My 7th grade Language Arts students will be starting the novel, Seedfolks by Paul Feischman this week.
I really wanted to do something different, like my Literature Circles. However, I only have 8 students in this intervention class, and I knew I needed to make some modifications for something like this to work this year.
This new collection of Seedfolks Chapter Worksheets has 13 graphic organizers (all the same, but labeled with each character’s name.)
I plan on completing the first few together, and then have them work with a partner or group on others. At some point near the end of the novel, they will do one on their own for a grade.
I also made 8 different pages that look like this:
Each page will ask the students to list three character traits, which is a review from earlier in the year. Also, on each page, the students will have to ask one question, as if they were talking to the character in the chapter. I’m excited to see what they come up with for this box! The box across the bottom and the box on the right-hand side are different on each of the eight pages, covering a variety of reading skills including:
- Making Connections
- Author’s Craft
- Asking Questions
- Evaluating Text
My plan will be to pass a different one out to each student at the start of the chapter, and then we will discuss in a literature circle type fashion.
Seedfolks is based on the concept of individuals coming together to create a community garden. My lessons will be based on the concept of a community of readers.
I may just call them my “Readfolks. “
My 7th graders are starting A Wrinkle in Time in about two weeks and I decided to use Literature Circles. This will be my second time attempting Lit Circles and this time, with a push from our district, I created two versions of each role to meet the needs of various learners in my classroom. Read this previous post about my first experience with Lit Circles.
The “A” version is for my higher resource students and my “B” version will be for some of my students who are alternatively assessed and follow the extended standards. Here is an example for one of the roles.
A few students will be paired up so that they are doing the same task as a classmate but at a different level. For example, I will have two students doing the “Discussion Director” tasks for the same chapter but one will do the A version and one will do the B version. Everyone will be responsible for participating daily. (See the grading system at the end of the unit).
The roles are similar to those I used last year, but with new worksheets and a page with the corresponding standards.
- Word Wizard
- Passage Picker
- Clever Connector
- Figurative Language Lover
- Discussion Director
- Sci-Fi Guy (aka Game Changer)
As we read the book, I’ll try to update on our progress and success. Let me know what you think and if you see any immediate changes that need made.