Readers Workshop: Character Study Looking at characters actions: Scene: Melody chooses to participate in the Whiz Kids Quiz

Team. 1. Standard: a. CCSS.ELA-Literacy.RL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. b. CCSS.ELA-Literacy.RF.5.4- Read grade-level text with purpose and understanding. c. CCSS.ELA-Literacy.SL.5.1- Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. 2. Objective/ Target (I can statements) a. I can tell about a character by looking at their dialogue and inner thoughts. b. I can tell the theme in different parts of a story. c. I can read and understand grade-level books. d. I can participate in discussions and build on my classmates ideas about grade-level books. 3. Anticipatory set: a. The teacher will give a book talk on the book Ungifted to get students excited about reading. 4. Input a. Task Analysis: Have students take out their books, a pencil, and some sticky notes and sit at the meeting spot. The book talk will take place once they have all gotten to the carpet. After completing the book talk, the teacher will direct the students attention to the book Out of my Mind (the book we have been reading for read-aloud). The teacher will explain that we are going to go back and reread a scene from the book and use that scene to look at the characters dialogue and inner thoughts. Ask Why might we be interested in dialogue and thinking? Have several students offer their ideas. Reread the section when Claire says shes best friends with Melody on T.V. and on to the next section at the restaurant. Model thinking while reading. Un-mute the screen to show a T-chart on the smart board that has Dialogue/ Inner thoughts on one side and What does this tell me about the character on the other. Say Well, since were looking at dialogue or inner thoughts, I remember the part where Claire said she was best friends with Melody on T.V. I remember thinking while I was reading why Claire would say that because we know theyre not really best friends. Im going to use that part for my dialogue because I think it really tells me a lot about Claire. Im thinking that Claire said that because she

wants to be popular and Melody was getting the attention on T.V. so I think that means that Claire is kind of self-centered. She cares more about herself than other people. Write these ideas on the t-chart. Ask students to share some dialogue or something a character was thinking for the chart. Talk as a class about what that might tell us about that character and fill it in on the chart. Now ask students to draw the t-chart on a sticky note and complete one more idea on their own. When all students are done, ask a few students to share then collect the sticky notes. Explain to students that with the remaining time they will return to their seats and continue reading their own books. While they read they will use sticky notes to draw more t-charts that include dialogue or inner thoughts to help them learn more about the characters. b. Thinking Levels: Blooms Taxonomy Knowledge: Students will recognize the scene from Out of My Mind and will know that dialogue and what the characters think is important. Comprehension: The teacher will ask Why is that dialogue or inner thinking important? What does that tell us about the character? Application: The students will apply this skill by looking for actions and their meanings in their own books. Analysis: Students will be able to compare the actions from Out of My Mind with the actions in their own books. Evaluation: c. Accommodations: i. Remediation: There is no requirement for the amount of sticky notes so students who have a harder time with this idea will only have a couple. ii. Extension: Students who excel with this content will be able to use more sticky notes. iii. Learning Styles: Verbal Linguistic: Speaking, sharing, and discussing answers and ideas throughout the lesson. Intrapersonal: Self-reflection and thinking about the dialogue, inner thoughts, and their meanings. Logical mathematical: Students will be able to look at this idea as a cause and effect relationship. (This dialogue was said so that means this about the character) Visual/ Spatial: The t-chart will help these students visualize the idea. Body Kinesthetic: Interpersonal: Cooperative learning. Musical: Naturalistic: d. Managing the lesson:

i. Instructional Methods: Explanation of key ideas Brainstorming ideas (actions) Discussing the meaning of the dialogue and inner thinking Modeling Writing/ Answering questions ii. Engagement Strategies: Asking for ideas Re-reading Starting discussions Having students apply the ideas to their own book iii. Materials: Ungifted (for the book talk) Out of My Mind T-chart Personal books Pencil Sticky Notes 5. Modeling: The teacher will model re-reading. The teacher will model thinking while reading. The teacher will model using sticky notes for dialogue or inner thoughts and their meanings. 6. Checking for Understanding: The teacher will check for understanding by taking note of the students ideas during the discussion (making the t-chart). The teacher will check for understanding by collecting the sticky notes before sending to students off to work in their own books. The teacher will check for understanding by asking if there are any questions before sending students to their book nooks. 7. Guided practice: The teacher will use guided practice when making the t-chart using Out of My Mind. 8. Independent practice: The students will practice this strategy using their own books and on a sticky note before leaving the meeting area. 9. Closure: The teacher will close the lesson by sending the students to their book nooks to practice this strategy on their own. 10. Assessment and Reflection: The teacher will assess student learning and understanding by monitoring and taking note of student participation during guided practice. The teacher will also monitor as the students practice this strategy on their own.