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ENGL 382: Adolescent Literature
  • Home
  • Syllabus & Schedule
  • Units
    • Unit 1: Poetry, Drama, and Short Stories
    • Unit 2: Contemporary Realistic Fiction
    • Unit 3: Adventure, Mystery, and Humor
    • Unit 4: Speculative Fiction
    • Unit 5: Auto- and Biography
    • Unit 6: Nonfiction
    • Unit 7: Historical Fiction
    • Unit 8: Graphic Formats
  • Projects
    • Research Project on Adolescent Literature or Literacy
    • Demonstration of Adolescent Literacy Teaching Strategy
    • Adolescent Literacy Curriculum Project
    • Adolescent Literature Critical Analysis and Evaluation Project
  • Discussions
    • Literature Circle Variation 1: ICQ
    • Literature Circle Variation 2: Question Categories
    • Literature Circle Variation 3: Coding the Text
    • Literature Circle Variation 4: Interactive Journal
  • Activities
    • Generating Deep Questions
    • Response Chaining
    • Mapping Events for Characters
    • Playing "Yeah, And . . ."
    • Creating Character Profiles
    • Sitting in the Hot Seat
    • Being Angels and Devils
    • Presenting Tableaux
    • Looking Through Critical Lenses
    • Playing Slow-Paced Jeopardy!
    • Writing in the Style of a Genre
    • Dialogue with a Text
    • Bloom's Taxonomy Project
    • 50 | 25 | 1 | 1 | Symbol Précis
    • Character Study
    • Major Works Data Sheet
    • Author Interview
    • Reading Ladders
    • Analyzing Graphic Novels
    • Character Party
    • Literature Tournament
    • Brown Bag Exam
  • Web Sites
    • Accudemia (Writing Center)
    • APA Style
    • APA Style Essay Template
    • Blackboard
    • Calendly (Appointments with Prof. Moberg)
    • CCSS ELA Standards
    • Citation Machine (APA or MLA)
    • DSU E-Mail and OneDrive
    • ILA Standards
    • iMoberg
    • Literary Devices
    • Literary Devices, Definition and Examples
    • Literary Devices, Terms, and Elements
    • MLA Style
    • MLA Style Essay Template
    • NBPTS Standards for ELA Early Adolescence, Adolescence, and Young Adulthood
    • NCTE Standards
    • ND Academic Content Standards
    • NetTutor (Onling Tutoring)
    • Stoxen Library Resources for Language and Literature
    • Stoxen Library Resources for Teacher Education
  • Reading Lists

Literature Circle Variation 3:
​Coding the Text


Once students have become accustomed to leading their own literature discussions by choosing and enacting particular roles during literature circle time, you could have them try other variations that don't involve playing those roles but that still allow them to lead their own discussions of their reading.

One option is to have them code the text while reading (or to return to the text and code it afterward, probably in the minutes right before starting their literature circles). Using a common set of symbols, students mark parts of the text that raise questions, seem important, confirm what they already think or know, or may confuse them. (If students are working with a copy of the book that they aren't allowed to mark up, then they can use sticky notes to mark the text, and they can write their symbols on the sticky notes.)

In the image below, you can see the symbols and what they mean.

Once students have coded the text (either before class or at the start of their literature circles), then they use the codes in their books as the basis for discussion. Students must provide a rationale for their coding to explain their own reading experiences while working towards a better understanding of the parts of the text that confuse or raise questions for them or others.

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