely interacts, discusses, or poses questions to group members.

Student does not interact, discuss or pose questions to group members.

Respect

Student respects the opinion of others. Student encourages and supports the ideas and efforts of others.

Student respects the opinion of others.

Student interrupts when others are contributing in an attempt to share ideas.

Student chooses to argue or ignore the group members.

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Day 2



f. Come to discussion prepared having read or studied required material; explicitly


g. Follow agreed upon rules for discussions and carry out assigned roles. h. Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others. i. Review the key ideas expressed and explain their own ideas and understanding in

the light of the discussion. j. Cooperate and problem solve as appropriate for productive group discussion.

4.8.3.3 Identify the reasons and evidence a speaker provides to support particular points. Content Objectives:

• The student will be able to engage in a thoughtful and respectful discussion about chapters two through seven from the book Sideways Stories from Wayside School by Louis Sachar.

• The student will be able to share the responses to their jobs from the task cards about the book Sideways Stories from Wayside School by Louis Sachar


The student will be able to participate in a discussion about the book Sideways Stories from Wayside School using sentence starters that they learned during our discussion of “Language of Response.” Materials:

• 8 Copies of book Sideways Stories from Wayside School by Louis Sachar (1 per student) • Student name tents • RESPECT poster • The Language of Response poster • Literature circle folders (1 per student)

o Task Cards o Role worksheets/bookmarks o Self/Group Evaluations

• Colored pencils or markers • Dictionary

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Instruction:


Welcome back! I hope that you have enjoyed the first seven chapters of the book so far. Can everyone please pull out their name tent? Let’s quickly review our rules for this discussion before we get started. I want to remind you that this is a safe place to speak and that everyone’s ideas are welcome. (Go over RESPECT Poster) Before we get started with our roles today I want to know if anyone has anything they would like to share from their self or group evaluation from Monday? (Students can share if they want to) Thank you for sharing your thoughts. (Discussion about their thoughts) Or If no one has anything to share at this point we will move on. If you have something that you want to just share with me let me know and I can talk to you after literature circles. Let’s get started with our discussion, please remember that you can use the sentence starters from our “Language of Response” poster during this discussion. Discussion on Chapters 2-7 (30-40 minutes) Mostly student led.

Alright, Discussion Director you are up! (Discussion Director will lead the conversations and I will support and scaffold as needed.) Thank you all for participating in the discussion based on his/her questions about the book. Now let’s move onto the Word Wizard. What words or phrases did you find in the book that you wanted us to know more about? (Word Wizard will lead the conversations and I will support and scaffold as needed.) Those are some great words and phrases. You did an excellent job coming up with some that I didn’t even pick out. Next up is the Cool Connector. (Cool Connector will lead the conversations and I will support and scaffold as needed.) I like the way you found a connection for each of the areas that we talked about. Now we will move onto the Vivid Visualizer! (Vivid Visualizer will lead the conversations and I will support and scaffold as needed.) I like your use of color in the picture! You did a great job at making it very vivid. And last we have the Super Summarizer! (Super summarizer will lead the conversations and I will support and scaffold as needed.) I enjoyed your summary, and I am glad that you picked out the key points. Self-evaluation and Role Switching (5 minutes)

I want to tell you that you all did a great job with roles for the first time. I want you to take a few minutes and flip to your self/group-evaluation page. Please complete them based on how you feel it went today.

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Thank you for taking the time to complete your evaluations. Does anyone have anything they would like to share with the group today? Now I am going to give you a new role assignment bookmark. You can tuck your old one into the back pocket of your folder. (I will hand out new roles) Now that you have your new roles does anyone have any questions about their job for next Monday? (Answer questions as they come up) Alright let’s flip to page 2 in our folders and update our assignment and roles for next time. Silent Reading Time (10-15 minutes)

We have about 10-15 minutes left of time today. I am going to give you this time to get started on reading chapters 8-13. Remember that the more reading you get done now the less you will have to do before we meet again next Monday. Thank you for being respectful and responsible students during our first actual literature circle. I hope that next Monday can be as productive and positive as it was today. Evaluation


3. On their self/group evaluation from day one. 4. On their work for chapters 2-7 using the role they were assigned. 5. During their discussion time using the following rubric: Adequate Acceptable Needs Guidance Needs Work

Listening









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Questioning





Respect





Sideways Stories from Wayside School

4th Grade Literature Circle Day 3



k. Come to discussion prepared having read or studied required material; explicitly


l. Follow agreed upon rules for discussions and carry out assigned roles. m. Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others. n. Review the key ideas expressed and explain their own ideas and understanding in

the light of the discussion. o. Cooperate and problem solve as appropriate for productive group discussion.


• The student will be able to engage in a thoughtful and respectful discussion about chapters eight through fourteen from the book Sideways Stories from Wayside School by Louis Sachar.


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The student will be able to participate in a discussion about the book Sideways Stories from Wayside School using sentence starters that they learned during our discussion of “Language of Response.” The students will be able to lead the discussion based on the roles they were assigned for our literature circle. Materials:



• Colored pencils or markers Instruction:


Hello Everyone! I hope that you have enjoyed reading chapters eight through fourteen! What do you think so far? (Students will share how they feel about the book at this point.) I want to start off by reminding you of the rules that we want to follow when we are having a group discussion. (Go over RESPECT poster) Before we get started with our roles today I want to know if anyone has anything they would like to share from their self or group evaluation form that you filled out at the end of our last meeting? I want to remind you that this is a safe place to speak and that everyone’s ideas are welcome. (Students can share if they feel comfortable with the group) Thank you for sharing your thoughts. (Discussion about their thoughts) Or If no one has anything to share at this point we will move on. If you have something that you want to just share with me let me know and I can talk to you after literature circles. I also want to remind everyone about our “response of language” poster. Today I am going to step back and let you mostly lead the discussion. Make sure that you are using respectful language and that you are taking turns with your peers. Discussion on Chapters 8-14 (30-40 minutes) Mostly student led.

Alright, Discussion Director you are up! (Discussion Director will lead the conversations and I will support and scaffold as needed.)

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Thank you all for participating in the discussion based on his/her questions about the book. Now let’s move onto the Word Wizard. What words or phrases did you find in the book that you wanted us to know more about? (Word Wizard will lead the conversations and I will support and scaffold as needed.) Those are some great words and phrases. You did an excellent job coming up with some that I didn’t even pick out. Next up is the Cool Connector. (Cool Connector will lead the conversations and I will support and scaffold as needed.) I like the way you found a connection for each of the areas that we talked about. Now we will move onto the Vivid Visualizer! (Vivid Visualizer will lead the conversations and I will support and scaffold as needed.) I like your use of color in the picture! You did a great job at making it very vivid. And last we have the Super Summarizer! (Super summarizer will lead the conversations and I will support and scaffold as needed.) I enjoyed your summary, and I am glad that you picked out the key points. Self-evaluation and Role Switching (5 minutes)

I want to tell you that you all did a great job again today! Was it fun to switch up the jobs and try something new? Here are your bookmarks with you I want you to take a few minutes and flip to your self/group-evaluation page. Please complete them based on how you feel it went today. Thank you for taking the time to complete your evaluations. Does anyone have anything they would like to share with the group today? Now I am going to give you a new role assignment bookmark. You can tuck your old one into the back pocket of your folder. (I will hand out new roles) Now that you have your new roles does anyone have any questions about their job for Thursday? (Answer questions as they come up) Alright let’s flip to page 2 in our folders and update our assignment and roles for next time. Group Reading Time (10-15 minutes)

We have about 10-15 minutes left of time today. Today I would like to do some reading out loud in the group. Does anyone feel comfortable reading the first page of chapter 15 for us? (We will take turns reading in the group until it is time to pack up for the day.) Thank you for being respectful and responsible students during our literature circle time. I hope that next Thursday can be as productive and positive as it was today. Evaluation


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6. On their self/group evaluation from day two. 7. On their work for chapters 2-7 using the role they were assigned using “Literature Circle Role

Rubric” below. 8. During their discussion time using the “Discussion Participation Rubric” below.

Literature Circle Role Rubric

Role Students name Met Partially Met Did Not Meet Discussion Director

Questions are relevant and open-ended. Writes 3-5 questions.

Questions are basic and most are open-ended. Writes 3 or fewer questions.

Questions are not open-ended. Writes 1 or no questions.

Word Wizard

Locates 3-5 new or puzzling words. Clearly defines all of the words.

Locates 3 or fewer words. Definitions are not clearly defined.

Locates 1 or less words. No definition available.

Cool Connector

Makes 3-5 connections to the text. Uses all types of connections: Text to self, text to text, and text to world.

Makes 3 or fewer connections to the text. Uses 2 types of connections.

Make 1 or fewer connections to the text. Uses only 1 type of connection.

Vivid Visualizer

Draws a picture that represents part of the story. Includes the text that inspires the picture.

Draws a picture that vaguely represents part of the story. Does not have supporting text.

No picture is drawn and no supporting text is available.

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Super Summarizer

Writes a summary of the chapters read. Details are in sequence. Complete sentences are used.

Writes a vague summary of the chapters. Details are not in sequence. Complete sentences are not used.

Does not supply a summary of the chapter.

Discussion Participation Rubric

Adequate Acceptable Needs Guidance Needs Work

Listening









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Questioning





Respect






Day 4



p. Come to discussion prepared having read or studied required material; explicitly


q. Follow agreed upon rules for discussions and carry out assigned roles. r. Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others. s. Review the key ideas expressed and explain their own ideas and understanding in

the light of the discussion. t. Cooperate and problem solve as appropriate for productive group discussion.


• The student will be able to engage in a thoughtful and respectful discussion about chapters fifteen through twenty-one from the book Sideways Stories from Wayside School by Louis Sachar.


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The student will be able to participate in a discussion about the book Sideways Stories from Wayside School using sentence starters that they learned during our discussion of “Language of Response.” The students will be able to lead the discussion based on the roles they were assigned for our literature circle. Materials:




House Keeping (5 minutes) – Before reading

Happy Thursday Everyone! I hope that you are enjoying your experience with literature circles so far. We are a little over half-way done. (RESPECT poster and “Language of Response” Poster will be in the view of students and referenced if needed throughout the day. Before we get started with our roles today I want to know if anyone has anything they would like to share from their self or group evaluation form that you filled out at the end of our last meeting? I want to remind you that this is a safe place to speak and that everyone’s ideas are welcome. (Students can share if they feel comfortable with the group) Thank you for sharing your thoughts. (Discussion about their thoughts) Or If no one has anything to share at this point we will move on. If you have something that you want to just share with me let me know and I can talk to you after literature circles. I also want to remind everyone about our “response of language” poster. Today I am going to step back and let you mostly lead the discussion. Make sure that you are using respectful language and that you are taking turns with your peers. Discussion on Chapters 15-21 (30-40 minutes) Mostly student led. -Before reading

Alright, Discussion Director you are up! (Discussion Director will lead the conversations and I will support and scaffold as needed.)

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Thank you all for participating in the discussion based on his/her questions about the book. Now let’s move onto the Word Wizard. What words or phrases did you find in the book that you wanted us to know more about? (Word Wizard will lead the conversations and I will support and scaffold as needed.) Those are some great words and phrases. You did an excellent job coming up with some that I didn’t even pick out. Next up is the Cool Connector. (Cool Connector will lead the conversations and I will support and scaffold as needed.) I like the way you found a connection for each of the areas that we talked about. Now we will move onto the Vivid Visualizer! (Vivid Visualizer will lead the conversations and I will support and scaffold as needed.) I like your use of color in the picture! You did a great job at making it very vivid. And last we have the Super Summarizer! (Super summarizer will lead the conversations and I will support and scaffold as needed.) I enjoyed your summary, and I am glad that you picked out the key points. Self-evaluation and Role Switching (5 minutes) - Before Reading

Now that you have gotten a chance to try another new job, do you have a favorite? Here are your bookmarks with you I want you to take a few minutes and flip to your self/group-evaluation page. Please complete them based on how you feel it went today. Thank you for taking the time to complete your evaluations. Does anyone have anything they would like to share with the group today? Now I am going to give you a new role assignment bookmark. You can tuck your old one into the back pocket of your folder. (I will hand out new roles) Now that you have your new roles does anyone have any questions about their job for next Monday? (Answer questions as they come up) Alright let’s flip to page 2 in our folders and update our assignment and roles for next time. Group Reading Time (10-15 minutes) – During Reading

Did you enjoy when we took time to read out loud during our last group time? (Students will offer their opinion.) I would like to do that again today. I will start by reading chapter 22 to you. Please make sure that you are following along in the book as I read. You can also start thinking about your jobs for the next week while we are reading. (When I finish reading I will check for volunteers to continue reading and we will read until it is time to pack up.)

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Thank you for being respectful and responsible students during our literature circle time. I hope that next Monday can be as productive and positive as it was today. Introduction of cumulative project- After Reading

Before you go I have a project that I would like you to start thinking about. This is a project that I would like to see completed by Wednesday, May 4th. I would like you to think about being an author. Your task is to write the next chapter in this book. You will use this sheet (show the sheet to students) to design your character. There is a place for you to draw a picture of your character and if you work through this whole sheet you will have a good idea of who your character will be. Please have this sheet done by Thursday so you will have enough time to work on writing your chapter by the next Wednesday. Does anyone have any questions? (answer questions as they come up) Evaluation- After Reading


9. On their self/group evaluation from day three. 10. On their work for chapters 2-7 using the role they were assigned using “Literature Circle Role


Literature Circle Role Rubric Role Students name Met Partially Met Did Not Meet Discussion Director




Word Wizard




Cool Connector




Vivid Visualizer

Draws a picture that represents part of the story.

Draws a picture that vaguely represents part of the story.


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Includes the text that inspires the picture.

Does not have supporting text.

Super Summarizer





Day 5



u. Come to discussion prepared having read or studied required material; explicitly


v. Follow agreed upon rules for discussions and carry out assigned roles. w. Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others. x. Review the key ideas expressed and explain their own ideas and understanding in

the light of the discussion. y. Cooperate and problem solve as appropriate for productive group discussion.


• The student will be able to engage in a thoughtful and respectful discussion about chapters twenty-one through twenty-five from the book Sideways Stories from Wayside School by Louis Sachar.



The student will be able to participate in a discussion about the book Sideways Stories from Wayside School using sentence starters that they learned during our discussion of “Language of Response.”

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The students will be able to lead the discussion based on the roles they were assigned for our literature circle. Materials:





Welcome back! This is the last Monday that we will be meeting. This week our next meeting will be on Wednesday. We are almost finished with this book, and I hope that you have enjoyed it so far! (RESPECT poster and “Language of Response” Poster will be in the view of students and referenced if needed throughout the day. Before we get started with our roles today I want to know if anyone has anything they would like to share from their self or group evaluation form that you filled out at the end of our last meeting? I want to remind you that this is a safe place to speak and that everyone’s ideas are welcome. (Students can share if they feel comfortable with the group) Thank you for sharing your thoughts. (Discussion about their thoughts) Or If no one has anything to share at this point we will move on. If you have something that you want to just share with me let me know and I can talk to you after literature circles. I also want to remind everyone about our “response of language” poster. Today I am going to take another step back and let all of you take turns leading the discussion. Make sure that you are using respectful language and that you are taking turns with your peers. Discussion on Chapters 15-21 (30-40 minutes) Mostly student led. -Before reading

Alright, Discussion Director you are up! (Discussion Director will lead the conversations and I will support and scaffold as needed.) Thank you all for participating in the discussion based on his/her questions about the book. Now let’s move onto the Word Wizard. What words or phrases did you find in the book that you wanted us to know more about? (Word Wizard will lead the conversations and I will support and scaffold as needed.) Those are some great words and phrases. You did an excellent job coming up with some that I didn’t even pick out. Next up is the Cool Connector.

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(Cool Connector will lead the conversations and I will support and scaffold as needed.) I like the way you found a connection for each of the areas that we talked about. Now we will move onto the Vivid Visualizer! (Vivid Visualizer will lead the conversations and I will support and scaffold as needed.) I like your use of color in the picture! You did a great job at making it very vivid. And last we have the Super Summarizer! (Super summarizer will lead the conversations and I will support and scaffold as needed.) I enjoyed your summary, and I am glad that you picked out the key points. Self-evaluation and Role Switching (5 minutes) - Before Reading

Now that you have gotten a chance to try another new job, do you have a favorite? Here are your bookmarks with you I want you to take a few minutes and flip to your self/group-evaluation page. Please complete them based on how you feel it went today. Thank you for taking the time to complete your evaluations. Does anyone have anything they would like to share with the group today? Now I am going to give you a new role assignment bookmark. You can tuck your old one into the back pocket of your folder. (I will hand out new roles) Now that you have your new roles does anyone have any questions about their job for Wednesday? (Answer questions as they come up) Alright let’s flip to page 2 in our folders and update our assignment and roles for next time. Group Reading Time (10-15 minutes) – During Reading

I would like to get as much reading done today in group so that you can have time over the next few days to work on your “Design a wayside student” project. Do I have any volunteers to start reading on page 104? Please make sure that you are following along in the book as we are reading. You can also start thinking about your jobs for the next week while we are reading. (We will continue taking turns reading out loud and we will read until it is time to pack up.) Thank you for being respectful and responsible students during our literature circle time. I hope that Wednesday can be as productive and positive as it was today. Cumulative project- After Reading

I just wanted to check on your progress for the “Design a Wayside Student” project that I gave you last Thursday. I want to see it completed by Wednesday, May 4th. Remember to think like you are the author of this book. Some things to think about when you are writing: (Blooms)

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*Think about how the author of our story uses the description of the character to infer what is going to happen in the chapter. *Make sure that you are designing a well-rounded character. *How do we know what your character looks like before we see the picture you have drawn? (Use descriptive details.) Evaluation- After Reading


12. On their self/group evaluation from day three. 13. On their work for chapters 2-7 using the role they were assigned using “Literature Circle Role






Word Wizard




Cool Connector




Vivid Visualizer




Super Summarizer

Writes a summary of the chapters read. Details are in sequence.

Writes a vague summary of the chapters. Details are not in sequence. Complete


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Complete sentences are used.

sentences are not used.

Discussion Participation Rubric Adequate Acceptable Needs Guidance Needs Work

Listening









Questioning





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Respect






Day 6



z. Come to discussion prepared having read or studied required material; explicitly


aa. Follow agreed upon rules for discussions and carry out assigned roles. bb. Pose and respond to specific questions to clarify or follow up on information, and

make comments that contribute to the discussion and link to the remarks of others. cc. Review the key ideas expressed and explain their own ideas and understanding in

the light of the discussion. dd. Cooperate and problem solve as appropriate for productive group discussion.

4.8.3.3 Identify the reasons and evidence a speaker provides to support particular points. 4.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective techniques, descriptive details, and clear even sequences:

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and

events precisely. e. Provide a conclusion (when appropriate to the genre) that follows from the

narrated experiences or events. Content Objectives:

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• The student will be able to engage in a thoughtful and respectful discussion about chapters twenty-six through thirty from the book Sideways Stories from Wayside School by Louis Sachar.


• The student will be able to write a creative story about the next character in the book Sideways Stories from Wayside School by Louis Sachar.


The student will be able to participate in a discussion about the book Sideways Stories from Wayside School using sentence starters that they learned during our discussion of “Language of Response.” The students will be able to lead the discussion based on the roles they were assigned for our literature circle. The student will be able to clearly develop and write a story about the next character in the book. Materials:



• Colored pencils or markers • “Design a Wayside Student” worksheets

Instruction:


Hello! This is our last day Literature Circles! I am excited that I have had this time with you to get to know you and to teach you about how a literature circle works. I hope that you have enjoyed our silly book- I know we have had some good laughs during our whole group reading time. Today I want to get through our literature circle jobs and also hear from all of you about the chapter that you have written when you did your “design a wayside character” project. (RESPECT poster and “Language of Response” Poster will be in the view of students and referenced if needed throughout the day. Before we get started with our roles today I want to know if anyone has anything they would like to share from their self or group evaluation form that you filled out at the end of our last

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meeting? I want to remind you that this is a safe place to speak and that everyone’s ideas are welcome. (Students can share if they feel comfortable with the group) Thank you for sharing your thoughts. (Discussion about their thoughts) Or If no one has anything to share at this point we will move on. If you have something that you want to just share with me let me know and I can talk to you after literature circles. I also want to remind everyone about our “response of language” poster. Today I am going to take another step back and let all of you take turns leading the discussion. Make sure that you are using respectful language and that you are taking turns with your peers. Discussion on Chapters 26-30 (20-30 minutes) Mostly student led. -Before reading

Alright, Discussion Director you are up! (Discussion Director will lead the conversations and I will support and scaffold as needed.) Thank you all for participating in the discussion based on his/her questions about the book. Now let’s move onto the Word Wizard. What words or phrases did you find in the book that you wanted us to know more about? (Word Wizard will lead the conversations and I will support and scaffold as needed.) Those are some great words and phrases. You did an excellent job coming up with some that I didn’t even pick out. Next up is the Cool Connector. (Cool Connector will lead the conversations and I will support and scaffold as needed.) I like the way you found a connection for each of the areas that we talked about. Now we will move onto the Vivid Visualizer! (Vivid Visualizer will lead the conversations and I will support and scaffold as needed.) I like your use of color in the picture! You did a great job at making it very vivid. And last we have the Super Summarizer! (Super summarizer will lead the conversations and I will support and scaffold as needed.) I enjoyed your summary, and I am glad that you picked out the key points. Self-evaluation (5 minutes) - Before Reading

Now that you have gotten a chance to try all of the jobs, which one is your favorite and why? You have one last self/group evaluation to fill out today! Please take about three minutes to complete this form before we start reading. Thank you for taking the time to complete your evaluations. Does anyone have anything they would like to share with the group today? I will need your books back but you can keep your folders, bookmarks, and name tents. I hope that you have enjoyed this book! Group Reading Time (10-15 minutes) – During Reading

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Now I am going to give you all a chance to share your chapter that you have written with the group. I want to remind everyone that this is a safe place to speak and that no one in this group is going to judge the work you have done. (Students will take turns sharing their chapters from the “Design a Wayside Student” project. Feedback will be given by the whole group on what they thought about the new student at wayside school.) Evaluation- After Reading


15. On their self/group evaluation from day five. 16. On their work for chapters 26-30 using the role they were assigned using “Literature Circle

Role Rubric” below. 17. During their discussion time using the “Discussion Participation Rubric” below. 18. On their “Design a Wayside Student” project based on the “Design a Wayside Student Rubic”

below.





Word Wizard




Cool Connector




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Vivid Visualizer




Super Summarizer




Discussion Participation Rubric

Adequate Acceptable Needs Guidance Needs Work

Listening









Questioning





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Respect





Met PartiallyMet DidnotmeetWasthecharacterwelldeveloped?

Characterhasaname,andauniquewell-formedback

story.

Characterhasaname,butthebackstoryisnotwell

known.

Characterisvagueandnotnamed.

OrStudentdidnot

completeassignment.

Weretheresourcesprovidedusedtohelpthestudent

designthecharacter?

“DesignaWaysideStudent”worksheetwaswellutilized

“DesignaWaysideStudent”worksheetwasusedbutnotthe

fullest.

“DesignaWaysideStudent”worksheetwasnotusedatall.

Didthestudentcompleteadrawingofhis/hercharacter?

Studentmadeacompleteddrawingwithgreatdetail.

Studentdidavague,undetaileddrawing.

Studentdidnotdrawhis/hercharacterat

all.

Wasthestudentsworkneatlydone?

Finalcopyofthechapterwaswrittenneatlywithonlya

feweditingmistakes.

Finalcopyofthechapterwasnotrewrittenandhad

manyeditingmistakes.

Finalcopyofthechapterwasnotcompleted.

Weretheotherstudentsabletounderstandthecharactersstory?

Mostoftheotherstudentsseemedtoenjoyandconnect

withthenew

Someoftheotherstudentsconnected

withthenewcharacterinthe

book.

Otherstudentsfailedtoseehowthis

characterfitintothebook.

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characterinthebook.

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