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LITERATURE CIRCLE :books: - Coggle Diagram
LITERATURE CIRCLE :books:
Teachers' perceptions of literature circle as technique to teach creative writing using literary texts
Develop by Harvey Daniels (1994) :information_desk_person::skin-tone-2:
Develop with a concept based on the centuries-old tradition of adult 'book clubs' or 'reading groups'
This model was originally designed for native language elementary and secondary school learners.
Features :pen:
Students choose materials.
Small temporary groups are formed, based on book choice.
Each group read a different book.
When finish of read the book, students share with their classmates, and form new groups.
There are meets to disscuss their reading.
students use written and drawn to guide (reading and discusion)
Discussion topics come from students
Group meeting aim to be open, natural conversations about books
Teacher serves as the facilitador
Evaluation (teacher observation and self appraisal)
A spirit of playfulness and fun pervades the room
Furr replaced four Daniel’s Key ingredients for:
1) Instructors select materials appropriate for their student population.
2) Small temporary groups are formed, based on students’ choice or the Instructor’ direction
3) Different groups are usually reading the same text
4) When books are finished, readers may prepare a group project, Instructor may provide additional information
:book: The changes realized for Furr were very important and relevant
because teachers choose appropriate literary texts depending on the language proficiency level.
foster rapport and team effort among members
there is a natural enviroment
the interdependence of members in the LC could be formed by assigning specific roles and tasks related to the literary text
Important: designing role sheets suitable for the text
interchangeable roles for every member in the group
types of literary luminary
connector
illustrador
cultural expert
checker.
Pre - Workshop survey
Post - workshop survey
