In my last post, I shared how I set up “mixed” American Lit book club groups to facilitate a final cross-text discussion. My 2A Honors class utilized the Making Thinking Visible strategy of Peeling the Fruit to make connections across texts. For my 3B Honors class that met the following day, we utilized another Making Thinking Visible strategy called Circle of Viewpoints.
Just like the Period 2A class, Period 3B students were organized into mixed groups; this particular class required some adjustments at the beginning of class that due to an unusual number of absences. However, the tweaking of groups did not take long, and students did the same silent written response and then “Turn and Talk” warm up thinking/discussion activities as 2A. These activities took the first 30 minutes of class prior to our lunch break. When students returned, we reviewed the protocols and instructions for looking at themes and big ideas across books through the Circle of Viewpoints lens:
Students were asking to craft their poster using the Circle of Viewpoints protocol:
- The center of our circle was a big idea, issue, or theme that spoke to all of the books; group members selected this theme.
- In the second layer of the circle, students identified a character from their books and choose to look at the theme/issue/big idea through that character’s eyes.
- In the third layer, the students explained how the issue, theme, or big idea looked to that character through the character’s eyes. Several students chose to write from a first person perspective; a few completed this task using a third person point of view.
- The final outer layer provided students to post a big question–this could be a question that students had after engaging in the analysis or a question they felt their character might ask about the big idea, theme, or issue they were analyzing across texts.
Just like Peeling the Fruit, the Circle of Viewpoints thinking structure generated intense discussion in every group. Most groups discussed their ideas first before sketching a rough draft and then crafting their posters. Several students also pulled their annotation notes and organized them into a folder as a reference point for textual evidence to support their responses.
Just like Period 2A, we hung our posters around the room. Because the activity did take the entire 90 minute block, we did not have time for a formal gallery walk, but many students took the initiative to walk about and examine what their peers had to say.
Though I wish we’d had more time for a formal gallery walk and subsequent whole class discussion, the activity was engaging for students and generated intellectual energy while giving students a chance to share and think about their books in a mixed book club setting. Given that this was the final day of class prior to final exams and took place as AP and EOC exams were ending, I was pleased with the level of engagement I saw from students.
In my next and final post in this series, I’ll share some student reflections on the book club experience and how our semester long independent reading turned out to be a pivotal key in the success of the book clubs. If you would like to read the previous posts in this series, you can access those posts easily below: