ORC Lesson Plan

http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html?tab=3#tabs

I chose a literature reading circle for my assignment. This is applicable for Grades 3-5 in English Literature.  Students ask each other questions about the book, define interesting words within the text, grade the participation and comprehension of other students, summarize, and search for parts of the book that stand out to them and explain why. They switch roles until each student has fulfilled each one. The jobs are: Discussion Director (Promotes critical thinking by asking pre-made questions about the content), Vocabulary Enricher (finds difficult or interesting words to define by using context clues as well as the dictionary), Literary Luminary (selects 4 parts from the reading and explains why they were chosen. Reasons include:thought provoking, sets a mood, funny, confusing, ext, and explains decisions to group), and Checker (assesses peoples' participation, their prior understanding of the chapter content, group ethics, and ability/ willingness to complete work).

The Common Core Standards that this activity fulfills include:

OH.CC.RL.3.		Reading Standards for Literature
		Key Ideas and Details
RL.3.1.		Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2.		Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3.		Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
		Craft and Structure
RL.3.4.		Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5.		Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
		Integration of Knowledge and Ideas
RL.3.9.		Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL.3.10.		By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
OH.CC.RF.3.		Reading Standards: Foundational Skills
RF.3.4.		Read with sufficient accuracy and fluency to support comprehension.
RF.3.4(a)		Read on-level text with purpose and understanding.
RF.3.4(c)		Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
OH.CC.W.3.		Writing Standards
		Text Types and Purposes
W.3.1.		Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1(a)		Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1(b)		Provide reasons that support the opinion.
W.3.1(c)		Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1(d)		Provide a concluding statement or section.
W.3.2.		Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2(c)		Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2(d)		Provide a concluding statement or section.
OH.CC.SL.3.		Speaking and Listening Standards
		Comprehension and Collaboration
SL.3.1.		Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
SL.3.1(a)		Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1(b)		Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1(c)		Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1(d)		Explain their own ideas and understanding in light of the discussion.
SL.3.2.		Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
OH.CC.L.3.		Language Standards
		Vocabulary Acquisition and Use
L.3.4.		Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.4(a)		Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4(d)		Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5.		Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5(a)		Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5(b)		Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.6.		Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

The different roles in this activity promote useful skills such as critical thinking, learning to use a dictionary, recognizing integral or interesting parts of a story, lead discussions, take responsibility, working in groups, analyzing text, and many others. Each student would get the change to partake in each role. It allows students to analyze situations and characters in the book, as well as picking grasping better understandings of difficult or confusing content. Students get to improve reading and writing skills.

I would have the students Pick 4 short stories, or 1 chapter book with at least 8 chapters.  Students break into small groups of four, each with a roll to fulfill. They take turns switching between roles as the book progresses. Before students began the activity I would explain the purpose of this activity, and explain each of the roles they would have to fulfill. They would have assigned groups in the hopes of better productivity and increased bond between students who otherwise don't talk to each other. Since it is estimates that there will be about 10 50 minute sessions, This would likely have to be a long term assignment, doing a bit each day. Students would read 2 chapters each day if possible, and then analyze those two chapters in the circle time activity. If it seems too long of a project, I would shorten the number of sessions and chapters. There may even be a large project after this circle time activity is finished in order to take full advantage of this extensive assignment.

I think some children would have trouble with the Literary Luminary job. The instructions for this part aren't as obvious as the rest of the roles even for me. Maybe I just aren't able to grasp a concept that is easy for others. One reason I think this would pose a challenge is that the student would have to think about the entire chapter and pick several parts that they would like to clarify more. This task requires that the student actually pay attention to the reading the entire time, as well as figure out what is challenging and why. I think the peer grading might also pose a small problem in the groups. Students don't tend to want to grade their peers, particularly friends, so they might want to be extra lenient with this part. I would have to explain to them ahead of time that what they put down on those peer review papers aren't used primarily as a grading tool, but rather to increase other useful skills. I wouldn't say that they aren't used at all, or they really wouldn't take them seriously, but rather say be honest because I'll also be observing. So if a student who was rowdy the entire circle time got full marks on their peer review, I'd know that there was quite a bit of generosity or peer pressure there.

Introduction to the instructions for the first session

Worksheet for the Literary Luminary role

Online group assessment chart if you want to save paper