Unit 2: SeriesSuggested Texts:

Title Author Level LocationCome On, Rain! Karen Hesse P Calkins Writing

Ramona Series Beverly Cleary O Book RoomHenry Huggins Series Beverly Cleary O Book Room

Otis Spofford Beverly Cleary OMuggie Maggie Beverly Cleary O Book Room

Amber Brown Series Paula Zaniger N Book RoomMagic Tree House Series Mary Pope Osborne M Book Room

Other Resources:

Title Item/Description LocationThe World of Beverly Cleary website http://www.beverlycleary.com/

Amber Brown is Not a Crayon teacher’s guide with book in book room

I can My Goals

I can do this with help I can do this by myself I can do this with a

hard text

I can describe when there are different characters telling a story. [RL.3.6]

I can do this with help I can do this by myself I can do this with a

hard text

I can describe a narrator or character’s point of view in a text. [RL.3.6]

I can do this with help I can do this by myself I can do this with a

hard text

I can compare and contrast a narrator or character’s feelings about a topic and my own feelings. [RL.3.6]

I can do this with help I can do this by myself I can do this with a

hard text

I can compare and contrast themes, characters, and plots of two stories by the same author. [RL.3.9]

I can do this with help I can do this by myself I can do this with a

hard text

I can compare and contrast the themes, plots, and settings of stories written by the same author about the

same or similar characters. [RL.3.9]

I CAN STATEMENTS

I can describe when there are different characters telling a story. [RL.3.6]

I can describe a narrator or character’s point of view in a text. [RL.3.6]

I can compare and contrast a narrator or character’s feelings about a topic and my own feelings. [RL.3.6]

I can compare and contrast themes, characters, and plots of two stories by the same author. [RL.3.9]

I can compare and contrast the themes, plots, and settings of stories written by the same author about the same or similar characters. [RL.3.9]

Supporting Standards “I Can” Statements (For Teacher Use Only)

I can retell a story. [RL.3.2]

I can tell the central message of a story, and identify how the message is conveyed. [RL.3.2]

I can identify the theme of a story using key details from the text. [RL.3.2]

I can describe the characters in a story and explain how their actions contribute to the story’s events. [RL.3.3]

I can describe a character’s traits (how they look and act), their dreams and fears, their feelings, and their interactions. [RL.3.3]

I can explain how a character’s actions are important to the events in a story. [RL.3.3]

I can determine the literal and figurative meaning of words an author uses. [RL.3.4]

I can understand the meanings of words and phrases as they are used in a text. [RL.3.4]

I can define direct/actual language, and give examples. [RL.3.4]

I can define figurative language, and give examples. [RL.3.4]

I can determine if a word or phrase is being used literally or figuratively in a text. [RL.3.4]

I can use specific terms (chapter, stanza, etc.) when discussing a story or text. [RL.3.5]

I can explain how parts of text (chapters, stanza, etc.) are connected. [RL.3.5]

I can write or speak about a text and talk about different parts of the text like chapters, scenes, or stanzas. [RL.3.5]

I can describe how one part of a text builds on the parts that came before it. [RL.3.5]

Standard Suggested Mini-Lessons

RL 3.6Distinguish their own point of view from that of the narrator or those of the characters.

Know that point-of-view is the perspective from which a story is being told. Determine the narrator’s and/or character’s point-of-view in a story. Explain the differences between their own point-of-view and the narrator’s/character’s point-of-

view.

RL 3.9Compare and contrast the themes, settings, and plots of stories written by the same author

Identify the theme of a story. Compare and contrast the problems and solutions in a book by the same author.

about the same or similar characters (e.g., in books

Standard Assessments

RL 3.6Distinguish their own point of view from that of the narrator or those of the characters.

*Diary Point of View SCAN *Rotten Red Headed Brother Point of View Comparison D Point of View Exit Slip D Are You Ready Sam? D My Brother’s Mess D

RL 3.9Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books

*Toby & Bouncer (Numbers 3 & 4) *Spider Venn Diagram D

Distinguishing Point of View Between Self and the Narrator and/or Characters: Mini-Lesson

Interactive Read Aloud: Read aloud a text of choice or use Those Shoes by Mariebeth Boelts. Stop at specific points in the text to allow students to turn and talk or stop and jot. Your discussion questions will be based on your student’s needs and what you want to focus on during this read aloud.

Mini-lesson(s): (RL.3.6, RL.3.1, 3.10; W.3.8, 3.10; RF.3.4a, 3.4b, 3.4c, L.3.3a, 3.3b; SL.3.1, 3.3, 3.6)

This seed is intended to span more than one mini-lesson.

Learning Target: I can distinguish between my own point of view and that of the narrator or those of the characters. (RL.3.6)

Note: In this lesson students are learning that the reader’s interpretation of the story is shaped by the person telling the story. Students will begin to learn how to distinguish their own point of view from that of the narrator or the characters in the story. It is important that students understand that this is their opinion that they have about the story and they need to be able to provide reasons for their point of view, using evidence from the text. By doing this work, students are beginning to evaluate texts!

Tell to students that you are going to reread the book Those Shoes by Mariebeth Boelts, or the mentor text of your choice. Draw a 5-column chart on chart paper: (adapt for the characters within the text)

Explain to students that their purpose for reading today is to pay close attention to the point of view of the main characters (or both grandma and Jeremy). Read aloud the first few pages and then stop to think aloud about how one character feels. Record your thinking on the chart. Continue reading until we find out about how the other character feels and record this on the chart. Then have students turn and talk about their point of view of this event and which character they agree with. Have a few partnerships share their thinking. Encourage students to use reasons to support their thinking as well as evidence from the text. Choose one response to add to the chart.

Guided Practice: (this may occur during the next mini-lesson)Provide students with a few pages from a familiar text where the main character’s point of view can be easily identified. For example, OneGreen Apple by Eve Bunting is about a girl who has just moved to the United States. In the first few pages of the book she shares her point of view about being in a new school. Then have students use the following questions to help them distinguish their point of view from that of the characters.

How does (character) feel about (evidence from text)? How do you know?I agree/disagree with (character) because ?I would have felt _________________ because .While students are working, circulate the room using the thinking stems below to help guide their thinking.

Work Time: Have students choose a fictional story to read. It may be helpful to have some baskets of books where the point of view of the characters can be easily identified for students who need extra support. Once students have a book, tell them to read the first page or two and

identify who is telling the story. Next, tell students to choose a character and to keep track of how that character feels about events or other characters in the story. Students can record their thinking on sticky notes. Guide reading groups are also pulled during this time. At the end of independent reading time have students read over their sticky notes to see if they can identify this characters point of view. Tell students to be ready to share their thinking with a partner.

Share: Have students meet with their reading partner to share what they think the point of view of their character is and why. Explain to students that if they are the listener they should be thinking of questions to help their partner think deeper about the character’s point of view. They should ask questions like: Why do you think that? Can you say more about that? Where in the text did it make you think this?

Finally, have students write a response in their reader’s notebook using the following questions to help guide their thinking.How does feel about ____________________________ ? How do you know?I agree/disagree with ___________________ because ________________________.I would have felt __________________________ because_____________________________.

Thinking Stems/Anchor Chart:• Who is telling the story? How do you know?• How does the narrator/character feel about ? How do you know?• How would you have felt? Why?• What would you have done? Why?

Formative Assessment Opportunities: Assess students’ responses during guided practice. Make a note of students who may need additional support and pull these students in a small focus group.

Compare and Contrast the Problems/Solutions in Books by the Same Author: Mini-Lesson

Background Information: To teach standard RL.3.9, students have to compare and contrast stories that were written by the same author using the same or similar characters. The book Elmer and the Dragon by Ruth Stiles Gannett is referred to in this lesson because it is the sequel to My Father’s Dragon. Both of these books are written by the same author and have the same characters. Also, this lesson only mentions comparing and contrasting the problems and solutions in the stories. However, students will need other opportunities to compare and contrast the settings and themes of stores written by the same author using the same or similar characters. Below is a chart with a list of titles/series that have the same author that you may want to consider.

Learning Target:I can compare and contrast the problems and solutions in books by the same author.

Activity: (RL.3.9) Explain and define what it means to compare and contrast. Then, explain to students that they are going to be comparing and contrasting the problems and solutions from two books by the same author, such as: My Father’s Dragon and Elmer and the Dragon by Ruth Stiles Gannett.

Using a box and t-chart (see anchor chart below) label each column with the title of the book. Then ask students to think about some of the problems that the main character experiences in each of the books. Record problems that are similar in the box and problems that are different under each title

of the book. Then have students turn and talk about another character’s problems in each of the books. Have students explain where to record the problems on the box and t-chart. Use a different color to record the other character’s problems. Continue this same process with the solutions from both stories. You may want to use a different box and t-chart for the solutions. Then have students discuss what they noticed about these two books. What did you notice about the problems that the main character experiences in both books? What about how he solved these problems? What does this tell us about his character? If we were to read a 3rd book in this series what type of problems do you think this character would experience and why?

During work time (small group instruction and independent practice), have students continue comparing and contrasting books written by the same author about the same or similar characters. Explain to students which element they will be comparing and contrasting (e.g., theme, setting, or plot) and provide students with a box and t-chart to record their thinking.

Thinking Stems/Anchor Chart:• How are the problems similar (alike) in ___________ (title) and ____________ (title)?• Compare how ___________ (character) solves their problems in___________ (title) and ____________ (title)?• Compare and contrast the themes/settings/plots in ___________ (title) and ____________ (title)?

Formative Assessment Opportunities:• Listen during class discussions of the book. Record observations of students who are able to make comparison between the texts.• Exit Slip: Use one or more of the above thinking stems for students to write about in their reader’s notebook.

Understanding Characters by Creating a Movie in Your Mind: Mini-LessonInteractive Read Aloud: Read aloud Fireflies! By Julie Brinckloe (a copy of this book can be borrowed from a 4th grade teacher). The purpose of this read aloud is to introduce this book to students while focusing on standard RL.3.1. Students will be returning to parts of this book during the mini-lesson. Strategically plan stopping places in the book to allow students to turn and talk with a partner. For instance, after reading aloud the first few pages stop and ask students to turn and talk about what they know so far. Other possible questions are:

• Why do you think the boy was so eager to get outside to be with the fireflies?• Turn and talk to your partner about how the boy is feeling. What in the book makes you think that?• What lessons can we learn from this story? Why?

• How did the boy change from the beginning of the book to the end?

Note: In this seed students will use the strategy of visualizing to begin the work of standard RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) to explain how their actions contribute to a series of events. When students visualize, they bring the text to life, drawing them into the book. To visualize the characters in the book, students have to pay careful attention to details the author gives. What are they doing? How are they doing it? How do they sound? Through visualizing, students will be able to have a deeper understanding of the characters.

For independent reading you will want to make sure that students have access to texts with strong characters to practice the work of visualizing. You will want to have a variety of books, on several levels, both above and below grade level, for students to choose from. (See attached list for sample mentor texts)

Mini Lesson Standards: (RL.3.3, RL.3.1, 3.3, 3.10; W.3.8, 3.10; RF.3.3a, 3.3b, 3.3c, 3.4a, 3.4b, 3.4c; L.3.4a, 3.4c, 3.6; SL.3.1a, 3.1b, 3.1c, 3.1d, 3.3, 3.6)This seed is intended to span more than one mini-lesson.

Learning Target: I can create a movie in my mind to help me understand the characters in the book. (RL.3.3)

Explain to students that today they are going to practice visualizing while reading to help them understand the characters in the book Fireflies. To really understand the characters and the story, readers read as if they are living in the story. They read paying close attention to the details and using these details to create a movie of the story in their head. They visualize not only what the characters are doing but also how they are doing it.Model for students how readers use details to help them visualize the characters.

Start by rereading the following lines from Fireflies!:“I ran from the table, down to the cellar to find a jar. I knew where to look, behind the stairs. The jars were dusty, and I polished one clean on my shirt. Then I ran back up, two steps at a time.”

I can see the happiness on the boy’s face as he races down to the basement to find a jar. I can see him rushing to clean the jar, and I can hear the pounding of his feet on the steps as he skips every other one to get back upstairs quickly. I can imagine that he would be a bit out of breath at this point.

“The screen door banged behind me as I ran from the house. If someone said, ‘Don’t slam it,’ I wasn’t listening. I called to my friends, ‘Fireflies!’ But they had come before me with polished jars, and others were coming behind.”

I am picturing the boy running out the door as fast as he can, with the door swinging and slamming shut behind him. I can picture his excitement as he rushes outside to be with his friends who also have jars, and are running around catching the fireflies.

As you explain to students what you are picturing in your mind, you are also acting it out. For example, you are calling out with excitement, “Fireflies!” and pretending to catch them in your hand. Finally, share with students how visualizing helped you to understand how the boy is

feeling.

“The light in the jar turned yellow, like a flashlight left on too long. I tried to swallow, but something in my throat would not go down. And the light grew dimmer, green, like moonlight under water. I shut my eyes tight and put the pillow over my head. They were MY fireflies. I caught them. They made moonlight in my jar. But the jar was nearly dark.”

I can feel the disappointment that the boy is experiencing as he notices the fireflies starting to lose their light. He was so excited to catch them and bring them home, and he is probably feeling like they are pets. Now he is struggling with letting them go, and is feeling very sad.

Guided Practice: (this may occur during the next mini-lesson). Tell students that their job is to make a movie in their mind as you read aloud, using the details to add to their movies. You will not only want to visualize what the character is doing, but how the character is doing it. Try to become the character in the story. Read aloud an important section from the book. Then, have students turn and describe their image of this scene with their partner. With your partner, describe what you saw the character doing. How were they doing it? How did they sound? What were the people around them doing? Bring students back together and with the whole group discuss how these images or movies help us to understand the characters. How do you think the character was feeling? Why? What do you think the boy was thinking about?

Start an anchor chart titled “Strategies Readers Use to Understand Characters” and add this strategy to the chart (see anchor chart below) you will continue to add to this. You will continue to add to this anchor chart over the next few mini-lessons.

Work Time: Remind students to continue the work of visualizing as they are reading in their independent reading books. During reading, students will mark an important part of the text or a part of the text where they were really able to visualize the main the character in the book. Then in their reader’s notebook they will either make a sketch of this image or jot some notes about what they are seeing in their head as they read this scene. While students are working you will want to circulate the room, conferring with students and making notes about students who may need more support. While conferring you will notice students will be all different stages with visualizing. The following are some strategies to use with students who are less developed with this strategy.• Encourage students to use all of their senses when visualizing, drawing on their own memories to help them. Have you ever experienced an

event like this? What did you see? What did it sound like? How did you feel?• Show students how to not only visualize what the character is doing but how they are doing it. For example, after reading the line “Then I

ran back up, two steps at a time.” Some students may say; He is running up the steps. However, it is how he is running that helps us to understand the character. We know that she is skipping steps as he runs back upstairs. When we add this detail to our picture we can now see that the boy is very excited, trying to get outside quickly, because he is so excited to catch fireflies.

While conferring you may notice several students with similar needs that could be grouped together for a focus group. Guided reading groups can also pulled at this time.

Share: Stop students a few minutes early to prepare for today’s share. Tell students to make sure they have one passage marked in their book where they either sketched or jotted about the picture in their head. Then have them practice reading this part of the text, as if they were the main character in this passage. You will want to model what this looks like for students using a passage from Fireflies. For example, you could choose the part where the boy is trying to convince himself that the fireflies are okay in jar. Read this part aloud, then model what it would look like—covering your head as if it was with a pillow, and saying, “these are MY fireflies!” Then have students meet with their reading partners. First, they will read the

passage as if they were the character. Then they will share their sketch or notes about what they were picturing in their head.

Formative Assessment Opportunities:Confer with students while they are reading independently. Use the thinking stems above to prompt students while they are reading. You will want to have some strategies ready for students who are having difficulty with visualizing the characters. A couple of strategies are listed for you in the “Work Time” section of this seed.

Describe the Main Characters by Paying Attention to Their Actions: Mini-LessonMini-lesson: (RL.3.3, RL.3.1, 3.3, 3.10; W.3.8, 3.10; RF.3.3a, 3.3b, 3.3c, 3.4a, 3.4b, 3.4c; L.3.4a, 3.4c, 3.6; SL.3.1a, 3.1b, 3.1c, 3.1d, 3.3, 3.6)

This seed is intended to span more than one mini-lesson.

Learning Target: I can describe the main characters by paying attention to their actions (what they say, do, and think). (RL.3.3)

Ask students if they have ever heard someone say that they were able to “read” how someone was feeling. Explain what this means to “read”

someone and we do this by paying attention to their actions (what they say, do , and think). Provide students with a few examples by either acting out an emotion or telling them a story about a time you were able to “read” how someone was feeling by noticing their actions.

Just like in real life, we also want to “read” the characters by paying close attention to their actions. This will help us understand the character.Share a passage from Fireflies or another mentor text. Model how you think aloud about the character’s actions, and what those actions are telling you.

After the think aloud, explicitly tell students the strategies you used. After reading this part, I had to pause and think about (character)’s actions. What did he/she do? Then I thought about what his/her actions told me about him/her. I also thought about his/her actions as choices. For example, he/she could have chosen to _________________, but he/she chose not to do that. When we see the character’s actions as choices, we can understand them even more!

Guided Practice: (this may occur during the next mini-lesson). Provide partners with a copy of a short passage from the book. Have partners each take a turn reading the passage aloud while creating a picture in their mind. Partners will then underline the character’s actions and either talk or write about what his/her actions tell them about him/her. While students are working, listen to their reading and their conversations, making notes about next steps for instruction. Bring students back together and select a few partnerships to share out their thinking. When students are sharing their new understanding of the character, be sure they include their evidence for their thinking. They should always take their thinking back to the text. Finally, restate your teaching point. When we pay close attention to the character’s actions, we begin to understand who that character is. Add this strategy to the anchor chart titled “Strategies Readers Use to Understand Characters” (see the anchor chart below).

Work Time: Today as you are reading, you are going to want to pay close attention to the main character’s actions so that you have a better understanding of who this character is. You are going to write down your thinking on post-it notes, leaving a trail of thinking about your character.While students are independently reading, begin conferring with students or pull a small focus group of students who were struggling with this skill during guided practice. Guided reading groups are also pulled at this time.

Share: Tell students that during share time today, either with their reading partner or whole group, they will be sharing what they have learned about their character today. Give students a few minutes to look over their post-it notes to prepare for today’s share and to have one passage marked in their text that really helped them to understand this character. While students are sharing remind partners to use the following conversation prompts if they need this support.

• “What in the text makes you say that……”• “Can you say more about that?”

Thinking Stems/Anchor Chart:• Describe how (character) acts. What does this tell you about the character?• Why do you think that character chose to act like that? Could he/she have made a different choice? What does their choice tell you about

him/her?”

Formative Assessment Opportunities:During guided practice, listen to students’ conversations. Are students able to identify the character’s actions? Can they make inferences based on the character’s actions about the character’s feelings or what kind of person the character is?

Describe a Character Using Traits and Feelings: Mini-Lesson

Mini-lesson: (RL.3.3, RL.3.1, 3.3, 3.10; W.3.8, 3.10; RF.3.3a, 3.3b, 3.3c, 3.4a, 3.4b, 3.4c; L.3.4a, 3.4c, 3.6; SL.3.1a, 3.1b, 3.1c, 3.1d, 3.3, 3.6)

This seed is intended to span more than one mini-lesson.

Learning Targets: I can describe a character using traits and feelings. (RL.3.3) I can use evidence from the text to support my thinking. (RL.3.3)

Explain to students that when you “read” someone’s actions, you begin to notice a certain way this person acts. We can us “character traits,” which are words to describe someone’s personality when we are trying to understand who this character is. A character trait is different than a feeling. It is how you are most of the time where as feelings are constantly changing. Draw a two-column graphic organizer, one side labeled “feelings” and the other side labeled “character traits.” With students, brainstorm a list of trait and feeling words.

Today I want to show you how to determine character traits by paying close attention the characters’ actions. Go back and reread a part of a familiar text. For example, you could reread the following part from Fireflies:

“I shut my eyes tight and put the pillow over my head. They were my fireflies. I caught them. They made moonlight in my jar. But the jar was nearly dark. I flung off the covers. I went to the window, opened the jar, and aimed it at the stars. ‘Fly!’”

Pause and think aloud about the boy’s actions and what they reveal about what type of person he is. I noticed that he decides to go to the window and let the fireflies go even after he says they are his and he caught them. This tells me that he is a kind person who doesn’t want to hurt the fireflies. I am thinking “responsible” would be a trait I could use to describe the boy.

Guided Practice: (this may occur during the next mini-lesson)Choose another section in the text (or another text) for students to read with a partner. As they read, remind them to pay careful attention to the

character’s actions. Then, tell partners to discuss the character’s actions and then come up with one trait they would use to describe him/her. While students are working, listen to their conversations and push students to think deeper about the main character. What do his/her actions tell you about his/her personality? Why? How could he/she have acted differently? What does this tell you? Bring the whole class together to share their thinking. As students share their thinking, ask them why they gave her that trait, always taking their thinking back to the text.

Work Time: Remind students of the learning targets. Explain to them that while they are reading they are going to want to pay close attention the character’s actions. They will also want to jot down their thinking about these actions as well. Students could either use post-it notes to record their thinking or on a graphic organizer like the one pictured below. Tell students that while they are reading they may notice a trait right away that describes their character. If so, then they will want to read with this trait in mind and then look for details that either support or change their thinking.

During work time, conference with students to see if they are able to determine character traits based on evidence from the text. You may notice that some students have difficulty with noticing the difference between feelings and traits. Remind students that feelings are always changing where as character traits describe their personality (who they are most of the time). If you notice several students having difficulty with this skill, pull them into a small focus group. Guided reading groups are also pulled at this time. Have students stop independent reading a few minutes early to prepare for share time. Pass out an index cards to students and explain that they will write a short description of their character including traits and feelings. They will also use evidence from the text to support their thinking. Students may use the following prompt if they need it: I think this character is _____________ because __________, and _________________. Once students have finished writing tell them to practice for their conversation.

Share: Have students meet with their partners to describe their character. Tell partners that Partner 1 will be the listener while Partner 2 will describe the main character in their book. Partner 1’s job is to push their partners thinking helping them to elaborate their thinking. Write the following prompts on chart paper for Partner 1 to use:• Can you tell which part made you think that?• Can you say more about that?• Did you notice any patterns?

Thinking Stems/Anchor Chart:• How would you describe the character? What makes you say that?• What are you noticing about him/her?• What are we learning about ___CHARACTER___ now?

Ask Questions to Determine the Motives of the Main Characters: Mini-Lesson

Mini-lesson: (RL.3.3, RL.3.1, 3.3, 3.10; W.3.8, 3.10; RF.3.3a, 3.3b, 3.3c, 3.4a, 3.4b, 3.4c; L.3.4a, 3.4c, 3.6; SL.3.1a, 3.1b, 3.1c, 3.1d, 3.3, 3.6)

This seed is intended to span more than one mini-lesson.

Learning Target: I can ask questions to determine the motivations of the main character. (RL.3.3)

Begin by introducing the word “motivation” to students by sharing a story about a time when you were motivated to do or try something. Explain to students that motivation is the “why” of the story. It is the reason characters act the way they do. In the following activity called “hot seat,” students work in the small groups to create 2-3 questions that they would want to ask the main character to help them understand their actions.

For example, using the book Fireflies, students would write questions to ask the boy to help them understand why he acted in a certain way. Model for students a question you might want to ask the boy such as: “Why did you catch the fireflies even if you were going to set them free in the end?” Then allow students to work in their small groups to create 2-3 more questions. While students are working, choose 1 student to play the role of the boy. Once students have finished writing their questions, explain to them that the boy has joined their classroom and is ready to answer their questions. This student will take the “hot seat” in the front of the room as they take on the role of the boy. Students then ask their questions to help them understand the motivations of this character. Allow several students to take on the role of the boy to see if this changes the answers based on students understanding of the character.

Guided Practice: (this may occur during the next mini-lesson). After the “hot seat” activity, have students work with their partner to write a response to the following prompts:• What does the character want and what does he/she struggle with trying to get what she wants?• What does the character do to get what she wants?

Work Time: Have students select a book with a strong character to practice asking questions to determine the character’s motivation. Remind students that this is the “why” of the story. When we are able to determine why a character behaves a certain way it helps us to understand the character more deeply. Explain to students that while they are reading they are going to practice asking the character questions and then use what they know about the character to write what they think this character would say. The following are question starters students may want to use:• Why did you…• Why didn’t you…• What made you...

Have students record the question at the top ofa post-it note and then the characters response below.

While students are working, confer with them, making notes about where they are in terms of this skill. Are students able to ask questions about

character actions and events that are important to the story? Are students able to give a reasonable explanation for why a character may have behaved that way? Use the following thinking stems for students who need additional support. Guided reading groups are also pulled at this time.

Share: Have reading partners share what they learned about their character during independent reading. Partners, today I really want you to try and push each other to think deeper about the characters in the book. One way you can do this is by asking questions that start with why, such as “Why do you think the character acted that way?” You also want to push each other to say as much as you can about what you are sharing. You could say, “Can you say more about that?” or “What in the text made you think that?” Remind partners that their job is to help each other think more deeply about the characters in the book. While partners are sharing, listen to their conversations.

Thinking Stems/Anchor Chart:• Why does the character act this way?• What does the character want and why does he/she want it?• What struggles does the character face trying to get what he/she wants?• What does the character do to get what he/she wants?

Formative Assessment Opportunities:• Listen to students’ conversations during guided practice, work time, and share time.

The Actions of a Character Contribute to What Happens Next in the Story: Mini-Lesson

Mini-lesson: (RL.3.3, RL.3.1, 3.3, 3.10; W.3.8, 3.10; RF.3.3a, 3.3b, 3.3c, 3.4a, 3.4b, 3.4c; L.3.4a, 3.4c, 3.6; SL.3.1a, 3.1b, 3.1c, 3.1d, 3.3, 3.6)

This seed is intended to span more than one mini-lesson.

Learning Target: I can explain how the actions of a character contribute to what happens next in the story. (RL.3.3)

Start the lesson by linking to prior learning experiences and state the learning target. Readers, we have been learning strategies to help us get to know the characters in books we read. Turn and talk about some of the ways readers get to know the characters in a story. Refer to the anchor chart created in the previous lesson—“Strategies Readers Use to Understand Characters.”

Provide students with a concrete example of how a person’s actions can affect what happens. Let’s say everyone turned in their homework every day for the past 2 weeks, and because everyone turned in their homework, we decide to have a celebration. What caused us to have a celebration? What if no one turned in his/her homework? What would be the effect of this action? Notice how the outcome was different depending on our actions. Our actions affect what happens in our lives, just like the character’s actions affect what happens in the story. Today I am going to teach you how the actions of a character affect what happens next in the story.

I am going to reread a few pages from Fireflies so that I can show you how the character’s actions contribute to the events of the story. As I reread this section I want you to pay careful attention to the boy’s actions.

On a summer evening I looked up from dinner, through the open window to the backyard. It was growing dark. But something flickered there a moment—I looked, and it was gone. It flickered again, over near the fence. Fireflies! “Don’t let your dinner get cold,” said Momma. I forked the meat and corn and potatoes into my mouth. “Please, may I go out? The fireflies”- Momma smiled, and Daddy nodded. “Go ahead,” they said.

So how do the boy’s actions lead to what happens next in the story? I am thinking that he is really anxious to get outside since he finished his dinner so quickly. So how do his actions affect what happens next in the story?

Guided Practice: (this may occur during the next mini-lesson) Provide students with a copy of the text where the boy is anxious to go outside.Now let’s see if we can explain how the boy’s actions contribute to what happens next in the story. With your partner, reread this section of the story. You and your partner can use this organizer to help you organize your thinking.

Somebody (character) Was (actions) So ___________ happened next

The boy He was so excited to go outside to catch fireflies that he shoved the rest of his dinner in his mouth.

He runs downstairs to get a jar, pokes holes in it, and races outside to start catching fireflies with other children in the neighborhood.

Have partners work together to complete the next row on the organizer. While students are working, listen and provide support when needed. So

what do you know about the boy’s actions? What did his actions lead to? How could the boy have acted differently? How would that have affected what happened next? Bring students back together and have them share out their thinking and record on the graphic organizer.

Work Time: Provide students with one of the following tasks for work time. Task 1 provides students with more scaffolding. Task 1 : Copy pages from a previous read aloud where the character’s actions impact what happens next. Have students read and then fill out

the graphic organizer. Task 2: Have students choose their own book for independent reading. While reading they will choose one character to focus on. Students

will fill out the graphic organizer while reading.

Confer with students while reading or pull small groups of students who need more support with character analysis. Use the thinking stems below to prompt students thinking. Guided reading groups are also pulled at this time.

Share: Have the class form a circle so that everyone can see each other. Select 2-3 students to share what they were working on during independent reading and the strategies they are using to get to know the characters in their books. After each student shares, invite others to ask questions to help push the students deeper in their thinking. For example, they might ask “Could you say more about that? What made you think that? I agree/disagree because…..” This type of share allows for other students to hear the strategies their peers are using to get to know the characters in their books.

Thinking Stems/Anchor Chart:• Describe (character’s) actions. How do his/her actions contribute to the sequence of events?• Describe (character in the story). How does this affect what happens next in the story?

Formative Assessment Opportunities:Collect students’ graphic organizers and analyze for next steps in instruction. Some students may be able to identify the character’s actions, but unable to explain how these actions contribute to what happens next in the story.