Size: Groups of at most 6 (depending on roles included)

Time: 1-2 class periods

Adopted from: FacultyFocus.
Activity

1. Prior to the class: Provide students with 4 topic/reading choices, and let students
provide preferences on which they would like to discuss. Additionally, have
students submit preferences for Reading Circle Roles (see below). Assign
students to a topic, and role. In doing the readings for the following class, tell
students to read the reading with their role in mind. Also be sure to stress to the
students that the success of this activity relies on (1) everyone coming to
class having read the reading and (2) everyone participating.
2. During class, one student in the group is assigned each of the following roles:
+ Discussion Director: Keeps the group on task, helps the group understand
the reading, listens intently to the group members, makes sure everyone
participates, and is responsible for the group summary notes.
+ Argument Summarizer. Presents a brief, concise summary of the day’s
reading, places everything in chronological order, and is able to answer any
clarifying questions.
+ Illustrator. Uses details from the text to help group members better understand
the reading and selects significant elements that make connections to course
themes.
+ Literary Luminary. Selects quotes that are especially significant, descriptive,
or controversial; makes an interesting or engaging plan to have group look at
particular passages; and is able to explain the significance of passages, or ask
questions to help group understand significance of passage.
+ Connector. Makes strong detailed connections cross-textually, historically, and
culturally to emphasize or demonstrate how the reading topic applies to
contemporary issues. Also engages other group members in making similar
connections.
+ Questioner. Uses a mixture of various levels of questions to engage group
members and engages with the text on a critical level.
3. Each circle then makes a 20-minute presentation of one significant aspect of
their text in any way they chose (standard presentation, dialogues, interviews,
plays, speeches, and debates).

Pointers

 This activity can work very well as a way for students to review for an exam, or
as a discussion before students need to write a paper. Activity may be more
challenging for first-year students, but is an excellent classroom activity for
upper-year or smaller classes.
 If including this activity as part of a graded component, be sure students are
given the rubric.