Character Education Novel Unit Out of My Mind, Sharon M. Draper

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

2. Day 1: Bellringer Assemble your learning journal

3. 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?

4. 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?

5. Inside your Learning Journal, assess yourself on each of these learning targets. • Here is an example…

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.

7. 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.

8. 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?

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= I’m getting there. • Circle= I need help with this one.  

10. Day 1: Homework Read Chapters 3-4 • Purpose for Reading: • What is really going on inside Melody’s mind?

11. Day 2: Bellringer Learning Targets Quick Write Choose 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? • 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?

12. 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

13. 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?”

14. 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.

15. 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?

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= I’m getting there. • Circle= I need help with this one.  

17. 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?

18. Day 3: Bellringer Learning Targets Quick Write Choose 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. • 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. • Are there any words that you do not understand in the learning targets?

19. Day 3: Chapters 5-7 Chalk Talk Venn Diagram Compare and contrast one of these pairs: Mrs. Tracy and Mrs. Billops Parents and Mrs. Valencia • 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

20. 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.  

21. Day 3: Homework • Read Chapters 8-10 (Don’t forget to use the “Say Something” Strategy!) • 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.

22. Learning Targets 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. • Are there any words that you do not understand in the learning targets?

23. Day 4: Chapters 8-10 • Somebody wanted, but so… (a summarizing strategy) • Somebody- character • Wanted- goal • But- conflict • So- resolution

24. 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).

25. Day 4: Chapters 8-10 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.

26. 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.  

27. Day 4: Homework • Read Chapters 11-13 (Don’t forget to use the “Say Something” Strategy!) • Purpose for Reading: • What does Rose feel, speak, and think? How does she act?

28. Day 5: Bellringer Quick Write • Choose one of these prompts: • 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.  • Claire and Molly think that Melody has it “easier” because Catherine helps her answer test questions…how could they think this? • 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?

29. Day 5: Chapters 11-13

30. Day 5: Chapters 11-13

31. Day 5: Chapters 11-13

32. Day 5: Chapters 11-13 • Expert Groups • Use 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.

33. 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.  

34. 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?

35. 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? 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?

36. Day 6: Chapters 14-16 • Jigsaw Groups • Share 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?

37. Day 6: Chapters 14-16 • 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?

38. Day 6: Homework • Read Chapters 17-19 (Don’t forget to use the “Say Something” Strategy while you read.) • 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

39. 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? Learning Targets • Write your learning 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. • I can write to reflect and explain my thinking. • Are there any words that you do not understand in the learning targets?

40. Day 7: Chapters 17-19 • 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.

41. Day 7: Chapters 17-19 Paper 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?”

42. 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.  

43. Day 7: Chapters 17-19 • 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.

44. Day 7: Homework • Read Chapters 20-24 (Don’t forget to use the “Say Something” Strategy while you read.) • 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?

45. Day 8: Bellringer Quick Write Choose ONE and write at least 5 sentences to explain your answer. • 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? • 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. Learning 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. • I can summarize the text. • Are there any words that you do not understand in the learning targets?

46. Day 8: Chapters 20-24 • Somebody wanted, but so… (a summarizing strategy) • Somebody- character • Wanted- goal • But- conflict • So- resolution

47. Day 8: Chapters 20-24 • 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?

48. 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?

49. 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.  

50. Day 8: Homework • Read Chapters 25-27 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for Reading: • What is Claire feeling, thinking, and saying? How is she acting?