Realistic Fiction: Stories Matter

Transcription

1 Realistic Fiction: Stories Matter English Language Arts and Literacy, Grade 3 This three-week unit on reading and responding to realistic fiction is the first unit in the series. In the first week, students read a whole-class text appropriate for third grade with a focus on narrative text structure. During week two, they read texts that reflect their instructional reading levels in small groups to expand their understanding of character development. Instruction emphasizes how all story elements connect to create a story and how readers understand these elements through a close reading of text. In week three, students select a realistic fiction text to read independently and apply their learning by preparing a Book Talk for presentation to their peers. The Book Talk must include the basic elements of the story s structure, and the connections students made with the story and their own lives. These Model Curriculum Units are designed to exemplify the expectations outlined in the MA Curriculum Frameworks for English Language Arts and Literacy and Mathematics incorporating the Common Core State Standards, as well as all other MA Curriculum Frameworks. These units include lesson plans, Curriculum Embedded Performance Assessments, and resources. In using these units, it is important to consider the variability of learners in your class and make adaptations as necessary. July 2015 Page 1 of 46

2 This document was prepared by the Massachusetts Department of Elementary and Secondary Education. Mitchell D. Chester, Ed.D., Commissioner The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age color, disability, national origin, race, religion, sex, or sexual orientation Massachusetts Department of Elementary and Secondary Education (ESE). ESE grants permission to use the material it has created under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Additionally, the unit may also contain other third party material used with permission of the copyright holder. Please see Image and Text Credits for specific information regarding third copyrights. The contents of this Model Curriculum Unit were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Massachusetts Department of Elementary and Secondary Education, 75 Pleasant St, Malden, MA Phone , TTY: N.E.T. Relay , July 2015 Page 2 of 46

3 Table of Contents Unit Plan 4 General Notes and Resources 8 Lessons 1, 2, 3, 4, and 5 11 Lessons 6, 7, 8, 9, and Lessons 11, 12, 13, 14, and CEPA Teacher Instructions 35 CEPA Student Instructions 37 CEPA Rubric 39 Unit Resources 40 Appendices 42 July 2015 Page 3 of 46

4 ESTABLISHED GOALS G CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). MA.ELA-Literacy.RL.3.8a Identify elements of fiction (e.g., characters, setting, problem, solution) and elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia). CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details. CCSS.ELA-Literacy.W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. CCSS.ELA-Literacy.W.3.2d Provide a Stage 1 Desired Results Transfer Students will be able to independently use their learning to T T1 Understand the power of words and images to transform lives and provide insight into the experiences of other people, cultures, and historical periods. T4 Communicate ideas effectively in discourse and oral presentations to suit various audiences and purposes. Meaning UNDERSTANDINGS U ESSENTIAL QUESTIONS EQ Students will understand that U1 Realistic fiction helps us to understand our own lives and the lives of others. U2 Many characters problems and responses to those problems are universal across cultures, families, and friends. U3 All of the story elements (setting, character, problem/goal, events, solution) Q1 Why do we read realistic fiction? Q2 How do story elements connect and help us to understand realistic fiction? Q3 How does understanding a character help us to understand ourselves? Q4 Why is it important to share our ideas about reading? connect to tell a story. U4 We understand a character by making inferences from how the character acts, what the character says and/or thinks, and what others say about the character. U5 Readers ask questions before, during, and after reading to clarify and elaborate understanding. U6 Discussing texts with teachers and peers deepens comprehension and understanding. U7 Writing about what we read helps us to organize, recall, and understand important information. July 2015 Page 4 of 46

5 concluding statement or section. CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on third-grade topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-Literacy.SL.3.1b Follow agreedupon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-Literacy.SL.3.1d Explain their ideas and understanding in light of the discussion. CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Acquisition Students will know K Students will be skilled at S K1 The basic story elements expected in any narrative text. K2 The characteristics of realistic fiction: settings that can be real characters who behave like real people and problems that are believable. K3 Strategies for understanding a character by identifying how the character acts, what the character says and/or thinks, and what others say about the character. K4 The writing technique of show, don t tell. K5 The role of illustrations in a story and how they contribute to the mood of the setting or characters. K6 Rules for effective speaking and listening when discussing and sharing ideas from texts. S1 Previewing a book to determine if it is realistic fiction and explaining why. S2 Identifying important information related to the story elements (setting, characters, problem, events, solution) while reading. S3 Summarizing a text based on the important information for each story element. S4 Making inferences to describe a character and explain why s/he changed in a story. S5 Discussing ideas from a text with peers, using agreed-upon rules for discussion. S6 Responding to a general, open-ended question about a story in writing. S7 Using the writing process to develop a writing piece. K7 The importance of writing about what we read to improve comprehension. July 2015 Page 5 of 46

6 Evaluative Criteria The written Book Talk notes and oral presentation will include: A brief summary of the story A selected passage from the text to read aloud An illustration (from text or drawn by student) Information on the author A recommendation Stage 2 Evidence Assessment Evidence CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT For the final performance assessment, students will prepare and present a Book Talk on the realistic fiction they read independently during the third week. The Book Talk will demonstrate their understanding of the unit s lessons on story elements and character traits. It will include information about the story, the author, and the student s personal connection to the story events or characters. It will conclude with a recommendation for other readers. Using a checklist for categories of information to include, students will write notes for their Book Talk and use these notes for an oral presentation to other students on the final day of the unit. Active, focused participation in wholeclass and small-group discussions Written responses to questions that include supporting evidence from the text OTHER EVIDENCE Students participation in discussions Students abilities to use specific text to support their ideas in oral discussions and written responses Students discussions and responses to Essential Questions Stage 3 Learning Plan Summary of Key Learning Events and Instruction OE Lessons 1 5: Characteristics of Realistic Fiction During the first week, the focus is on Essential Question 1 (Why do we read realistic fiction?) and Essential Question 2 (How do story elements connect and help us to understand realistic fiction?). In Lesson 1, introduce students to the Essential Questions and the texts they will read. Begin a chart for characteristics of realistic fiction. Students begin reading the same text in small groups. In Lessons 2 5, students continue reading with a focus on elements of narrative text: problem/goal, setting, and events. Students discuss how these elements relate to characters actions and support their understanding of the story. Students respond in writing in their Reading Response Journals (see General Notes and Resources). July 2015 Page 6 of 46

7 Lessons 6 10: Understanding Characters Center on Essential Question 3 (How does understanding a character help us to understand ourselves?) and Essential Question 4 (Why is it important to share our ideas about reading in discussions?) Students learn to do close readings to understand characters through their words and actions. They work in small, homogeneous groups to read and respond to different books that reflect their instructional reading level. Lessons 6 and 7 emphasize examining characters by what they say or think. In Lessons 8 and 9, the focus is on understanding characters based on their actions. In Lesson 10, students work in heterogeneous groups to discuss what they learned about the characters in their books. Lessons 11 15: Preparing and Presenting a Book Talk The final lessons of this unit will focus on all four Essential Questions, with a discussion of one or more questions each day. Students will use what they have learned about realistic fiction to read a book of their choice independently. In Lesson 11, the purpose of a Book Talk is introduced. Students select a book and begin reading. In Lesson 12, students take notes during or after their reading. In Lesson 13, they review guidelines for presenting a good Book Talk. Students continue reading and taking notes. Lesson 14 provides time to finish their books and complete their written Book Talk form. In Lesson 15, students present their Book Talks. Understanding by Design Grant Wiggins and Jay McTighe. Used with permission. July 2015 Page 7 of 46

8 General Notes and Resources This unit is written to provide students with: An expanded understanding of the characteristics of the realistic fiction genre A review of story elements that provide the structure of realistic fiction An opportunity to read realistic fiction with the whole class, in small groups, and independently An opportunity to prepare and present a Book Talk on a realistic fiction book read independently Preparation: Review the Common Core State Standards for English Language Arts and Literacy and the Massachusetts Curriculum Framework for English Language Arts and Literacy for suggested authors and texts of realistic fiction appropriate for third grade. Review your classroom library to ensure that it includes realistic fiction that reflects both girl and boy characters, common problems/goals, and a range of reading levels. These will be resources for independent reading. Enlist the support of the school librarian in determining realistic fiction appropriate for beginning third grade. Meet with specialists (ELL, special education, reading) to discuss the unit and how they can support their students in the classroom and in their small groups. Create a list of students who will work together in small, homogeneous reading groups for the first and second weeks based on information from previous grades. This list may be revised as more about each student is learned. Resources: Collect and organize all texts for whole-class and small-group reading. Make sure that each student has a Reading Response Journal (RRJ) for written responses/reflections to reading. These may be commercially produced notebooks or teacher-made with stapled pages for responding to each day s reading (see a description of the Reading Response Journal below under the Reading Response Formats section). Copy the Book Talk forms for each student to complete the CEPA. Have chart paper available to record student responses in whole-class discussions. NOTE: Individual texts and resources will be described in detail in the Lesson Overviews and at the end of the unit in the Appendices. Time: Lessons are designed for approximately 60 minutes. This will allow time for additional reading and writing instruction required by the district (guided reading, writing workshop, word study, etc.). July 2015 Page 8 of 46

9 Reading Response Formats: Both oral and written responses to reading enhance students understanding and connections to the stories they are reading. Consider a variety of oral response formats that will allow all students to participate in discussion, to share their ideas, and to listen to the ideas of others. Whatever the format, students should be provided with a common question or topic that will prompt and focus their thinking. Possible formats for this unit are: Whole-class discussion Students respond in a whole-class discussion to a teacher- or student-posed question. This may be used to initiate a discussion or to summarize what was learned. It is limited to only those students who offer to share their ideas. Turn-and-Talk In this format, students in a whole-class meeting work with a partner to discuss their ideas and questions related to a question or topic. Since each partner group will participate, all students in the class will participate in the discussions. Think/Pair/Share This format encourages students to think for a brief time before they share with a partner. After discussing their ideas with a partner, they share them with a small group or the whole class. Reading Response Journals The RRJ is useful in providing students with an opportunity to express their ideas in writing about their reading. Students respond to their thinking on a variety of levels. They may write in response to a teacher-posed question or to a question they have generated themselves or in a group about a topic or story. They may use this journal to synthesize important events in a story or character actions that will help them to understand the story. They may also use the journal to make connections between the story and their own lives. All types of written responses are included in the RRJ. Instructional Models: Flexible Grouping. An instructional model that provides all students with opportunities to access and share in grade-level text. The purpose is to provide a classroom community of readers where all students read the same text but participate in a variety of grouping patterns for reading and responding. Before reading, students work as a whole class for teacher lessons and to set a purpose for reading. During reading, they work in small, homogeneous groups with different levels of teacher support and intervention depending on their reading needs: significant support, some support, and minimal support. After reading, they discuss their understanding and ideas in a whole-class format, with their small, homogeneous groups, or in a small, heterogeneous group. Reading Workshop. A Reading Workshop model is used when each student reads a different, often self-selected text. In this model, the teacher begins each class with a brief mini-lesson on the topic for the day s reading. Students then read independently as the teacher confers with individual students each day to discuss their books, clarify any questions, and set purposes for future reading. The lessons conclude with a brief whole-class meeting to review what they accomplished and to answer any questions. July 2015 Page 9 of 46

10 The success of this model will depend upon: o Conducting a review of student records from previous grades to gain preliminary information on reading strengths and needs o Designating a comfortable area in the classroom that will accommodate all students for participation in whole-class discussions o Designating areas for small group reading and discussion o Creating a schedule for meeting with groups each day based on which groups will work well independently and which groups will require more teacher support o Planning necessary support in collaboration with ELL teachers, special education teachers, and/or reading specialists July 2015 Page 10 of 46

11 Lessons 1, 2, 3, 4 and 5: Characteristics of Realistic Fiction Brief Overview of Lessons: The focus is on Essential Questions 1 (Why do we read realistic fiction?) and 2 (How do story elements connect and help us to understand realistic fiction?). In Lesson 1, introduce students to the Essential Questions and the texts they will read. Begin a chart for characteristics of realistic fiction. Students begin reading the same text in small groups. In Lessons 2 5, students continue reading with a focus on elements of narrative text: problem/goal, setting, and events. Students discuss how these elements relate to characters actions and support their understanding of the story. Students respond in writing in their Reading Response Journals (see General Resources and Notes above). As you plan, consider the variability of learners in your class and make adaptations as necessary. Prior Knowledge Required: Understanding of the term genre and awareness of preferred genres Knowledge of the story elements in a narrative text Estimated Time: 60 minutes per lesson Instructional Model: Whole-class mini-lesson on daily topics, student discussion, reading the text in small groups to apply learning; oral and/or written responses in small groups, with a partner, or in a whole-class meeting, concluding with a whole-class review. Resources for Lessons: Student text: Class set of Amber Brown Is Not a Crayon, by Paula Danziger (Lexile level 720, Guided Reading level N): Amber Brown and Justin Daniels have been best friends since preschool. Now in third grade, Amber discovers that Justin is moving away to another town in another state. This story tells how Amber struggles with her feelings of betrayal and of being July 2015 Page 11 of 46

12 separated from her best friend. Through a series of events and support from her family, Amber and Justin come to terms with this change in their lives and make plans to maintain their long-distance friendship. Teacher read-aloud texts: Lesson 2: One copy of The Wednesday Surprise, by Eve Bunting: This book is used to illustrate inferred or implied problems/goals in realistic fiction. It tells the story of Anna and her grandmother, who meet every Wednesday night to read and share books. They are planning a surprise for Anna s father s birthday. Is Grandmother teaching Anna to read? What is the surprise? Lesson 3: One copy of Owl Moon, by Jane Yolen: This book is used to model how an author describes a setting. A girl and her father go owling on a special adventure in the woods, late at night. The text and illustrations beautifully illustrate the sights, sounds, and feelings of the setting. Owl Moon won the Caldecott Medal in Lesson 5: Copies of the poem Since Hannah Moved Away, by Judith Viorst (available at Materials: Chart paper Reading Response Journals Graphic organizer story maps July 2015 Page 12 of 46

13 Unit: Realistic Fiction: Stories Matter Content Area/Course: English Language Arts and Literacy, Grade 3 Lessons 1 5: Characteristics of Realistic Fiction Time: 60 minutes Standard(s)/Unit Goal(s) to be addressed in these lessons CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). MA.ELA-Literacy.RL.3.8a Identify elements of fiction (e.g., characters, setting, problem, solution) and elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia). CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on third-grade topics and texts, building on others ideas and expressing their own clearly. Essential Questions addressed in these lessons: EQ 1 Why do we read realistic fiction? EQ 2 How do story elements connect and help us to understand realistic fiction? Objectives: Students will... Identify characteristics of realistic fiction. Understand the purpose for reading realistic fiction. Understand and discuss the elements of story structure. Before Lesson 1, create a list of reading groups with students of similar reading levels for reading whole-class grade-level text. This should be based on those students needing little support, those needing some support, and those who will need significant support. Create a daily schedule for meeting with individual groups. Be sure to allow all students an opportunity to share their ideas with a partner or in a small group before the whole-class discussion. Use strategies such as Turn-and-Talk and Think/Pair/Share. Prepare an anchor chart for each of the Essential Questions one per page for periodic reference during discussions. Supporting English-language learners: Try to work individually or in small groups before or after the lesson with ELL students to clarify and illustrate the meanings of words for story elements. Providing a picture to illustrate each element (e.g., a house for setting, a person for character, a question mark for problem) can help ELLs to understand the concepts for each element. Review your classroom library to review the collection of realistic fiction for use throughout the unit and the year. If students have their summer reading list from the end of second grade, ask them to bring it to the first lesson. Have students bring their books to whole-class sessions to use in discussions. Anticipated Student Preconceptions/Misconceptions: All fiction is the same it s just stories that are not true. Fictional characters are different than we are. Instructional Tips/Strategies/Notes for the Teacher: July 2015 Page 13 of 46

14 Lesson 1 (60 minutes) Introduction to Realistic Fiction Lesson Opening: (15 minutes, Whole Class) Class discussion: Have students come to the group with their summer reading list/reading log. Review with students what they learned about themselves as readers in second grade (e.g., what kinds of books they like to read, when they like to read, how they like to read alone or with someone else). Then, using the Turn-and- Talk discussion format, have students discuss with a partner or in groups of three the books they read during the summer. Reconvene the whole group and have several students share what they discussed in their group. Discuss the term genre and the different genres they prefer to read. List genres generated in the discussion on the board or on a chart. Clarify the term fiction and discuss the different types of fiction (fantasy, science fiction, historical fiction). Explain that all stories (fiction) have the same basic structure and present a chart listing story elements: setting, characters, problem/goal, events (to solve the problem and/or reach the goal), and solution. Review each story element and have students provide examples from stories they have read. This chart will be visible throughout the unit. Discuss what makes realistic fiction real versus other kinds of fiction: real settings, characters who behave and react like real people, believable problems and solutions. Explain the focus of the unit: how to read and respond to realistic fiction and understand how other people s stories connect to our own lives. Present and discuss Essential Questions. Hand out Reading Response Journals (RRJs) and discuss the kinds of writing students will include in their journals. This will include writing about what they know or are learning about the story and what they are thinking. During the Lesson: (30 minutes) Distribute copies of the text, Amber Brown Is Not a Crayon to each student. Provide a few minutes for students to preview the text (e.g., back cover, pictures) and then ask what they think the story will be about. Provide a brief overview: This story is about a girl named Amber who has found out that her best friend is moving away. We will read this story over the next several days to learn about Amber s feelings, and what she does to make herself feel better about losing a friend. Before you read, what do you think the title means? What is amber? Is amber brown a color in your crayons? Read the first chapter aloud with students following along in their books. After reading the first chapter, ask students what they know about the setting, character(s), and problem so far. Then tell them they will read chapter 2 to find out more about Amber and her best friend, Justin. Present and explain the reading response question: What do you know about Amber? Think about her on the outside and inside. First, write a description of what she is like on the outside (what she looks like, how she acts, what her family is like). Then write a description of how she is feeling on the inside. Students read chapter 2 in one of three grouping options based on the level of support they need: independently, with a partner, or in a small group with you. Students respond in their Reading Response Journals. Lesson Closing: (15 minutes) Students reconvene as a whole class, bringing their books. Discuss what they have learned so far about Amber using the text to support their responses. The teacher may model how to use the text to support answers: First, find the part of the text that is an example of your thinking. Then tell the other students what page they can find this text and give everyone time to locate the page. Then read the July 2015 Page 14 of 46

15 text and explain how this explains your answer (e.g., Amber Brown is messy. Read paragraph on page 6 that describes why she is messy.) Refer to the Story Elements chart and discuss: Where does this story take place so far? Who are the main characters? What is the problem in the story? Ask students what predictions they have for the rest of the story. Review the lesson outcomes by asking students questions. Preview outcomes for next lesson: Tomorrow we will look more closely at the problem/goal in a story, especially how to understand it when it is not clearly stated. You will continue reading in your books. Formative Assessment: Assess students abilities to read and comprehend the text. Lesson 2 (60 minutes) Inferring a Problem or Goal Lesson Opening: (20 minutes, Whole Class) Class discussion: Review what students learned about Amber s problem(s). Have them refer to pages in the text that suggest the problem: pages 16 (Justin will be moving) and page 17 (Amber rarely sees her father since her parents divorce). Explain that today they will look more closely at characters problems and goals. What is a goal? (It may be helpful to use a concrete example like a goal in hockey something they want to do or get). What is a goal that you have? Sometimes, the problem comes first, and the goal is to solve that problem. Other times, the goal comes first in a story: a character wants to do something and the problem occurs when the character tries to reach that goal. Review a familiar folk tale where the goal comes first and the problem occurs after the goal (e.g., Little Red Riding Hood). Then, review a story where the problem comes first, followed by the character s goal to solve the problem (e.g., The Three Billy Goats Gruff). Read aloud The Wednesday Surprise, by Eve Bunting, to illustrate unstated problems and goals. Sometimes, problems and goals are not clearly stated we have to make inferences to understand the problems and goals and how this information helps us to understand characters. Preview cover and illustrations in the book. Ask: What do you think the surprise will be? What might be the problem? The goal? Read the book interactively, stopping periodically to discuss what they think the problem and goals are in the story and to make predictions. After reading, ask students if the ending surprised them. How did the ending change their understanding of the problem and goal? Of the characters? Why do you think the author did not specifically state the problem at the beginning of the story? During the Lesson: (30 minutes) Set purposes for today s reading: Today you will read chapters 3 and 4 in Amber Brown Is Not a Crayon to understand more about Amber and her relationship with Justin. As you read, think about what Amber s goal might be to solve her problem. Distribute and review story maps for students to record what they know so far about the story elements (setting, character, problem). Tell students to fill in information they learned on the story map after reading. Students read chapters 3 and 4 in one of three grouping options: independently, with a partner, or in a small group with the teacher. Students fill in their story map with information they know so far about the story. Then, they write in their Reading Response Journals about What is Amber Brown s problem? What do you think her goal is to solve or deal with her problem? July 2015 Page 15 of 46

16 Lesson Closing: (10 minutes) Reconvene the class to discuss their reading. What else did you learn about Amber Brown in your reading today? What is the main problem in the story? What other problems does Amber have? What do you think her goal is? What part of the text helped you to know this? What questions do you have about the story? Review the lesson outcomes by asking students questions. Preview outcomes for the next lesson: Tomorrow we will examine the setting of a story: what it is and how it is important to understanding characters and their problems or goals. Lesson 3 (60 minutes) Visualizing a Story s Setting to Understand the Characters and Theme Lesson Opening: (20 minutes, Whole Class) Class discussion: Today we are going to talk about another story element: the setting. What information do we learn from the setting? The setting has two parts: the time and the place. When we talk about the place, it is more than just naming it like her house, his classroom, or on a boat. The important thing to understand about the place is all of the details the author uses to describe it what you see, what you hear, what and how you feel. Think of a book you have enjoyed: Where and when did the story take place? How would you describe this setting? Using the Think/Pair/Share discussion format, have students describe the settings of a favorite book. Now, think about Amber Brown how would you describe the setting based on what you have read so far? What does her classroom look like? What does her neighborhood look like? How does the author s description of the setting help the reader to understand Amber? Read aloud Owl Moon, by Jane Yolen, to illustrate the impact of setting. Preview the front and back covers, asking students what they know about the setting from the covers. Then, explain to students that this story tells about a little girl who goes looking for a great horned owl with her father. This is called owling. Read the book interactively, without showing the illustrations, stopping several times during the reading for students to turn to their partners to describe what they see, hear, and feel about the setting. After reading the book, ask students to describe what they felt about the story because of the description of the setting. (e.g., how does the setting help you to understand the relationship between the girl and her father? How does it help you to understand their goal? What were you feeling/thinking as you listened to this story?) Student response: Explain to students that today they will respond to Owl Moon in their RRJs. They will draw a picture of the setting of Owl Moon and write a description based on their picture. To students: Think about all of the things the author described in the book: what did you see, what did you hear, what did you feel? When you have finished your picture, write three to five sentences that describe the setting you drew. Students may respond before or after reading. NOTE: Supporting English-language learners and students with special needs: If students have difficulty coming up with ideas for their picture for the whole book, reread several pages to them and ask them what they saw, heard, and felt. Have them discuss and compare the meanings of words central to the setting: woods, clearing, forest, meadow. July 2015 Page 16 of 46

17 During the Lesson: (25 minutes) Set a purpose for reading. Tell students they will read chapters 5 and 6 in Amber Brown Is Not a Crayon. As they read, they should think about the setting of the story and what new information they have learned. They will add new information to their story maps during or after reading. Students read chapters 5 and 6 in one of three grouping options: independently, with a partner, or in a small group with you. Lesson Closing: (15 minutes) Reconvene the whole class to reread Owl Moon, this time showing the illustrations. Say to students: As I read this time, notice how the illustrations help you to understand more about the story: What else do you see? What else do you hear? What else do you feel? How do the illustrations make you feel (e.g., calm, quiet, etc.)? How do they help you to understand the characters and the story? Ask volunteers to share the illustrations they did in their RRJs. Review the lesson outcomes by asking students questions. Preview outcomes for the next lesson: Tomorrow we will read to determine the important events in a story those events that contribute to understanding the characters and the theme. Lesson 4 (60 minutes) Determining Important Events Lesson Opening: (20 minutes) Class discussion: Review and discuss Essential Questions 1 and 2. Have students Turn-and-Talk with a partner to share their responses to each of these questions. As a whole class, have students discuss the questions in the context of Amber Brown Is Not a Crayon. Review what they have learned about the story elements of problem/goal and setting. Tell students that today they will focus on the events of a story, all of which make up what is called the plot. Explain that some stories are long, with many events, which may make it hard to remember them. That is why they use a story map to record significant events. Another way to help remember and understand events is to think about the story having a beginning, middle, and end. Events in the beginning usually tell about the setting, characters, and problem or conflict. Events in the middle of the story usually tell how the character(s) try to solve the problem. Events at the end usually tell how the character(s) did solve the problem. Not all events are important to remember. Discuss the events they have read about in chapters 1 6 of Amber Brown Is Not a Crayon. Using their books, have students decide what was the first important event and write it on the board (Amber learns that Justin is going to move away). This event is also the problem, and all the important events after this will have to do with Amber trying to solve her problem. Students work with a partner to decide what the next important event in the story is (Amber Brown makes up stories about Justin s house so it will not sell and he can t move). Share their ideas with the whole class and record two more events on the board. Set a purpose for reading: Tell students they will read chapters 7 and 8 in Amber Brown Is Not a Crayon and think about the events that are important to Amber s problem and solution. They should think about events that relate to the problem. For example, what Amber does to help her to feel better about Justin s move and what Justin does that upsets her. During the Lesson: (25 minutes) Read chapter 7 aloud with students following along. Discuss important events and have students record them on their maps. July 2015 Page 17 of 46

18 Then, students read chapter 8 in one of three grouping options: independently, with a partner, or in a small group with the teacher. After reading, they record one or two important events from this chapter (the turning point in the story). Lesson Closing: (15 minutes) Reconvene the whole class. Students use their story maps and books to discuss the important events in the two chapters. Why are they important? How do they connect with the story problem and main characters? What do these events tell you about Amber s character? What questions do they have about these events? Review the lesson outcomes by asking students questions. Preview outcomes for the next lesson: Tomorrow you will finish Amber Brown Is Not a Crayon to find out if/how she solved her problem. Formative Assessment: Assess students abilities to determine important events in the story as reflected in their story maps. Lesson 5 (60 minutes) Reviewing Story Structure Lesson Opening: (10 minutes) Class discussion: Ask students what they learned about identifying important story events. How do they connect with the character(s), problem, and setting of the story? Ask students to share some of the events they wrote on their story maps, explaining why these events are important. Refer to the Story Elements chart from Lesson 1 and have students suggest information that should be added based on their reading. Set a purpose for reading: Today they will finish Amber Brown Is Not a Crayon to find out how she solved her problem. After reading, they will complete their story map by filling in the information for Solution and write a summary of the story. During the Lesson: (40 minutes) Read aloud the final chapter (9) of the book with students following along. Students discuss how Amber solved her problem and what she learned about friendship. Reread the last page: Until then, maybe, I can save some of my allowance each week and call Justin once in a while. He can do the same. Have students discuss with a partner what they think this sentence says about Amber. Then, ask students to discuss why this book is considered realistic fiction: What is real? Have you ever experienced something like Amber s problem? Do you think the ending was realistic? Students reread chapter 9 with a partner and complete their story maps, filling in the Solution to Amber s problem. Individually, students use their story maps to write a summary of the story. Work with individual students or small groups of students who need assistance in writing their summaries. Closure: (10 minutes) Conclude the lesson and the first week by reading the poem Since Hannah Moved Away, by Judith Viorst. Discuss how the narrator of this poem is like Amber Brown. Review the lesson outcomes by asking students questions. Preview outcomes for the next lesson: Next time, we will look at how an author tells us about a character. You will be reading different realistic fiction books in small groups. Summative Assessment: Assess the written summaries for inclusion of all story elements. July 2015 Page 18 of 46

19 Lessons 6, 7, 8, 9, and 10: Understanding Characters Brief Overview of Lessons: Lessons 6 10 center on Essential Question 3 (How does understanding a character help us to understand ourselves?) and Essential Question 4 (Why is it important to share our ideas about reading in discussions?). Students learn to do close readings of text to understand characters through their words and actions. They work in small, homogeneous groups to read and respond to different books that reflect their instructional reading level. Lessons 6 and 7 emphasize examining characters by what they say or think. Lessons 8 and 9 focus on understanding characters based on their actions. In Lesson 10, students work in heterogeneous groups to discuss what they learned about the characters in their books. As you plan, consider the variability of learners in your class and make adaptations as necessary. Prior Knowledge Required: Knowledge of the characteristics of realistic fiction Knowledge of the story elements in any narrative text and how they connect to create a story Estimated Time: 60 minutes per lesson Instructional Model: Students move from whole-class text to texts of varying readability levels in small groups. They read and respond; and share learning with other groups. Resources for Lessons: Student texts (small-group sets of five to eight): The One in the Middle Is a Green Kangaroo, by Judy Blume (Readily accessible: Lexile level 310, Guided Reading level M, DRA level 28) Freddy is the middle child sandwiched between an older brother and younger sister. He never feels special until he gets a chance in school to shine! Readers Theatre script for The One in the Middle Is a Green Kangaroo: July 2015 Page 19 of 46

20 My Name Is Maria Isabel, by Alma Flor Ada (Moderately complex: Lexile level 860, Guided Reading level N, DRA level 30 34) Maria Isabel Salazar Lopez is nervous about going to a new school, and her worries are confirmed when her teacher says she will call her Mary. Maria was named for both of her grandmothers and is proud of her name. She works to make her teacher understand how important her name is to her identity. The Hundred Dresses, by Eleanor Estes (Very complex: Lexile level 890, Guided Reading level O, DRA level 34) Wanda s classmates tease her because she is poor and wears the same clothes every day. So, to cope with the teasing, she tells everyone that she has a hundred dresses at home. Only her classmate Maddie is uncomfortable with the hurtful teasing and finally takes action to show that she will never stand by again when someone else is being bullied. This was a Newbery Honor book. Teacher read-aloud texts: Lessons 6 and 7: One copy of The Pain and the Great One, by Judy Blume Told in two parts, first by the older sister, and second by the younger brother. Judy Blume tells a humorous story about sibling rivalry. This book is used to model understanding characters by what they say. Lessons 8 and 9: One copy of Marianthe s Story: Painted Words, Spoken Memories, by Aliki Marianthe has just come to America from another country and cannot speak English. She uses pictures to tell her teacher and classmates about her life and finally learns to communicate with them in words. This book is used to understand characters through their actions. Materials: Chart paper Reading Response Journals Reading Group Chart July 2015 Page 20 of 46

21 Unit: Realistic Fiction: Stories Matter Content Area/Course: English Language Arts and Literacy, Grade 3 Lessons 6 10: Understanding Characters Time: 60 minutes Standard(s)/Unit Goal(s) to be addressed in these lessons CCSS.ELA-Literacy.RL.3.3 Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. MA.ELA-Literacy.RL.3.8a Identify elements of fiction (e.g., characters, setting, problem, solution) and elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia). CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on third-grade topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-Literacy.SL.3.1d Explain their ideas and understanding in light of the discussion. Essential Questions addressed in these lessons: Q 3 How does understanding a character help us to understand ourselves? Q 4 Why is it important to share our ideas about reading in discussions? Objectives: Students will... Determine (infer) character traits or feelings based on what a character says. Write a paragraph describing a character based on what a character says. Instructional Tips/Strategies/Notes for the Teacher: Develop a reading group list for the three texts. Consider students who need little support, some support, and significant support to read in their groups. A daily reading schedule is included at the end of the unit for each group. Create a schedule for meeting with individual groups. Make sure that students requiring significant support meet with a teacher (classroom or specialist) each day. For ELL students and struggling readers, clarify the meanings of words or phrases and focus students on the important words and actions of the characters. You may want to record the quotes and responses to them on chart paper to assist students in their journal responses. Make sure to give all students an opportunity to share their ideas with a partner or in a small group before the whole-class discussion. Use strategies such as Turn-and-Talk and Think/Pair/Share. Model and reinforce the use of locating text to support students understandings of characters. Have students locate specific information in the text for use in oral discussions and written responses. Remind students that if they finish reading and writing before other students or groups, they should reread the chapters or read in their independent reading books. The success of the instructional model will depend on: July 2015 Page 21 of 46

22 o o o Developing a reading-group list of students with similar reading levels. Creating a schedule for meeting with groups each day, ensuring that students requiring the most support are met with each day. Reviewing with students procedures and guidelines for listening and responding to others in group discussions. Anticipated Student Preconceptions/Misconceptions: We only understand a character in a story if the author tells us directly. Lesson 6 (60 minutes) Understanding Characters Lesson Opening: (10 minutes) Present and discuss Essential Questions 3 and 4. Using Think/Pair/Share, have students discuss their own ideas about the questions. Tell students they will understand these questions more in the next five days lessons. Tell students they are going to read realistic fiction more closely this week in order to understand characters: what they are like, what problems they have, how they are feeling. Explain that reading closely means focusing on specific text (words, phrases, sentences, paragraphs) that will help you to understand what the author is saying. Often, the author does not state specifically what a character is like but by writing what the character says and does (you may want to explain show, don t tell ). Today and tomorrow they will look at what a reader knows about characters based on what the characters say or think in the story. They will begin reading a new realistic fiction book in groups and focus on the characters as they read. During the Lesson Reading and response (30 minutes) Present the picture book, The Pain and the Great One, by Judy Blume. Preview the cover and pictures and ask: Who do you think The Pain is? Who do you think The Great One is? Why? Discuss how brothers and sisters have problems with each other and why. Then, tell students this is a book in two parts: the first part is what the sister says about her younger brother; the second part is about what the brother says about his older sister. Read the first half of the story straight through for students to enjoy and understand the character of the older sister. Then, reread the story, stopping on several pages to record what the sister said about her brother and discuss how this tells us what she is feeling. For example, stop on the page where the sister says, My brother the pain is two years younger than me. So how come he gets to stay up as late as I do? Which isn t really late enough for somebody in third grade anyway. Then, stop on the page where she says, But without the Pain there s nothing to do! ). What do these two quotes say about how the sister is feeling about her brother? Stop on several more pages to discuss what the sister says and what this says about her character. Ask: Did the author tell you what the sister is feeling? What did the author do to help you to understand how she feels? Does anyone feel the same way about a brother or sister? After reading, tell students you will read them the second part of the book tomorrow, where they will learn about how the younger brother feels about his sister. Teacher read-aloud: (15 minutes) Introduce students to the books they will be reading. Do a brief Book Talk on each book describing what the main characters problems are (see book descriptions in the Overview of Lessons 6 10). Hand July 2015 Page 22 of 46