I created a literature circle unit plan that included three separate texts and should be implemented over the course of 3 to 4 weeks. This activity was implemented at a different school with a different group of ELLs. Because of time constraints I was only able to implement the initial lesson which introduced the students to the activity of a literature circle and completed most of the first selected text which was the easiest of the three. Below is an explanation of the unit and my reflections on the activity.
Overview of Second Language Learners:
The ESL group was a mix of three fourth graders – two male and one female – and two sixth graders – one male and one female. All of the students have the same L1: Spanish. They are all of Mexican decent and have been in Mississippi for varying amounts of time; all have been here for at least two years. One of the fourth graders, Student R, is above reading level and loves to read. The other two fourth graders, Student M and Student J, are at a third to fourth grade reading level. The two sixth graders, Student H and Student C, are below grade level in reading and writing. They are at a third to fourth grade reading level.
Literature Selections:
I decided to choose books that carried similar themes. Each book concerns the themes of identity, differences, going to new places/journeys and dreams. The first and third books carry the dreams theme more heavily than the second selection. Also, I made sure to choose books that were not too long, so they would not become frustrated or discouraged. For the second selection, I will only have the students read certain chapters that I feel fit the themes more closely and that I feel have more discussion points. The books are listed below in order of use and in order from easiest to most challenging.
1. Sis, P. (1991). Follow the Dream: The Story of Christopher Columbus. New York, NY: Alfred A. Knopf Inc.
2. Cisneros, S. (1984). The House on Mango Street. New York, NY: Vintage Books.
3. Ryan, P. M. & Sis, P. (2010). The Dreamer. New York, NY: Scholastic Press.
My overall impressions of implementation.
I really enjoyed the activity and I believe the students did as well. Because this activity was new to the students and they had not discussed imagery much before this lesson, we were not able to complete the whole book. It did take a little while for them to get the hang of the different jobs of Literary Luminary, Vocabulary Enrichers and Discussion Directors. I did have to use several of the questions that I had developed to start the discussions off and at first the students did not really want to speak up. They quickly began to become engaged in the story though. Having them use Dictionary.com when they could not figure out the definition of a vocabulary word from context clues also added some time. I have promised to finish the last section with them on Monday. I really enjoyed planning and implementing the literature circle though. I enjoyed the students' answers and engagement with the text.
Student reactions to the Literature.
The students really enjoyed the text (Follow the Dream. They were excited that they had some previous knowledge of who Christopher Columbus was and they really liked the illustrations and theme of fulfilling one's dreams. Also, I think they enjoyed the idea of the journey and discovery.
Student reactions to the discussions.
The students were a little hesitant to discuss much at first, but they began talk more as we moved through the text. They really enjoyed discussing dreams and talking about the pictures and imagery in the story.
Appropriateness of the Literature Circle Technique for second language learners.
I believe this activity can be very useful for second language learners. However, this activity is harder to implement with the very new learners of English and those with very low proficiency in speaking, listening, reading and writing. Also, the students must feel comfortable enough to take on the separate jobs involved. I had to pair up four of my students because their reading proficiency and confidence levels were lower. As long as the teacher is keeping those factors in mind, the literature circle can be successful and fun.
Possible changes to lesson.
I would definitely spend more time practicing the roles with the students, mainly the Discussion Director role. Also, I would spend more time giving examples of imagery at the beginning of the lesson. I had them listen to me read a passage from the second book and draw what they imagined as they listened to the description. Next time I will have them practice a few more times before really starting the stories. I might even use some poetry to help with this and ask them to write a few sentences describing something using imagery and share their examples.
Suggestions for other ESL teachers.
I would suggest having the students practice the different roles several times before having them hold the literature circle on their own. I would also suggest pairing students up if there are some with very low proficiency in English. Finally, I would suggest taking your time and not being afraid to have the students go back and re-read. Sometimes I let time rush me during the year because there is so much we are suppose to cover with the students.
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