Literature Circles and Structured Note-Taking Help Fox Lane Eighth Graders Connect with Historical Texts

Students in Lauren Benjamin’s eighth-grade English Language Arts (ELA) class at Fox Lane Middle School have been diving into historical fiction through literature circles—small, student-led groups where readers can engage deeply with texts set in real historical moments.

“Students have been reading a range of historical fiction set during major 20th-century events that closely align with the eighth grade Social Studies curriculum,” Benjamin said.

Texts include Out of the Dust (Dust Bowl), No Promises in the Wind (Great Depression), The Diary of Anne Frank, Night, White Bird, and Prisoner B-3087 (World War II and the Holocaust) and Crossing Stones (World War I).

“These texts offer diverse perspectives on how young people experienced and navigated challenging moments in history. They add depth, context, and a human dimension to several of the museums and memorials students will visit on their upcoming trip to Washington, D.C.”

Through AVID (Advancement Via Individual Determination) Focused Notes—a structured note-taking system that helps students actively process what they read—students organize their thinking about plot, character, theme, and historical context, strengthening their ability to track ideas and gather meaningful evidence. These notes then fuel rich Socratic discussions, during which students practice listening, speaking, and building on one another’s ideas in thoughtful, respectful dialogue. The experience allows students to work both independently and collaboratively.

“Over the course of the year,” Benjamin said, “they have been building these note-taking skills with increasing independence. Instead of just writing down what happens, they organize their thinking into categories and reflect on why these details matter. This approach strengthens comprehension, helps students track their thinking over time, and prepares them to use evidence in discussions and writing.”

Grounded in the AVID WICOR framework (Writing, Inquiry, Collaboration, Organization, and Reading), this work supports students in developing essential literacy skills while making meaningful connections to history and human experience.

Students can feel the impact this work is making on their studies:

“I used to think that reading alone was easier, but I now realize that being able to share my thoughts and hear other peoples' perspectives is really important.”


“I used to think that war was not that terrible, and cool to learn about… I didn't think much about the casualties. But after this book and these discussions, I realize every casualty has a story just like the main character.”


“I used to think that taking notes on a book/story was not important and didn't make it easier for me to understand, but I realize that it helps a lot for understanding.”

Benjamin also notices the effect literature circles have been having on students’ understanding of texts.

“Students tend to develop a deeper and more nuanced understanding of texts when they engage in literature circles,” she said. “The combination of independent reading, structured note-taking, and collaborative discussion allows them to clear up confusion, hear multiple perspectives, and build on each other’s ideas. Many students move beyond surface-level comprehension and begin to think more critically about character, theme, and historical context.”

By combining reading, writing, speaking, and collaboration, students are not only building academic skills, but they are also growing as thoughtful readers, critical thinkers, and empathetic individuals. These skills link very closely with Bedford Central School District’s Portrait of a Graduate.

“Literature circles give students ownership over their reading while also teaching them how to learn with and from others,” Benjamin said. “They build essential skills—reading closely, organizing ideas, speaking thoughtfully, and listening actively—but just as importantly, they help students see reading as a meaningful, shared experience. Through historical fiction in particular, students develop empathy and a deeper understanding of the human stories behind historical events. Ultimately, I hope students leave with stronger literacy skills, greater confidence in their thinking, and a sense that their voice and perspective matter in a community of learners.”