Expanding the Circle

The Reading Circle Role Sheets provide a framework for language learners to discuss a
common text in English, but that is only the beginning, because at the heart of every Reading
Circle, there is a great story. Stories cross boundaries of geography, culture, theme, and time;
they create alternative realities that intersect with the real world, reflect it, and comment on it,
obliquely or directly. The Reading Circles discussion format can be expanded to include many
different activities that continue to explore the story. Here are just a few ideas:

An Illustrator Role asks students, singly or in pairs, to illustrate a central image, theme, or
metaphor in a story. Illustrations can be in the form of sketches, cartoons, collages, diagrams,
or any type of graphic. Illustrations can be presented to the group without comment, so that
the group has a chance to discuss different interpretations.

A Background Investigator Role asks students, working in groups of two or three, to do

additional research following the group discussion, in order to find background information on
some aspect of a story. For example, students might be asked to look into the historical
accuracy of a story, or to find information about the place where the story is set, or about the
social customs that were common in that country at that time.

Mini-Presentations by teachers on authors, or cultural or historical points from the story.

Once students have discussed a story, and it has captured their interest, the stage has been set
for meaningful work on listening comprehension, and teachers who want to integrate listening
skills into their Reading Circles classes can use these presentations, or mini-lectures, to provide
listening and note-taking practice. A good mini-lecture in English can reinforce topic
vocabulary raised during the group discussions. Mini-lectures range from 15 to 25 minutes
depending on the language level of the students.

Mini-Presentations by students on biographical information about selected authors. Students

will need to do some additional research for these presentations, so it is best if they work in
pairs, threes, or entire Reading Circle groups. Presentations can be made as oral presentations
to the class, or in the form of poster sessions. These presentations range from 10 to 20 minutes.

Poster Session – students work together in their Reading Circles to create a poster illustrating
one or more aspects of a story, such as the theme, author, or background of the story, then
present their posters to the class. See the page opposite for a detailed guide to this activity.

Plot Pyramid Activity – each Reading Circle group creates a plot diagram for a story they have
just discussed, and then presents their findings to the class. See page 24 for a detailed guide to
this activity.

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Reading Circles Poster Sessions
Poster sessions offer an enjoyable and interesting way to expand on Reading Circle group
discussions. Students enjoy the creative aspect of assembling the posters, and teachers can use
both the posters and short oral presentations as ways of evaluating students for their Reading
Circles work. Poster Sessions ask students to practise some basic research and oral presentation
skills, so teachers should tailor the complexity of these tasks to fit both their course objectives
and student population. Also, it is best if students complete at least two full Reading Circle
sessions (role preparation and group discussion) before trying this activity.

Poster Session Guide

1 For the first poster session in a class, it is best to have all the groups make posters about the
same story. This serves two purposes. First, when all the groups are working on the same
story, it is much easier for the teacher to assist students in finding information for their
posters. Next, students generally find it interesting to see posters about the same story
created from the different perspectives of other Reading Circle groups in the class.

2 Ask students to look at the Poster Activity pages in the student book. Read the instructions
together and look at the poster graphic. The first time, it may work best to have different
groups focus on just one or two of the categories suggested there. Or teachers can leave the
activity completely open, allowing each group to choose whichever categories they like.

3 Teachers may ask students to find additional information to create their posters, or they may
supply materials to each group themselves. Students should be encouraged to look for
pictures and graphics as well as text, and if they do research outside the class, it is a good
idea to set up research teams of two or three students within each Reading Circle.

4 The research teams work independently, and when they bring their materials to class, each
Reading Circle will have at least two different sets of information from their research teams.
The full group then decides how to use this information to create the poster.

5 Students create their posters in class. Give each group one large piece of poster paper, and
ensure they have glue, marker pens, and other materials needed. Students can be asked in
advance to bring these items, or teachers can supply them.

6 Each group makes notes which they will use when doing their poster presentations.

7 The posters are put up around the classroom, and Reading Circle members take turns
presenting their posters to small groups of classmates. There can be five or six mini-
presentations happening at the same time, with each group rotating pairs of presenters as
students move around the room to watch different mini-presentations.

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Plotting the Pyramid
This activity gives students an opportunity to experience a story from a new perspective. After
they have read and discussed a story in their circles, students will already know the story quite
well and will be familiar with the characters and events. The Plot Pyramid activity then asks
them to examine closely the plot of the story and to break it down into five distinct parts.
The activity also provides ways of evaluating students for their Reading Circles work.
Teachers can evaluate both the Plot Pyramids created by each group and the short presentations
about the pyramids which students may give in class. However, it is best if students complete at
least two full Reading Circle sessions (role preparation and group discussion) before trying this
activity.

Guidelines for Plotting the Pyramid

1 Ask students to look at the Pyramid Activity pages in the student book. In class, read
through the descriptions for each of the five parts of the pyramid.

2 Then use examples from a recently read story to illustrate each part of the pyramid. As a
whole class activity, ask each Reading Circle several questions to help them identify one part
of the pyramid. Allow the groups a few minutes to come up with possible answers, and then,
using their answers, plot a simple pyramid on the board. This can then be used as an
example, or model, for the story the students are currently working on.

3 Give each group a photocopy of the graphic for Plotting the Pyramid on the page opposite.

4 Read through the section called How to Plot the Pyramid in the student book.

5 Explain to students that for each part of the pyramid, there may be different possible
answers, according to their own understanding of the story. This is especially the case for the
Complication, the Rising Action, and the Climax. Tell students that they need to be story
detectives, who look for clues and find reasons for identifying particular passages as the
parts of the pyramid.

6 In their Reading Circles, students work together to find each part of the pyramid and to
complete the sentences on the pyramid activity sheet.

7 The groups, in turn, draw their pyramids on the board, and then explain each point to the
class. There may be interesting variations in the pyramids, and teachers might encourage
each Reading Circle in the audience to ask one question after each pyramid presentation.

This activity can also be done as a Poster Session. See points 5 to 7 in the Poster Sessions guide
on the previous page.

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 Plotting the Pyramid

STORY TITLE

4 Climax
This is when ___________________________
_____________________________________
_____________________________________
This is the Climax because _________________
_____________________________________
_____________________________________

3 Rising Action
The two most important points are
_____________________________
_____________________________
They are important because _______
a
a
CLIMAX

_____________________________
_____________________________
_____________________________

RISING
ACTION
2 Complication
This is when ______________________
This is the Complication because ______
_______________________________
_______________________________

EXPOSITION

1 Exposition
c COMPLICATION
5 Resolution
RESOLUTION

The important points are ______ This is when ____________________

_________________________ ______________________________
_________________________ This is the Resolution because
_________________________ ______________________________
_________________________ ______________________________
_________________________ ______________________________

© OXFORD UNIVERSITY PRESS 25 PHOTOCOPIABLE

BOOKWORMS CLUB READING CIRCLES TEACHER’S HANDBOOK
© Oxford University Press www.oup.com/elt