Literature Circle Text Set
Ryan Burnett & Karen Reodica
(Literary Circle Queens)
PICTURE BOOKS Ages 4-8
(Literary Circle Queens)
PICTURE BOOKS Ages 4-8
The Story of Ruby Bridges by R. Coles
This book tells the story of Ruby Bridges, a six-year old African-American girl who lived in New Orleans. Ruby was one of the first students to attend an all-white school after the court-ordered desegregation in 1960. The story expresses how her actions led to the beginning of an end to segregation in schools.
-----
Odd Ball Out: Young Albert Einstein by D. Brown
The story of Albert Einstein’s early life is told in this charming biography. The illustrations in this book are beautiful and work well to highlight the humor and nuance found in the text.
-----
A Library for Juana: The World of Sor Juana Ines by P. Mora
This book tells the life story of Sor (Sister) Juana Ines, one of the most brilliant writers and poets in Mexico’s history. The beautifully crafted text is seamlessly complemented by delightful and thought-provoking illustrations.
I, _____________________________, agree to read
_____________________________ in cooperation with
____________________________, __________________________,
______________________________, __________________________,
and ___________________________.
For the first section, I will prepare pages _______________ by doing
_________________ (job) to share with my group.
(due date: ____________________)
For the second section, I will prepare pages _______________ by doing a journal
response to share with my group. (due date: ____________________)
Your response will be graded for completeness and accuracy of information, as well as
length and amount of detail provided. Responses with many spelling and grammar errors
will be returned for improvement with grades lowered. You should turn in your responses
and this contract with your group after the second meeting.
During the first section, I learned the following from the other members of my group:
During the second section, I learned the following from the other members of my group:
Signed __________________________ Date ___________
I, ________________________, do not have my response for the
literature circle meeting on _______________________.
The reason I do not have it is
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________.
In the future I will eliminate this problem by
________________________________________________________________.
I understand I will receive two zeroes for this work and
that it will not be accepted late.
Signature _________________________
Date __________________
After reading the first part of the book, work with your group to see how you might solve the problem. Use this worksheet to help guide your thinking.
1 Think about the characters and the setting of this story. What is important to note about them?
2 What is the main problem that has to be solved?
3 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
4 What additional information might be useful in making a decision?
5 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
6 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
7 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
8 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
Students encounter narrative text very early in their lives, and they begin to internalize the common elements found in most stories. Story Mapping (Beck& McKeown, 1981) is a strategy that helps students use narrative structure to analyze stories. Story Maps feature graphic representations of key story elements. The resulting visual outline helps students build a coherent framework for understanding and remembering a story.
Process
1. The student places information from the attached Story Map. The teachers model the process before students do it on their own.
2. After reading a short story or a novel, students fill in the Story Map by asking themselves the following questions. The first time around, the teacher might model this process:
Setting
Where does the story take place?
When does the story take place?
Who are the major characters?
Who are the minor characters?
Goal
What is the main goal or purpose of the main character?
Conflict
Man vs. Him/herself-a character struggles with him or herself, trying to figure out what to do
Man vs. Man-a character has some sort of problem with others that needs to be addressed
Man vs. Nature-a character is presented with a difficult natural situation that he or she must overcome—threatening animas, treacherous weather, a dangerous environment, or a disaster such as a fire
Man vs. Supernatural-a character faces a problem with something or person with supernatural powers Plot
Something happens. What does the main character do?
How did it turn out?
Main character makes a new plan to get the goal. Main character tries new plan. How did it turn out?
Emphasize the recording of only major events.
Climax
Students should realize that the climax is the point in the story where the action comes together and the character overcomes or fails to overcome the conflict.
Falling Action
These are the events that follow the story and lead to the end.
Advantages
Students are provided with a visual framework for understanding and analyzing stories, and their knowledge of story structure is reinforced as a foundation for the successful reading of narrative text.
Questions for guiding and discussing stories that are derived from the elements of story structure lead to more coherent and integrated comprehension from students. Students improve their ability to predict probable questions for a particular story.
Students become practiced in using story structure as a basis for the creation of their own stories. Students also have a clear model for the writing of summaries and other reactions to the stories they read.
This strategy is appropriate for most narrative text. It can be modified for use with some types of expository material, such as biographies and autobiographies.
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
CHAPTER BOOKS Ages 8-11
This book tells the story of Ruby Bridges, a six-year old African-American girl who lived in New Orleans. Ruby was one of the first students to attend an all-white school after the court-ordered desegregation in 1960. The story expresses how her actions led to the beginning of an end to segregation in schools.
-----
Odd Ball Out: Young Albert Einstein by D. Brown
The story of Albert Einstein’s early life is told in this charming biography. The illustrations in this book are beautiful and work well to highlight the humor and nuance found in the text.
-----
A Library for Juana: The World of Sor Juana Ines by P. Mora
This book tells the life story of Sor (Sister) Juana Ines, one of the most brilliant writers and poets in Mexico’s history. The beautifully crafted text is seamlessly complemented by delightful and thought-provoking illustrations.
LITERATURE CIRCLES STUDY CONTRACT
I, _____________________________, agree to read
_____________________________ in cooperation with
____________________________, __________________________,
______________________________, __________________________,
and ___________________________.
For the first section, I will prepare pages _______________ by doing
_________________ (job) to share with my group.
(due date: ____________________)
For the second section, I will prepare pages _______________ by doing a journal
response to share with my group. (due date: ____________________)
Your response will be graded for completeness and accuracy of information, as well as
length and amount of detail provided. Responses with many spelling and grammar errors
will be returned for improvement with grades lowered. You should turn in your responses
and this contract with your group after the second meeting.
During the first section, I learned the following from the other members of my group:
During the second section, I learned the following from the other members of my group:
Signed __________________________ Date ___________
I, ________________________, do not have my response for the
literature circle meeting on _______________________.
The reason I do not have it is
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________.
In the future I will eliminate this problem by
________________________________________________________________.
I understand I will receive two zeroes for this work and
that it will not be accepted late.
Signature _________________________
Date __________________
PROBLEM-SOLVING THINK SHEET
After reading the first part of the book, work with your group to see how you might solve the problem. Use this worksheet to help guide your thinking.
1 Think about the characters and the setting of this story. What is important to note about them?
2 What is the main problem that has to be solved?
3 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
4 What additional information might be useful in making a decision?
5 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
6 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
7 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
8 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
STORY MAP
Doug Buehl, Classroom Strategies for Interactive Learning, International Reading Association, 2000Students encounter narrative text very early in their lives, and they begin to internalize the common elements found in most stories. Story Mapping (Beck& McKeown, 1981) is a strategy that helps students use narrative structure to analyze stories. Story Maps feature graphic representations of key story elements. The resulting visual outline helps students build a coherent framework for understanding and remembering a story.
Process
1. The student places information from the attached Story Map. The teachers model the process before students do it on their own.
2. After reading a short story or a novel, students fill in the Story Map by asking themselves the following questions. The first time around, the teacher might model this process:
Setting
Where does the story take place?
When does the story take place?
Who are the major characters?
Who are the minor characters?
Goal
What is the main goal or purpose of the main character?
Conflict
Man vs. Him/herself-a character struggles with him or herself, trying to figure out what to do
Man vs. Man-a character has some sort of problem with others that needs to be addressed
Man vs. Nature-a character is presented with a difficult natural situation that he or she must overcome—threatening animas, treacherous weather, a dangerous environment, or a disaster such as a fire
Man vs. Supernatural-a character faces a problem with something or person with supernatural powers Plot
Something happens. What does the main character do?
How did it turn out?
Main character makes a new plan to get the goal. Main character tries new plan. How did it turn out?
Emphasize the recording of only major events.
Climax
Students should realize that the climax is the point in the story where the action comes together and the character overcomes or fails to overcome the conflict.
Falling Action
These are the events that follow the story and lead to the end.
Advantages
Students are provided with a visual framework for understanding and analyzing stories, and their knowledge of story structure is reinforced as a foundation for the successful reading of narrative text.
Questions for guiding and discussing stories that are derived from the elements of story structure lead to more coherent and integrated comprehension from students. Students improve their ability to predict probable questions for a particular story.
Students become practiced in using story structure as a basis for the creation of their own stories. Students also have a clear model for the writing of summaries and other reactions to the stories they read.
This strategy is appropriate for most narrative text. It can be modified for use with some types of expository material, such as biographies and autobiographies.
Ideas for Response to Circle Meeting Preparing for Literature Circle Meetings
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
CHAPTER BOOKS Ages 8-11
TIME for Kids: Eleanor Roosevelt: First Lady of the World by D. El Nabli
This book covers the span of the life of Eleanor Roosevelt from her childhood years to her role as First Lady. Throughout, it details her passion and involvement with issues such as civil rights and women’s rights, and describes the role she played in support of her husband and president, Franklin Delano Roosevelt.
-----
Nelson Mandela: South Africa’s Silent Voice of Protest by J. Hargrove
This book tells of Nelson Mandela and his life-long dedication to civil rights, particularly in South Africa. It describes his impressive educational achievements, and informs of his twenty-seven year imprisonment as well.
-----
Promises to Keep: How Jackie Robinson Changed America by S. Robinson
Jackie Robinson’s daughter, Sharon Robinson, tells not only of her father’s athleticism, but also of his courage and discipline. His athletic achievements opened the door for minorities’ entry and acceptance into professional sports.
This book covers the span of the life of Eleanor Roosevelt from her childhood years to her role as First Lady. Throughout, it details her passion and involvement with issues such as civil rights and women’s rights, and describes the role she played in support of her husband and president, Franklin Delano Roosevelt.
-----
Nelson Mandela: South Africa’s Silent Voice of Protest by J. Hargrove
This book tells of Nelson Mandela and his life-long dedication to civil rights, particularly in South Africa. It describes his impressive educational achievements, and informs of his twenty-seven year imprisonment as well.
-----
Promises to Keep: How Jackie Robinson Changed America by S. Robinson
Jackie Robinson’s daughter, Sharon Robinson, tells not only of her father’s athleticism, but also of his courage and discipline. His athletic achievements opened the door for minorities’ entry and acceptance into professional sports.
PROBLEM-SOLVING THINK SHEET
After reading the first part of the book, work with your group to see how you might solve the problem. Use this worksheet to help guide your thinking.
9 Think about the characters and the setting of this story. What is important to note about them?
10 What is the main problem that has to be solved?
11 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
12 What additional information might be useful in making a decision?
13 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
14 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
15 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
16 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
9 Think about the characters and the setting of this story. What is important to note about them?
10 What is the main problem that has to be solved?
11 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
12 What additional information might be useful in making a decision?
13 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
14 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
15 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
16 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
Ideas for Response to Circle Meeting
Preparing for Literature Circle Meetings
Preparing for Literature Circle Meetings
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
INTERMEDIATE/YOUNG ADULT BOOKS
Ages 11-13
Ages 11-13
Always Running: A Memoir of La Vida Loca, Gang Days in L.A. by L.J. Rodriguez
Luis J. Rodriguez a former L.A. gang member describes his experiences in that world, recounting the sense of security and power found in a gang and the grim reality of violence and poverty, in an updated edition of his memoir. Rodrigues relates the futility of his life in Los Angeles as a gang member; now at 30 years of age, realizing his son is following the same way of life in Chicago. Rodrigues now finishes his life story as a legacy to his son.
-----
Persepolis by M. Satrapi
Persepolis is Marjane Satrapi’s memoir of growing up in Iran during the Islamic Revolution. Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw the overthrow of the Shah’s regime, the triumph of the Islamic Revolution, and the devastating effects of the war with Iraq. Presenting a child's view of war and her own shifting ideals, she also shows quotidian life in Tehran and her family's pride and love for their country despite the tumultuous times.
-----
Bad Boy: A Memoir by W.D. Myers
As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. Growing up in a poor family in Harlem, his hope for a successful future diminished as he came to realize fully the class and racial struggles that surrounded him. In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the magical world of Harlem during the 1940s and 1950s.
Luis J. Rodriguez a former L.A. gang member describes his experiences in that world, recounting the sense of security and power found in a gang and the grim reality of violence and poverty, in an updated edition of his memoir. Rodrigues relates the futility of his life in Los Angeles as a gang member; now at 30 years of age, realizing his son is following the same way of life in Chicago. Rodrigues now finishes his life story as a legacy to his son.
-----
Persepolis by M. Satrapi
Persepolis is Marjane Satrapi’s memoir of growing up in Iran during the Islamic Revolution. Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw the overthrow of the Shah’s regime, the triumph of the Islamic Revolution, and the devastating effects of the war with Iraq. Presenting a child's view of war and her own shifting ideals, she also shows quotidian life in Tehran and her family's pride and love for their country despite the tumultuous times.
-----
Bad Boy: A Memoir by W.D. Myers
As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. Growing up in a poor family in Harlem, his hope for a successful future diminished as he came to realize fully the class and racial struggles that surrounded him. In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the magical world of Harlem during the 1940s and 1950s.
DISCUSSION LEADER
Discussion Leader: Your job is to keep the discussion going, to make sure there are not silences, not gaps in the conversation. You should come to the meeting with at least five "thinking" questions to ask in case the conversation slows down. These "thinking" questions should be designed to get people in your group thinking about issues and topics in your
reading. They should not be "recall" questions that ask for facts from the book. You are also in charge of keeping the discussion focused so that things don't wander too far from the main topic, which is the book.
Question #1 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question? _______________________________________________________________________
_____________________________________________________________
Question #2 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question? _______________________________________________________________________
_______________________________________________________________________
Question#3
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question?
_______________________________________________________________________
_______________________________________________________________________
Discussion Leader: Your job is to keep the discussion going, to make sure there are not silences, not gaps in the conversation. You should come to the meeting with at least five "thinking" questions to ask in case the conversation slows down. These "thinking" questions should be designed to get people in your group thinking about issues and topics in your
reading. They should not be "recall" questions that ask for facts from the book. You are also in charge of keeping the discussion focused so that things don't wander too far from the main topic, which is the book.
Question #1 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question? _______________________________________________________________________
_____________________________________________________________
Question #2 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question? _______________________________________________________________________
_______________________________________________________________________
Question#3
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Is this question designed to get people thinking? _________
What connections do you anticipate your group members will make as a result of this question?
_______________________________________________________________________
_______________________________________________________________________
PROBLEM-SOLVING THINK SHEET
After reading the first part of the book, work with your group to see how you might solve the problem. Use this worksheet to help guide your thinking.
17 Think about the characters and the setting of this story. What is important to note about them?
18 What is the main problem that has to be solved?
19 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
20 What additional information might be useful in making a decision?
21 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
22 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
23 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
24 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
17 Think about the characters and the setting of this story. What is important to note about them?
18 What is the main problem that has to be solved?
19 As you think about how you might solve the problem, what information has the author given you that might be important? Think of three things.
20 What additional information might be useful in making a decision?
21 As you try to solve this problem, draw a diagram illustration of what you think are important considerations. You may want to do your drawing on the back of this page.
22 What do you think are the most likely ways to resolve this problem? Suggest three solutions.
23 What criteria can you use to choose the best plan to solve the problem from the list of potions above? Suggest three criteria.
24 Using the above criteria, circle the option from question 6 that you think will work best to solve the problem.
Developed by Dr. Donna Ogle, National-Louis University, Evanston, Illinois
Ideas for Response to Circle Meeting
Preparing for Literature Circle Meetings
Remember to mark the parts you want to discuss or make a note in your journal about them. Be ready to talk about your choices.Preparing for Literature Circle Meetings
First Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Makes you wonder
• Makes you laugh
• Makes you sad or upset
Second Circle Meeting
Before you meet with your literature circle, choose a part of your book that (only choose one):
• Was your favorite Part
• Reminds you of another book
• Reminds you of something that has happened in your life
Third Circle Meeting
Before you meet with your literature circle, choose a part of your book that:
• A Quote and A Question
Literature Circle Text Set
Annotated Book List
Annotated Book List
PICTURE BOOKS
Coles, R (1995). The Story of Ruby Bridges. New York, NY: Scholastic Press.
This book tells the story of Ruby Bridges, a six-year old African-American girl who lived in New Orleans. Ruby was one of the first students to attend an all-white school after the court-ordered desegregation in 1960. The story expresses how her actions led to the beginning of an end to segregation in schools.
Brown, D. (2004). Odd Boy Out: Young Albert Einstein. Boston, MA: Houghton Mifflin.
The story of Albert Einstein’s early life is told in this charming biography. The illustrations in this book are beautiful and work well to highlight the humor and nuance found in the text.
Mora, Pat. (2002). A Library for Juana: The World of Sor Juana Ines. New York, NY: Knopf Books for Young Readers.
This book tells the life story of Sor (Sister) Juana Ines, one of the most brilliant writers and poets in Mexico’s history. The beautifully crafted text is seamlessly complemented by delightful and thought-provoking illustrations.
MATERIALS FOR PICTURE BOOKS
Literature Circle Student Contract
Artistic Adventurer Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
CHAPTER BOOKS
El Nabli, D. (2006). Time for Kids: Eleanor Roosevelt: First Lady of the world. Rebound by Sagebrush.
This book covers the span of the life of Eleanor Roosevelt from her childhood years to her role as First Lady. Throughout, it details her passion and involvement with issues such as civil rights and women’s rights, and describes the role she played in support of her husband and president, Franklin Delano Roosevelt.
Hargrove, J. (1989). Nelson Mandela: South Africa's silent voice of protest. Chicago, IL: Children’s Press.
This book tells of Nelson Mandela and his life-long dedication to civil rights, particularly in South Africa. It describes his impressive educational achievements, and informs of his twenty-seven year imprisonment as well.
Robinson, S. (2004). Promises to keep: How Jackie Robinson Changed America. New, York: Scholastic Publishers.
Jackie Robinson’s daughter, Sharon Robinson, tells not only of her father’s athleticism, but also of his courage and discipline. His athletic achievements opened the door for minorities’ entry and acceptance into professional sports.
MATERIALS FOR CHAPTER BOOK
Literature Circle Student Contract
Literary Luminary Worksheet
Character Captain Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
INTERMEDIATE/YOUNG ADULT BOOKS
Rodriguez, L. J. (1994). Always Running: A Memoir of La Vida Loca, Gang Days in L.A. (1st Touchstone ed.). New York: Simon & Schuster.
Luis J. Rodriguez a former L.A. gang member describes his experiences in that world, recounting the sense of security and power found in a gang and the grim reality of violence and poverty, in an updated edition of his memoir. Rodriguez relates the futility of his life in Los Angeles as a gang member; now at 30 years of age, realizing his son is following the same way of life in Chicago. Rodriguez now finishes his life story as a legacy to his son.
Satrapi, M. (2003). Persepolis (1st American ed.). New York, N.Y.: Pantheon Books.
Persepolis is Marjane Satrapi’s memoir of growing up in Iran during the Islamic Revolution. Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw the overthrow of the Shah’s regime, the triumph of the Islamic Revolution, and the devastating effects of the war with Iraq. Presenting a child's view of war and her own shifting ideals, she also shows quotidian life in Tehran and her family's pride and love for their country despite the tumultuous times.
Myers, W. D. (2001). Bad boy: a memoir (1st Harper Tempest ed.). New York, N.Y.: Harper Tempest.
As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. Growing up in a poor family in Harlem, his hope for a successful future diminished as he came to realize fully the class and racial struggles that surrounded him. In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the magical world of Harlem during the 1940s and 1950s.
MATERIALS FOR INTERMEDIATE/YOUNG ADULT BOOKS
Literature Circle Student Contract
Discussion Leader Worksheet
Character Connector Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
Coles, R (1995). The Story of Ruby Bridges. New York, NY: Scholastic Press.
This book tells the story of Ruby Bridges, a six-year old African-American girl who lived in New Orleans. Ruby was one of the first students to attend an all-white school after the court-ordered desegregation in 1960. The story expresses how her actions led to the beginning of an end to segregation in schools.
Brown, D. (2004). Odd Boy Out: Young Albert Einstein. Boston, MA: Houghton Mifflin.
The story of Albert Einstein’s early life is told in this charming biography. The illustrations in this book are beautiful and work well to highlight the humor and nuance found in the text.
Mora, Pat. (2002). A Library for Juana: The World of Sor Juana Ines. New York, NY: Knopf Books for Young Readers.
This book tells the life story of Sor (Sister) Juana Ines, one of the most brilliant writers and poets in Mexico’s history. The beautifully crafted text is seamlessly complemented by delightful and thought-provoking illustrations.
MATERIALS FOR PICTURE BOOKS
Literature Circle Student Contract
Artistic Adventurer Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
CHAPTER BOOKS
El Nabli, D. (2006). Time for Kids: Eleanor Roosevelt: First Lady of the world. Rebound by Sagebrush.
This book covers the span of the life of Eleanor Roosevelt from her childhood years to her role as First Lady. Throughout, it details her passion and involvement with issues such as civil rights and women’s rights, and describes the role she played in support of her husband and president, Franklin Delano Roosevelt.
Hargrove, J. (1989). Nelson Mandela: South Africa's silent voice of protest. Chicago, IL: Children’s Press.
This book tells of Nelson Mandela and his life-long dedication to civil rights, particularly in South Africa. It describes his impressive educational achievements, and informs of his twenty-seven year imprisonment as well.
Robinson, S. (2004). Promises to keep: How Jackie Robinson Changed America. New, York: Scholastic Publishers.
Jackie Robinson’s daughter, Sharon Robinson, tells not only of her father’s athleticism, but also of his courage and discipline. His athletic achievements opened the door for minorities’ entry and acceptance into professional sports.
MATERIALS FOR CHAPTER BOOK
Literature Circle Student Contract
Literary Luminary Worksheet
Character Captain Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
INTERMEDIATE/YOUNG ADULT BOOKS
Rodriguez, L. J. (1994). Always Running: A Memoir of La Vida Loca, Gang Days in L.A. (1st Touchstone ed.). New York: Simon & Schuster.
Luis J. Rodriguez a former L.A. gang member describes his experiences in that world, recounting the sense of security and power found in a gang and the grim reality of violence and poverty, in an updated edition of his memoir. Rodriguez relates the futility of his life in Los Angeles as a gang member; now at 30 years of age, realizing his son is following the same way of life in Chicago. Rodriguez now finishes his life story as a legacy to his son.
Satrapi, M. (2003). Persepolis (1st American ed.). New York, N.Y.: Pantheon Books.
Persepolis is Marjane Satrapi’s memoir of growing up in Iran during the Islamic Revolution. Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw the overthrow of the Shah’s regime, the triumph of the Islamic Revolution, and the devastating effects of the war with Iraq. Presenting a child's view of war and her own shifting ideals, she also shows quotidian life in Tehran and her family's pride and love for their country despite the tumultuous times.
Myers, W. D. (2001). Bad boy: a memoir (1st Harper Tempest ed.). New York, N.Y.: Harper Tempest.
As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. Growing up in a poor family in Harlem, his hope for a successful future diminished as he came to realize fully the class and racial struggles that surrounded him. In a memoir that is gripping, funny, and ultimately unforgettable, Walter Dean Myers travels back to his roots in the magical world of Harlem during the 1940s and 1950s.
MATERIALS FOR INTERMEDIATE/YOUNG ADULT BOOKS
Literature Circle Student Contract
Discussion Leader Worksheet
Character Connector Worksheet
Vocabulary Enricher Worksheet
Response Ideas Worksheet
Problem Solving Think Sheet
Story Map Worksheet
No Lit Circle Form
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