character education novel unit schooled by gordon korman

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  • Slide 1
  • Character Education Novel Unit Schooled by Gordon Korman
  • Slide 2
  • Day 1: Bellringer Assemble Your Learning Journal
  • Slide 3
  • Essential Questions How can we show others respect? Is change positive? Negative?
  • Slide 4
  • Day 1: Chapters 1-3 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.). Are there any words that you do not understand in the learning targets?
  • Slide 5
  • Inside your Learning Journal, assess yourself on each of these learning targets. Here is an example
  • Slide 6
  • Day 1: Say Something Strategy Read as much as your hand will cover, then Say Something (see below) about what you just read before moving on. Make a prediction Ask a question Clarify your thoughts Make a comment Make a connection If you can do one of these things about what you read, then keep reading. If not, then re- read.
  • Slide 7
  • Day 1: Chapters 1-3 Listen as I read Chapters 1-2 aloud to you. Purpose for Reading: pg. 8, par.7 We talk it out, think it out, work it out is one of Rains sayings. Is this good advice for problem solving? Why or why not? 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.
  • Slide 8
  • Day 1: Chapters 1-3 Read Chapter 3 with a partner* or independently Practice using the Say Something strategy as you read. Chapter 3 Purpose Question Zach ends his chapter by saying, This was my year. What does he mean by that? How do you predict Zachs year will turn out?
  • Slide 9
  • 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= Im getting there. Circle= I need help with this one.
  • Slide 10
  • Day 1: Homework Read Chapters 4-6 Purpose for Reading: What does the author tell us about Cap, Hugh, or Zachs characters? Choose a character to focus on for tomorrows analysis: Cap, Hugh, or Zach Come to class ready to describe that character and have an example from the book to support your description. Think about the character from multiple points of view: the characters point of view and the other characters view of that person
  • Slide 11
  • Day 2: Bellringer Write your learning targets on the LEFT side of your learning journal. I can analyze a character using the FAST strategy. I can write to reflect on and explain my thinking. Are there any words that you do not understand in the learning targets?
  • Slide 12
  • Day 2: Chapters 4-6
  • Slide 13
  • Slide 14
  • Slide 15
  • Expert Groups Use the FAST approach to analyze a character (see handout). FYI: Feelings/Thoughts must come from the characters 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.
  • Slide 16
  • 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= Im getting there. Circle= I need help with this one.
  • Slide 17
  • Day 2: Homework Read Chapters 7-9 (Dont forget to use the Say Something Strategy!) Purpose for Reading: What do you think the author is trying to tell the reader so far? Why do you think that? Find examples in the text to support your answer.
  • Slide 18
  • Day 3: Bellringer Write your learning targets on the LEFT side of your learning journal. Chapters 4-6 I can analyze a character using the FAST approach. I can analyze how the author develops the theme through characters. Chapters 7-9 I can determine the theme (authors message) in a paragraph, chapter, and novel. I can write to reflect on and explain my thinking. Are there any words that you do not understand in the learning targets?
  • Slide 19
  • Day 3: Chapters 4-6 Jigsaw- 12-15 minutes (4-5 minutes each person) Get into new groups (teacher-chosen) Share your character map with your new group members and learn about the other characters as well. Presenting Student - Share Character Map and text-evidence Have group members go to page/paragraph to reread the evidence. Listening Students- Determine if the text evidence supports the FAST analysis
  • Slide 20
  • Day 3: Chapters 4-6 Self-Assessment (2-3 minutes) Look back at your learning targets for Chapters 4-6 Chapters 4-6 I can analyze a character using the FAST approach. I can analyze how the author develops the theme through characters. Check= I got it. Star = Im getting there. Circle = I need help with this one.
  • Slide 21
  • Day 3: Chapters 7-9 Think-Write- Pair-Share (12-15 minutes) When you are unkind to others, it is usually because you dont believe that you, yourself, deserve kindness (pg. 48) Think: (1 minute) Is the quote on page 48 an appropriate theme (message from the author) for the story so far? Why or why not? Write: Write your response to the above prompt (5 minutes) Pair: Share your thoughts with a partner (1 minute) Share with the group (2-3 minutes)
  • Slide 22
  • 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= Im getting there. Circle= I need help with this one.
  • Slide 23
  • Day 3: Chapters 7-9 Self-Assessment (2-3 minutes) Look back at your learning targets for Chapters 4-6 Chapters 7-9 I can determine the theme (authors message) in a paragraph, chapter, and novel. I can write to reflect on and explain my thinking. Check= I got it. Star = Im getting there. Circle = I need help with this one.
  • Slide 24
  • Day 3: Exit Ticket & Homework Exit Ticket Respond to this question on the sticky note before you leave. Put them on the board and sort them by character. Which character is the author using to develop this theme? Why do you think this? Homework Read Chapters 10-12 (Dont forget to use the Say Something strategy while you read.) Purpose for reading What is the authors message (theme) in these chapters? How does the author use the characters decisions to develop the theme?
  • Slide 25
  • Day 4: Bellringer Writing Prompt (5 minutes) Draw a bus that uses the whole page. Draw 5 lines inside the bus. Choose one of these two quotes from Rain (Rain isms) and write 5 sentences to describe what you think about her ideas. You always know what you are doing when youre doing the right thing. A Community thrives when each member does what he/she is good at.
  • Slide 26
  • Day 4: Chapters 10-12 Learning Targets Write your learning targets on the LEFT side of your learning journal. Chapters 10-12 I can analyze how the author develops the theme through dynamic characters. I can evaluate to make an informed decision. I can write to reflect on and explain my thinking. Are there any words that you do not understand in the learning targets?
  • Slide 27
  • 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= Im getting there. Circle= I need help with this one.
  • Slide 28
  • Day 4: Chapters 10-12 Focus Question: How does the author use the characters decisions to develop the theme? Decisions, Decisions Thinking Critically about Characters Decisions Chalk Talk Human Likert Scale
  • Slide 29
  • 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= Im getting there. Circle= I need help with this one.
  • Slide 30
  • Day 4: Homework Read Chapters 13-16 (Dont forget to use the Say Something Strategy while you read.) Purpose for Reading: Sophies Dad, Rain, and Cap choose to act a certain way in these chapters. Are these positive or negative actions? Why do you think so? Be prepared to discuss.
  • Slide 31
  • Day 5: Bellringer Writing Prompt: (5 minutes) Draw a ladder that takes up the whole page with at least 5 rungs. Choose one of these Rain isms and write 5 sentences on the rungs to describe what you think about her ideas: Following rules is more important than living your life When people are negative, they are trying to put duct tape on their own damaged souls. When we judge others, we are really judging ourselves.
  • Slide 32
  • Day 5: Chapters 13-16 Learning Targets Write your learning targets on the LEFT side of your learning journal. Chapters 13-16 I can analyze how the author develops the theme through dynamic characters. I can evaluate to make