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Name: Kim Russo Date: 2/24/14

Cooperating Teacher: Rebecca Burns


Grade Level: 6A Language Arts

Literature Circles: Discussion Part III and Introduction to Final Project
Essential Questions:
1. How do healthy discussions lead to better understanding of a novel?
2. How is persuasion part of our everyday lives?

Common Core State Standards:
1. CCSS.ELA-Literacy.SL.6.1a Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to prove and reflect on ideas under discussion
2. CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific questions with
elaboration and detail by making comments that contribute to the topic, text, or
issue under discussion
3. CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas
logically and using pertinent descriptions, facts, and details to accentuate main
ideas or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.

Student Objectives:
1. Students will participate in the second round of the literature circle discussions.
2. Students will use textual evidence to support their responses during the literature
circle discussion
3. Students will understand what is required for the final project
Prior Knowledge:
Students will be familiar with the literature circle discussion and expectations during
these discussions.

Materials:
1. Literature Circle books for each student
2. Part III Discussion Packets
3. Copies of Evaluation Sheets for each student
4. Final Project Handout
5. Final Project Rubrics
6. Brochure Template for each student
7. Example of an Interest Brochure

Instructional Plan
1. Motivational Beginning: The students will enter the classroom and follow the Do
Now written on the board, which will instruct them to take out their planners,
record the nights homework, and take out their literature circle book and
discussion packet. (5 minutes)
2. Body of Lesson:
a. The students will start off the class with their discussion III using their
discussion questions and literary elements in their packets to prompt
conversation. There will be no evaluator for this discussion. If the
students go through the discussion questions too quickly, the teacher will
pass out the novel discussion flashcards to facilitate more conversation.
After the discussion, each student within the group will evaluate the
discussion and how they believe their group members as well as
themselves performed. This evaluation will help determine the grade for
the group members. (35 minutes)
b. The teacher will then collect the discussion packets from each student. At
this time the teacher will ask students to write one piece of feedback on a
post-it note. The students will share with their partner and then share out
with the class. (5 min)
c. After the discussion/feedback session is completed the teacher will explain
the end of the unit project to the class. At this point, the teacher will
handout the final project directions as well as the two final project rubrics
so students understand what is expected of them. The teacher will explain
to the students that they will be making an advertising campaign for
their book and that it consists of 2 components, an individual component
and a group component. The individual component consists of making an
interest brochure for their literature circle novel. The teacher will go over
what this is and the required components for this piece. The teacher will
then handout an example of what this brochure may look like so students
have a model to look at. The teacher will then go over the group portion
of the novel, making a commercial to advertise why others should read
your book. The teacher will ask students to brainstorm, as a group, what
they believe makes a good commercial and how do they think one
persuades someone to buy something. The groups will share out to the
class. The teacher will explain that she will introduce persuasion and go
over persuasion techniques over the next 2 days so that they can then
incorporate these into their commercials. (20 min)
d. If there is time left over, students will have a chance to begin working on
the synopsis portion of their brochure.

Assessment
1. Students will be formally assessed on their participation in their literature circle
discussion.
2. Students will be formally assessed on the completion of their discussion packets.
3. Students will be informally assessed on their ability to stay on task.


Homework
1. Students will begin developing their book synopsis section of their brochure.

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