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LiteratureCircle Guide:Maniac Mageeby Perdita FinnSCHOLASTICPROFESSIONALBOOKSNew York TorontoMexico City London Auckland SydneyNew Delhi Hong KongLiterature Circle Guide: Maniac Magee Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy the reproducibles from this book for classroomuse. No other part of this publication may be reproduced in whole or in part, or stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, orotherwise, without permission of the publisher. For information regarding permission, write to ScholasticProfessional Books, 555 Broadway, New York, NY 10012-3999.Guide written by Perdita FinnEdited by Sarah GlasscockCover design by Niloufar SafaviehInterior design by Grafica, Inc.Interior illustrations by Mona MarkCredits: Jacket cover from MANIAC MAGEE by Jerry Spinelli. Cover photograph by Carole Palmer.Cover copyright 1992 by HarperCollins Publishers. Reprinted by permission of HarperCollins Publishers.Copyright 2001 by Scholastic Professional Books. All rights reserved.ISBN 0-439-16362-5Printed in the U.S.A.Literature Circle Guide: Maniac Magee Scholastic Teaching Resources

ContentsTo the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Using the Literature Circle Guides in Your Classroom . . . . . . . . . . . . . . . . . . . . . . 5Setting Up Literature Response Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7The Good Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8About Maniac Magee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9About the Author: Jerry Spinelli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Enrichment Readings: Folk Heroes, Illiteracy in America, Segregation . . . . . . . . . . . . 10Literature Response Journal Reproducible: Before Reading the Book . . . . . . . . . . . 13Group Discussion Reproducible: Before Reading the Book . . . . . . . . . . . . . . . . . . . 14Literature Response Journal Reproducible: Before the Story and Chapter 1 . . . . . . . 15Group Discussion Reproducible: Before the Story and Chapter 1 . . . . . . . . . . . . . . . 16Literature Response Journal Reproducible: Chapters 2-6 . . . . . . . . . . . . . . . . . . . . 17Group Discussion Reproducible: Chapters 2-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Literature Response Journal Reproducible: Chapters 7-13 . . . . . . . . . . . . . . . . . . . 19Group Discussion Reproducible: Chapters 7-13 . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Literature Response Journal Reproducible: Chapters 14-21 . . . . . . . . . . . . . . . . . . 21Group Discussion Reproducible: Chapters 14-21 . . . . . . . . . . . . . . . . . . . . . . . . . . 22Literature Response Journal Reproducible: Chapters 22-26 . . . . . . . . . . . . . . . . . . 23Group Discussion Reproducible: Chapters 22-26 . . . . . . . . . . . . . . . . . . . . . . . . . . 24Literature Response Journal Reproducible: Chapters 27-32 . . . . . . . . . . . . . . . . . . 25Group Discussion Reproducible: Chapters 27-32 . . . . . . . . . . . . . . . . . . . . . . . . . . 26Literature Response Journal Reproducible: Chapters 33-38 . . . . . . . . . . . . . . . . . . 27Group Discussion Reproducible: Chapters 33-38 . . . . . . . . . . . . . . . . . . . . . . . . . . 28Literature Response Journal Reproducible: Chapters 39-46 . . . . . . . . . . . . . . . . . . 29Group Discussion Reproducible: Chapters 39-46 . . . . . . . . . . . . . . . . . . . . . . . . . . 30Reproducible: After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Reproducible: Individual Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Reproducible: Group Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Literature Discussion Evaluation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333Literature Circle Guide: Maniac Magee Scholastic Teaching Resources

To the TeacherAs a teacher, you naturally want to instill in yourstudents the habits of confident, critical, independent, and lifelong readers. You hope that evenwhen students are not in school they will seek outbooks on their own, think about and questionwhat they are reading, and share those ideas withfriends. An excellent way to further this goal is byusing literature circles in your classroom.A Allow three or four weeks for students to readeach book. Each of Scholastic’s LiteratureCircle Guides has ten sections as well asenrichment activities and final projects. Even ifstudents are reading different books in theLiterature Circle Guide series, they can bescheduled to finish at the same time.A Create a daily routine so students can focusIn a literature circle, students select a book toread as a group. They think and write about it ontheir own in a literature response journal and thendiscuss it together. Both journals and discussionsenable students to respond to a book and developtheir insights into it. They also learn to identifythemes and issues, analyze vocabulary, recognizewriting techniques, and share ideas with eachother—all of which are necessary to meet stateand national standards.on journal writing and discussions.A Decide whether students will be reading booksin class or for homework. If students do alltheir reading for homework, then allot classtime for sharing journals and discussions. Youcan also alternate silent reading and writingdays in the classroom with discussion groups.Read More AboutLiterature CirclesThis guide provides the support materials forusing literature circles with Maniac Magee byJerry Spinelli. The reading strategies, discussionquestions, projects, and enrichment readings willalso support a whole class reading of this text orcan be given to enhance the experience of anindividual student reading the book as part of areading workshop.Getting the Most from Literature Groupsby Penny Strube (Scholastic ProfessionalBooks, 1996)Literature Circles by Harvey Daniels(Stenhouse Publishers, 1994)Literature CirclesA literature circle consists of several students(usually three to five) who agree to read a booktogether and share their observations, questions,and interpretations. Groups may be organizedby reading level or choice of book. Often thesegroups read more than one book together since,as students become more comfortable talkingwith one another, their observations andinsights deepen.When planning to use literature circles in yourclassroom, it can be helpful to do the following:A Recommend four or five books from whichstudents can choose. These books might begrouped by theme, genre, or author.4Literature Circle Guide: Maniac Magee Scholastic Teaching Resources

Using the Literature CircleGuides in Your ClassroomIf everyone in class is reading the same book,you may present the reading strategy as a minilesson to the entire class. For literature circles,however, the group of students can read over anddiscuss the strategy together at the start of classand then experiment with the strategy as theyread silently for the rest of the period. You maywant to allow time at the end of class so thegroup can talk about what they noticed as theyread. As an alternative, the literature circle canreview the reading strategy for the next sectionafter they have completed their discussion. Thatnight, students can try out the reading strategyas they read on their own so they will be readyfor the next day’s literature circle discussion.Each guide contains the following sections:A background information about the authorand bookA enrichment readings relevant to the bookA Literature Response Journal reproduciblesA Group Discussion reproduciblesA Individual and group projectsA Literature Discussion Evaluation SheetBackground Information andEnrichment Readings Literature Response Journal TopicsA literature response journal allows a reader to“converse” with a book. Students write questions,point out things they notice about the story, recallpersonal experiences, and make connections toother texts in their journals. In other words, theyare using writing to explore what they thinkabout the book. See page 7 for tips on how to helpstudents set up their literature response journals.The background information about the author andthe book and the enrichment readings are designedto offer information that will enhance students’understanding of the book. You may choose toassign and discuss these sections before, during, orafter the reading of the book. Because each enrichment concludes with questions that invite studentsto connect it to the book, you can use this sectionto inspire students to think and record theirthoughts in the literature response journal.1. The questions for the literature responsejournals have no right or wrong answers butare designed to help students look beneath thesurface of the plot and develop a richer connection to the story and its characters.Literature Response JournalReproducibles2. Students can write in their literature responsejournals as soon as they have finished a readingassignment. Again, you may choose to have studentsdo this for homework or make time during class.Although these reproducibles are designed forindividual students, they should also be used tostimulate and support discussions in literaturecircles. Each page begins with a reading strategyand follows with several journal topics. At the bottom of the page, students select a type of response(question, prediction, observation, or connection)for free-choice writing in their response journals.3. The literature response journals are an excellenttool for students to use in their literature circles.They can highlight ideas and thoughts in theirjournals that they want to share with the group.4. When you evaluate students’ journals,consider whether they have completed all theassignments and have responded in depth andthoughtfully. You may want to check each dayto make sure students are keeping up with theassignments. You can read and respond to thejournals at a halfway point (after five entries)and again at the end. Some teachers suggestthat students pick out their five best entriesfor a grade. Reading StrategiesSince the goal of the literature circle is to empowerlifelong readers, a different reading strategy isintroduced in each section. Not only does thereading strategy allow students to understand thisparticular book better, but it also instills a habit ofmind that will continue to be useful when theyread other books. A question from the LiteratureResponse Journal and the Group Discussion pagesis always tied to the reading strategy.5Literature Circle Guide: Maniac Magee Scholastic Teaching Resources

4. It can be helpful to have a facilitator for eachdiscussion. The facilitator can keep students frominterrupting each other, help the conversation getback on track when it digresses, and encourageshyer members to contribute. At the end of eachdiscussion, the facilitator can summarize everyone’scontributions and suggest areas for improvement.Group Discussion ReproduciblesThese reproducibles are designed for use in literature circles. Each page begins with a series ofdiscussion questions for the group to consider. Amini-lesson on an aspect of the writer’s craft followsthe discussion questions. See page 8 for tips onhow to model good discussions for students.5. Designate other roles for group members. Forinstance, a recorder can take notes and/or listquestions for further discussion. A summarizercan open each literature circle meeting by summarizing the chapter(s) the group has just read.Encourage students to rotate these roles, as wellas that of the facilitator. Literature Discussion Questions: In aliterature discussion, students experience a bookfrom different points of view. Each reader bringsher or his own unique observations, questions,and associations to the text. When studentsshare their different reading experiences, theyoften come to a wider and deeper understandingthan they would have reached on their own. The Writer’s Craft: This section encouragesstudents to look at the writer’s most importanttool—words. It points out new vocabulary,writing techniques, and uses of language. Oneor two questions invite students to think moredeeply about the book and writing in general.These questions can either become part of theliterature circle discussion or be written about instudents’ journals.The discussion is not an exercise in findingthe right answers nor is it a debate. Its goal isto explore the many possible meanings of abook. Be sure to allow enough time for theseconversations to move beyond easy answers—try to schedule 25–35 minutes for each one. Inaddition, there are important guidelines to ensurethat everyone’s voice is heard.1. Let students know that participation in theliterature discussion is an important part of theirgrade. You may choose to watch one discussionand grade it. (You can use the LiteratureDiscussion Evaluation Sheet on page 33.)Literature DiscussionEvaluation SheetBoth you and your students will benefit fromcompleting these evaluation sheets. You can usethem to assess students’ performance, and asmentioned above, students can evaluate their ownindividual performances, as well as their group’sperformance. The Literature Discussion EvaluationSheet appears on page 33.2. Encourage students to evaluate their ownperformance in discussions using the LiteratureDiscussion Evaluation Sheet. They can assessnot only their own level of involvement but alsohow the group itself has functioned.3. Help students learn how to talk to oneanother effectively. After a discussion, help themprocess what worked and what didn’t. Videotapediscussions if possible, and then e

Using the Literature Circle Guides in Your Classroom Each guide contains the following sections: A background information about the author and book A enrichment readings relevant to the book A Literature Response Journal reproducibles A Group Discussion reproducibles A Individual and group projects A Literature Discussion Evaluation Sheet Background Information and