Literature Circle

Booklet For

Code Talker
By Joseph Bruchac

Name: ____________________________
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Literature Circle Schedule

Roles:
Super Summarizer, Character Catcher, Theme Theorizer, Literary Luminary, Word Wizard

Discussion 1 will be Wednesday, 3/4

● Reading: p. _____ - _____
● My role for this section: _________________________

Discussion 2 will be Friday, 3/6

● Reading: p. _____ - _____
● My role for this section: _________________________

Discussion 3 will be Wednesday, 3/11

● Reading: p. _____ - _____
● My role for this section: _________________________

Discussion 4 will be Wednesday, 3/25

● Reading: p. _____ - _____
● My role for this section: _________________________

Discussion 5 will be Friday, 3/27

● Reading: p. _____ - _____
● My role for this section: _________________________

Discussion 6 will be Tuesday, 3/31

● Reading: p. _____ - _____
● My role for this section: _________________________

Discussion 7 will be Friday, 4/3

● Reading: p. _____ - _____
● My role for this section: _________________________

Discussion 8 will be Wednesday, 4/8

● Reading: p. _____ - _____
● My role for this section: _________________________

Online resources available at sites.google.com/rcsnm.org/neilson (link in Google Classroom)

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Table of Contents
1. Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
(Role: Super Summarizer)

2. Characterization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
(Role: Character Catcher)

3. Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
(Role: Theme Theorizer)

4. Literary Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
(Role: Literary Luminary)

5. Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
(Role: Word Wizard)

6. Historical Connections . . . . . . . . . . . . . . . . . . . . . 29
7. Responsible Discussion Rubric . . . . . . 30
8. Responsible Discussion Stems . . . . . . . 31
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Plot
A story’s plot is its sequence of events. The plots of almost all fiction novels follow the following
pattern (this is called a plot diagram):

1. Introduction (often called the Exposition) - this is the beginning of the story, where the setting and
main characters of the story are introduced. At the end of the introduction (right where the line begins to curve
upward), the conflict of the story is also introduced, which leads the story into the rising action.

2. Rising Action - this is typically the longest part of a novel. It is the part of the story where the conflict of the
story is developed. Usually, the conflict increases or becomes more intense as the novel approaches the climax.

3. Climax - this is the turning point of the story, where the character faces the conflict head-on. It is also usually
the highest point of action in the story. Something always changes as a result of the climax (often, this is when the
bad guy gets defeated).

4. Falling Action - this occurs immediately after the climax. It is the part of the story where the conflict
decreases. This part of a novel often blends together with the final part, the resolution.

5. Resolution - this is the end of the story, which reveals the final outcome of a conflict. It is the part of a story
where things are “wrapped up.”
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Role: Super Summarizer

Description:
● As you read, jot down the plot events that occur in this section of the novel. Remember,
you are summarizing them in your own words. You may use the W-I-N strategy to help
you.
● Summarize 3-4 important events from the section of reading (please record approximate
page numbers).
● During your group discussion, share your 3-4 events with your group and discuss with
them what part of the plot you think each event represents. Invite other group members
to share their thoughts as well.
● During your group discussion, your group should record the plot events in their booklets
as well.

Example:

Event Part of the Plot

1. On his first day of seventh grade, Holling’s teacher is taking Exposition
attendance (p. 1).
2. Holling’s teacher realizes that he will be staying at school on Exposition
Wednesday afternoons (p. 2-4).
3. Holling begins to worry that Mrs. Baker hates his guts (p. 5). Exposition
4. Holling tries to tell his family about how Mrs. Baker hates him, but no Exposition
one listens to him (p. 5-9).
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The Plot of Code Talker

Event Part of the Plot
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Plot (Continued)
Event Part of the Plot
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Characterization
Characterization is the way that an author develops the characters of a novel. Authors use the
following tools to show what their characters are like:
● Speech - What does your character say?
● Thoughts - What does your character think?
● Effect on others - Does your character inspire others? Scare them? Make them laugh? etc.
● Actions - What does your character do?
● Looks - What does your character look like?

Role: Character Catcher

Description:
● As you read, find quotes that reveal what your novel’s characters are like or how they
change.
● Record at least 3 quotes from the section of reading (don’t forget the page number, too!).
● During your group discussion, share your quotes with your group and discuss with them
what each quote shows about the characters. Your group should all turn to the quotes in
their books as you read them. Invite your group members to share their thoughts as well.
● During your group discussion, your group should record the character quotes in their
booklets as well.

Example:

Quote... What this Shows...

“Of all the kids in the seventh grade at Camillo -Holling likes to exaggerate.
Junior High, there was one kid that Mrs. Baker -Holling cares about what his teacher thinks of
hated with heat whiter than the sun. Me.” him.
(p. 1).
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1. Character: Kii Yazhi (Ned Begay)

Quote Our Thoughts
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Kii Yazhi (Ned Begay) - (continued)

Quote Our Thoughts
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2. Character: Georgia Boy

Quote Our Thoughts
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Georgia Boy (continued)

Quote Our Thoughts
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3. Character: Smitty
Quote Our Thoughts
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4. Character: Wilsie
Quote Our Thoughts
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5. Character: Ira
Quote Our Thoughts
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6. Character: Alex Williams

Quote Our Thoughts
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Theme
Theme is the|message of a story. It is the parts of a fictional story that are “true,” in the sense
that they reveal truth about the world and about life. Here are some important reminders about
theme:
● Themes are universal (they shouldn’t be specific to your story - they should be able to apply to
other books and to life in general).

● A good theme statement takes a topic and adds an idea to it (for example, if love is the
topic, the theme might be that love overcomes all odds).

● To find themes in a story, ask yourself:

○ What did a character learn in this section (and how)?
○ How did a character grow or change in this section?
○ Why did a character act in a certain way in this section?

Role: Theme Theorizer

Description:
● As you read, look for at least one quote that you feel points to a theme of the novel (don’t
forget the page number, too).
● After you write the quote down, try to write a theme statement that you think this quote
supports.
● During your group discussion, share your quote and theme statement with your group.
Your group should all turn to the quote in their books as you read it. Invite your group
members to share their thoughts as well.
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● During your group discussion, your group should record the quote and theme statement
in their booklets as well.

Example:

Quote... Theme Statement...

“They wouldn’t let Shylock. They decided he -Sometimes people act a certain way because
had to be a certain way, and he was trapped. of pressures they feel from other people.
He couldn’t be anything except for what he
was” (p. 48)

Themes in Code Talker

Quote... Theme Statement...
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Themes (continued)
Quote... Theme Statement...
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Literary Devices
Literary Devices are “writing moves” or “special effects” that good writers use to draw the
reader into the world of the story. Some literary devices we’ve talked about this year so far are:
● Alliteration: Beginning several words with the same sound.
● Repetition: The repeating of a word, phrase, or sentence to emphasize its significance in the text.
● Onomatopoeia: The use of a word that mimics that sound of the object or action it refers to; it
creates a sensory experience for the reader.
● Allusion: A reference to the Bible or another work of art (a book, movie, song, etc.).
● Symbolism: The use of an object to represent an important idea, feeling, emotion, or other
concept. Symbols help the reader connect to the important ideas (themes) of a story.
● Figurative Language: The use of simile (the chile was as hot as the sun), metaphor (the chile
was a burning hot fireball in my mouth), personification (the chile on the table was calling out my
name) or hyperbole (I put about a million chiles on my pizza).

Role: Literary Luminary

Description:
● As you read, look for well-written sentences that “pop” through the use of literary devices.
● Record 2-3 quotes from your section, and note what type of literary device they are an
example of.
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● During your group discussion, share your quotes with your group. All group members
should turn to the quote in their books. Invite your group to share their thoughts as well.
● During your group discussion, your group should record your quotes in their booklets as
well.

Example:

Quote... Literary Device...

“The halls filled up with the scent of FIgurative Language - this is a simile,
Hamburger Surprise, a scent that lingered like comparing the smell of the food to the smell of
the smell of a dead animal caught underneath a dead animal to show that Holling thought
the floorboards” (p. 29). the food smelled bad.

Literary Devices in Code Talker

Quote... Literary Device...
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Literary Devices (continued)

Quote... Literary Device...
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Vocabulary
Novels often contain some vocabulary words that are new or unfamiliar to the reader--or they
may just be unique and interesting. Good readers think about an author’s choice of words.
Remember, when you come across a new or unfamiliar word, look at:
● Context clues: the words around a word
● Parts: the words within a word (WWW stems)
● Reference: a tool such as a dictionary or online reference site

Role: Word Wizard

Description:
● As you read, take note of words that are unknown, unfamiliar, interesting, or have WWW
stems in them.
● Record at least 3 words from the section of reading (don’t forget the page number, too!).
Then, use the CPR strategy to break each of those words down. Don’t forget to look each
word up and write down its dictionary definition.
● During your group discussion, share your 3+ words with your group. For each word:
○ Turn in your books to the place the word occurs and read the context together.
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○ Point out context clues and word parts, and ask your group for their guesses about the word’s
meaning.
○ Finally, share the dictionary definition that you found for the word.

● During your group discussion, your group should record the words and definitions in their
booklets as well.

Example:

Word Context Clues & My Guess Reference

Parts
Synagogue (p. 258) - “Danny stood up” a Jewish church a building that is used
“bar mitzvah” for Jewish religious
- syn = together services

Possible Vocabulary Words

Chapters 1-5
sacred (p. 2), mesa (p. 5), moccasin (p. 5), rasp (p. 6) , lurched (p. 7), craggy (p. 8),
reassure (p. 10), mutton (p. 12), ornament (p. 13), clan (p. 13), forbidden (p. 17),
interpreter (p. 17), policy (p. 17), native (p. 18), herd (p. 19), shear (p.19), turquoise (p. 20),
issue (p. 20), drab (p. 20), translation (p. 21), tradition (p. 23), dormitory (p. 24),
defiant (p. 25), determined (p. 27), reckless (p. 29), compliment (p. 29), respect (p. 29)

Chapters 6-12
resolve (p. 35), enlist (p. 39), fluent (p. 40), impressive (p. 40), reverberate (p. 47),
motto (p. 47), obstacle (p. 48), recruit (p. 49), eager (p. 53), barbed (p. 58), standard (p. 59),
lack (p. 60), require (p. 61), sergeant (p. 61), routine (p. 61), calisthenics (p. 61),
cadence (p. 62), flounder (p. 63), barrack (p. 69), furlough (p. 69), frequency (p. 77),
bayonet (p. 79)

Chapters 13-17
assault (p. 85), struggle (p. 85), furious (p. 85), convoy (p. 89), torpedo (p. 89), chaos (p. 92),
perimeter (p. 92), caliber (p. 95), comrade (p. 96), regiment (p. 100), amphibious (p. 100),
bombardment (p. 100), mortar (p. 101), refer (p. 107), reconnaissance (p. 107),
terrain (p. 107), neutralize (p. 107), sluggish (p. 109), hone (p. 109), ammunition (p. 110),
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salvo (p. 111) , reinforced (p. 112), battery (p. 113), clobber (p. 114), drone (p. 115),
surge (p. 117), hostile (p. 117), ambush (p. 117), echelon (p. 118), resist (p. 118), fitful (p. 119)

Chapters 18-23
circumstance (p. 124), haste (p. 127), salvage (p. 127), ration (p. 127), bivouac (p. 129),
relay (p. 130), rely (p. 131), disguise (p. 132), unanimous (p. 136), sorrow (p. 139),
defend (p. 139), propaganda (p. 144), garrison (p. 144), pulverize (p. 147), distorted (p. 153),
procedure (p. 156), evacuate (p. 158), scalpel (p. 160), malaria (p. 164), morale (p. 166),
martyr (p. 167), humane (p. 168)

Chapters 24-29
conquer (p. 173), deserted (p. 177), pennant (p. 181), ricochet (p. 183), stench (p. 186),
casualty (p. 185), rake (p. 192), flank (p. 192), armada (p. 196), ominous (p. 198),
impending (p. 199), sanction (p. 205), unconditional (p. 205), coup (p. 205), liberate (p. 206),
semaphore (p. 209), prejudice (p. 210), advantage (p. 211), reform (p. 213)

Vocabulary from Code Talker

Word Context Clues & My Guess Reference
Parts
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Vocabulary (continued)
Word Context Clues & My Guess Reference
Parts
 27

Vocabulary (continued)
Word Context Clues & My Guess Reference
Parts
 28

Vocabulary (continued)
Word Context Clues & My Guess Reference
Parts
 29

Historical References
Historical fiction has made-up characters and plot events, but often makes references to
historical places, leaders, and events as well. As you read, keep your eye out for historical
references like place names, leaders, and battles to record here.

Historical Reference Research (Who was this?/What was this?)

•

•
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Responsible Discussion Rubric

Responsible Discussion Looks Like…
● Group members are considerate
○ they carefully listen to one another (SLANT)
○ they use and build on each other’s ideas
○ if they disagree, they do it respectfully
○ they use responsible discussion stems (see below)
● Group members are accurate
○ they are as specific and accurate as possible when sharing an idea
○ they refer to their open books to support their ideas
● Group members are rigorous (deep)
○ they work to make their statements clear
○ they check the quality of claims and ideas with the book

Discussion Rubric:
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5 4 3 2 1
Preparation __ Read the __ Read most __ Read half of __ Read a little __ Didn’t read
entire section of the section. the section. of the section. the section.
carefully. __ Mostly __ Partly __ Prepared a __ Didn’t
__ Prepared prepared for prepared for little for prepare for
for discussion discussion discussion discussion discussion
role fully. role. role. role. role.
Participation __ Brought __ Brought __ Brought __ Brought __ Brought
novel and novel and either novel or either novel or neither novel
booklet to the booklet to the booklet to the booklet to the or booklet to
discussion. discussion. discussion. discussion. the discussion
__ Took a __ Showed __ Showed __ Showed __ Showed
leadership role most of the some of the few of the none of the
in the qualities of qualities of qualities of qualities of
discussion by responsible responsible responsible responsible
demonstrating discussion (see discussion (see discussion (see discussion (see
all of the above list). above list). above list). above list).
qualities of
responsible
discussion (see
above list).

Responsible Discussion Stems

Agreement
◦ “I agree with _____ because _____.”
◦ “I like what _____ said because _____.”
◦ “I agree with _____; but on the other hand, _____.”

Disagreement
◦ “I disagree with _____ because _____.”
◦ “I’m not sure I agree with what _____ said because _____.”
◦ “I can see that _____; however, I disagree with (or can’t see) _____.”

Clarifications
◦ “Could you please repeat that for me?”
◦ Paraphrase what you heard and ask, “Could you explain a bit more, please?”
◦ “I’m not sure I understood you when you said _____. Could you say more about that?”
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◦ “What’s your evidence?”

Confirmation
◦ “I think _____.”
◦ “I believe _____.”

Confusion
◦ “I don’t understand _____.”
◦ “I am confused about _____.”

Extension
◦ “I was thinking about what _____ said, and I was wondering what if _____.”
◦ “This makes me think _____.”
◦ “I want to know more about _____.”
◦ “Now I am wondering _____.”
◦ “Can you tell me more about _____?”

Review
◦ “I want to go back to what _____ said.”