character education novel unit out of my mind, sharon m. draper

Character Education Novel UnitOut of My Mind, Sharon M. Draper

Day 1: Bellringer

Assemble your learning journal

Essential Questions

• What can we do to be more accepting of differences?

• How can we show others “respect?”

• What is the impact of bullying on the victim?

Day 1: Chapters 1-2

• Learning Targets– Write your learning targets on the LEFT

side of your learning journal.• I can use active reader strategies to gain

meaning from the text. (predicting, questioning, clarifying, connecting, commenting, inferring, etc.).

• I can determine the point of view of a text.– Are there any words that you do not

understand in the learning targets?

• Inside your Learning Journal, assess yourself on each of these learning targets.

• Here is an example…

Day 1: Say Something StrategyRead as much as your hand will cover, then

“Say Something” (see below) about what you just read before moving on.Make a predictionAsk a questionClarify your thoughtsMake a commentMake a connection

If you can do one of these things about what you read, then keep reading. If not, then re-read.

Day 1: Chapters 1-2• Listen as I read Chapter 1 aloud to you.

– Purpose for Reading: • Through which character’s point of view is the story

told?• What is so different about the narrator of this story?

• Your Job: – Think about the purpose question.– Try to identify when I use the “Say

Something” Strategy. • Make a note in your Learning Journal when

you hear me do one of these things.

Day 1: Chapters 1-2

• Read Chapter 2 with a partner* or independently– Practice using the “Say Something”

strategy as you read.

• Purpose Questions– What is the power of words?

Learning Target(s) Revisited

• Look back at your daily learning target(s) that you recorded at the beginning of class today.

• Code the targets based on your ability to master that target.– Check= I got it!– Star= I’m getting there.– Circle= I need help with this one.

Day 1: Homework

Read Chapters 3-4– Purpose for Reading:

• What is really going on inside Melody’s mind?

Day 2: Bellringer

Learning Targets Write your learning targets on the

LEFT side of your learning journal. I can determine the theme

(author’s message) in a paragraph, chapter, and novel.

I can use evidence from the text to support my answer.

I can write to reflect on and explain my thinking.

Are there any words that you do not understand in the learning targets?

Quick WriteChoose one of these prompts and

write 5 sentences to support your answer.

1)Is Melody smart? List 3 examples to support your answer.

2) Page 8, Melody “says”: “Thoughts need words. Words need a voice.” What does she mean? Do you agree?

3) When Melody talks about tornado explosions, she seems really angry and frustrated. Why? Would you feel like Melody if you were in her place?

Day 2: Chapters 3-4

• Since Melody is the narrator, what does that allow the reader to know?

• We do not know how the other characters feel or what they are thinking. – What information does the author give

the reader to help the reader figure out how the other characters feel or think?• Speech• Body language• Actions

Day 2: Pages 15-34

• If you could create a collage of images that represent what Melody is thinking, what would that look like inside her mind?”

Day 2: Chapters 3-4

“What is really going on inside Melody’s mind?”

Write an ACES paragraph to explain your answer.

Example: What does Melody mean when she explains the tornado? A= Melody means that her

emotions and behaviors are becoming wild and out of control.

C= When she feels the tornado approaching, she says that she ends up screaming, kicking, and throwing a tantrum.

E= These behaviors are times when she is so angry that she loses control.

S= Therefore, it is evident that she means that her emotions and behaviors are extreme like the a tornado.

Day 2: Pages 15-34

• Think-Pair-Share– Share ACES paragraph with a partner– What is the author trying to tell the

reader so far?

• Exit Ticket (sticky note)– What has shocked you the most about the

events of the first few chapters?

Day 2: Homework

• Read Chapters 5-7 (Don’t forget to use the “Say Something” Strategy!)

– Purpose for Reading: • How do other characters treat Melody? • What can you determine is their opinion of her

based on their actions/words?

Day 3: Bellringer

Learning Targets Write your learning targets on the

LEFT side of your learning journal.– I can determine the theme

(author’s message) in a paragraph, chapter, and novel.

– I can analyze how the author develops the theme through characters.

– I can write to reflect and explain my thinking.


Quick WriteChoose one of these prompts and

write 5 sentences to support your answer.

• Explain what Melody means on page 36 when she says, “it’s awful to start out OK, then lose the ability to do stuff.” Do you agree?

• Explain how Mrs. V treats Melody differently than her parents.

Day 3: Chapters 5-7

Chalk Talk• Walk around to the posters and

respond to the questions.– No talking… just writing.

• You can do one of the following:– Answer the question– Agree with someone else’s

answer (explain why)– Agree with someone else’s

answer (explain why)– Ask a clarifying question– Extend someone else’s

answer to provide more details or further thought

Venn DiagramCompare and contrast one of these pairs:• Mrs. Tracy and Mrs. Billops• Parents and Mrs. Valencia

Day 3: Homework


– Purpose for Reading: • What do we know about how Melody feels, acts,

speaks, and thinks? • With a sticky note, mark specific parts of the text

that give you clues about each of these.

Day 4: Bellringer

Write your learning targets on the LEFT side of your learning journal.

– I can summarize the text.– I can use evidence from the text to support

my answers.– I can write to reflect and explain my thinking.


Learning Targets

Day 4: Chapters 8-10• Somebody wanted, but so… (a

summarizing strategy)• Somebody- character• Wanted- goal• But- conflict• So- resolution

Day 4: Chapters 8-10

• Analyzing with Analogies– Example 1:

• Dog : Barks : : Cat : Purrs– A dog barks and a cat purrs.

– Example 2:• Mother : Child : : Sow : Piglet

– A child is the offspring of a Mother, just as a piglet is the offspring of a mother pig (sow).


Your turn!• In your learning journal, finish these

analogies based on what you’ve read.– Melody : Ollie :: __________ : __________ – Melody : Butterscotch : : _______ : _______

• Now explain your thinking by writing an ACES paragraph in your journal.

Day 4: Homework


– Purpose for Reading: • What does Rose feel, speak, and think? How does

she act?

Day 5: Bellringer

Quick Write• Choose one of these prompts:

1) Pg. 96: Mrs. Lovelace says, “Music is powerful….It can connect us to memories…” Can you think of a song that is powerful to you? Describe how it makes you feel and why.

2) Claire and Molly think that Melody has it “easier” because Catherine helps her answer test questions…how could they think this?

3) Pg. 120: Mrs. V points out Claire’s braces to demonstrate we all have imperfections. Is this a good analogy? What are your imperfections?

Learning Targets– Write your learning

targets on the LEFT side of your learning journal.• I can analyze a

character using the FAST approach.

• I can write to reflect and explain my thinking.

– Are there any words that you do not understand in the learning targets?


Expert GroupsUse the FAST approach to analyze a Melody or

Rose.Feelings/Thoughts must come from the character’s

point of view, but Actions/Saying can also be observed by other characters.

Use text evidence (quote or example from the text; page number included) to support your analysis.

Use the back of the character map to write explanations using text evidence (quotes or examples).

You will use the back page as your present your character to another group.

Day 5: Homework

• Read Chapters 14-16 (Don’t forget to use the “Say Something” Strategy while you read.)

– Purpose for Reading: • Why does the author repeatedly use “I wait?” How

is “I wait” significant?

Day 6: Bellringer

Quick Write• Page 141: The other kids are

making fun of Melody’s medi talker. However, when Conner, a popular kid, gives his okay the other kids follow his lead. Why do the students react this way?







Jigsaw GroupsShare your Character Map with the group.Use your thinking sheet on the back to help

you with the presentation.– Write an ACES paragraph to answer these

questions: • What is the theme (this could be the same as

before or they could identify another one).• How did the author use these two characters to

further communicate the theme of this novel?


• Self-Assessment Chart– Go to the Learning Target Self Assessment

chart in your learning journal.– Put today’s date in the column that best

describes your ability to do that learning target.

• Exit Ticket– Write a sentence to reflect on your self-

assessment. These questions may guide your thinking. • What has changed? • What do I still need to work on?

Day 6: Homework


– Purpose for Reading: • You’ll need ONE sticky note. • Use this sticky note to mark ONE significant

passage in these chapters. – Significant = important, profound, thought-provoking,

interesting

Day 7: Bellringer

Quick Write• Write at least 5 sentences to

explain your answer.• Page 155—Mr. Dimming says to

one student, “ If Melody Brooks can win the first round, then my questions must not be difficult enough!” – Was this an appropriate

comment for Mr. Dimming to make?

– What does his comment reveal about him?


targets on the LEFT side of your learning journal.

• I can analyze how the author develops the theme through characters.

• I can use evidence from the text to support my answers.




• Final Word Protocol • Use the sticky note with significant part from last

night’s reading– Student 1 will read aloud the passage to the

group (passage and page #).– Student 1 will share why you chose this

passage.– Students 2-3 will take turns sharing their

thoughts about Student 1’s passage.– Student 1 will have the “final word” to reflect

on what was shared about the passage after Student 2-3 have shared their thoughts.

– Repeat above steps for Students 2 and 3.

Day 7: Chapters 17-19Paper Pushing• You will get a paper with one of these quotes

– (pg. 152) “What your body looks like has nothing to do with how your brain works!”

– (pg. 155) “If Melody Brooks can win the first round, then my questions must not be difficult enough.”

– (pg. 168) “It limits my body, not my mind.”

• Write---Pass---Read--- Repeat!

• In your learning journal, write an ACES paragraph:– “How is the author developing the theme through different

characters?”


• Exit Ticket: Predictions!– Do you believe that Melody will make the quiz

team?

– Write your answer on a sticky note (yes or no) and the post them on the board as you leave.

Day 7: Homework


– Purpose for Reading: • How does Melody’s disability make it difficult for

her to participate in practice? • What was done to make the competition more

accessible to Melody?

Day 8: Bellringer

Quick Write

Choose ONE and write at least 5 sentences to explain your answer.1) At end of Ch. 21 Melody finds out

that she not only made the team but that she got all the answers right—knowing that Melody can help the team win, why are the students only focused on her disability, rather than her ability?

2) Page 210—Stage Director Paul looks at and speaks directly to Melody when talking. Why is this so important to Melody? Cite examples from the text to support your answers.


targets on the LEFT side of your learning journal.

• I can analyze how the author develops and contrast characters’ points of view.

• I can summarize the text.


Day 8: Chapters 20-24• Somebody wanted, but so… (a

summarizing strategy)• Somebody- character• Wanted- goal• But- conflict• So- resolution


• In your learning journals, write an ACES paragraph to answer this question:– How does the author use Melody’s point of

view to impact the reader and communicate the theme?

Day 8: Chapters 20-

24• Go to www.ifaketext.com

• Compose a text message conversation from Claire to Molly.

– What is going on in Claire’s mind at the regional competition?

http://www.ifaketext.com/

Day 8: Homework


– Purpose for Reading: • What is Claire feeling, thinking, and saying? How

is she acting?

Day 9: Bellringer

Quick Write• Choose one of these prompts:

1) Page 238: Melody thinks, “Claire gets sick in the middle of a crowded restaurant yet I’m the one everybody looks at sideways.” Explain why Melody feels this way.

2) Page 242: Melody thinks, “I can’t do anything right. I don’t want to be all that—I just want to be like everybody else.” What does Melody mean?






IndependentlyUse the FAST approach to analyze a Claire.

Feelings/Thoughts must come from the character’s point of view, but Actions/Saying can also be observed by other characters.

Use text evidence (quote or example from the text; page number included) to support your analysis.

Use the back of the character map to write explanations using text evidence (quotes or examples).

Day 9: Homework


– Purpose for Reading: • What does it mean to be fair?

Day 10: Bellringer

Learning Targets– Write your learning targets on the LEFT side of

your learning journal.• I can determine the theme (author’s message) in a

paragraph, chapter, and novel.


• I can write to reflect and explain my thinking.– Are there any words that you do not

understand in the learning targets?


Answer Garden• Melody doesn’t have the words to save Penny. • What would would describe how she felt at that

moment?– Go to this link: http://answergarden.ch/view/63229 and

type in your word.

“Fair” (write in your learning journal)– What does it mean? – Were the characters being fair? – Was Melody treated fairly? – Does fair mean equal?

http://answergarden.ch/view/63229

http://answergarden.ch/view/63229

Day 10: Homework


– Purpose for Reading: • How would Chapter 32 be different if it were told

from Rose’s point of view?

Day 11: BellringerLearning Targets

– Write your learning targets on the LEFT side of your learning journal.

• I can analyze how the author develops and contrast characters’ points of view.




Quick Write

Choose one of these prompts:1) Page 281: Mrs. V. says,

“Normal sucks.” Why?

2) Page 292: Do you believe Melody broke the trophy on purpose? Why or why not?


• Through Someone Else’s Eyes– Ask students, “Why would the author choose

to write this story through Melody’s point of view?”

– How would Chapter 32 have been different if it had been from Rose’s point of view? Teachers? Claire’s?


• Chalk Talk– Respond to these questions by writing

your answer or responding to another. • Why would the author title the book this way?• What does it mean to be “out of my mind?”• Who was “out of their mind” in this novel? • What does “out of my mind” have to do with the

theme of this novel?

Day 11: Chapters 31-33• Discuss the author’s choice of structure

– What do you notice about the first and last chapters? – Why would the author choose to do this? – How does this communicate the author’s message

(the theme)?

• Learning Target Self-Assessment Chart– Update your chart with today’s day in the appropriate

column based on your ability to do each learning target.

Day 11: Homework

• None!

Day 12: Bellringer

Learning Targets– Write your learning targets on the LEFT side of

your learning journal.• I can determine the theme (author’s message) in a

paragraph, chapter, and novel.• I can analyze how the author develops the theme

through characters.• I can write to reflect and explain my thinking.


Day 12: After Reading

Watch this video clicp

http://bcove.me/yk738xzr




• Three Types of Bullying– Relational

• trying to destroy a person’s relationship with other by effecting how others feel about that person

– Verbal• bullying by relentless teasing and insults

– Physical• bullying with physical violence

• Novel Hunt– Find examples of your assigned type in the text.


• Think-Write-Pair-Share– How did this make Melody feel? – How did it make the reader feel? – How does the author use these feelings to

further communicate the message to the reader?

Day 12: Homework

• None!

Day 13: Performance Task


side of your learning journal.• I can explain, examine, and exhibit the

theme of “respect others” as I work on a project with a small group of peers.



Work with your “Agency Partner” to complete this performance task.



side of your learning journal.• I can explain, examine, and exhibit the

theme of “respect others” as I work on a project with a small group of peers.



Work with your “Agency Partner” to complete this performance task.

character education novel unit out of my mind, sharon m. draper

Documents

learning journal slide

bellringer learning

daily learning targets

draper slide

purpose questions

melody talks

melody smart

power of words